Compiler Essay -- Computer Science Technology Essays

CompilerCompiler, in computer science, computer plan that translates source engrave, operating instructions in a program written by a software engineer, into object decree, those same instructions written in a language the computers primal processing unit (CPU) can read and interpret. Software engineers write source code using high level programming languages that people can understand. Computers cannot instanter execute source code, but need a compiler to translate these instructions into a low level language called machine code. Compiler How It plantCompilers collect and reorganize (compile) all the instructions in a given set of source code to produce object code. Object code is frequently the same as or similar to a computers machine code. If the object code is the same as the machine language, the computer can run the program immediately after the compiler produces its translation. If the object code is not in machine language, other programs much(prenominal) as assembler s, binders, linkers, and loadersfinish the translation. Most programming languagessuch as C, C++, and Fortranuse compilers, but somesuch as BASIC and LISPuse interpreters. An interpreter analyzes and executes each line of source code one-by-one. Interpreters produce initial results faster than compilers, but the source code must be re-interpreted with every use and interpreted languages are usually not as sophisticated as compiled languages. Most computer languages use diverse versions of compilers for different types of computers or operating systems so one language may have different compilers for personal computers (PC) and Apple Macintosh computers. Many different manufacturers often produce versions of the same programming language, so compilers for a language may vary in the midst of manufacturers. Consumer software programs are compiled and translated into machine language before they are sold. Some manufacturers provide source code, but usually only programmers find the so urce code useful. Thus programs bought off the shelf can be executed, but usually their source code cannot be read or modified.When executing (running), the compiler outset parses (or analyzes) all of the language statements syntactically one after the other and then, in one or more successive stages or passes, builds the output code, making for certain that statements that refer to other statements are referred ... ... sequence comparison methods. GAMS -- a high-level modeling system for mathematical programming problems. DISGCL -- an interpreter language based on plotting library DISLIN. Glish (within AIPS++ system) -- a language/environment for data acquisition/analysis. Isaac -- scientific calculator and programming language. MAX -- Xbase compiler with integrated database engine. MetaCard -- a multimedia authoring appliance and GUI development environment. MSDL -- a scene description language for graphics research. Nickle -- a desk calculator language with powerful programmi ng and scripting capabilities. PerlDL -- turn perl into an array-oriented, numerical language. ProvideX -- an object-oriented, air basic development environment. RLaB -- matrix oriented, interactive programming environment. S-Lang -- an interpreted language could be embedded into an extensible application. Soar -- a cognitive architectural example and mode ls, and an AI programming language. ZPL -- a portable, high performance parallel programming language for computations. Referenceswww.programmersheaven.comwww.compiler.netwww.msn.encarta.comwww.webopedia.com

SOCIETYS NEED FOR THE REGISTRATION OF HANDGUNS :: essays research papers

Societys Need for the Registration of Handguns hero sandwichs atomic number 18 an instrument that even the most careful of people could do harm with. Gun owners should go to firearm safety classes so they will be educated on proper handling and storage of the gun. While this should sole(prenominal) be voluntary, something should be done to insure that guns are only sold to people who have a safe background and are of age. Congress should mandate the registration of handguns in order to keep criminals from possessing guns, to cut back on violence in the home, and to avoid accidental or intentional violence among churlren.The Federal Goernment right away is putting forth much effort in order to control the purchase and registration of handguns. In 1993, Congress approved the Brady Bill that requires a mandate five-day waiting period when buying a gun. The recent school shootings have pushed Congress to pass a bill requiring approximately 80% of handguns to be produced with child safety locks. The ultimate goal of the government is to ban the sale of firearms to the public. By starting out small, and having big goals, later generations will enjoy peaceful lives.In todays world, guns used in the home for protection purposes are becoming more of a danger than an object of security. They have taken over the interest of everyone who thinks they are in danger. Even with the protection of a handgun, statistics show that crimes are still being committed. According to the U.S. Bureau of Justice Statistics an average of only about 65,000 defensive uses of guns each year compared to the more than 800,000 crimes committed with guns (Mcdowell 1982-84). Guns are a danger in the household if marital disputes and domestic violence are present. If a gun is a readily available object then the chances of it being used to let out anger and frustration instead of self-defence is great. Mercy Saltzman reports that having a gun in the home also increases the risk that incidents o f domestic violence will result in homicide. He goes on to channelise out family and intimate assaults involving firearms are twelve times more likely to result in death than non-firearm related assaults (Saltzman 3043-47). In lieu of these statements, one bay window see the present danger in keeping a firearm in a household.A nonher reason to mandate the registration of handguns is because guns and criminals are not a healthy combination.

Essays --

All it takes is one person to take the lives of twenty six students. Imagine falling your kid off at school, and finding away that they, along with twenty five other classmates were killed by a single gunman. This was the reality for more parents at Sandy Hook Elementary in Newton, Connecticut. And bit this terrorist act affected the lives of 26 families, it also affected America as a nation. A solar day after the tragic shooting, the National Rifle experiences Executive Vice President Wayne LaPierre addressed the media, and examined how America needs to take action to nurse our children. In La Pierres voice communication, he claims how the effect of a gun gouge differ depending on who is firing the gun. Through the use of logos, pathos, and demagoguery, he in effect provides an argument that existing gun laws experience not saved us from the violence that our society has developed. The use of Logos in LaPierres speech is evident through the use of facts supported by his impactful speech communication and statistics. LaPierre depicts how the media has created a violent culture in our society today, A child growing up in America witnesses 16,000 murders and 200,000 acts of violence by the clipping he or she reaches the ripe old age of 18.(La Pierre, 17) He claims that in todays world, many delineations, video games, and T.V. shows depict violent situation that commonly involved bad guys shooting innocent pack. LaPierre wants people to see that the media is too blame for this violent culture. By using large numbers such as sixteen and two hundred thousand, he is able to prove that media does have an effect on our society. LaPierre believes that anything can influence society, and the killers are the ones who will incorporate movie scenes into their real life actions... ... right now, starting today, in a way that we know works (LaPierre, 3) The italicized words allow the earshot to reflect on themselves. LaPierre wants people to realize that t hey can make a change and provide money/guns for school security even up if the government will not. He also states the words we and family throughout his whole speech. This is LaPierres most effective use of Pathos. He is constantly remind the audience he is on their side and that he is scummy with all the families that have lost loved ones.LaPierre incorporated pathos and logos to create the effect he desired on his audience. He demonstrates logos effectively by the use of facts and supporting evidence. He also uses pathos to appeal to the audiences emotions. two strategies, give provide a greater materialize that the audience will agree with his argument for armed security in schools. Essays -- All it takes is one person to take the lives of twenty six students. Imagine dropping your kid off at school, and finding out that they, along with twenty five other classmates were killed by a single gunman. This was the reality for many parents at Sandy Hook Elementa ry in Newton, Connecticut. And while this terrorist act affected the lives of 26 families, it also affected America as a nation. A day after the tragic shooting, the National Rifle Associations Executive Vice President Wayne LaPierre addressed the media, and examined how America needs to take action to protect our children. In La Pierres speech, he claims how the effect of a gun can differ depending on who is firing the gun. Through the use of logos, pathos, and demagoguery, he effectively provides an argument that existing gun laws have not saved us from the violence that our society has developed. The use of Logos in LaPierres speech is evident through the use of facts supported by his impactful words and statistics. LaPierre depicts how the media has created a violent culture in our society today, A child growing up in America witnesses 16,000 murders and 200,000 acts of violence by the time he or she reaches the ripe old age of 18.(La Pierre, 17) He claims that in todays world , many movies, video games, and T.V. shows depict violent situation that usually involved bad guys shooting innocent people. LaPierre wants people to see that the media is too blame for this violent culture. By using large numbers such as sixteen and two hundred thousand, he is able to prove that media does have an effect on our society. LaPierre believes that anything can influence society, and the killers are the ones who will incorporate movie scenes into their real life actions... ... right now, starting today, in a way that we know works (LaPierre, 3) The italicized words allow the audience to reflect on themselves. LaPierre wants people to realize that they can make a change and provide money/guns for school security even if the government will not. He also states the words we and family throughout his whole speech. This is LaPierres most effective use of Pathos. He is constantly remind the audience he is on their side and that he is suffering with all the families that hav e lost loved ones.LaPierre incorporated pathos and logos to create the effect he desired on his audience. He demonstrates logos effectively by the use of facts and supporting evidence. He also uses pathos to appeal to the audiences emotions. Both strategies, give provide a greater chance that the audience will agree with his argument for armed security in schools.

Hydroygen Renewal Project :: Energy Power

Chevron is one of the worlds largest integrated oil companies in the world and is headquartered here in the speak Area. Chevron is cognize to be involved in the exploration for, and production of, oil and indwelling gas, as well as the pipeline transportation of crude oil, natural gas, and natural gas liquids, the refining of crude oil into refined petroleum products, including gasoline, aviation fuel, and other light petroleum products. One of its refineries is also located in the Bay Area. The Richmond Refinery is one of the largest and oldest refineries on the West Coast. Construction of the refinery started according to in 1901, and it was soon bought by Standard Oil (TCFLUI). It covers 2,900 acres, has 5,000 miles of pipelines, and hundreds of large tanks, that can hold up to 15 million barrels of crude, gasoline, jet fuel, diesel, lube oil, wax, and other chemicals produced by the refinery. Most of these operations require intense heat and pressure, requiring 130 megawatts of power and up to 50 million gallons of cooling water daily (TCFLUI). With a processing capacity of over 350,000 barrels per day, this refinery is among the largest in the United States (TCFLUI). Recently chevron proposed a project plan to the city of Richmond that would upgrade the outdated refinery. The plan is known as the hydrogen renewal project, it would include a power jell replacement which would replace inefficient steam boiler. Hydrogen plant and purity replacement which would replace the outdated high energy used plant with a newer energy efficient plant, along with modifying existing equipment to improve the purity of the hydrogen used by the plant.Some members of the Richmond community are in an hubbub about the recently proposed plan claiming that this is far from what the city desires at the moment. Critics of the proposed plan such as an Oakland-based environmental group indict chevron of lying, accusing the alliance that their plan to switch to ref ining dirtier, cheaper crude oil that could result in five to fifty times more pollution (cbs5). This would increase releases of mercury, selenium, toxic entropy compounds, and greenhouse gases. And why would the Chevron switch to refining dirtier, cheaper crude oil? Greg Karras a senior scientist with communities for a Better environment claims Because price discounts can pop off $5 per barrel, which , for a refinery Chevrons size, could lead to be about $400 million per year (cbs5).

Destiny, Fate, Free Will and Choice in Oedipus the King - Fates Triump

Destiny, Fate, Free Will and Choice in Oedipus the King - Fates cheerAt the core of any cataclysm there is a cruel change of fortune involved. This change of fortune is a key factor in mans demise and it can result in speculation that perhaps the gods plotted his ruin let out of malice. To blame a higher power is the easy government agency to rationalize the downfall, but upon further investigation it becomes clear that it is actually mans attempt to escape his stack that leads to tragedy. Only when Oedipus was ruined did he realize his efforts to avoid what was pre-ordained were useless. Douglas Johnston states that cream is at the heart of tragedy (Johnston 14). In Sophocles play Oedipus Rex Laius, Jocasta and Oedipus all choose to ignore Apollos oracle this decision, to attempt to escape fate, sets off a chain of events that leads to the shoot down of these characters. We can only wonder how their lives may have differed if not for these fatal decisions. If one assumes that any attempts to control ones destiny will result in tragedy does the opposite also ring true? Perhaps the way to cheat fate is simply to accept it. Even before his birth Laius and Jocasta have been told that their sons fate is to kill his father and marry his mother. They are determined to save themselves and decide that Oedipus must be killed before he is old enough to carry out the prophecy. This attempt to beat the gods immediately begins Oedipus journey to ruin as he grows up in nearby Corinth thinking that his parents are King Polybus and Queen Merop. By assuming Polybus and Merop are his true parents Oedipus is in a situation where he can unknowingly kill his true father and marry his true mother. At the same time Jocasta and Laiu... ...it is a natural human instinct to seek to avoid ones fate when one knows something bad will happen. Even if man knows he is headed for doom it is ones foolishness, determination and stubborn nature that makes one try to fight the losing battle against destiny. The destruction of Oedipus in Sophocles play is not an isolated occurrence quite it is a story whose lessons apply to all of mankind. Works Cited and Consulted Johnston, Douglas, and Brian Grandy. Greek Tragedy. Ascension Collegiate. 3 Oct. 2001<http//www.stemnet.nf.ca/hblake/tragedy1.html. Rose, Lloyd. The Greek Tragedy Doom Is Booming. Washington Post 20 Dec. 1998 G02. 2 Oct. 2001 <http//academics.vmi.edu/english/greekdrama.html. Sophocles. Oedipus Rex. An Introduction to Literature, 11th ed.Eds. Sylvan Barnet, et al. New York Longman, 1997. 800-836.

Destiny, Fate, Free Will and Choice in Oedipus the King - Fates Triump

Destiny, Fate, Free Will and Choice in Oedipus the King - Fates TriumphAt the core of any tragedy thither is a cruel change of fortune involved. This change of fortune is a key factor in mans demise and it can result in system that perhaps the gods plotted his reveal out of malice. To blame a higher power is the easy way to rationalize the downfall, but upon further investigation it becomes send away that it is actually mans attempt to escape his fate that leads to tragedy. Only when Oedipus was ruined did he realize his efforts to avoid what was pre-ordained were useless. Douglas Johnston states that choice is at the heart of tragedy (Johnston 14). In Sophocles calculate Oedipus Rex Laius, Jocasta and Oedipus all choose to ignore Apollos oracle this decision, to attempt to escape fate, sets off a chain of events that leads to the defeat of these characters. We can only wonder how their lives may give birth differed if not for these fatal decisions. If virtuoso assum es that any attempts to control ones destiny will result in tragedy does the opposite also ring true? mayhap the way to cheat fate is simply to accept it. Even before his birth Laius and Jocasta have been told that their sons fate is to kill his father and marry his mother. They are unflinching to save themselves and decide that Oedipus must be killed before he is old enough to carry out the prophecy. This attempt to beat the gods immediately begins Oedipus journey to ruin as he grows up in nearby Corinth thinking that his parents are King Polybus and Queen Merop. By assuming Polybus and Merop are his true parents Oedipus is in a situation where he can unknowingly kill his true father and marry his true mother. At the same time Jocasta and Laiu... ...it is a natural tender instinct to seek to avoid ones fate when one knows something bad will happen. Even if man knows he is headed for doom it is ones foolishness, determination and stubborn nature that makes one try to f ight the losing battle against destiny. The destruction of Oedipus in Sophocles play is not an isolated occurrence rather it is a story whose lessons apply to all of mankind. plant Cited and Consulted Johnston, Douglas, and Brian Grandy. Greek Tragedy. Ascension Collegiate. 3 Oct. 2001<http//www.stemnet.nf.ca/hblake/tragedy1.html. Rose, Lloyd. The Greek Tragedy Doom Is Booming. Washington Post 20 Dec. 1998 G02. 2 Oct. 2001 <http//academics.vmi.edu/english/greekdrama.html. Sophocles. Oedipus Rex. An Introduction to Literature, 11th ed.Eds. Sylvan Barnet, et al. bare-assed York Longman, 1997. 800-836.

A Global Language: English Language Essay

English is an international language spoken all over the world that was originally borrowed from the world. If English is used as a globose language, there might be some usefulnesss related to communication and business. However, there are also several disadvantages in terms of losing mother tongue and victorious quantify and money. The advantages outweigh the disadvantages, so English should be made the global language.The first essential affirmative head teacher is communication. There are more than two hundred countries in the world. If everyone could speak English, they may have the ability to communicate with others whenever they are in strange countries. Furthermore, using English, people can have more friends, put out peer relationships with foreigners and can not get lost. Overall, English becomes a global language people may have more chances in communication.Another crucial advantage is improving business. If English was spoken widespread and everyone could use it, t hey would likely have more opportunities in business. Foreign investments from rich countries might be supported to the poorer countries. For instance, a company and its proponents would be able to discuss, understand each other and develop the projects together.The first disadvantage of issue is losing mother language. If English used as a global language, people may use it both at work and daily life. Children and teenagers might prefer to watch English cartoons or movies. Gradually, they make fault when they use their mother languages. It can not be imagine if English is only one language in the world. Another serious negative point is taking much time and money. Old generation might need to study English to communicate with the youth ages. In addition, educational curriculum trunk could be changed to be suitable for the reform. These processes need quite long time and a large amount of money.In conclusion, using English as a global language has both advantages and disadvantage s. It is useful for communicating and business while could lead to be lost mother tongue and take much time and money.

Is Vincent the Hero in Gattaca Essay

The film Gattaca fails to provide us with a character that washstand be clearly defined as a hero. By definition a hero is a person of distingui remove courage or powerfulness and is admired for their noble qualities and exhibits certain traits that ar deemed to be heroic. In Andrew Niccols film the character Vincent freeman at times display heroic qualities provided they do not consistently show them to prove to us that he is a heroes. Vincent takes on a whole new identity changing from an in-valid to a valid which makes it difficult to distinguish his true identity from the borrowed one he has become.Throughout the film it is hard to see Vincents true personality with the facade he displays to the outside world. And in that location are many cases where Vincent shows quite admirable qualities like when he is with Irene and he lets go of the strand of hair grammatical construction the wind caught it. At first this may seem a very heart felt gesture but for Vincent this could be a form of insurance gaining Irenes trust and if she was ever in a position to protect Vincents identity she might do so.Up until the organise where Vincent decides to infiltrate Gattaca, he is just an average person, an outcast of society, a lonely person with no life whos survived on nothing but a dream. Up until this point there are no characteristics being shown by Vincent which show that he deserves to be classified as a hero. The character Vincent Freeman from the moment he was born was seen as weak and genetically imperfect but he is able to overcome these constraints.Vincent was labelled as an in-valid, a label which determined how foresightful he would live to what he could be able to do. Vincents strong character, ending and desire to fall upon his dreams displays his true heroic qualities. He refuses to abide by the rules of Gattaca and with little hesitation finds a way to make his dreams come true no matter what the cost. They used to say that a child conceived i n make out has a greater chance of happiness.They dont say that anymore. This leads us to believe that Vincent is someone who can defy the odds and have enough determination to achieve his dreams in a world where individuality is eradicated and unwanted and all you need is good DNA to succeed. Although Vincent is showing lots of courage and determination, in humans in order to achieve his dreams Vincent has had to become a criminal and resort to illegal measures and deceive many people to achieve his goals. This then challenges Vincent to whether he is suited of a hero status.Vincent has gone through many hardships to get to the position he is in. By becoming a borrowed Ladder he gained entry to Gattaca to achieve his dream of becoming an astronaut. He is so determined that he has gone to such extreme measures that he has totally abandoned his own identity and in part is own personality and abandoned his family leaving them to believe that he was dead. Anton telling Vincent that our parents both died thinking theyd outlived you.This is not the behaviour or characteristics that are looked respectably upon as heroic. As Anton begins to put the pieces of the murder at Gattaca together, he gets closer to revealing Vincent as the fraud he really is. You committed fraud. Youre in a lot of trouble. Anton tries to help out his brother and follows the rules but even though Vincent has accomplished so much he is not field and still has to beat down his brother. Is this envious quality something we look for in a hero? No heroes are modest and humble unlike Vincent. alike(p) many of the people in Gattaca Vincent has something to hide. When Anton and Hugo perform the raid at the Cavendish club everyone flees and no one even knows what they want yet meaning that everyone is hiding something and there are many people just like Vincent hiding in the society of Gattaca. When Vincent hides his identity he becomes a criminal, buying an identity illegally on the black market and becoming like all the other borrowed Ladders. Vincent is no different from anyone else.He has committed a crime and is far from being called a hero. He is daring but not courageous and seems superior knowing that he has outsmarted Gattaca. Qualities which are not heroic. Just remember, Lamar, I could have gone up and back and nobody would have been the wiser Vincent says this to Lamar just after Lamar reveals that he has known Vincents secret all along. All Vincent has achieved is getting away with a crime. We shed 500 million cells a day says Vincent it only takes one to show Vincents true identity.

Mentoring and Enabling Learning in the Practice Setting

Mentoring and enabling knowledge in the approach pattern setting A reflective history of my experience of facilitating learning, assessing and teaching a savant or co- laster, and how this experience will inform my future schooling within the teach or exercise teacher voice. Student Number 2930211 Word Count 3150 break up 1 Introducing the Mentorship role I am a band five registered paediatric nurse base on an orthopaedic and spinal surgical guard in a tertiary paediatric hospital.I am currently engaging in completing my training to become a qualified mentor. This reflective account details my experiences assessing, teaching and facilitating the learning of a educatee during their practice found learning, and how this experience whitethorn affect my future practice. Throughout the account, in order to nourish the identities of people, trust and clinical setting involved confidentiality will be maintained via the use of pseudonyms or omission of names ( care for and Midw ifery Council (NMC), 2008a).The function of practice based learning is to provide experience, serving an important role in conk outing the dexteritys of the schoolchild in interperforming with patients and their families assisting in technical, psychomotor, interpersonal and communication skills (Ali and Panther, 2008). Practice based learning provides an opportunity to link theory and practice, and promotes professional identity development (Fishel and Johnson, 1981). Practice based learning is also crucial in the profession of nursing receivable to the vocational nature of the work, and necessity of assessing clinical competency and safeguarding the public (Rutowski, 2007).By ensuring specific standards are met with assessment in practice, it effectively marks that savants are fit for practice at point of registration (NMC, 2004). My demonstration of demonstrating my eligibility to supervise and assess students in a practice setting and successful completion of the NMC appro ved mentorship programme will render me to meet the definition of a mentor (NMC, 2004), and perform an important role that every nurse has to assume form eithery, sooner or later (Ali and Panther 2008, recruit 1)Figure 1. (Synthesised using NMC 2008b, Rutowski 2007, Beskine 2009) Part 2 The NMC Standards In order to ensure that there is a set level for nurtureing learning and assessment in practice, the NMC devised and provided a set of standards for which mentors, practice teachers and teachers are required to meet (NMC 2008b, Ali and Panther, 2008). The agreed mandatory requirements include a developmental framework, the standards, and information regarding application of the standards to assessment in practice.The competency and outcomes for a mentor are underpinned by viii domains (Figure 2, NMC, 2008b). Figure 2. (NMC, 2008b) Number Domain 1 Establishing effective on the job(p) kinships 2 Facilitation of learning 3 assessment and accountability 4 Evaluation of learning 5 Creating an environment for learning 6 Context of practice 7 Evidence-based practice 8 Leadership When considering the eight domains within my own clinical practice area I consider establishing effective working descents and leadership to be of particular importance.The establishment of an effective working relationship is vital due to working together with families and providing bring off for the family as the patient, rather than just the child (Casey, 1988) in order to provide a great standard of fearfulness. Establishing effective working relationships also serves to reduce poor student experiences and improve ability to assure competence to practice (Beskine 2009, Dowie 2008). When considering the importance of family centred do by, as sound as the promotion of an effective working relationship, leadership is a key theme.Leadership in my clinical setting involves role modeling, improving care and influencing differents (Cook, 2001) as healthful as considering situatio nal forms of leadership (Faugier and Woolnough, 2002) when communicating with different parties in different situations. Leadership in my practice setting could range from working with a difficult family, which may require participative leadership, or a situation where I need to be assertive. I must frequently act as an advocate for the child (Children arrange 1989), requiring a more autocratic approach (Bass and Bass 2008).Both establishing effective relationships and leadership require skill, knowledge and experience and net be central to providing character reference care (Department of Health 2004). Key professional challenges surrounding learning and assessment in my practice area include difficulty due to the busyness and staffing levels on my ward, which is cognize to affect the quality of assessment in practice (Phillips et al, 2000). The pressure of clinical commitments and lack of available season has an affect on the organisation and supervision of students during cl inical placement (Caldwell et al 2008).Other difficulties may include inconsistency in performance influencing assessment of fitness for practice (Duffy and Hardicre 2007a), or students who are non compliant with support available and provided should they be weakness (Duffy and Hardicre 2007b). Reluctance to fail a failing student due to poor assessment or finding the failing operate too difficult (Duffy 2003) also serves as a professional challenge in my practice area.The NMC Standards to support learning and assessment in practice (2008b) do provide a framework for mentors, but due to the nature of the document it is non comprehensive enough to consider all aspects of competence assessment (Cassidy, 2009). It could be considered that some level of assessment remains subjective despite the framework being provided, due to the inherent nature of the involved profession and the variation of skills to be assessed.Holistic assessment of competence is difficult to structure a framew ork, particularly when considering a students reflexive action to utilise their knowledge skills and emplacement with delirious intelligence (Freshwater and Stickley 2004, Clibbens et al 2007). These issues may become more prevalent when considering the possibility of a mentors failure to fail a student (Duffy, 2003). These is somewhat rectified by the responsive development of household off mentors who make a final judgement on the fitness for practice of the student at the end of their training (NMC 2008b).Further support can be disposed to the NMC standards to support learning and assessment in practice (NMC 2008b) by documents such as Guidance for mentors or nursing students and midwives (Royal College of nursing (RCN), 2007) a toolkit which assists in providing support and strategies for mentors. Part 3 My practice based assessment session Practice based assessment is a core method of assessing the knowledge, skills and attitude of a student (Bloom 1956, Wallace 2003), but is complex to ensure objective management (Carr, 2004).To accommodate a diversity of patients and needs (Dogra and Wass, 2006), different types of assessment are necessary, all of which are part of the mentor student relationship (Wilkinson et al 2008, Figure 3, NMC 2008b). Figure 3. ( Wilkinson et al, 2008) Type of assessment Description Mini clinical evaluation exercise. duck soup of student playing core clinical skill. Can be integrated into ward environment or routine patient encounter (e. g gaining a infliction score from a patient) Direct observation of procedural skills.Observing a student carry out a procedure and providing feedback afterwards (e. g performing aseptic non touch technique to prepare a dressings trolley). Case based backchat. A structured interview to explore behaviour and judgement (e. g discussing aspects care of a patient and what a student did or observed). Mini peer assessment. A group of qualified professionals providing feedback on an individuals p erformance, includes self assessment (e. g feedback from other nurses that supervise a student in their clinical placement).The method of assessment must be considered in terms of reliability, rigourousness, acceptability, educational impact, and cost effectiveness in order to evaluate the suitability of the assessment itself (Chandratilake et al, 2010). sagacity of formal knowledge vacates review of conceptual knowledge, including considering potential risks or other influencing factors. Assessing an individual in practice, or their craft knowledge, allows reflection and development on experiential learning (Price, 2007).Both formal and craft knowledge are required to be continuously assessed to understand the student in order to understand how the student reads risk situations and uses concepts to address practice requirements (Price, 2007). When assessing students it is important to establish four key areas (Hinchliffe 2009, figure 4). Figure 4. (Hinchliffe 2009) Key area Desc ription Knowledge What do they know? Skill What do they do? Performance How well do they do it? Motivation Why do they do it, and how do they feeling slightly it? Continuous assessment has limitations with regards to validity and reliability for numerous reasons.There is a requirement for co-ordination between educators and service providers to agree on tolerate assessment pathways for formative and summative assessment, allowing an appropriate level of assessment and practice theory link (Price, 2007). A mentor in a complex clinical setting combined with the pressure of continuous assessment on students in front of patients, family, relatives and other professionals has an impact on performance and may increase the anxiousness of the student or the tax assessor (Price, 2007). Anxiety may also be caused by the mentors eeling of competence to assess, the student feeling ready to be assessed (including contributing personal factors), as well as changes in curriculum causing mento rs to feel less competent in assessing certain areas (Price, 2007). My assessment was of the competence of a frontmost year student utilising pain assessment tools appropriately to successfully gain a pain score from a post operative patient. I considered this to be an area of importance due to the integral part of professional training pain assessment is recommended to serve considering pain as the fifth vital sign (Royal College of breast feeding (RCN),2008).Considering the expectations of head start years participation in law-abiding vital signs, competence is important for patient safety (Lomas 2009) . I would consider this assessment a direct observation of a procedural skill (Wilkinson et al 2008). An observing qualified mentor was surrender and observing at all points of the assessment and feedback. The observing assessor provided pen feedback regarding the assessment provided (Appendix 2).The assessment was planned including the criteria and a number of questions develo ped, to test the learners understanding (appendix 1). The criteria for assessment was structured and at an appropriate level for the student on both a supposititious and practical level (Stuart, 2007). The developed questions were aimed to make the student provide rationale for their choices within and around the assessment, aiming to make the assessed skill less of a series of tasks and provide a more versatile skill applicable in different ways (Cassidy, 2009).I waited until the ward was quiet to ensure there would not be interruptions and the assessment would not be compromised (Rutowski, 2007). Initially, I introduced myself to the student, as it was the first time we had met, this aimed to familiarise myself with the student and aim to reduce their fear (Price, 2007). I went on to tell the student what exactly I wanted them to do, approximately how long it would take and reassured them not to be worried as this was not a formal assessment, aiming to reduce anxiety (Price 2007 ) and make expectations clear.It was identified by my observing assessor that I did not enquire as to old experiences of the learner. Although I knew that the student was a first year and the assessment was appropriate as such, enquiring advance into their experiences may admit provided a link that would have adapted the assessment in some way and perhaps have assisted in supporting further growth (Newman and Pelle, 2002). My assessor also felt that outcomes should have been more clearly identified at the beginning of the assessment.Though the information was provided, and in an appropriate environment (Price, 2007) a shorter almost bullet point summary at the end of discussing outcomes may help to prepare the student for what is expected of them (Stuart, 2007) and reduce confusion or anxiety (Price, 2007). When the student had completed the first criteria, I asked her my first question. This took into consideration the students approach to communication (Dickson et al, 1997) and their knowledge of basic child development (Sheridan et al 1997), knowledge applicable to core skills in many ways.The student decently prioritised the order of pain evaluation, completing the second criteria (International association for the study of pain (IASP) 1994, Broome 2000). I asked the student the second question at this point, the student demonstrated theoretical ability to integrate with the nursing team to provide safe and effective care (Stuart 2007, Lomas 2009). Finally for the assessment the student communicated well with the child and their family demonstrating effective family centred care (Casey 1988) and successfully gained an appropriate pain score (IASP 1994) using the Wong-Baker faces pain rating (Wong et al 2001).After the pain score had been gained I asked my final question which was how often should pain observation be done, which the student correctly responded to in accordance with RCN (2008). My observing assessor felt that at points my speech was too fast and noted that I needed to repeat myself on occasion. Speaking at a slower rate allow a student to digest and understand information given to a better level, and prevents them from becoming overwhelmed with information faster than they can process it (Prozesky 2000).I provided a feedback session for the student, aiming to develop a sustainable proactive learning relationship with the student (Cassidy, 2009), which included an action plan made with the student (Appendix 3). Considering that the student was essentially competent at the skill, the action plan was focussed on gaining a greater range and experience in order to gain a more reflexive experienced quality regarding the skill and provide more holistic competence (Cassidy, 2009).The feedback was provided positively and constructively and seemed to help with the students self esteem with regards to the skill, creating a more supportive working relationship and conducive learning environment (Clynes and Raftery, 2008). The student-mentor relationship is crucial to the students learning experience (Ali and Panther 2008, Beskine 2009, Goppee 2008, NMC 2008b, Wilkes 2006, White 2007). Effective communication skills can help identify a student causing concern at an early stage in order to pre-empt failure (Caldwell et al, 2008).Though feelings of sadness or failure may be felt by the student and mentor from failing assessment, and this provides a challenge, it is important for mentors not to avoid these situations if a student has not met desired outcomes as this may have far reaching implications on student progression (Duffy and Hardicre 2007a, Duffy and Hardicre 2007b, Wilkinson 1999). The feedback was scheduled and provided shortly after the session aiming to give the student prompt support if required and to correct any unsatisfactory behaviour if present (Duffy and Hardicre 2007b).Considering the feedback, and my own reflections on the assessment, there is need for my future development. I will also endeavor to speak more slowly and learning more about the student prior to assessment. , and provide a more clear identification of outcomes . I would consider gaining feedback on the students performance from the patient and their family in the future. This would allow us to take into account the view of the service user and family to promote clinical excellence and family centred care is of a high quality (Department of Health 2004, Casey 1988).Overall, my observing assessor thought that my assessment of the student was appropriate for their level of knowledge, skill and attitude (Bloom 1956, Hinchliffe 2009, NMC 2008b) and effective in determining the level of competency in this area. Part 4 My practice based teaching session I prepared a teaching plan (appendix 4), a powerpoint presentation (appendix 7), button of the presentation and a handout of the motley tools for pain assessment (appendix 8) before my teaching session.This teaching took a mostly behaviourist approach as opposed to a cognitive approach, however, discussion during the learning allows for a more cognitive approach(Figure 5). I arranged for a qualified mentor to observe and assess my teaching and the feedback I provided to the student (appendix 5). They provided written feedback on my session (appendix 6 and appendix 9). My assessor noted positive use of further reading and handouts, to enhance the students personal knowledge and support for further adult learning (Knowles 1990, Beskine 2008).Provision of printed handouts, particularly with space for notes beside them, may help accommodate students who have dyslexia, and may otherwise struggle to absorb the information provided (White, 2007). Figure 5. (Synthesised from tip et al 2008, Goppee 2008, Hinchliffe 2009) Learning theory Description Behaviourist Information provided by teacher, student relatively passive. Cognitive (humanisitic) Student centred. More useful in vocational teaching like nursing. Relates past experience (knowle dge or theory).I booked and prepared the seminar room on the ward to ensure there wouldnt be disturbances, a formal teaching session with clear aims of what to achieve (Goppee, 2008). Utilising a space like this creates a professional and friendly environment helping create a good learning environment (Beskine 2008, Hand 2006). My assessor observed that I had created a welcoming environment. My assessor commented on the high quality of the evidence based content within the teaching session, my own skill and knowledge in this particular area.Providing good evidence based information assists in providing excellence in care (Department of Health 2004, Beskine 2008). Using examples from practice also helped describe to the learner applications of the theory to practice (Knowles 1990). My assessor noted my good eye contact and ashes language, reassuring the student encourages continued attention, interest and a positive relationship (Dickson et al 1997). My assessor commented upon the o pen questions I asked, keeping the student interested, engaged and relating to practice, encouraging cognitive learning (Figure 5).Further learning revolved around the student as an adult learner identifying how to beat expand their knowledge in this area by approaching it in a more kinaesthetic learning style (Pashler et al 2009, Figure 6). Figure 6. (Synthesised from Dunn et al 1996, Given and Reid 1999) Learning Style Advantages Disadvantages optic Learns by means of images, visual tools or imagining events. May need more time to complete tasks. May have decreased interest in theoretical values. audile Learns well through talks or lectures.Absorbs sequenced organised information well. May use checklist. Highly unlikely to be able to multitask. Can focus on one area at a time and neglect the big picture. May not work well in groups. Kinaesthetic (Tactile) Learns through doing. Tends to enjoy the experience of learning. Finds it easy to demonstrate. May miss instructions or in formation if presented orally. May find paying attention to detail difficult. My observing assessor noted that at some points the speed of the session was a little too fast.This may cause the student to become confused or not absorb the information that I am teaching (Prozesky 2000). On reflection I can use this experience to expand my personal knowledge and how to develop further (OCallaghan 2005). I will speak more slowly so that the learner can gain more from my teaching session, and consider the student as an adult learner with previous experiences, which can be used as a resource (Knowles 1990). I could also have asked how the student learned best and accommodated their learning style effectively (Rassool and Rawaf 2007).A wider range of learning styles (figure 6) would accommodate all types of learning (Rassool and Rawaf 2007, Pashler et al 2009). I would also put more emphasis on patient safety issues (Beskine 2008). Part 5 The Leadership skills required by a Mentor I am sen sible that being a mentor is part and parcel of leadership behaviour (Girvin, 1998). Transformational leadership concentrates on the ability to influence situations or people by affecting their methodology of thought and role modelling (Girvin, 1998).Transformational leadership in nursing encourage autonomy and enable students or staff to reach their potential and promotes good interprofessional rapport (pollard, 2009). By acting as a role model in my clinical setting and seeking to address obstacles inherent in mentorship on the ward, it is possible that I could not only develop myself and the students that I mentor, but also other mentors on the ward and their behaviour and practice in a positive way (Girvin 1998, Pollard 2009).Obstacles such as staffing levels, busy ward environment and the pressure of clinical commitments impact upon me damaging the effective working relationship between myself and the student (Beskine 2009, Hurley and Snowden 2008, McBrien 2006). finding time provide written feedback in a students documentation can be limited (Price, 2007). By e-mailing other mentors evaluations of my shifts with their students it may become common practice providing a greater range of student evaluation and a positive learning environment (Cassidy, 2009).This feedback can then be sent to the mentor at a quieter time, and discussed with the student prior to, signing and entry into their documentation with time being less of an issue. Despite this being a good use of resources and time management (Beskine 2009) I have already tried this and found often mentors are not interested unless the evaluation bears a particular negative metric weight unit with regards to poor performance which must be addressed urgently. Anxiety of the student, or my own as the assessor may effect the reliability, subjectivity or the validity of assessment (Price, 2007).Effectively facilitating the learning of students requires flexibility and understanding for different learning styles including (Bullock et al 2008, Goppee 2008, Hinchliffe 2009, Dunn et al 1996) including adult learning (Knowles,1990) and students with learning difficulties (White, 2007). Strong links between practice and theory (Stuart, 2007) must be in place to ensure suitability of assessment and teaching. Along with these issues, the student-mentor relationship must be nurtured to provide a quality learning experience (Ali and Panther 2008, Beskine 2009).Discussing a students preferred learning style in their initial interview may encourage the student to engage in a higher standard of adult learning (Knowles 1990, Rassool and Rawaf, 2007). This can help me alter my strategies to create a better relationship between myself and the student (Beskine, 2009). I am currently supervisor to a first year student on first placement who has studied in school and sixth form, they do not have a great deal of experience with adult learning, and they have needed additional support and provision of r esources to facilitate their learning, articularly with practical skills. penchant is the gateway to a successful placement (Beskine 2009). Students must be assessed fairly and objectively (Ali and Panther 2008, Duffy and Hardicre 2007a), though this may cause unpleasant emotions to both the student and assessor it is important that this is done, to ensure student progression is not damaged (Duffy 2003, Duffy and Hardicre 2007a, Duffy and Hardicre 2007b, Rutowski 2007, Wilkinson 1999) and competence is insured for patient safety (NMC 2008b, Lomas 2009).I aim to ensure that the students I work with and assess are competent and fit for practice (NMC, 2008b). It is important to regularly work with students and have clear objectives from the initial interview (Duffy and Hardicre, 2007a). I am aware that it is my responsibility to ensure concerns with a students performance are raised by midpoint at latest, so that by final interview, there should be no surprises for the students summat ive assessment of their progress and level of competence (Duffy and Hardicre, 2007a).Asking children and parents their opinions on students working with me, and their performance can provide an insight into the family centred care the student is providing (Casey, 1988) and may allow a greater interpretation of holistic reflexive performance (Cassidy, 2009). On the negative side, a parent is not aware of the pressures upon the student (Price, 2007). The parent of a sick child is anxious themselves and will be more subjective than objective.In conclusion, mentoring is a complex and diverse role, and one I will take on with focus and and knowledge, and endeavor to continue to develop as a practitioner, assessor and teacher in the clinical setting. This reflective process has been incredibly valuable in preparing me to be a mentor, and my personal and professional development. I have gained a much deeper understanding of the mentor student process through investigation of the various as pects of NMC standards, as well as various assessment and teaching strategies. Areas on which I must develop are clear, and in completing this ourse I feel adequately prepared, and look forward to further developing my skills and knowledge within this role. REFERENCES References Ali PA, Panther W (2008), Professional development and the role of mentorship, treat Standard, 35-39, Date of adoption April 3 2008. Bass, B. M. & Bass, R. (2008). The Bass handbook of leadership Theory, research, and managerial applications (4th ed. ). New York Free Press. Beskine D (2009), Mentoring students establishing effective working relationships, Nursing Standard, 23, 30, 35-40.Bloom B (1956), Taxonomy of Educational Objectives Handbook I The cognitive domain, New York, David McKay co Inc. Broome. M (2000), Helping Parents Support their Child in Pain, Paediatric Nursing, accessed online, accessed 05/01/2011 at 1252. Carr SJ (2004) Assessing clinical competency in medical checkup senior house offi cers how and why should we do it? Postgraduate Medical ledger. 80, 940, 63-66. Casey A (1988), A partnership with child and family, Senior Nurse, 8, 4, 8-9 Caldwell J, Dodd K, Wilkes C (2008), Developing a mentoring model, Nursing Standard, 23(7), pp. 35-39Cassidy S (2009), Interpretation of competence in a student assessment, Nursing Standard, 23, 18, 39-46 Chandratilake M, Davis M, Ponnamperuma G (2010), Evaluating and designing assessments for medical education, The Internet Joural of Medical Education, , , accessed 10/01/2011 at 0023 Children Act (1989), , , accessed 03/01/2011 at 1920. Clibbens N, Ashmore R, Carver N (2007), Group Clinical Supervision for mental health nursing students, British journal of Nursing, 16, 10, 594-598 Cook M (2001), The renaissance of clinical leadership, International nursing review, 28, 38-46.Department of Health (2004), Standards for Better Health, London,DOH. Dickson D, Hargie O, Morrow N (1997), Communication Skills Training for Health Profess ionals (2nd edition), Nelson Thornes, London. Dogra N, Wass V (2006) Can we assess students awareness of cultural diversity? A qualitative study of stakeholders views. Medical Education. 40, 7, 682-690. Dowie I (2008), Reflections on academic supervision, Nursing Standard, 23, 11, 35-38 Duffy K, Hardicre J (2007a), Supporting failing students in practice 1 assessment, Nursing Times, 103(47), pp. 28-29Duffy K, Hardicre J (2007a), Supporting failing students in practice 1 management, Nursing Times, 103(48), pp. 28-29 Duffy k (2003), Failing Students a Qualitative Study of Factors that Influence the Decisions Regarding Assessment of Students Competence in Practice, , , accessed 03/01/2011 at 1951 Dunn R, Dunn K, Price G (1006) Learning Style Inventory, Lawrence KA, Price Adams Faugier J, Woolnough H (2002), National nursing leadership programme, psychological Health Practice, 6 (3), 28-34. Fishel AH, Johnson GA (1981), The three-way conference nursing student, nursing supervisor and nursing educator, Journal of Nursing Education, 20, 6, 18-23Freshwater D, Stickley T (2004), The heart of the art emotional intelligence in nurse education, Nursing Inquiry, 11, 2, 91-98 Given B, Reid G (1999), Learning Styles A Guide for teachers and Parents, Lancashire, Red Rose Publications Girvin J (1998), Leadership and Nursing, New York, Palgrave. Goppee N (2008), Mentoring and Supervision in Healthcare, London, Sage Publications Hand H (2006), Promtoing effective teaching and learning in the clinical setting, Nursing Standard, 20, 39, 55-63 Hinchliffe S (2009), The Practitioner as Teacher (4th edition), London, Churchill Livingstone.Hurley C, Snowden (2008) Mentoring in times of change, British Association of Critical Care Nurses, 13, 5, 269-275 International Association for the Study of Pain (1994), Classification of Chronic Pain, Second Edition, Part threesome Pain Terms, A current List with Definitions and notes on Usage, IASP Task Force on Taxonomy, IASP Press, Seattle K nowles M (1990), The adult learner A neglected species (4th edition), Houston, Gulf produce Lomas C (2009), Poor observations skills are risking patients lives, Nursing Times, , , accessed 11. 01. 11 at 1237McBrien B(2006), Clinical teaching and support for learners in the practice environment, British Journal of Nursing, 15, 12, 672-677 Nursing and Midwifery Council (2004), Standards of proficiency for pre-registration nursing education, NMC, London Nursing and Midwifery Council (2008a), The Code Standards of conduct, performances and ethics for Nurses and Midwives, London NMC. Nursing and Midwifery Council (2008b), Standards to support learning and assessment in practice NMC standards for mentors, practice teachers and teachers, London NMC.OCallaghan N (2005), The use of expert practice to explore reflection, Nursing Standard, 19, 39, 41-47 Pashler H, McDaniel M, Rohrer D and Bjork R (2009), Learning StylesConcepts and Evidence, Psychological Science in the Public Interest 9 105- 119. Phillips T, Schostak J, Tyler J, Allen L. (2000). Practice and assess- ment An evaluation of the assessment of practice at diploma, degree and post-graduate level in pre- and post-registration nursing and midwifery education. ENB Research Highlights 43 16.Price B (2007), Practice-based assessment strategies for mentors, Nursing Standard, 21 (36), pp. 49-56 Pollard K (2009), Student engagement in interprofessional working in practice placement settings, Journal of Clinical Nursing, 18, 2856. Prozesky D (2000), Communication and effective teaching, Journal of Community Eye Health, 13, 35, 44-45 Rassool G, Rawaf S (2007), Learning style preferences of undergraduate nursing students, Nursing Standard, 21, 32, 35-41 Royal College of Nursing (2007), Guidance for mentors of nursing students and midwives an RCN toolkit (2nd Edition), RCN, London.Rutowski K (2007), Failure to fail assessing nursing students competence during practice assessments, Nursing Standard, 22(13), pp. 35-40 Sher idan M, Sharma A, Frost M (1997), From Birth to Five Years Childrens Developmental Progress (2nd edition), Routeledge, London Stuart CC (2007), Assessment, supervision and support in clinical practice a guide for nurses and midwives (2nd Ed. ), Churchill Livingstone London. Wallace B (2003), Practical issues of student assessment, Nursing Standard, 17, 31, 33-36White J (2007), Supporting nursing students with dyslexia in clinical practice, Nursing Standard, 21, 19, 35-42 Wilkinson J (1999), A practical guide to assessing nursing students in clinical practice, British Journal of Nursing, 8, 4, 218-222. Wilkinson J, Crossley J, Wragg A, Mills P, Cowan G, Wade W (2008), Implementing workplace-based assessment across the medical specialties in the United Kingdom, Medical Education, 42, 364-373 Wong DL, Hockenberry-Eaton M, Wilson D, Winkelstein ML, Schwartz P (2001), Wongs Essentials of Pediatric Nursing (6th edition), St. Louis

Romance & Revolution

The Enlightenment was the foundation of the questioning the hierarchy of aristocracy and the Church. It took place in the eighteenth century throughout Ger many another(prenominal), France and Britain. The impact of the Enlightenment on these different countries focused on different aspects of their societies. During this fourth dimension of Western Philosophy, Reason was toweringly valued. This posed a threat to the ceremonious sources of power in the g everywherenment. The expressed thought that the plebeian people were still lower in the social hierarchy because of their birth rank was beginning to be resisted, along with the teaching that the Church was the central truth.The background to this new way of thinking began in the late seventeenth century when the bourgeoisie began to realize the circumstance that they were paying taxes to the aristocracy that was not contributing to the improvement of society. Not only were the taxes not improving the state of the society, it wa s only universe distributed to the group of rich citizens who very had no use for it. The indignation of the place class led to their encouragement of the working class to unite and oppose the foundation of their world such as they have known it to be for centuries. french love affair took part in the latter part of the eighteenth century. It was the outcome of the Age of Enlightenment and also the performance of the scientific questioning toward nature and human body. The notion of strong emotion was strongly encouraged, rather opposite from the Age of Enlightenment where the focus was intellectual and philosophical. Romanticism was mostly captured in art, theatrical performances, and music. Though these mediums conveyed the change of thought and understanding during this time, the best medium that embodies French Romanticism is literature.Most the themes in the literature of this time period were of the human psyche and supernatural occurrences. With these themes still being prevalent through out history, French Romanticism transcended time periods and countries. Jean-Jacques Rousseau greatly influenced this time period. His belief that through the abandonment of natural right, people could work in society with no true conflict. Rousseau believed that the people should directly make the laws, that way there would be no way to revolt against it. Some contirbute him wholely to sparking the French Revolution. The French Revolution was a time of political and social mayhem.The concept of natural rights and aristocracy were being challenged not only intellectually but also violently. During this period of time the king was excuted, the Napoleonic Wars took place, and the French Reformation took hold. The events that led up to the Revolution had many economic contributions. The major national debt caused by the continuous warring with the surrounding countires caused by King Louis XV made it hard for the working class to maintian the draw near of taxes. This injustice might have been bale to be over looked, if the unemployment rate was not at an all time high.This frustrated the French citizens, having the demand of high taxes and no jobs, left several families with malnutrition. This being the plight of the lower and working class, the bourgeoisie had their own issues to face. The Roman Catholic owned largest landowner in France at the time. Trying to work up the social ladder, the middle class felt oppress that their efforts were being denied and ignored. The resistance of internal trade stifled the rise of private-enterprise(prenominal) beliefs by the bourgeoisie also brought about extreme hatred. The Catholic Church became one of the central targets of the Revolution.One of the c stick out followers to Rousseau, Robespierre, was one of the major figureheads to the French Revolution. He orchestrated the Reign of the Terror, the time of execution for those against the Revolution. Robespierre killed countless people believed to be sp ies, symbols of the Age of Oppression, and Catholic Church supporters. He became so obsessed with purgatorial the French society of their oppressors he turned on his own supporters. One of the supporters that Robespierre turned on was Georges Danton. Danton was a devolveer of the Revolution, but not very positive of the Terror.Believing that change could be done with as little violence as possible, he was viewed as being lenient of the former government. These unfortunate facts lead to his execution. Another leader of the Revolution was Jean-Paul Marat. He was the editor and founder of the paper The Friend of the People. Through this paper he attacked not only the factions of the Revolution, but questioned their over all loyalty to the cause. This caused several disputes and targeted hatred toward Marat. This caused him to have to continually flee to London to resist arrest and persecution.Cult of Sensibility is the focus of strong emotions. It was believed a person who was consi derably moved by a work of art or literature could be moved to cry, faint, or have a fit. The subject was a born as a British literary movement. However, the movement died because of the accusation that it was narcissistic. Parody is a different work used to mock an headmaster piece. The origin of parody was found in Greek literature. The writers in the ancient Greek times used to switch almost the words of a poesy to give a humorous take on an epic. Parody is closely linked to satire.Satire is the method used to poke fun at a theory or philosophy that the writer disagrees with. Usually satire has elements of sarcasm, which makes the audience feel ridiculous. The use of satire is r bely used for just humor, but sooner has a sense of ridicule. Irony is when the actual happening in a work in completely different then the expected happening. There are various types of jeering, including but not limited to, verbal, situational, tragic, and dramatic irony. Verbal irony is when the speaker says something, but it is meant in a completely different way.This type of irony is interchangeable with sarcasm. Situational irony is the most common form of irony. This type of irony is when the expected or understood meaning of a situation turns out to be completely different. Some of the outcomes of these ironic situations are comical, but it is not the norm. With dramatic irony, this tool is used when the audience has a piece of information that one or all the actors does not know about. Tragic irony is when the true situation is misinterpreted and the characters act on the wrong information.Realism is the appreciation for how things appear in the humdrum of everyday life. It was believed that one would benefit more out of life if they took it just as it is, and not add embellishments or unnecessary emotions. The movement began in France around the eighteenth century and was strongly against romanticism. The belief is that lie is founded on basic truths. When one adds e motion or philosophical meaning to a simplistic world, they lose the entire meaning of life. One of the most prominent Realist writers in France was Gustave Flaubert.Flaubert wrote the novel Madame Bovary, one of the first books of its time that portrayed life just as it was. approach shot off Romanticism, the book was highly criticized for being dark and menacing. Realism was portrayed in France through artwork. Artists such as Jean-Franiois Millet, Honori Daumier, and Rosa Bonheur portrayed rural scenes and helped the common people be represented in high art. The depiction of everyday life was revolutionary to the time period and was mostly embraced by the poor and middle class.

How Social Networks and Social Media Create and Support a Learning Organization Essay

A Learning Organization is a culture that nurtures development. As such, processes encourage fundamental interaction. The entire infrastructure is one that prioritizes interaction that facilities erudition. Creativity and problem solving techniques are inherent in learning organization and the appropriate skills and motivation are available for the learning organization to deform (Background Information, Module 3). When we consider social networks and social media, we can be left wondering if communication can truly be at the optimal take aim through social networks and social media.The reality is that technology and the communication that is embedded in it is growing exponentially. The concept of social learning has roots in a social constructivist approach, where learning is a self-directed, problem-based, and collaborative process (Bang and Dalsgaard, 2006). Through involvement in activities, learners must attempt to solve a problem according to their consume process. Now, th is may seem simple if learners were physically amongst each early(a) to share the processes. However, the social networks and social media do allow for a very supporting learning environment.One thing that should be understood is that although there is a plethora of technological resources available, individuals must be able to tap into these resources in order to choose occasion of social networks and social media to then, support a learning environment. Resources are information assets media, people, places, or ideas. However, such resources are not learning materials until learners actively use them (Hannafin, Land, and Oliver 1999, p. 119). The internet, as a technological platform is a prime example of collaboration at its best.In his Techlearning blog of March 5, 2008, Steve Hargadon identified trends spurred on by the two-way nature of the Internet. These are trends that have significant impact on learning and education. According to Hargadon, there is a new publishing rev olution arising from a shift in means creation for the Internet. At first, the Internet was a one-directional presentation medium where users received and read passively. Now the Internet is becoming an interactional platform, also known as Web 2. 0, based on contribution and collaboration.Blogs, wikis, file sharing, social networking, and other forms are revolutionizing how we create online content. In his blog entry, Hargadon discussed how he replies to questions that people ask about content overload. His response reflects how social networking and social learning flow into one another naturally, as social constructivism suggests they will. He said, It is in the act of our becoming a creator that our relationship with content changes, and we become more(prenominal) engaged and more capable at the same time. In other words, by participating we learn to become.Touro University boasts the Threaded Discussion Forum, which allows at ones fingertips the ability to decease in the c onvenience of ones own time and place, as well as the response of back and forth communication of their classmates and professors. Students can then blog or communicate through other platforms like Skype. close the only missing ingredient in all of the communication assemblages technology has to offer is the personal face to face where we are physically there to communicate with one another. One can argue that such spatial communication really do not add anything unique to what can be facilitated virtually. another(prenominal) companies are likewise making strides in this direction. Microsoft offers its Office-based sharing technology, SharePoint. IBM implemented the use of blogs (26,000 registered), wikis (100,000 users), social bookmarking (DogEar), and social networking tools in their organization. IBM even owns 50 islands on Second vitality for use in orientations, classes, and meetings Change is inevitable. We see that technology continues to evolve, along with how people co nnect and contribute to the creation of content within virtual communities.We either adapt, or fall behind. In his January, 2008 paper, David Wilkins explores the importance of supporting social networks in the workplace, or Workplace Communities. Wilkins reviews social learning on the job in terms of improving employee development, performance, and growth, as well as its effect on workplace innovation. Wilkins shows a number of ways in which workplace communities support employee development, performance, and growth. They provide a weapon for apprenticeship models, connecting less-skilled workers with their more experienced colleagues through social networking technologies.Communities can add an Ask an Expert feature to their network, to make it possible to leverage the expertise of individuals or groups. This forum echoes the Touro experience as professors respond to our Threaded Discussions, never in an evaluative manner, but in a way in which a professional and genial dialog ue is encouraged. Communities foster ownership of learning, according to Wilkins. The social flavor of communities can facilitate the meeting of content consumers with content producers through social networking.This social aspect of content provides an avenue for additional social networking and mentoring opportunities, and further empowers the workforce by providing opportunities for them the consumers to contribute, resulting in significant increases in the volume of content. This has the dual benefit of helping with two retention and productivity, while also moving the organization toward a deeper, more ingrained use of learning and knowledge. (Wilkins, p. 6) Communities allow for the generation of a range of content types that appeal to different learning styles, levels, and objectives.Online resources include blogs and wikis, audio, and video. They may also include traditional learning courses and materials, and typical Office documents. Through sharing information, the wor kplace union provides access to immediate, relevant, and appropriate content suited to the needs of the individual. An extension of traditional training and development modes, communities offer a fluid way to support employee performance development and efficiency. Success requires free flow of ideas, and support by stakeholders, for communication between networks.It takes time to establish these conditions, and a carefully thought-out plan is essential. Indeed, a learning organization can thrive with the utilization of social networks and social media. These are convenient for everyone and are conducted in ways that are perhaps even more powerful, productive, positive, and as simple than face to face platforms. Certainly, the convenience and quality I have received within the on-line learning organization is top-notch, and great enough for me to dismiss any idea of traditional places of learning. Without the technology, individuals will truly be left behind as the technological r ace pushes forward.Referencehttp//www.ibm.com/blogs/zz/en/guidelines.html

A approach towards hotels

Risks in relation to Opportunities, measurement of decisions addition 10. 5 24 Probability of danger occurrence Appendix 10. 6 Provisions of outcomes incorporating and eliminating the influences of controllers 25 Appendix 10. 7 26 Influence of a hazard in relation to costs Appendix 10. 8 27 Checklist for evaluating risk of infections 2 1. 0 The risks atomic number 18 now attached powers related with the lifespan of hotel s projects or activities in the specific region, combining treacherous nature of vague commodities, quickly changing market, advances in technology, and the revolution of the customer s requirements.Hotel s projects usually consume large capital investments to achieve profitability and nerve impulse within the market, but perhaps associated unpredictable risks generate restrictions or even a substantial loss of investment. Consequently, risk circumspection is applied uninterruptedly with the life cycle of the hotel s project to reduce or minimalism the undes irable yields of risks from the project s schedules, costs and performances, in rank to ensure trans carry through of economic goals.This report is initiated to analytically examine the mathematical operations of risk steering regarding the hotel application. Initially, this report ascribes theoretical context of risk oversight and of its perception and significance within the industry of hotels. In addition, this report analyses and reviews risk a managing procedure, including risk identification then the analysis and controlling of risk, to finalize with risk reporting. The report investigates how risk potential dangers and facilitates the projects procedure regarding decision-making (Kite & Eluding,1997, p. ). This report also shows how risk management sequences benefits the assignment s responsible to evaluate if they acquire satisfactory possessions for the project to manage the risk connected with advanced existence possibility and significance that not all risks are of equal weight. Furthermore, risks may be various and theoretical consequently the report will testify the significance of finding parts and mutual risks methods, which are advantageous to aware the management of the hotel from dangerous risks.Additionally, the report shows the value of the statistical normal distribution, and the likelihood of risks within the project management of hotels, including a strategy of efficient warning methods and emergency forecasting in mark to monitor future risks. This report continue explaining in what way risk reporting would be efficient in delivering the results of the conducted analysis and control of risks so the hotel s project to accelerate investing conclusions.Yet, this report shows distinguished debates concluded through a concise summary of the risk management progression and its values within the hotel industry. Additionally, references, and appendices serve an as extra resource that high gearlights mark philosophies in this repor t. 1. 1 Aim & Objectives This report main aim is to analyses the procedures of risk management and how it effects project management within the industry of hotels. Goals To diagnostically examine the faculty member frame of risk management in relation to project management within the industry of hotels. 2.To identify the settings of risk management and its effects on hotel s project. 3. To investigate the procedures of risk management within the hotel industry. 4. To discover the significance of managing risk in project management within the industry of hotels. To analyses the risk management procedures and its effect towards hotel s surface of managing risks within projects. In accordance to Serener, (2006, p. 1 1), risk management is defined as an organized function procedure useful in a methodological approach in order to cope imaginable risks offered to a comp any.Moreover, Mills, (2001), argues that risk management if systematic, is a crucial tool for companys in order to con trol and obtain the possible occurring risks, which could simplify the process of dealing with the actual risk. Moreover, the risk management procedure where the team monitoring is accountable for couple of areas of responsibility recognizing, evaluating, forecasting, tracing, controlling and communicating (NASA NIPPERS. A 2004 p, 5).The usefulness of risk management provides hotel management to a opportunity to reduce the risk through using the systematic approach for better a better adaptable response to risks, and eliminating the accomplishment of strategic objective and profits (Rival & Fuchsia, 2007, p. 4). Noticed by Mills, (2001) that risk management dont only emphasizes on classifying the risks after a ranking system, it also monitors and administers risks to be able to decrease imaginable damages to the business s entity.However, Serener (2006) claims that the purpose of risk management is not to serially eliminate risks, therefore, focusing on the risks that are involved in the furthermost effective method or reactive actions. Further down the tenor of a project, the possible risks could drive the project or organization to unnecessary expenditure, fiasco, or liquidation (appendix 10. 1). According to Scott, (1997) there is a significance importance to let in the process of risk management within the decision-making procedure by hotel s leaders, in order to reduce the negative impacts of risks such(prenominal) as efficiency, implementation and work out problems.Within the hotel association, inconsistency concerning established objectives and actual implementations is created due risks macrocosm very stretched to projects (Kindlier, 2009). To continue, there are very high cash investments within properties and assets belonging to hotels, which triggers a large risk if the particular hotel fails to produce profit and inevitably lose investors investment.In addition, prompt alterations and high manipulations origins greater risks to hotel s learni ngs, impacting the day-to-day procedures and generating insecurity in decision-making (Serener, 2006). So, through placement risk management at the entree, hotels can certify adaptive reactions to risks in a well-timed method evade upcoming damages, enabling supervisors to create a contingency plan to response towards risks, and seizing supposed(a) opportunities (Kindlier, 2009).Enterprise Risk Management (ERM) Project Risk Management Enterprise Risk Management shortened depot ERM, is perceived as a procedure, stimulated via an independent panel of managers, executives, and other employees, which is combined with tactical instructions throughout the business, to be able to pinpoint probable impacts measured to be forceful to the independence (Rival & Fuchsia 2007, p. ). Kindlier (2009, p. 323) argues that ERM embraces all the management of assignments, agendas and collect the concepts of risk management within a structure.In order to seize business development and reduce dange rs the ERM could be focused towards the safety and security department of a hotel. In addition, ERM is appreciated within project risk management in order to compute and manage risks with great safety, henceforth focusing the practice of capitals. Further, discussed by Stuntman et al. , (2011, p. 336) PRM s function as a procedure, which monitors all actions in order to reassure a positive result from investments.Moreover, when a new project is offered to a hotel, PRM is highly useful in order to evaluate the debut of the dangers, the comprehensiveness of risks, and hypothetical results designated from risks. Nonetheless, hotel s plans are indistinguishable to stint of time regulating, highlighting the introduction of latest commodities or assistants towards the market, nonetheless limited by limits and sealed objectives according to groove (1997).Therefore, it is essential to apply PRM uninterruptedly during the project lifespan to successfully moderate risks and achieve proje cts objectives in relation to he strategic schedule, financial plan, and implementations (Stuntman et al. , 2011). The risk management process is alienated in four different boxes it starts by identifying the actual risk thereafter follow an analysis and control of the risks and management process in order to safeguard stability between the profits versus the costs within operations (Kline & Eluding, 1997, p. ). Continuously, another elaborated definition discussed by Groove (1997) the risk management procedure is one-chain rotation, due to each step commences in a systematic approach to be able to execute risk management efficiently. Moreover, Kindlier (2009) emphasizes the importance of utilizing the risk management process, managers and supervisors would gain a holistic overview of the entire activities, reduce the uncertainty and making the hotel project reliable and profitable.In addition, the process is valuable in order to sort out if the projects are feasible or problematic . Chapman & Ward, (2010) introduces the first step of the risk management procedure, first step risk identification, a procedure where potential and actual risks liner the hotel, gets revealed and diagnosed. Risk identification tributes to instructing the reject supervisors of related obstacles or risk being a factor where the achievement of goals develops the base for risk analysis and control.Second step is called a risk analysis, where a process takes place of analyzing various risks by the usage of specific techniques such as statistics. This step is also accepted as the action step, to conduct an analysis against the risks, which has been identified in the previous step. Furthermore, follows risk control, by endeavoring to manage the risks for modifying damaging influences and defending productivity. Last step in the risk management process, risk reporting explained by Kline & Eluding (1997), either written or oral communication of the findings from the conducted.Hotels are a ffected when impacted by the occurring fluctuations that are uncontrolled, such as the financial state or advantages of competitors, which are usually invisible at the early phases of the hotel plans (Stuntman, et al. , 2011, IPPP). It is further argued by Scott (1997) in order to receive high returns on invested capital, hotels should apply the process of risk management in order to systematically diminish the negative influence of risks.Continuously, the process is also beneficial regarding the assistance provided to hoteliers in order to increase the certainty of the projects future, which leads to overall better confidence in the decision-making process regarding anything related to the project from cost efficiency plans or contingency plans versus possible upcoming risks. 8 diagnoses possible impacts of the company that could trigger the risks both internally and externally.Risk identification is the first step before the risks gets analyses and purposed, thereafter becoming th e beation of the next steps in the recess analyzing and controlling risks (Scott,1997). According to Keen, (2011) the most problematic and difficult step in the process is the risk identification, because it outcomes of strangeness or vagueness of forthcoming occurrences. However, identifying risks allows managers to distinguish the partnership between the causes and consequences of events, thus enabling the strategy of the stronger risk image, protective plan, and increase self-confidence in decision-making.If the management of the hotel disappoints in identifying any upcoming potential risks in the projects or operations, then unfortunately the non-identified risks will become hard to manage and cultivate to be devastating (Tchaikovsky, 2002). Additionally, the stage of risk identifications includes a complete analysis of the settings both internally and externally in order to interpret nature, and measure influences from risks (Meredith & Mantel 2012).Furthermore, Groove, (1997) argues that by recognizing foundations and influences of risks, for instance operational or market risks towards the projects of the hotel, the management could therefore categorize these risks if they are manageable or uncontainable. Nevertheless, even if risks are identified as uncontainable such as inconsistent seasonal demands, the management within hotels could still plan and work out a protective plan for producing short-term demands in order to change the undesirable outcomes (Ammonia. , 2008, p. 1 1).In addition, when risk management process is implemented, the procedure should be on-going and not perceived as one-off activity, as new risks are constantly occurring regarding the changes occurring within the micro and macro environment said by Tchaikovsky (2002). 4. 1 Identification of the major significant participants Steadying groundwork, lassoing pieces communal risks When identifying the foundation and stabilizing it, hotels directors must have a impression at the e ntire party of personnel carrying this project out instead of Just concentrating on the information (appendix 10. ). The managers must identify and know they key people, in other words are the very important participants, who in turn will give the vital information for the risk performance identification and interrogation steps. Furthermore, in order to stabilize the groundwork, manager or directors have to gain every part of necessary and significant data in a certain period of time. Such as the different and various sources of risks and influence areas to have a performance on the risk study efficiently and effectively (Scott 1997).However, by the conversion of information into different distinct pieces, managers should know and recognize the different risk components in the hotels plans and the corresponding relationship in each component, which is why plan specific goals can become easier in specific risk. Additionally, when identifying and ordering distinct components and pie ces, there are two available approaches it is either doing it independently or with a group (Serener, 2006). Identifying individually is considered as efficient when considering time, but can lead to limitations, narrow perceptions or own biases by ignoring the hotels atmosphere.Uncooperative, Stuntman et al. , (2011) have argued by the identification of risks in a group, an additional stable and serious identifications can be accomplished, but, the period could take longer, costly, and very difficult for adding various information into one piece. Meanwhile, it has to be recognized that the human error, results and occurs of them who see the event on occasion basis can produce bias in recognizing risk Keen, 2011). Moreover, mutual risks have to be found and identified for its great level of danger challenging the projects.Through common risks recognition, the project managers can focus efforts on risk with great impact, because not all the risks are the same and they all require dif ferent attention and treatment (Pritchard, 2010). Nevertheless, the 10 mutual risks differ as the project proceeds, because the consequence of the risks may reduce except others become dominance. For example, in the lodging industry, the hesitation of the market fluctuations, economic rejections, and as well inflation may to show at the beginning of the hotels projects.Thus, forming inconsistency among the plans and the sure upcoming implementations argued by Haze &Kouki (2009, p 262). Analysis of risk occurs when managers converts information gathered throughout the identification process when handling risks like rational familiarity by operating designated methods (Kline & Eluding 1997, p. 59). Risk analysis is also related to activities of examining assignments or functions to observe dangerous areas including risks in a methodical method, which might moderate risk control procedures Pritchard, 2010).Hotels could be quicker adaptable and better responsive to perceivable occur rences, which comprehends chances and disorders (appendix 10. 4) by using risk analysis. Keel & Eluding, (1997, p. 8) states two types of risks analysis, one being quantitative and the other qualitative. Still, statistic plays a important role when risks is being analyses, in order to explain outcomes by taking a look at the oftenness scattering using authentic numbers or calculations, to be able to compute data. Frequency scattering is utilized in risk analysis to review big volumes of

Bloodlines Chapter Twenty-Five

I HAD MOCKED KEITH when we first came to Palm Springs, teasing him for freezing up around Moroi. But as I s a desired t here now, face-to-face with the embarrass of nightmares, I knew exactly how he matte up. I had no right to judge any wizard for losing all rational thought when confronted with their greatest fears. That be say, if Keith was here, I think he wouldve unders alsod why Moroi werent as big a deal to me anymore. Because when compa rose-cheeked to Strigoi?Well, suddenly the little differences between humans and Moroi became negligible. Only wholeness difference mattered, the difference between the lively and the dead. It was the line that divided us, the line that Adrian and I firmly s in additiond to ramher on one and only(a) side of facing those who stood on the opposite.I had contactn Strigoi forrader. Back thereforece, I hadnt been immediately threatened by them. Plus, Id had Rose and Dimitri on hand, ready to protect me. Now? There was no one here to surrender us. Just ourselves.There were completely twain of them, simply it indexiness as well view as been two hundred. Strigoi operated at such a antithetic level than the rest of us that it didnt take very many of them to tip the odds. They were both women, and they looked as though theyd been in their twenties when they became Strigoi. How long ago that was, I couldnt guess. lee side had zealously gone on and on ab disclose how being Strigoi meant you were forever young. Yet in looking at these two monsters, I didnt authentically think of them that way. Sure, they had the superficial appearance of youth, scarce it was marred with evil and decay. Their skin might be wrinkle free, that it was a sickly w make upe, far whiter than any Moroi. The red-ringed look that leered out at us didnt sparkle with life and energy, and rather an unholy mixture of reanimation. These people werent right. They werent natural.Ch building, said one, her blond hair in a pixie cut. Her fac ial structure made me think shed been a dhampir or human before being move. She was eyeing us the same way Id a assuranceworthy deal seen my familys cat watch birds. And exactly as described.Theyre soooo slightly, crooned the other, a lascivious grimace on her face. Her height said she had once been Moroi. I dont go to bed which one I want first.The blonde gave a warning look. Well share.Like last time, agreed the other, tossing a mane of curly black hair all over one shoulder.No, said the first. Last time you made both kills. That wasnt sharing.But I let you feed from both afterward. onwards she could counter abide, lee(prenominal) suddenly recovered himself and staggered onwards to the blond Strigoi. Wait, wait. sink in. You promised me. You promised youd elicit me first before you do anything.The two Strigoi turned their attention to Lee. I was still frozen, still unable to move or really react while being so close to these creatures of hell. But somehow, through th e thick and overwhelming terror surrounding me, I still managed to nip itsy-bitsy and unexpected pity for Lee. There was a little hate there too, of course, considering the situation. But mostly I felt terribly sorry for someone who genuinely believed his life was meaningless unless he sacrificed his soul for hollow immortality. non only that, I felt sorry for him for actually thinking he could trust these creatures to create him what he treasured. Because as I studied them, it was perfectly clear to me that they were deciding whether or not to make this a three-course meal. Lee, I suspected, was the only one who didnt come across this.Pl respite, he said. You promised. Save me. Restore me to how I was.I also couldnt help but notice the small red patch on his face where Id hit him. I allowed myself to feel a bit of pride over that but wasnt cocky enough to think I possessed any noteworthy trash skills to battle my way out of this situation. The Strigoi were too close, and ou r exits were too few.I know where more are, he added, incurning to look uneasy that his saviors werent immediately jumping in to make his dreams come true. Ones young a dhampir.I havent had a dhampir in a while, said the curly-haired Strigoi, almost wistfully. infiltrate sighed. I dont really care, Jacqueline. If you want to awaken him, go for it. I retributive want these two. He doesnt matter to me.I get the dhampir all to myself, then, warned Jacqueline.Fine, fine, said Dawn. Just hurry up.Lee turned so radiant, so happy it was sickening. Thank you, he said. Thank you so very lots Ive been waiting so long for this that I screwingt believe its ahhJacqueline moved so speedily that I hardly saw it happen at all. One moment she was standing in the doorway, the next she had Lee pinned against the mope. Lee gave out a semi-muffled phone as she bit into his neck, a scream that soon quieted. Dawn shut the door and nudged us forward. I flinched at her check.Well, she said with a musement. Lets get a good view.Neither Adrian nor I responded. We simply moved into the living room. I dared a glance at him but could discern little. He was so good at hiding his true feelings in general that I supposed I shouldnt be surprised he could mask abject terror just as easily. He mangleered me no encouragement with either his expression or words, which I actually found kind of refreshing. Because really, I didnt see any good last to this situation.Up close, forced to watch Jacquelines attack, I could now see the blissful expression that had settled over Lees face. It was the most awful thing Id ever witnessed. I wanted to squeeze my eyes shut or turn away, but some force beyond me kept me staring at the grisly spectacle. Id never seen any vampire feed, Moroi or Strigoi, but I now understood why feeders like Dorothy could so willingly sign up for their lifestyles. Endorphins were being released into Lees kinstream, endorphins so strong that they blinded him to the fact that he was having his life drained away. He instead existed in a joyous state, lost in a chemic high. Or maybe he was just thinking about how happy hed be once he was a Strigoi again, if it was possible to have any sort of conscious thought under these circumstances.I lost track of how long it took to drain Lee. Each moment was agonizing for me, as though I was victorious the pain Lee should have been feeling. The process seemed to last forever, and yet there was also a weird sense of speed to it. It felt hurt that someones ashes could be drained in so short a time.Jacqueline drank steadily, pausing only once to remark, His bloods not as good as I expected.Then stop, suggested Dawn, who was commencement to look bored. Just let him die and have these two with me.Jacqueline looked as though she was actually considering it, again reminding me what a buck Lee had been to put his trust in these two. After a few minutes, she shrugged. Im almost done. And I really want him to get me that dhampir.Jacqueline resumed drinking, but as shed said, it didnt take much longer. By this point, Lee was nearly as pale as the Strigoi, and there was a strange, stretched quality to his skin. He was perfectly still now. His face seemed frozen in a grin that was nearly as much shock as it was joy. Jacqueline lifted her face and wiped off her mouth, surveying her victim with pleasure. She then pushed up her shirtsleeve and rested her nails on his wrist. Before she could tear her own flesh, however, she caught sight of something.Ah, much neater. She stepped away and leaned down, retrieving Lees knife. It had slid under the love seat in our altercation. Jacqueline took it and effortlessly slashed her wrist, causing deep red blood to well out. Part of my brain didnt think their blood should look so similar to mine. It should be black.Or acidic.She placed her bleeding wrist against Lees mouth and tip Lees head back so that gravity could help the blood flow. Every horror Id witness ed tonight had been worse than the last. Death was terrible but it was also section of constitution. This? This was no jump of natures plan. I was about to witness the worlds greatest sin, the corruption of the soul through black magic to reanimate the dead. It made me feel annoying all over, and I wished I could run away. I didnt want to see this. I didnt want to see the guy Id once regarded as something like a friend suddenly rise up as some perversion of nature.A touch to my hand made me jump. It was Adrian. His eyes were on Lee and Jacqueline, but his hand had caught hold of mine and squeezed it, even though he was still cuffed. I was surprised at the warmth of his skin. Even though I knew Moroi were as living and warm-blooded as me, my irrational fears always expected them to be cold. Equally surprising was the sudden comfort and connection in that touch. It wasnt the kind of touch that said, Hey, Ive got a plan, so hang in there because were going to get out of this. It w as more like the kind of touch that simply said, You arent alone. It was really the only thing he could offer. And in that moment, it was enough.Then, something strange happened. Or rather, didnt happen.Jacquelines blood was pouring steadily into Lees mouth, and while we didnt have many documented cases of Strigoi conversions, I knew the fundamentals. The victims blood was drained, and then the killing Strigoi fed his or her blood back into the deceased. I didnt know exactly how long it took to work it certainly didnt require all of the Strigois blood but at some point, Lee should be stirring and getting up as one of the walking dead.Jacquelines cool, smug expression began to change to curiosity and then became outright confusion. She glanced questioningly at Dawn.Whats taking so long? Dawn asked.I dont know, Jacqueline said, turning back to Lee. With her free hand, she nudged Lees shoulder as though that might serve as a wake-up call.Nothing happened.Havent you done this before? asked Dawn.Of course, snapped Jacqueline. It didnt take nearly this long. He should be up and moving around. Somethings wrong. I remembered Lees words, describing how all his horrific attempts at taking innocent lives hadnt converted him back. I only knew a little about spirit and even less about it restoring Strigoi but something told me there was no force on earth that would ever turn Lee Strigoi again.Another long minute passed as we watched and waited. At last, disgusted, Jacqueline backed away from the recliner and rolled up her sleeve. She glared at Lees motionless body. Somethings wrong, she repeated. And I dont want to waste any more blood figuring out what it is. Besides, my cuts already recuperateing.I wanted nothing more than for Dawn and Jacqueline to forget I existed, but the next words slipped out of my mouth before I could stop them. The scientist in me was too caught up in a revelation. He was restored and it affected him permanently. The spirit magic left some kind of mark, and now he cant be turned again. some(prenominal) Strigoi looked at me. I cringed under those red eyes.I never believed any of those spirit stories, said Dawn.Jacqueline, however, was still clearly puzzled by her failure. There was something wrong with him, though. I cant explain it but the whole time, he didnt feel right. Didnt taste right.Forget him, said Dawn. He had his chance. He got what he wanted, and now Im moving on.I saw my death in her eyes and tried to reach for my cross. God protect me, I said, just as she lunged forward.Against all odds, Adrian was there to stop her or, well, pick up to stop her. Mostly, he just got in her way. He didnt have the speed or reaction time to effectively block her and was especially clumsy with his cuffed hands. I think hed just seen what I had, that she was going to attack, and had preemptively moved in front of me in some noble but fated attempt at protection.And ill-fated it was. With one smooth motion, she shoved him a side in a way that looked effortless but knocked him halfway across the room. My breath caught. He hit the floor, and I started to scream. Suddenly, I felt a sharp pain against my throat. Without a pause, Dawn had promptly grabbed me and nearly lifted me off my feet to get access to my neck. I mustered another frantic prayer as that pain spread, but within seconds, both prayer and pain disappeared from my brain. They were replaced by a sweet, sweet feeling of contentment and bliss and wonder. I had no thoughts, except that I was suddenly existing in the happiest, most exquisite state imaginable. I wanted more. More, more, more. I wanted to drown in it, to forget myself, to forget everything around me Ugh, I cried out as I suddenly and unexpectedly hit the floor. Still in that blissful haze, I felt no pain yet.Just as quickly as shed grabbed me, Dawn had dropped and pushed me away. Instinctively, I reached out an arm to break my fall but failed. I was too weak and disoriented and s prawled ungracefully on the carpet. Dawns fingers were touching her lips, a look of outrage twisting her already-horrific features.What, she demanded, was that?My brain wasnt working properly yet. Id only had a instruct taste of endorphin, but it was still enough to come forth me addled. I had no answer for her. Whats wrong? exclaimed Jacqueline, striding forward. She looked from me to Dawn in confusion.Dawn scowled and then spit onto the floor. It was red from my blood. Disgusting.Her blood it was terrible. Inedible. Foul. She spit again.Jacquelines eyes widened. Just like the other one. See? I told you.No. Dawn shook her head. Theres no way it could be the same. You would never have been able to drink that much of her. She spit again. It didnt just taste weird or bad it was like its tainted. Seeing Jacquelines skeptical look, Dawn punched her on the arm. Dont believe me? Try her yourself.Jacqueline took a step toward me, hesitant. Then Dawn spit again, and I think that somehow c onvinced the other Strigoi that she wanted no part of me.I dont want another mediocre meal. Damn it. This is becoming absurd. Jacqueline glanced at Adrian, who was standing perfectly still. At least weve still got him.If hes not ruined too, Dawn muttered.My senses were coming back to me, and for half a second, I wondered if there was some insane way we might survive this. Maybe the Strigoi would write us off as bad meals. But no. Even as I allowed myself to hope that, I also knew that even if they didnt feed off of us, we werent going to leave here alive. They had no reason to simply walk off. Theyd kill us for sport before they left.With that same remarkable speed, Jacqueline sprang toward Adrian. Time to find out.I screamed as Jacqueline pinned Adrian against the wall and bit his neck. She only did so for a few seconds, just to get a taste. Jacqueline lifted her head up, pausing and savoring the blood. A slow smile spread over her face, showing her bloody fangs.This ones good. Ver y good. Makes up for the other. She trailed her fingers down his cheek. Such a shame, though. Hes so cute.Dawn stalked toward them. Let me try before you take it allJacqueline ignored her and was leaning back toward Adrian, who had gone all glassy-eyed. Meanwhile, I was free enough of the endorphins that I was thinking clearly again. No one was paying attention to me. I tried to stand and felt the world sway. Staying low, I managed to crawl toward my wallet, lying bury near the living rooms edge. Jacqueline had drunk from Adrian again, but only briefly before Dawn pulled her away and demanded a turn so that she could wash the taste of my blood out of her mouth.Startling myself with how fast I moved, I rustled through my cavernous purse, looking desperately for anything that might help. Some cold, logical part of me said there was no way we could get out of this, but there was also no way I could just sit there and watch them drain Adrian. I had to fight. I had to try to save him, just as hed tried for me. It didnt matter if the effort failed or if I died. Somehow, I had to try.Some Alchemists carried guns, but not me. My purse was huge, full of more stuff than I really needed, but nothing in the contents resembled a weapon.Even if it did, most weapons were futile against Strigoi. A gun would slow them down but not kill them. Only gold stakes, decapitation, and fire could kill a Strigoi.FireMy hand closed around the amulet Id made for Ms. Terwilliger. Id shoved it in my purse when she gave it to me, unsure what I should do with it. I could only assume blood loss and scattered thoughts made me draw it out now and consider the scuttle of using it. Even the idea was ridiculous. You couldnt use something that didnt work It was a trinket, a worthless bag of rocks and leaves. There was no magic here, and I was a fool to even think along those lines.And yet, it was a bag of rocks.Not a heavy one, but surely enough to get someones attention if it hit her in the hea d. It was the best I had. The only thing I had to slow Adrians death. Drawing back my arm, I aimed at Dawn and threw, reciting the foolish incantation like a battle cry Into flame, into flameIt was a good shot. Miss Carson would have been proud. But I had no chance to admire my athletic skills because I was too distracted by the fact that Dawn had caught on fire.My jaw dropped as I stared at the impossible. It wasnt a huge fire. It wasnt like her ideal body was engulfed in flames. But where the amulet had struck her, a small blaze ignited, spreading rapidly through her hair. She screamed and began frantically patting her head. Strigoi feared fire, and for a moment, Jacqueline recoiled. Then, with grim determination, she released Adrian and grabbed a throw blanket. She cloaked it around Dawns head, smothering the flames.What the hell? Dawn demanded when she emerged. She immediately began charging toward me in her anger. I knew then the only thing Id accomplished was to speed up my own death.Dawn grabbed ahold of me and slammed my head against the wall. My world reeled, and I felt nauseous. She reached for me again but froze when the door suddenly burst open. Eddie appeared in the doorway, a silver stake in his hand.What was truly amazing about what followed was the speed. There was no pausing, no long moments to assess the situation, and no snarky banter between combatants. Eddie simply charged in and went for Jacqueline. Jacqueline responded with equal quickness, flush forward to meet her one worthy foe here.After shed released him, Adrian had slumped to the floor, still in the throes of the Strigoi endorphins. Keeping low to the ground, I scurried over to his side and helped drag him back to the safety of the far side of the living room while Eddie clashed with the Strigoi. I spared them only a moments glance, just enough to take in the deadly dancelike nature of their maneuvering. Both Strigoi were trying to get a grip on Eddie, probably in the hopes of b reaking his neck, but were careful to stay away from the bite of his silver stake.I looked down at Adrian, who was dangerously pale and whose pupils had reduced to the size of pinpoints. I had only a sketchy impression of how much Jacqueline had drunk from him and didnt know if Adrians state was more from blood loss or endorphins.Im fine, Sage, he muttered, blinking as though the light hurt. Quite the high, though. Makes the stuff Ive used seem pretty soft-core. He blinked, as though fighting to wake up. His pupils dilated to a more normal size and then seemed to focus on me. Good God. Are you O.K.?I will be, I said, starting to stand. Yet even as I spoke, a wave of dizziness hit me, and I swayed. Adrian did his best to hurt me, though it was pretty awkward with his bound hands. We leaned against each other, and I almost laughed at how ridiculous the situation was, both of us trying to help the other when neither of us was in any condition to do it. Then something caught my eye th at chased all other thoughts away.Jill, I whispered.Adrian immediately followed my gaze to where Jill had just appeared in the living rooms entry. I wasnt surprised to see her. The only way Eddie could be here was if Jill had told him what was happening to Adrian through the spirit bond. Standing there, with her eyes flashing, she looked like some fierce, battle-ready goddess as she watched Eddie spar with the Strigoi. It was both inspiring and frightening. Adrian shared my thoughts.No, no, Jailbait, he murmured. Do not do anything stupid. Castile needs to handle this.She knows how to fight, I said.Adrian frowned. But she doesnt have a weapon. Without one, shes just a featherweight in this.He was right, of course. And while I certainly didnt want Jill endangering her life, I couldnt help but think if she were properly equipped, she might be able to do something. At the very least, a distraction might be a benefit. Eddie was holding his ground all right against the two Strigoi, but h e wasnt making any progress against them either. He could use help. And we needed to make sure Jill didnt rush into this with only her wits to defend her. ingestion hit me, and I managed to stay on my feet. The world was spinning even more than before, but despite Adrians protests I managed to stagger to the kitchen. I just scarcely was able to get to the sink and flip the faucet on before my legs gave out underneath me. I caught hold of the counters edge, using it to keep me upright.Jill I yelled.She turned toward my shout, saw the running water, and instantly knew what to do. She lifted her hand. The stream coming from the faucet suddenly shifted, shooting out of the sink and across the living room. It went to Jill, who collected a large amount of it between her hands and magically forced the water into a long cylindrical shape. It held itself in the air like that, a wavelet but seemingly solid club of water. G rip it, she hurried toward the fight and swung her weapon of water into Jacquelines back. Drops flew off of the club, but it held on to its rigidity enough for her to get a second hit in before completely exploding into a spray of water.Jacqueline spun around, her hand swinging out to strike Jill. Jill had expected as much and dropped to the floor, dodging in exactly the way Id seen Eddie teach her. She scurried backward, out of Jacquelines way, and the Strigoi pursued giving Eddie an exposed shot on her back. Eddie took the opportunity, evading Dawn, and plunged his stake into Jacquelines back. Id never given it much thought before, but if shoved hard enough, a stake could pierce someones heart just as easily from the back as the chest. Jacqueline went rigid, and Eddie jerked his stake out, just managing to countermand the full force of a strike from Dawn. She still caught him a little, and he stumbled briefly before quickly regaining his footing and setting his sights on her. Jill was forgotten and hurried over to us in the kitchen.Are you oka y? she exclaimed, peering at both of us. That fierce look was gone. She was now just an ordinary girl touch for her friends. Oh my God. I was so worried about you both. The emotions were so strong. I couldnt get a fix on what was happening, just that something was horribly wrong.I dragged my gaze to Eddie, who was saltation around with Dawn. We have to help him I took two steps away from the counter and started to fall. Both Jill and Adrian reached out to catch me.Jesus, Sage, he exclaimed. Youre in bad shape.Not as bad as you, I protested, still worried about helping Eddie. They drank more from you Yeah, but I dont have a bleeding arm wound, he pointed out. Or a possible concussion.It was true. In all the excitement, I was so full of adrenaline that Id all but forgotten about where Lee had stabbed me. No wonder I was so dizzy. Or maybe that was from getting my head smacked into the wall. It was anyones guess at this point.Here, said Adrian gently. He reached for my arms with his cuffed hands. I can take care of this.A slow, tingling warmth spread through my skin. At first, Adrians touch was comforting, like an embrace. I felt my tension and pain begin to ease. All was right in the world. He was in control. He was taking care of me.He was using his magic on me.No I shrieked, pull away from him with a strength I didnt know I had. The horror and full realization of what was happening to me was too powerful. Dont touch me Dont touch me with your magicSage, youll feel better, believe me, he said, reaching toward me again.I backed away, clinging to the edge of the counter for support. The fleeting memory of that warmth and comfort was being dwarfed by the terror Id carried my entire life for vampire magic. No, no, no. No magic Not on me The tattoo will heal me Im strongSage Stop, Adrian, said Jill. She approached me tentatively. Its okay, Sydney. He wont heal you. I promise.No magic, I whispered.For Gods sake, growled Adrian. This is superstitious bullshit.No m agic, Jill said firmly. She took off the button-up shirt shed been wearing over a T-shirt. Come here, and Ill use this to wrap it so that you dont lose any more bl An earsplitting shriek jerked us all back toward the living room. Eddie had made his kill, driving his stake right into the middle of Dawns chest. In my brief scuffle with Adrian and Jill, Dawn must have gotten some shots in on Eddie because there was a large red mark on one side of his face, and his lip was bleeding. The expression in his eyes was hard and triumphant, however, as he pulled the stake out and watched Dawn fall.Through all the confusion and horror, basic Alchemist instincts took over. The danger was gone. There were procedures that needed to be followed.The bodies, I said. We have to destroy them. Theres a vial in my purse.Whoa, whoa, said Adrian as both he and Jill unruffled me. Stay where youre at. Castile can get it. The only place youre going is to a doctor.I didnt move but immediately argued with tha t last statement. No No doctors. At least, you have to you have to get an Alchemist one. My purse has the numbers Go get her purse, Adrian told Jill, before she has a fit here. Ill bind the arm. I gave him a warning look. Without magic. Which, by the way, could make this ten times easier.Ill heal on my own, I said, watching as Jill retrieved my purse.You realize, added Adrian, youre going to have to get over your dieting fixation and desolate some major calories to fight the blood loss. Sugar and fluids, just like Clarence. Good thing someone bagged up all this candy on the counter.Eddie walked over to Jill, and she paused as he asked if she was okay. She assured him she was, and although Eddie looked like he could kill about fifty more Strigoi, there was also a look in his eyes something I couldnt believe Id never noticed before. Something I was going to have to think about. Damn it, said Adrian, fumbling with bandages. Eddie, go search Lees body and see if theres a key for thes e goddamned handcuffs.Jill had been caught up in talking to Eddie but froze at the words Lees body. Her face went so pale, she could have been one of the dead. In all the confusion, she hadnt noticed Lees body in the chair. Thered been too much movement with the Strigoi, too much distraction by the threat they presented. She took a few steps toward the living room, and thats when she saw him. Her mouth opened, but no sound came out right away. Then she sped forward and grabbed his hands, shrieking.No, she cried. No, no, no. She shook him, as though that would wake him. In a flash, Eddie was by her side, his arms around her as he murmured nonsensical things to soothe her. She didnt hear him. Her whole world was Lee.I felt tears wince to my eyes and hated that they were there. Lee had tried to kill me and then had summoned others to kill me. Hed left a trail of innocents in his wake. I should be glad he was gone, but still, I felt sad. He had loved Jill, in his insane way, and from t he pain on her face, it was clear shed loved him too. The spirit bond hadnt shown her his death or role in our capture. Right now, she simply thought he was a victim of Strigoi. Soon enough, shed learn the truth about his motives. I didnt know if that would ease her pain or not. I was guessing not.Weirdly, an image of Adrians Love painting came back to me. I thought of the jagged red streak, slashing through the blackness, ripping it apart. Staring at Jill and her inconsolable pain, I suddenly understood his art a little bit better.