Carrie Chapter Sixteen

Some of the fights puffed out. There was a dazzling flash somewhere as a live power cord hit a puddle of water. There were dull thumps in her mind as circuit breakers went into hopeless operation. The boy who had been holding the mike stand fell over on one of his amps and there was an explosion of purple sparks and then the crepe bunting that faced the stage was burning. Just below the thrones, a live 220-volt electricity cable was crackling on the floor and beside it Rhonda Simard was doing a crazed puppet dance in her green tulle formal. Its full skirt suddenly blazed into flame and she fell forward, still jerking. It might have been at that moment that Carrie went over the edge. She leaned against the doors, her heart pumping wildly, yet her body as cold as ice cubes. Her face was livid, but dull red fever spots stood on each cheek. Her head throbbed thickly, and conscious thought was lost. She reeled away from the doors, still holding them shut, doing it without thought or plan. Inside the fire was brightening and she realized dimly that the mural must have caught on fire. She collapsed on the top step and put her head down on her knees, trying to slow her breathing. They were trying to get out the doors again, but she held them shut easilythat alone was no strain. Some obscure sense told her that a few were getting out the fire doors, but let them. She would get them later. She would get all of them. Every last one. She went down the stairs slowly and out the front doors, still holding the gymnasium doors closed. It was easy. All you had to do was see them in your mind. The town whistle went off suddenly, making her scream and put her hands in front of her face (the whistle it's just the fire whistle) for a moment. Her mind's eye lost sight of the gymnasium doors and some of them almost got out. No, no. Naughty. She slammed them shut again, catching somebody's fingers-it felt like Dale Norbert – in the jamb and severing one of them. She began to reel across the lawn again, a scarecrow fig= with bulging eyes, toward Main Street. On her right was dowtown – the department store, the Kelly Fruit, the beauty parlour and barbershop, gas stations, police station, fire station (they'll put out my fire) But they wouldn't. She began to giggle and it was an insane sound: triumphant, lost, victorious, terrified. She came to the first hydrant and tried to twist the huge painted lug nut on the side. (ohuh) It was heavy. It was very heavy. Metal twisted fight to balk here. Didn't matter. She twisted harder and felt it give. Then the other side. Then the top. Then she twisted all three at once, standing back, and they unscrewed in a flash. Water exploded outward and upward, one of the lug nuts flying five feet in front of her at suicidal speed, It hit the street, caromed high into the air, and was gone. Water gushed with white pressure in a cruciform pattern. Smiling, staggering, her heart beating at over two hundred per minute, she began to to walk down toward Grass Plaza. She was unaware that she was scrubbing her bloodied hands against her dress like Lady Macbeth, or that she was weeping even as she laughed, or that one hidden part of her mind was keening over her final and utter ruin. Bemuse she was going to take them with her, and there was going to be a great burning, until the land was full of its stink. She opened the hydrant at Grass Plaza, and then began to walk down to Teddy's Amoco. It happened to be the first gas station she came to, but it was not the last From the sworn testimony of Sheriff Otis Doyle, taken before The State Investigatory Board of Maine (from The White Commission Report), pp. 29-31: Q. Sheriff, where were you on the night of May twentyseventh? A. I was on Route 179, known as Old Bentown Road, investigating an automobile accident. This was actually over the Chamberlain town line and into Durham, but I was assisting Mel Crager, who is the Durham constable. Q. When were you first informed that trouble had broken out at Ewen High School? A. I received a radio transmission from Officer Jacob Plessy at 10:21. Q. What was the nature of the radio call? A. Officer Plessy said there was trouble at the school, but he didn't know if it was serious or not. There was a lot of shouting going on, he said, and someone had pulled a couple of fire alarms. he said He was going over to try and determine the nature of the trouble. Q. Did he say the school was on fire? A. No, sir. Q. Did you ask him to report back to you? A. I did. Q. Did Officer Plessy report back? A. No. He was killed in the subsequent explosion of Teddy's Amoco gas station on the corner of Main and Summer. Q. When did you next have a radio communication concerning Chamberlain? A. At 10:42. I was at that time returning to Chamberlain with a suspect in the back of my car – a drunk driver. As I have said, the case was actually in Mel Crager's town, but Durham has no jail. When I got him to Chamberlain, we didn't have much of one, either. Q. What communication did you receive at 10.42? A. I got a call from the State police that had been relayed from the Motton Fire Department The State Police dispatcher said there was a fire and an apparent riot at Ewen High School, and a probable explosion. No one was sure of anything at that time. Remember, it all happened in a space of forty minutes. Q. We understand that Sheriff. What happened then? A. I drove back to Chamberlain with siren and flasher. I was trying to raise Jake Plessy and not having any luck. That's when Tom Quillan came on and started to babble about the whole town going up in flames and no water. Q. Do you know what time that was? A. Yes, sir. I was keeping a record by then. It was 10.58. Q. Quillan, claims the Amoco station exploded at 11:00. A. I'd take the average, sir. Call it 10:59. Q. At what time did you arrive in Chamberlain? A. At 11: 10 P.M. Q. What was your immediate impression upon arriving, Sheriff Doyle? A. I was stunned. I couldn't believe what I was seeing. Q. What exactly were you seeing? A. The entire upper half of the town's business section was burning. The Amoco station was gone. Woolworth's was nothing but a blazing frame. The fire had spread to three wooden store fronts next to that – Duffy's Bar and Grille, The Kelly Fruit Company, and the billiard parlour. The heat was ferocious. Sparks were flying on to the roofs of The Maitland Real Estate Agency and Doug Brann's Western Auto Store. Fire trucks were coming in, but they could do very little. Every fire hydrant on that side of the street was stripped. The only tracks doing any business at all were two old volunteer fire department pumpers from Westover. and about all they could do was wet the roofs of the surrounding buildings. And of course the high school. It was just †¦ gone. Of course it's fairly isolated-nothing close enough to it to burn – but my God, all those kids inside †¦ all those kids †¦ Q. Did you meet Susan Snell upon entering town? A. Yes, sir. She flagged me down. Q. What time was this? A. Just as I entered †¦ 11:12, no later. Q. What did she say? A. She was distraught. She'd been in a minor car accident – skidding – and she was barely making sense. She asked me if Tommy was dead. I asked her who Tommy was, but she didn't answer. She asked me if we had caught Carrie yet. Q. The Commission is extremely interested in this part of your testimony, Sheriff Doyle. A. Yes, sir, I know that. Q. How did you respond to her question? A. Well, there's only one Carrie in town as far as I know, and that's Margaret White's daughter. I asked her if Carrie had something to do with the fires. Miss Snell told me Carrie had done it. Those were her words. ‘Carrie did it. Carrie did it.' She said it twice. Q. Did she say anything else? A. Yes, sir. She said: ‘They've hurt Carrie for the last time.' Q. Sheriff, are you sure she didn't say: ‘We've hurt Carrie for the last time?' A. I am quite sure. Q. Are you positive? One hundred per cent? A. Sir, the town was burning around our heads. I Q. Had she been drinking? A. I beg pardon? Q. Had she been drinking? You said she had been involved in a car smash. A. I believe I said a minor skidding accident. Q. And you can't be sure she didn't say we instead Of they? A. I guess she might have, but Q. What did Miss Snell do then? A. She burst into tears. I slapped her. Q. Why did you do that? A. She seemed hysterical. Q. Did she quiet eventually? A. Yes, sir. She quieted down and got control of herself pretty well, in light of the fact that her boy friend was probably dead. Q. Did you interrogate her? A. Well, not the way you'd interrogate a criminal, if that's what you mean. I asked her if she knew anything about what had happened. She repeated what she had already said, but in a calmer way. I asked her where she had been when the trouble began, and she told me that she had been at home. Q. Did you interrogate her further? A. No, sir. Q. Did she say anything else to you? A. Yes, sir. She asked me – begged me – to find Carrie White. Q. What was your reaction to that? A. I told her to go home. Q. Thank you, Sheriff Doyle. Vic Mooney lurched out of the shadows near the Bankers Trust drive-in office with a grin on his face. It was a huge and awful grin, a Cheshire cat grin, floating dreamily in the fireshot darkness like a trace memory of lunacy. His hair, carefully slicked down for this emcee duties, was now sticking up in a crow's nest. Tiny drops of blood were branded across his forehead from some unremembered fall in his mad flight from the Spring Ball. One eye was swelled purple and screwed shut. He walked into Sheriff Doyle's squad car, bounced back like a pool ball, and grinned in at the drunk driver dozing in the back, then he turned to Doyle, who had just finished with Sue Snell. The fire cast wavering shadows of light across everything, turning the world into the maroon tones of dried blood. As Doyle turned, Vic Mooney clutched him. He clutched Doyle as an amorous swam might clutch his lady in a hug dance. He clutched Doyle with both arms and squeezed him, all the while goggling upward into Doyle's face with his great crazed grin. ‘Vic-‘ Doyle began. ‘She pulled all the plugs,' Vic said lightly, ‘Pulled all the plugs and turned on the water and buzz, buzz, buzz.' ‘Vic-‘ ‘We can't let 'em. Oh no. NoNoNo. We can't. Carrie pulled all the plugs. Rhonda Simard burnt up. Oh Jeeeeeeeeeesuuuuuuuuusss-‘ Doyle slapped him twice, calloused palm cracking flatly on the boy's face. The scream died with shocking suddenness, but the grin remained, like an echo of evil. It was loose and terrible. ‘What happened?' Doyle said roughly. ‘What happened at the school?' ‘Carrie,' Vic Muttered. ‘Carrie happened at the school. She. . .'He trailed of and grinned at the ground. Doyle gave him three brisk shakes. Vic's teeth clicked together like castanets. ‘What about Carrie?' ‘Queen of the Prom,' Vic muttered. ‘They dumped blood on her and Tommy.' ‘What-‘ It was 11: 15. Tony's Citgo on Summer Street suddenly exploded with a great, coughing roar. The street went daylight that made them both stagger back against the police car and shield their eyes. A huge, oily cloud of fire climbed over the elms in Courthouse Park, lighting the duck pond and the Little League diamond in scarlet. Amid the hungry crackling roar that followed Doyle could hear glass and wood and hunks of gas-station cinderblock rattling back to earth. A secondary explosion followed, making them wince again. He still couldn't get it straight (my town this is happening in my town)

Lifespan Development Psychology Paper Essay

Lifespan Development Paper When studying the Lifespan Developmental stages throughout Chapter 1 of our textbook, I began to realize that I have traveled down some of the same common paths as my personal idols. Although most were dead long before I was ever conceived, I find it rather fascinating. The textbook states that Lifespan perspective is defined as lifelong, multidimensional, multidirectional, plastic, multidisciplinary, and contextual, and as a process that involves growth, maintenance, and regulation of loss. The human life expectancy has truly surpassed all other living animals from a house mouse that has a life span of a measly 3 years, to an Indian elephant that can live to be 70 years. Jeanne Calmet, who was the oldest living person, was born in Arles, France was born February 21, 1875 and died August 4, 1997. She was 122 years and 164 days old at the time of her death. Although most would love to live as long of life as Mrs. Calmet, that is somewhat unrealistic. The average life expectancy for people living within the United States of America is 78 years of age. That is a humungous leap from the average life expectancy of a man who lived during the Pre-historic which was the early age of 18. People go through many different changes as the world is ever changing. There are three different types of influences which include: 1) normative age-graded influences, 2) normative history-graded influences, and 3) nonnormative or highly individualized life events. Examples of normative age-graded influences are things that people of the same age go through together. Let’s take my twin sister and me as an example. At the early age of 1, we both began walking with 2 weeks of one another. Although not at the same time, we both were starting our menstrual cycles both at the age of 11 years old. In life we will experience menopause around the same time, and possibly even retirement within a short time between each other. Examples of normative history-graded influences would be people who have experienced history changing events with one another. How about two mothers who may live on the opposite sides of the United States, but both lost children as a result to fighting over in Afghanistan. They will never know one another but they will have a similar bond because they went through a similar event. Another would be the terrorist attacks of September 11, 2001. Even I will never forget where I was and what I was doing on that fateful day. Lastly, examples of nonnormative or highly individualized life events could be anything from hitting it rich with the lottery, to an unexpected, devastating event like Hurricane Katrina. It may not have happened to all of us, but it influenced us all in different ways. When I began reading the part in Chapter 1 that was titled, â€Å"Women’s Struggle for Equality: An International Journey†, I was truly astonished by the figures. It is sad when I look around my neighborhood, and think that one in every six of these homes, a person is/was abused by their partner. Last weekend, my 10 year old son and I witnessed physical abuse as a girl was being drug as she was attempting to get into the passenger side of a vehicle while at our local Burger King. Then the teenage boyfriend began slapping her. My son and I were panicking to help this young girl whom we didn’t even know. I immediately called 9-1-1 and reported it to the authorities. The police arrived before we even left the parking lot, and I pray that this girl knows her worth in life, and realizes that she deserves better than that. The story in our textbook about Doly Akter, who is only 17 years of age and has lived her life in the slums of Bangladesh, is stepping out to do her part to help make her community a better one. She has created a club that is sponsored by UNICEF and goes door to door to monitor the hygiene and health of her neighbors. With her help, along with others that are a part of this phenomenal club, they are already seeing a major improvement in people’s health and hygiene. To make this story even better, she is talking to parents of girls to explain that arranged child marriages are not always in the best interest of these young ladies and staying in school will improve the lives of these girls. Health care in America has done amazing things for their citizens but still has a long way to go. I don’t want to imagine that when I become older, I only have a 52% chance of receiving the recommended proper care to treat something as important as heart disease. Along with the government regulated Medicare, and improper care for the millions of senior citizens in the United States, I can only hope that it gets better and fast to help these people. With the (2) factors that show that today’s senior citizens need our help more know that decades earlier, it should be our duty and privilege to help them. Going to your local Senior living facility and seeing the many, who have no spouses still living, or no family to talk to, they are forced to go through their later part of life, not really communicating with others.

Questionnaires and Focus Groups for the Evaluation of Public Essay

Questionnaires and Focus Groups for the Evaluation of Public Perception of Waste Recycling - Essay Example Qualitative research would help the researcher evaluate the public perception of waste recycling in a better way as compared to quantitative study. Another reason behind the appropriateness of qualitative study in understanding public perception is that qualitative study focuses more on getting detailed information about the subject. Questionnaires and focus groups are two of the best examples of a qualitative study in which researchers identify the thoughts and perceptions of different people. Let us discuss these techniques in order to understand the public perception of waste recycling. 1. Questionnaires As Brace (2008, p. 2) states, â€Å"questionnaires are written in many different ways, to be used in many different situations and with many different data-gathering media.† Questionnaire is a method of doing qualitative research, which has advantages over many types of research methods. The reason is that they do not take much time and can easily target groups. Moreover, r esearchers can use focus groups to target large populations in wide geographical areas. Questionnaire is one of the widely used methods of research because researchers can apply it in almost every field of study, such as, healthcare, education, organizational analysis, and system and process analyses. Along with these fields of study, questionnaires also produce good results while evaluating public perception about waste recycling. Waste recycling is a process in which different kinds of household and construction wastes are recycled in such a way that they become available for use in the development of different types of products. Although researchers can use both analytical and descriptive types of questionnaires for getting the facts about waste recycling, but descriptive survey can be more productive for them as compared to the analytic one because it provides them with the real perceptions of people about a given scenario. Therefore, researchers can use descriptive questionnair es to identify the perceptions of different people regarding waste recycling. Moreover, the researcher should use numerical, as well as opinion questions in the questionnaire regarding waste recycling. Linda Goldenhar and Cathleen Connell did a research named ‘Effects of Educational and Feedback Interventions on Recycling Knowledge, Attitudes, Beliefs, and Behaviors’ in 1992 in which they studied public perception using feedback groups, education groups, and control groups. The researchers used questionnaires for this purpose. The results revealed that the feedback groups had higher levels of recycling behavior as compared to the control or education groups. In another research, ‘Evaluating the Effectiveness of Deliberative Processes: Waste Management Case-studies’ by Judith Petts, the researcher made use of case studies and questionnaires to gather information about effectiveness of waste recycling processes. The research revealed that people participate a ctively in waste management processes and have a good perception about recycling. 1.1. Advantages of Questionnaires Questionnaires prove to be very useful in conducting qualitative research. Some of the main advantages of using questionnaires in evaluating public perception of waste recycling include cost effectiveness, ease of conduct, answering as no details are required, and no requirement of verbal communication skills. Researchers believe that questionnaires return reliable data from the target population.

Qualities of a good leader Essay Example | Topics and Well Written Essays - 500 words

Qualities of a good leader - Essay Example He placed great effort on how to guide the sales team and the very obvious way is about closing a sale and hit their target. Hitting the target sales for the month or so is not easy because of some factors. However, the sales supervisor whom I have known has to motivate the team in order to achieve their target. He personally motivates his sales team through tangible and intangible matters such as financial or emotional support. Based on his functions, he is required to listen to his team. For instance, listening to his team allows him to better understand the specific response of the market to their product or service offerings. He is also required to have persuasive character not only because he needs to convince their customers, but above all his own team. Most of the time, he needs to execute things for the good of the team, but at some point it has become a challenge for him to do so especially in the implementation process. A good sales supervisor has to set everything clear in order for his or her team to follow the right direction just like what he exactly has been doing. In sales department, it is required of the manager or supervisor to guide, motivate, inspire, listen and persuade the whole team in order to close a sale and hit their sales target at the specified time. Today, this is one of the most obvious approaches done in varying organizations in order to be a cut above the other. People at the sales department are required to be business oriented more than the other personnel in an organization such as those in the technical and accounting department. In marketing activity, the manager or supervisor has to think ahead of everyone else and it is in this reason he or she moves ahead aggressively especially on how to create a need for their service and product offerings, and eventually close a sale. In order to effectively and efficiently do this, the sales manager or supervisor must be able to stand as good

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Sustainable tourism and educating the tourist - Essay Example With such high and definitely increasing demand, protection of culture and environment has become imperative. "Sustainable tourism in its purest sense is an industry which attempts to make a low impact on the environment and local culture, while helping to generate income, employment, and the conservation of local ecosystems. It is responsible tourism which is both ecologically and culturally sensitive" http://www.gdrc.org/uem/eco-tour/eco-tour.html ST makes maximum use of environmental resources without disturbing natural heritage and biodiversity, respecting socio-cultural authenticity of the region, and ensuring long term economic wellbeing of the stakeholders. In relation to mass tourism, sustainable tourism is a specialised branch. Mass tourism is economically beneficial, easy to market, but is rather harsh on attractions. It no doubt cares for environment and cultural attractions; but not enough. It does not involve local communities as stakeholders and there is hardly any dialogue between communities, tourists and tour operators. It is a positive force for poor countries, which can, if allowed to go unbridled, also can harm local culture and environment. Pope John Paul II thought mass tourism was another way of exploiting local communities, even though mass tourism is vital for many countries. (http://news.bbc.co.uk/1/hi/talking_point/1468503.stm). Responsible tourism like ST minimises the damage that could be caused by mass tourism to environment and culture. MEDITERRANEAN Spain and Mediterranean coastlines offered mature mass tourism for decades now. Mass tourism has created complex issues like demands and pressures and new policies and planning techniques. It has also created the necessity of sustainable tourism application in this area. Uncontrolled tourism almost ruined the freshwater basin here. Italy and Greece too were adversely affected by mass tourism. "The mass model of sun and beach tourism which is characteristic of the Mediterranean coastline has caused both the spectacular urban, demographic and economic growth of small coastal towns once inhabited by farming and fishing families who eventually came to make their living from tourism, and the increasing degradation of their natural setting" http://geographyfieldwork.com/TourismMatureDestinations.htm This statement is true as the involved countries have only recently woken up into the enormity of the problems that tourism has created. Mediterranean holidays deal with all major holiday brands and depend on seasonality. But in recent years, it had been seen as a single major threat to the pristine coastline and equally destructive to valuable wetlands even though tourism is the most important vehicle of growth. STAKEHOLDER Under these circumstances, Sustainable tourism that involves the local community in safeguarding and protecting the cultural and environmental assets of the region comes into picture and gives new hope. ST believes in the economic benefit of the region because tourism is connected with productivity, mobility, communication facilities and broadened horizons. "Obviously, these factors are interrelated, but a greater weight probably should be assigned to productivity than to the others," Smith (1989, p.41). Without further opportunity of productivity, it is difficult to

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The Ethical Dilemma of Maximizing Pleasure. Utilitarianism Dilemma - Essay Example My predicament provides quite a simplified and inaccurate version of John Stuart Mill’s principle of utility which states that actions promoting happiness or pleasure are considered to be correct whereas actions promoting unhappiness or pain are considered to be wrong (John Stuart Mill 330). According to Mill’s principle, my choice of going to Nuit Blanche instead of studying was the right one as I was able to maximize my pleasure. But, this situation is too simplistic and does not provide a moral argument for Mill’s principle. Let us consider the following thought experiment where a trolley is out of control and it is approaching five people who cannot escape the impact. Fortunately, you are next to a switch which could change the path of the train and save the five people. But, the other track is under construction and if you were to flip the switch, you would kill one construction worker. In this situation, Mill’s principle of utility would argue that s aving five people would result in maximizing the most happiness or pleasure and therefore it would be morally justified to kill the construction worker. Thus, the central idea of Mill’s principle states that the morality of an action is contingent upon its consequence. I believe that Mill’s principle is problematic because the notion of happiness or pleasure is subjective to every human being and this subjectivity creates problems when solving ethical dilemmas. In order to present my position clearly, I will first provide the benefits of Mill’s principle. I will then elaborate on some of the common objections and problems that his principle faces and demonstrate my issue with the principle and how its application fails in contemporary society. Mill’s Principle: Mill contributed to utilitarianism through reinforcing the view that individuals ought to take actions that produce the greatest happiness among people while keeping within reason. In contrast to o ther contributors to utilitarianism, Mill was of the view that the concept of happiness had differences qualitatively i.e. being directly proportional to intelligence of the individual. He argues that happiness is superior to contentment and one who experiences higher forms of happiness would not trade them for lower forms, â€Å"Few intelligent creatures would consent to be changed into any of the lower animals for a promise of the fullest allowance of the beast’s pleasures, no intelligence would consent to be a fool† (John Stuart Mill 21). He further argues that those who have experienced only the lower happiness are not in a position to objectively contribute to the question of which one is better (23). The gist of Mill’s principle is consequentialism; that actions are right based on the degree to which the greatest good for the greatest number of people is promoted. Benefits of Mill’s Principle: Mill’s argument of utilitarianism gives a yardsti ck to judge actions as either being right or wrong on the basis of the amount of happiness caused and to how many individuals. It thus can be applied in guiding actions that potentially raise ethical questions, where it can be argued that acting for the benefit of happiness for the majority of people is the right course of action; individuals should always choose to that which produces the greatest utility. While traditional consequentialism would seem to excuse any form of action as long as it produces pleasure, Mill’s principle is based on qualitative reasoning, establishing that there are higher and lower forms of happiness, hence sadist actions such as torture cannot be excused on however much happiness they cause to majority of people. Shortfalls and Objections

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Summary of New Cardiovascular Drug Article - Essay Example This is a disease of the cardiovascular system and the heart in particular. The physiological system under discussion in this article is the cardiovascular system. In general, the cardiovascular system is the main element that is concerned with the transportation of substances around the body and hence enhancing the exchange process. Substances like nutrients wastes, gases- oxygen and carbon dioxide are passed across the cells and the cell function is sustained (Marieb & Hoehn 2007). The cells form the body tissues while the tissues constitute organs and organs form the organ systems. The heart is cone shaped and lies on the side of the diaphragm inclined to the right side (shoulder) and having the widest part upwards. Its about the size of a fist roughly 9cm in width and 12 cm long. The muscles provide the force of pumping blood as it's the biological pump pericardium covers the whole heart. Heart muscles are specially designed for the pumping purpose and are called cardiac muscles. The muscles are striated and connected to form almost one block termed syncytium. The heart is divided into right and left chambers and further into two auricles and two ventricles. Ventricles pump blood outside the heart and heart valves direct their flow (Marieb & Hoehn 2007). Cardiovascular system also includes the blood

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The Complexity Of Culture Cultural Studies Essay So why is culture so complex? According to the popular writer Raymond Williams, culture is one of the most complicated words in the English language. The study of culture is far too complex to be studied only from the viewpoint of one specific scientific discipline, or to be based on one specific model. In a world as complex as ours, each of us is shaped by many factors, and culture is one of the powerful forces that acts on us. Culture is not a set of objects and behaviors, but a context, specific to a particular time and place, in which meaning is made (Geertz 1973) (Schall). Cultural contexts include important patterns, attitudes, and values such as language use and communication patterns, religious beliefs and rituals, the tools and artifacts of daily life, familiar relationships, gender roles, and many other characteristics. Because of the complex, multifaceted nature of culture, understanding a specific group, whether ones own or that of others, requires study from several dive rse perspectives. Although each perspective will shed light on the systems of meaning within that group, the different perspectives will not necessarily fit together into a neat, unified cultural portrait (Rosaldo 1989) (Schall). In order for a researcher to make sense of the complexity of cultural concepts, relevant prior knowledge and a comprehensive understanding of cultural variation is a prerequisite to effectively comprehending cross-cultural studies. According to Joe Novak, the creator of concept mapping, when concept maps are used, the material to be learned must be conceptually clear and presented with language and examples relatable to the learners prior knowledge. Concept maps can be helpful to meet this condition, both by identifying large general concepts held by the learner prior to instruction on more specific concepts, and by assisting in the sequencing of learning tasks though progressively more explicit knowledge that can be anchored into developing conceptual frameworks (Novak). In the following sections I offer up a series of approaches designed to aid a researcher in unraveling the complex nature of cultural variation and ways of simplifying cultural understanding. Gaining sufficient knowledge and understanding of culture can become a complex task in itself making it necessary for one to develop specific strategies and approaches to the problem. Any approach should encompass key terms, essential cultural concepts and principles, as well as multifaceted foundational theories. This should provide the knowledge necessary to understand and simplify complex models and studies designed for the purpose of illustrating culture differences across an array of situations. So where should one begin in developing their cross-cultural knowledge? Establishing a glossary of terms that define some of the significant concepts in one or more topics that lend themselves to research investigation using cross-cultural data is necessary. For the purpose of cross-cultural communication, cultural literacy should begin with the basic terms such as culture and communication. Culture can be defined as, a system of symbolic resources shared by a group of people. In every cross-cultural situation, groups of people with different systems of symbolic resources come in to contact by communicating with one another. Communication can be defined as, the practice of creating and exchanging meanings or symbolic resources. It is clear that culture and communication are interrelated, therefore, cross-cultural communication can be defined as a process of interaction between two groups of people with different systems of symbolic resources. ( Klyukanov) Understanding these terms wi ll enable one to see how and why people identify with each other and form cultures through the process of cultural identification. Cultural identification simply allows us to define our own cultural selves. Before embarking upon the quest for understanding of other cultures, it is necessary to break down and understand ones own culture. Anthropologists Kevin Avruch and Peter Black explain the importance of culture this way: Ones own culture provides the lens through which we view the world; the logic by which we order it; the grammar by which it makes sense. Everyone has a culture. No one can ever fully separate themselves from their own culture. While it is true that anyone can grow to understand and value a range of different cultures and communicate effectively in more than one, one can never overcome his own, or any other culture, to achieve an all encompassing perspective on culture. As was mentioned previously, it is necessary and important for one to gain knowledge in the study of cross-cultural communication. The nature of knowledge is very complex; however the complexity of the cross-cultural world can be exposed by combining two complimentary approaches: the objective (scientific) approach and the subjective approach. In the objective approach, knowledge is viewed as an object, the world consists of concrete variables and people behave in patterned and predictable ways. From an objective standpoint, all observers of a culture would see the same thing, knowledge is external to all people and the watchful observer captures this knowledge and characterizes it in meaningful fashion. The subjective approach represents the other side of the knowledge gaining process. This approach aims to interpret and understand interactions and cultural meanings that are internal to people. The combined implementation of these approaches highlights the methodical, relational, an d opposing nature of cross-cultural communication which includes an array of cross-cultural knowledge. Edward T. Hall, a respected anthropologist and cross-cultural researcher, identified Ten Primary Message Systems which he classified as Interaction, Association, Subsistence, Bisexuality, Territoriality, Temporality, Learning, Play, Defense, and Exploitation. From his ten primary message systems, Hall devised an interrelated Map of Culture. Halls map makes it easier for researchers to pinpoint complexities in understanding target cultures. The process of constructing a system of meanings known as cultural mapping explains how every culture develops ideas about the world and its place in it. The main types of meanings which form a culture map include: beliefs, attitudes, values, norms, mores, laws, and world view. It is important to understand that all of these ideas are interconnected. Culture maps provide structure and give rationality to universal knowledge established about people and the social world, providing expectations about typical patterns of behavior and the range of like ly variation between types of people and their characteristic actions and attributes. Understanding and applying these concepts can aid researchers in breaking down the complexities of cross-cultural variation. Another set of means that are typically presented are global cultural dimensions. These variables are very wide in scope, are related to all cultures, and can be used for the purpose of assessing cultures. Global cultural dimensions vary from researcher to researcher, this section attempts to identify and provide the most commonly discussed dimensions which include: Individualism/Collectivism, Power Distance, Masculinity/Femininity, Uncertainty Avoidance, and High-Context/Low Context Communication. Researching several ethnographies and studying the approaches presented by anthropologists, philosophers, and writers whose work has laid the foundations for the field of cultural studies will provide further depth and understanding. Below are a few examples of theà ¢Ã¢â€š ¬Ã‚ ¦. According to Hans Gullestrup the complexity of cross-cultural studies, as well as cultural studies, are especially related to the following observations or facts: 1. The relativity of each culture the cultural hierarchy 2. The co-incidence of the cultures the cultural categories 3. The changeability of each culture the cultural dynamic 4. The ethical problems related to cross-cultural studies A researcher will base his or her work on different paradigms and a differing understanding of culture depending on the situation and the purpose (Hans Gullestrup). For these reasons, Gullestrup argues that theoretical and analytical models are needed for cultural and cross-cultural studies formulated as frame models, or as a kind of framework, where each researcher or cultural actor can relate to one other with his own data, observations, and experiences when trying to create an understanding of a particular cross-cultural situation, according to his or her needs, as well as to the four factors mentioned above. As mentioned previously, anthropologist Edward T. Hall When we approach another culture, a tendency exists to generalize, placing experiences in wide-ranging categories or types. The best we can do is to make sure generalizations are as accurate as possible and avoid overgeneralizations, especially those beginning with All. When attempting to describe a certain culture, we must be careful and ensure that the culture we classify is the one that was observed. If we come across another culture and fail to notice obvious differences then the all we have done is stereotyped and our interaction with that culture has become extremely unreliable. To avoid stereotyping, it is necessary to test generalizations against the actual behavior and values of those being encountered in the observed culture. Cross-cultural communication is successful when our observations and reflections of people from other cultures are accurate. Two useful approaches for counteracting mistakes of oversimplification and generalization of a culture are Culture-General and Culture-Specific approaches. Concentrating on cultures broad characteristics, is macro and global in scope and defined as Culture-General. With over 200 national societies throughout the globe, over 5,000 languages, and endless subgroups interrelated by ethnicity, race, religion, common history, politics, and culture, it becomes virtually unfeasible to thoroughly sort out the full range of cultural practices found in each society. Culture-General ideas and frameworks are useful and provide researchers tools necessary to understand principles, categories of behavior and world views, ideas and values, how to learn another culture, and how to successfully and effectively navigate cultural boundaries. Culture-general approaches to interaction describe general contrasts that are applicable in many cross-cultural situations. For example, Edward T. Halls classificat ion of high-context low and low-context cultures is a culture-general comparison that implies a source of miscommunication between many diverse societies. This approach is based on more conceptual categories and generalizable skills, and represents the etic form of cultural knowledge. Etic knowledge is essential for cross-cultural comparison because such comparison essentially requires standard units and categories (Lett). General cultural characterizations can be narrowed by using a Culture-Specific approach, based on ethnographies, is an intercultural form of emic cultural analysis. Emic knowledge is essential for an intuitive and empathic understanding of a culture (Lett). Culture- Specific refers to the distinctive qualities of a particular culture. It can also be a means of studying cross-cultural communication when the culture characteristics of a particular culture are examined and used to explore the broad, general characteristics of the structure of cultures. At the culture specific level, differences between two particular cultures are assessed for their likely impact on communication between people of those cultures. Cultural observers must always be ready to modify existing conceptualizations when new experiences do not fit into the original universal category. Simply, one-size fits all conceptualizations are not effective in cross-cultural communications. Clifford Geertz, in his book The Interpretation of Cultures, attempts to simply cultural variation by saying, The concept of culture I espouse, and whose utility the essays below attempt to demonstrate, is essentially a semiotic one. Believing, with Max Weber, that man is an animal suspended in webs of significance he himself has spun, I take culture to be those webs, and the analysis of it to be therefore not an experimental science in search of law but an interpretive one in search of meaning. It is explication I am after, construing social expressions on their surface enigmatical. But this pronouncement, a doctrine in a clause, demands itself some explication.

Essay --

Proteins control all biological systems in a cell. Some proteins are able to perform their tasks independently; while many other proteins within a cell interact with other proteins to function properly. Protein interactions within a cell regulate cell behavior at a systems level. Thus, elucidating the structure and dynamics of protein interaction networks in vivo is a central goal in biology. The identification of the protein interaction networks (PINs) inside a cell is crucial to understanding the fundamental questions about how a cell is able to organize matter, information and energy transformations to preform specific functions at a biochemical level. The discovery of novel protein-protein interactions and determining how these proteins function in a network is fundamental to understanding biological systems. This new way of studying biological systems is called interactomics. While several genomes of different species have been sequenced, many proteins that are encoded in the genome have yet to have their function or relevance determined. Although there is an increasing importance to map out protein interaction networks, the actual detection of protein-protein interactions is complicated. Proteins have various charges and numerous secondary and tertiary structures they can fold into. Also, there are countless parameters that can change their interactions with other proteins in the cell. Furthermore, many protein-protein interactions can be transient, in that they only are short lived or require specific condition to facilitate their interaction with other proteins. Several Methods have been used to study protein-protein interactions. However, one rarely addressed question is whether protein-protein interactio... ... broad overview of the structural and functional networks within a living cell. However, there are plenty more areas of the interactome that can be explored, such as the dynamics of the interactions as well as how different growth condition affect protein interaction networks. Also, a wide variety of different reporter genes can be used to study temporal and spatial interactions over a comprehensive range of time periods as well as other distresses. Furthermore, since the PCA can provide a reference for spatial dynamics of different protein-complex topologies since it is able to generate a map at 8nm resolution. The integration of the results found using the PCA technique with gene regulation dynamics and protein modification can lead to a better understanding about how cellular processes are organized at a molecular and structural level within a living cell.

Comparision of cities :: essays research papers

3 Cities Comparison Paper: Alexandria, Egypt   Ã‚  Ã‚  Ã‚  Ã‚  There are some differences between Alexandria in 1000 A.D and present day Alexandria, Egypt. There are also some similarities, too. In ancient times, the population of Alexandria was not actually calculated, but definitely far less than today. Presently, there is a population of approximately 3,380,000 people. Along with the increased population, comes a totally different way of life. In the past, people made their living trading products typical to their era and working for more prominent people. Nowadays, there are many factories and industries, such as oil refineries, automobile assembly plants, and textile plants. Trade is still a common way of life and business, but in a slightly different way. In the past, items traded were related to the time it existed. Now, items are more modern, according to the time period and what is in demand. Another distinctive characteristic is the structure of society in Alexandria, Egypt. Ancient Egyptian society consisted in a structure closely resembling a pyramid, and actually still exists today. There is a system of castes and classes that range from the very rich to the very poor. Generally the society has not drastically changed, but is slowly but surely trying to catch up with the times and with the rest of the world. A particular custom in this country which has changed is the idea and practice of marriage. Formerly, it was customary and dependably arranged and most of the times, at a very young age. This ritual or custom was particularly due to the families exchanging goods and other possessions between each other. Today, marriage has a completely different outlook. Women are able to choose who they wish to marry, but not without the consent and approval of the families.

War and Terror - It’s Time to Stop the Killing :: Argumentative Persuasive Argument Essays

War and Terror - It’s Time to Stop the Killing Somewhere within the last 120,000 thousand years, our ancestors began migrations quite different from any that appear in the archeological record preceding that time and somewhere between forty and fifty thousand years ago those migrations accelerated to the point that Cro Magnon hominids, our forebears, settled every nook and cranny on the planet. The last major migration occurred when the land bridge opened up in Siberia, as the glacier receded ten thousand years ago, and Homo Sapiens, who our species had become by then, trudged all the way to Tierra del Fuego within a thousand years or so. Jared Diamond (â€Å"The Third Chimpanzee† & â€Å"Guns, Germs, and Steel†) makes a case for some biological change, probably related to speech, as the variable making such migrations possible. He also makes the observation that these human migrations were coincident with the extinction of large mammals. The archeological evidence seems to bear this out. All over the planet there is fossil evidence of the extinction of one large mammal after another at approximately the same time the human migrations happened in that part of the world. Some scientists speculate that the cause of these extinctions is more complicated than the fact that they are coincident with the expansion of the number of humans and they are probably right; but something of major proportions in the evolution of our species definitely changed to allow humans to sweep across all but the most uninhabitable places on earth in a relatively short period of time. Dr. Diamond is careful to temper his speculation with the caution that all the facts are not yet in, and probably never will be, I might add. As a biology-oriented scientist, he continues to look to some physical/anatomical change to account for the advances made by humans resulting in our capacity to take on the unknown dangers lying beyond the next range of mountains or across the next river. For a couple of million years humans had evolved fairly slowly toward that point when a â€Å"great leap† occurred in the pace of our development. Anatomically we are about the same now as we have been for the last 125,000 years, so the guess is that some language advancement made the difference. Linguists have traced the capacity to speak back through a few proto languages to a point where the development of the ability to speak gets lost War and Terror - It’s Time to Stop the Killing :: Argumentative Persuasive Argument Essays War and Terror - It’s Time to Stop the Killing Somewhere within the last 120,000 thousand years, our ancestors began migrations quite different from any that appear in the archeological record preceding that time and somewhere between forty and fifty thousand years ago those migrations accelerated to the point that Cro Magnon hominids, our forebears, settled every nook and cranny on the planet. The last major migration occurred when the land bridge opened up in Siberia, as the glacier receded ten thousand years ago, and Homo Sapiens, who our species had become by then, trudged all the way to Tierra del Fuego within a thousand years or so. Jared Diamond (â€Å"The Third Chimpanzee† & â€Å"Guns, Germs, and Steel†) makes a case for some biological change, probably related to speech, as the variable making such migrations possible. He also makes the observation that these human migrations were coincident with the extinction of large mammals. The archeological evidence seems to bear this out. All over the planet there is fossil evidence of the extinction of one large mammal after another at approximately the same time the human migrations happened in that part of the world. Some scientists speculate that the cause of these extinctions is more complicated than the fact that they are coincident with the expansion of the number of humans and they are probably right; but something of major proportions in the evolution of our species definitely changed to allow humans to sweep across all but the most uninhabitable places on earth in a relatively short period of time. Dr. Diamond is careful to temper his speculation with the caution that all the facts are not yet in, and probably never will be, I might add. As a biology-oriented scientist, he continues to look to some physical/anatomical change to account for the advances made by humans resulting in our capacity to take on the unknown dangers lying beyond the next range of mountains or across the next river. For a couple of million years humans had evolved fairly slowly toward that point when a â€Å"great leap† occurred in the pace of our development. Anatomically we are about the same now as we have been for the last 125,000 years, so the guess is that some language advancement made the difference. Linguists have traced the capacity to speak back through a few proto languages to a point where the development of the ability to speak gets lost

Characters In Havisham, Hitcher, and The Laboratory Essay

What similarities or differences are there in the way disturbed or disturbing characters are presented in Havisham, Hitcher, and The Laboratory? Necrophilic fantasies in Duffy’s Havisham, the impulsive murderer in Armitage’s Hitcher, the smarter premeditated plot in the Lab, and finally the darkened anger of Inversnaid. All of these poems contain elements of disturbed characters or disturbed fantasies, some flaunt an erratic display of anger love and hate, and some are more contained and scheming. In all of these poems the disturbed and the disturbing is explored in new ways and helps us to better understand our own minds and evils. Inversnaid is immediately begun with dark and disturbing imagery â€Å"darksome burn† this conjures up gory and gothic thoughts before the poem has properly begun. In contrast Hitcher starts in a completely opposite way â€Å"I’d been tired, under the weather† the enjambment on the first line creates suspense, also the spelling of answer phone as â€Å"ansaphone† shows the narrators simplicity, also the erratic punctuation gets across his disturbed state of being. The fact that he has a hired car could also mean that he is a dangerous driver and has caused a road accident. A part in the poem that also suggests that the narrator is crazy is â€Å"round the next bend† this indicates that he is round the bend showing he is crazy. Inversnaid also gives this impression through the use of enjambment. This gives the poem a rambling feel as though he is just spouting random words. A disturbing feeling is also created by: † broth Of a pool sp pitch-black,† this phrase sounds almost apocalyptic, this combined with the rambling could almost be seen as though he is speaking in tongues; prophesising some terrible end to the world. In Duffy’s Havisham, the psychotic issues of the narrator can be seen from the start, as is the case in inversnaid. â€Å"Green pebbles for eyes† this shows the audience that she has lost all emotion and individuality she ever had. We know this â€Å"Havisham† is defiantly crazy when Duffy describes her â€Å"cawing Nooooo at the wall;† it shows her loss of self-respect and dignity. In contrast, the woman in the Laboratory chooses to hid her self â€Å"tying thy glass mask tightly† she does this in order to hide herself so as to save her self-respect and also to ensure she does not get caught in planning a murder. However, despite the narrators dignity there is a disturbing element about her for example: â€Å"keep them one half minuet fixed she would fall† the fact that she believes that she can stare her victim to death, but most of all because she does not care that the man will still not love her after she has killed â€Å"Pauline,† this proves that she is just doing it out of jealousy as she cannot have him. Carol Ann Duffy’s Havisham is defiantly the most disturbing poem of all as it addresses all the usually psychotic issues that the narrators in each of the poems talk about and goes beyond that by describing Havisham necrophilic fantasies. However it is evident that all of these poems are describing a hate that we have all felt at some point, we are not all necessarily necrophilia’s but we have all hated someone in this way. As for hitcher I believe that this is the same and that Armitage is merely presenting to us a part of ourselves but exemplified in an amplified and literal state.   

Night World : Black Dawn Chapter 12

No, we're not!† Maggie said. She kicked the heavy cover off and jumped up, grabbing Cady's arm. â€Å"Come on!† â€Å"Where?† Jeanne said. â€Å"The castle,† Maggie said. â€Å"But we've got to sticktogether.† She grabbed PJ.'s arm with her otherhand. â€Å"The castle?† Maggie pinned Jeanne with a look. â€Å"It's the onlything that makes sense. They'll be expecting us totry to find the pass, right? They'll find us if we stayhere. The only place they won't expect us to go is the castle.† â€Å"You,† Jeanne said, â€Å"are completely crazy-â€Å"†Come on!† â€Å"But you just might be right.† Jeanne grabbed Cady from the other side as Maggie started for the door. â€Å"You stay right behind us,† Maggie hissed at P.J. The landscape in front of her looked differentthan it had last night. The mist formed a silver netover the trees, and although there was no sun, the clouds had a cool pearly glow. It was beautiful. Still alien, still disquieting, butbeautiful. And in the valley below was a castle. Maggie stopped involuntarily as she caught sightof it. It rose out of the mist like an island, blackand shiny and solid. With towers at the edges. Anda wall around it with a saw-toothed top, just like the castles in pictures. It looks so real, Maggie thoughtstupidly. â€Å"Don't stand there! What are you waiting for?Jeanne snapped, dragging at Cady. Maggie tore her eyes away and made her legswork. They headed at a good pace straight for the thickest trees below the shack. â€Å"If it's dogs, we should try to find a stream orsomething, right?† she said to Jeanne. â€Å"To cut off our scent.† â€Å"I know a stream,† Jeanne said, speaking in shortbursts as they made their way through dew-wetferns and saxifrages. â€Å"I lived out here a while thefirst time I escaped. When I was looking for thepass. But they're not just dogs.† Maggie helped Cady scramble over the tentaclelike roots of a hemlock tree. â€Å"What's that supposedto mean?† â€Å"It means they're shapeshifters, like Bern andGavin. So they don't just track us by scent. They also feel our life energy.† Maggie thought about Bern turning his face this way and that, saying, â€Å"Do yousense anything?†AndGavin saying, â€Å"No. I can't feel them atall.† â€Å"Great,† Maggie muttered. She glanced back andsaw P.J. following doggedly, her face taut with concentration. It was a strange sort of chase. Maggie and hergroup were trying to keepas quietaspossible,which was made easier by the dampness of the rainforest around them. Although there were fourof them moving at once, the only sound from closeup was the soft pant of quick breathing and the occasional short gasp of direction from Jeanne. They slipped and plunged and stumbled betweenthe huge dark trunks that stood like columns in themist. Cedar boughs drooped from above, making ittwilight where Maggie was trying to pick her wayaround moss-covered logs. There was a cool greensmell like incense everywhere. But however still the world was around them,there was always the sound of the hounds baying in the distance. Always behind them, always getting closer. They crossed an icy, knee-deep stream, but Maggie didn't have much hope that it would throw the pursuit off. Cady began to lag seriously after that.She seemed dazed and only semiconscious, follow ing instructionsas if she weresleepwalking,and only answering questions with a fuzzy murmur.Maggie was worried aboutP.J., too. They were all weak with hunger and shaky with stress. But it wasn't until they were almost at the castle that the hunt caught up with them. They had somehow finished the long, demandingtrek down the mountain. Maggie was burning withpride for P.J. and Cady. And then, all at once, thebaying of the hounds came, terribly close and get ting louder fast. At the same moment, Jeanne stopped and cursed,staring ahead. â€Å"What?† Maggie was panting heavily. â€Å"You seethem?† Jeanne pointed. â€Å"I see the road.I'm an idiot.They're coming right down it, much faster than we can go through the underbrush. I didn't realize wewere headed for it.† P.J. leaned against Maggie, her slight chest heaving, her plaid baseball hat askew. â€Å"What are we going to do?† she said. â€Å"Are theygoing to catch us?† â€Å"Not† Maggie set her jaw grimly. â€Å"Well have togo back fast – 2†² At that moment, faintly but distinctly, Cady said,†The tree.† Her eyes were half shut, her head was bowed,and she still looked as if she were in a trance. Butfor some reason Maggie felt she ought to listen to her. â€Å"Hey, waitlook at this.† They were standing at the foot of a huge Douglas fir. Its lowest brancheswere much too high to climb in the regular way,but a maple had fallen against it and remainedwedged, branches interlocked with the giant, forming a steep but climbable ramp. â€Å"We can go up.† `You're crazy, â€Å"Jeanne saidagain.†We can't possibly hide here; they're going to go right by us. And besides, how does she even know there's a tree here?† Maggie looked at Arcadia. It was a good question, but Cady wasn't answering. She seemed to bein a trance again. â€Å"I don't know. But we can't just stand aroundand wait for them to come.† The truth was that herinstincts were all standing up and screaming at her,and they said to trust. â€Å"Let's try it, okay? Come on,P.J.,can you climb that tree?† Four minutes later they were all up. We're hiding in a Christmas tree, Maggie thoughtasshe lookedout between sprays of flat aromatic needles. Fromthis height she could see the road, which was justtwo wheel tracks with grass growing down the middle. Just then the hunt arrived. The dogs came first, dogsasbigasJake the Great Dane, but leaner. Maggie could see their ribsclearly defined under their short, dusty tan coats.Right behind them were people on horses. Sylvia was at the front of the group. She was wearing what looked like a gown splitfor riding, in a cool shade of glacier green. Trottingbeside her stirrup was Gavin, the blond slave traderwho'd chased Maggie and Cady yesterday and had run to tattle when Delos killed Bern with the blue fire. Yeah, they're buddy-buddy all right, Maggiethought. But she didn't have time to dwell on it.Coming up fast behind Sylvia were two other people who each gave her a jolt, and she didn't knowwhich shock was worse. One was Delos. He was riding a beautiful horse,so dark brown it was almost black, but with reddish highlights. He sat straight and easy in the saddle, looking every inch the elegant young prince. The only discordant note was the heavy brace on his left arm. Maggie stared at him, her heart numb. He was after them. It was just as Jeanne hadsaid He was hunting them down with dogs. Andhe'd probably told Sylvia that he hadn't really killedtwo of the slaves. Almost inaudibly, Jeanne breathed, â€Å"You see?†Maggie couldn't look at her. Then she saw another rider below and froze inbewilderment. It was Delos's father. He looked exactly the way he had in Delos'smemories. A tall man, with bloodred hair and acold, handsome face. Maggie couldn't see his eyes at this distance, but she knew that they were afierce and brilliant yellow. The old king. But he was deadMaggie was tooagitated to be cautious. â€Å"Who is that? The redhaired man,† she murmured urgently to Jeanne. Jeanne answered almost without a sound.†Hunter Redfern.† â€Å"It's not the king?† Jeanne shook her head minutely. Then, whenMaggie kept staring at her, she breathed. â€Å"He'sDelos's greatgrandfather. He just came. I'll tell youabout it later.† Maggie nodded. And the next instant it wasswept out of her head as P.J.'s hand clutched at her and she felt a wave of adrenaline. The party below was stopping. The hounds turned and circled first, forming ahesitant clump not twenty feet down the road. When the people pulled up their horses they werealmost directly below Maggie's tree. â€Å"What is it?† the tall man said, the one Jeannehad called Hunter Redfern. And then one of the hounds changed. Maggiecaught the movement out of the corner of her eyeand looked quickly, or she would have missed it. The lean, wiry animal reared up, like a dog tryingto look over a fence. But when it reached its fullheight it didn't wobble or go back down. It steadied, and its entire dusty-tan body rippled. Then, as if it were the most natural thing in theworld, its shoulders went back and its arms thickened. Its spine straightened and it seemed to gainmore height. Its tail pulled in and disappeared. Andits hound face melted and re-formed, the ears andmuzzle shrinking, the chin growing. In maybetwenty seconds the dog had become a boy, a boy who still wore patches of tan fur here and there,but definitely human-looking. And he's got pants on, Maggie thought distractedly, even though her heart was pounding in herthroat. I wonder how they manage that? The boy turned his head toward the riders. Maggie could see the ribs in his bare chest move withhis breathing. â€Å"Something's wrong here,† he said. â€Å"I can't followtheir life force anymore.† Hunter Redfern looked around.†Are they blocking it?† Gavin spoke up from beside Sylvia's stirrup. â€Å"Bern said they were blocking it yesterday.† â€Å"Isn't that impossible?† Delos's cool voice camefrom the very back of the group, where he wasexpertly holdinghisnervous,dancinghorsein check. â€Å"If they're only humans?† Hunter didn't move or blink an eye, but Maggiesaw a glance pass between.Sylvia and Gavin. Sheherself twisted her head slightly, just enough tolook at the other girls in the tree. She wanted to see if Jeanne understood whatthey were talking about, but it was Cady whocaught her eye. Cady's eyes were shut, her headleaning against the dark furrowed trunk of the tree.Her lips were moving, although Maggie couldn'thear any sound. And Jeanne was watching her with narrowedeyes and an expression of grim suspicion. â€Å"Human vermin are full of surprises,† Hunter Redfern was saying easily down below. â€Å"It doesn't matter. We'll get them eventually.† â€Å"They may be heading for the castle,† Sylvia said.†We'd better put extra guards at the gate.† Maggie noticed how Delos stiffened at that. And so did Hunter Redfern, even though he waslooking the other way. He said calmly, â€Å"What do you think of that, Prince Delos?† Delos didn't move for an instant. Then he said,†Yes. Do it.† But he said it to a lean, bearded man beside him, who bowed his head in a quick jerk. And he did something that made Maggie's heartgo cold. He looked up at her. The other people in his party, including the hounds, were looking up and down the road, orsideways into the forest at their own level. Deloswas the only one who'd been sitting quietly, lookingstraight ahead. But now he tilted his chin andturned an expressionless face toward the cluster ofbranches where Maggie was sitting.And met her gaze directly. She saw the blaze of his yellow eyes, even at thisdistance. He was looking coolly and steadily-at her. Maggie jerked back and barely caught herselffrom falling. Her heart was pounding so hard itwas choking her. But she didn't seem to be able to do anything but cling to her branch. We're dead, she thought dizzily, pinned into immobility by those golden eyes. He's stronger thanthe rest of them; he's a Wild Power. And he couldsense us all along. Now all they have to do is surround the tree. Wecan try to fight-but we don't have weapons. They'llbeat us in no time†¦. Go away.The voice gave her a new shock. It wasclear and unemotional-and it was in Maggie'shead. Delos?she thought, staring into that burning gaze. You can-? His expression didn't change. I told you before,but you wouldn't listen. What do I have to do to make you understand? Maggie's heart picked up more speed. Delos, lis ten to me. I don't want I'm warning you,he said, and his mental voicewas like ice. Don't come to the castle. If you do, I won't protect you again. Maggie felt cold to her bones, too numb to evenform words to answer him. I mean it,he said. Stay away from the castle if you want to stay alive. Then he turned away and Maggie felt the contactbetween them broken off cleanly. Where his presence had been she could feel emptiness. â€Å"Let's go,† he said in a short, hard voice, and spurred his horse forward. And then they were all moving, heading on downthe path, leaving Maggie trying to keep hertrembling from shaking the tree. When the last horse was out of sight, P.J. let outher breath, sagging. â€Å"I thought they had us,† she whispered. Maggie swallowed. â€Å"Me, too. But Cady was right.They went on by.† She turned. â€Å"Just what was that stuff about us blocking them?† Cady was still leaning her head against the treetrunk, and her eyes were still closed. But sheseemed almost asleep now-and her lips weren'tmoving. Jeanne's eyes followed Maggie's. They were stillnarrowed, and her mouth was still tight with something like grim humor. But she didn't say anything.After a moment she quirked an eyebrow andshrugged minutely. â€Å"Who knows?† Youknow, Maggie thought. At least more thanyou're telling me. But there was something elsebothering her, so she said, â€Å"Okay, then, what aboutthat guy who looks like Delos's father? HunterRedfern.† â€Å"He's a bigwig in the Night World,† Jeanne said.†Maybe the biggest. It was his son who foundedthis place back in the fourteen hundreds.† Maggie blinked. â€Å"In the what's?† Jeanne's eyes glowed briefly, sardonically. â€Å"In thefourteen hundreds,† she said with exaggerated pa tience.†They'revampires,allright?Actually, they're lamia, which is the kind of vampire thatcan have kids, but that's not the point. The point is they're immortal, except for accidents.† â€Å"That guy has been alive more than five hundredyears,† Maggie said slowly, looking down the pathwhere Hunter Redfern had disappeared. â€Å"Yeah. And, yeah, everybody says how much helooks like the old king. Or the other way around,you know.† Delos sure thinks he looks like him, Maggiethought. She'd seen the way Hunter handled Delos,guiding him as expertly as Delos had guided hishorse. Delos was usedto obeying somebody wholooked and sounded just like Hunter Redfern. Then she frowned. â€Å"Buthow come heisn'tking?† â€Å"Oh†¦Ã¢â‚¬ Jeanne sighed and ducked under a sprayof fir needles that was tangled in her hair. She looked impatient and uneasy. â€Å"He's from the Outside, okay? He's only been here a couple of weeks. All the slaves say that he didn't even know aboutthis place before that. ‘Me didn't know†¦Ã¢â‚¬  â€Å"Look. This is the way I heard it from the oldslaves, okay? Hunter Redfern had a son namedChervil when he was really young. And when Cher vil was, like, our age, they had some big argumentand got estranged. And then Chervil ran off withhis friends, and that left Hunter Redfern withoutan heir. And Hunter Redfern never knew thatwhere the kid went was hem.† Jeanne gesturedaround the valley. â€Å"To start his own little kingdom of Night People. But then somehow Hunter found out, so he came to visit. And that's why he's here.† She finished and stretched her shoulders, lookingdown the tree-ramp speculatively. P.J. sat quietly, glancing from Jeanne to Maggie. Cady justbreathed. Maggie chewed her lip, not satisfied yet. â€Å"He'shere just to visit? That's all?† â€Å"I'm a slave. You think I asked him personally?†Ã¢â‚¬ I think you know.† Jeanne stared at her a moment, then glanced atP.J. Her look was almost sullen, but Maggieunderstood. â€Å"Jeanne, she's been through hell already. Whatever it is, she can take it. Right, kiddo?† P.J. twisted her plaid cap in a complete circleand settled it more firmly on her head. â€Å"Right,† shesaid flatly. â€Å"So tell us,† Maggie said. â€Å"What's Hunter Redferndoing here?†

Over-crowded Classes

The background to the studyThere was a shocking difficult of overcrowded classes in public primary schools of Mangaung, due to an high residents as it is in central part of the province Free State. One class can be having over forty learners, and this makes the learning process to be ineffective and difficult. This difficult causes a major poor performance in the school academics as to one in such a huge number. In such large classes, the teacher cannot concentrate on all learners in class for attention The statement of the Research problem There was a shocking problem of over-crowded classes in public primary schools of Mangaung, due to an elevated population as it is in central part of the province Free State. One class can be having over forty learners, and this makes the learning process to be ineffective and difficult. A class can have about fifty learners and effective learning become hard. This devastating problem make the performance of learners to drop, the teacher cannot concentrate on all learners in class for attention. Research questions 1. Does overpopulation in school affect learner's academic performance? 2. What are the problems both teachers and learners face in overcrowded classroom in teaching and learning process in primary schools of Mangaung district? 3. Does overpopulation affect the efficiency of teachers in the process of teaching? 4. Howdoes the size of class influence in learners behavior? 5. What are the solutions to the problems both teachers and learners face in over-crowded classrooms in a primary? 6. Is classroom management possible in overcrowded classrooms?The purpose of the studyThe general purpose of this study is to inspect the effect of overcrowded classrooms on the academic performance of learners in public primary schools. The purpose of the study is also to disclose the impact of classroom overpopulation on performance of learner's academically To inspect factors affecting teachers to fail classroom managementThe significance of the studyThis study is very important to supply the school management with information to recognize the challenges faced by teachers and learners in overpopulated classes. This study will make known the extent to which overpopulated has affected learners academic performance. It also tells the other issues affecting learner's performance. In addition, this study will help the school leaders and teachers to propose procedures to reduce the effect of overcrowding in public primary schools. The result of the study will help teachers of primary schools to understand the product of over-crowding in classes, and to find out ways of how to teach the class of more number than the required. The study will provide support for additional research in education and it will be in the best sign of the learners, teachers, and government.Definition of key termsAcademicWord used to describe things that related to the work done in schools, colleges and universities.Over-crowdedFull accommodation or a space beyond what is usual or comfortableClassroomA building constructed for organizing students for learningClassroom managementThe essential part of the teaching and learning process, the methods, strategies and skills teachers use to maintain classroom environment.Delimitation of the studyThis study is performing in Mangaung district at Botshabelo where two primary schools will select a case study. The primary schools participating areNthabiseng Primary School and Pelong primary school who have more over-crowded classrooms.REVIEW OF RELATED LITERATUREIntroduction Most of South African school's leading difficult is overcrowded classrooms. This affects the learner's performance and teachers' motivation as well. There is a need to look onto how hard it is for both learners and teachers to cooperate and make it through in this tough situation.it is impossible to learn and teach when there are many learners and one teacher in class. The teachers experience every day (Davis, 2013).Teaching challenges in overcrowded classroomsOverpopulation in classrooms affect learners as much as it affects teachers, in long run this will affect the department of education as majority of learners' academic achievements will drop. Teaching in overcrowded classrooms face big challenges of having to create a productive learning environment for learners. De Corby, 2005 states that physical teaching teachers are challenged in engaging in important physical activities and because of overcrowded classrooms this is difficult for them. Most of the subject such as life orientation and sciences in terms of practical suffer a lot due to the class size, even the laboratory is not available. This is mostly experienced in South African schools. For example, the study of Guardian Africa Network found that some schools in the Eastern Cape have more than 120 packed in one classroom into one classroom and teachers are obliged to present lessons with their backs pressed up against the blackboard (Guardian Africa Network, 2013). During the practical experience I acquired from the Central University of Technology, I noticed that in Free State this problem is huge. Having to teach more than 50 learners for 30 minutes per period is not enough. Some of the problems are small space and no resources and equipment needed in some subjects. Teachers cannot practice a variety of methods, such as higher-order questioning methods and active learning methods due to lack of space. The science teachers cannot perform the practical, learners do not concentrate, and discipline is not there due to the number. In fact, teachers are effectively limited to the ‘chalk and talk' instructional method (Opoku-Asare et al., 2014:128). This also give teachers challenge in terms of how to finish the curriculum, resulting in teachers being guided by the books and work schedule or weekly plan but not teaching for the learners to understand. The teachers give over less time to instruction and give learners lot of notes on the board resulting in learners not even writing those notes because of their number the teacher cannot even tell who participate and who does not. Tasks such as checking presence of learners, and managing their performance take lot of time of content and lessons. Time teachers give to individual students is affected by class size as well as the social self-motivation among students. The teachers are challenged a lot because as much as they want to help all learners, it is impossible and very sad. Class sizes are a problem in the Free State and even present problems to student teachers in conducting learners centered lesson methods. Large class size gives practicing teachers only one option of teaching style that is convenient that requires learners to be passive recipients of knowledge during lessons. This does not allow for learner teachers to interaction (Mtika, 2010). The quality of learning and teaching for them is lost and this can emotionally drain them, leaving them with doubts of continuing the teaching career. There is a lot of noise in large classes this being an outcome of an increasing number of learners in the classroom. Noisy classrooms translate to the distraction, making it more difficult for learners to learn and for teachers to teach. No concentration in class and more time wasted trying to make learners keep quit instead of teaching. There is creation of stress for teachers making it difficult for them to handle the learning needs of learners (Oliver, 2006). This creates a hurt on the bond between the teacher and the learner. Most of the time spent is at school than at home, teachers supposed to know the learners and their ability more than their biological parents do and the lack of bond leads to problems and disruptions in the classroom. This can create a negative learning environment for the teacher and learner. Behavioral problems, absenteeism and high failure rates are experiences in overcrowded classrooms (Gibbs ; Jenkins, 1992). Gibbs and Jenkins (1992) indicate that dealing with overcrowded classrooms leads to high teacher absenteeism, teacher laziness and teacher stress. The research that is presenting an international perspective has shown that teachers internationally are finding difficulty in managing overcrowded classrooms.Disciplinary problems in large classesOvercrowding increases classroom issues of discipline. More learners provide more opportunities provided for personal conflicts, tension and general disruptive behavior. Even the best teacher or the principal cannot control the overcrowded classroom effectively , teachers find themselves spending more time to manage the class that they spend the time to teach. It is easy for learners to misbehave in large classes because teachers cannot keep their ey es on one person the whole time. Most of troublesome learners comes from overcrowded classerooms, troubles such as bullying, disrespecting and violence. Teachers are involved in failure to maintain classroom management by coming to class with no lesson plan. This learners most of them have problems from outside classroom that make them to misbehave. According to Mustafa (2014) more number of learners in classroom the more misbehavior increase and classroom management become difficult. Corporal punishment is not legal in South Africa. It is not easy for teachers and principals to discipline the learners and give the penalties. Every doing is according to the laws no matter how long it will take. The permissions available to the disciplining learners are very few. Beyond talking to learners as their teacher, and short of transferring or expelling them, disciplinarians hold students out of class, contact their parents, or enforce one to five day suspensions. Official responses to misbehavior are, thus, limited in training to either a simple reproof, holding the learner in the office until the next class period, or a suspension, this is still not enough for every minute a learner spend outside is loss of education. The most easily front runners' problems for suspension are class troubles, failure to attend classes, disrespect, leaving the school during school time. The other common types of disciplinary problems found mostly in schools as mentioned by Donnelly (2000) are fights, and disbelief of the organization. McManus (1995) lists several types of misbehaviorsthat make the work of educators difficult. These include; Repeatedly asking to go to the toilet; Missing lessons, absconding; Smoking in the toilets; Pushing past the educator; learners playing with matches in class and making rude remarks to the teacher when the teacher stops them. The noisewhen the learner is supposed to be writing; this happen a lot when learners are writing formal tasks and it distract other learners who are concentrating. Other misbehavior includes : talking while the teacher is talking, failing to raise hand before talking, Being abusive to the educator; fighting in class; Chasing one another around the classroom; Packing up early, as if to leave while the teacher is busy with the lesson. This thing of taking the educator's property without the permission is bad because it is associated with stealing. The mentality of wearing private clothes and not the school uniform especially during winter seasons is one of the misbehavior that teachers and principal deal with all the time. Leaving class early; and Commenting of wanting to go home while the teacher is busy is what most of the learners always do and it really irritate the teacher and make other learners to lose focus. The absence of parents on their children's school life play a huge part in the discipline of learners, this starts as early as in primary school level. Learners are coming to school with bad attitudes towards life and school. Lot parents are not involved in the education of their children, they do not even check the books, they do not attend parents' meetings, and these cause poor results, and learners dodging school. Louw and Barnes (2003) clarify that there is no problem child, there are only problem parents, those learners who behave badly at school are not taught respect at home. Rossouw (2003) regards the failure in discipline in most schools as originating from the communities rather than from schools. What causes the parents of learners to be absent in their school life is that, they are single parents at home and having lack of parental dominance over the house. Children who are walking and playing in croups influence each other in the discipline and misbehavior. These learners increase the problems of discipline negatively These groups effects on what are the child principles, what he or she knows, and learns. The amount of this influence depends on other situations such as, age and personality of children in the group and the nature of the group its self (Harris, 1998; Hartup, 1983). There are no doubts that the peer pressure and groups affect the aupport the growth problem of youth behavior. According to Seita, Mitchell and Tobin (1996) â€Å"When the family and loved ones of the children are absent in their lives, someone will play their part for them and advice the child†.MethodologyResearch methodology The study is descriptive in nature. It is an attempt to investigate the problems faced by the teachers in overcrowded classes and suggested some measures to settle these problems.Research designThe research captures the structure of case study. Case study is helping in making the results more vigorous, worth natural setting and context. Teachers are able to elaborate further in where the ‘how' and ‘why' questions are discovering. For this study, the case study is to search a specific group of teachers, in two public overcrowded schools in order to explore their experience in overcrowded classrooms.The research instrumentsThe study is developing appropriate tools for the collection and analysis of necessary data. Close ended questionnaires that are unstructured for teachers.The population and samplingPopulationThe population of the study included two government schools. Ten teachers of different gender and age are part of the research.The sampleThere are ten participants i n the study and two classrooms are going to be part of observation. Five teachers are from Nthabiseng Primary school and five teachers are from Pelong primary school. One classroom each school for observations. Both schools are public schools in Mangaung disctrict, Botshabelo, Free State province Sampling technique / procedurePurposive samplingOnly the teachers of two overcrowded schools are participating. Between those two schools, only teachers who have overcrowded classrooms participate so that the research can gain accurateinformation for the experiences in the overcrowded classrooms. Convenience sampling is used, the teachers who are readily available to contact will participate. The technique participants from Nthabiseng Primary are easily accessible to generate data from the schoolData collection proceduresThe research is using the unstructured questionnaire and observation as the methods of data procedure and data generation.Unstructured QuestionnaireIn this study, a questionnaire is a primary data tool for collecting data from the teachers. Open-ended questions for respondents because they impose no restriction and they allow foe any response to questions provided to the respondent. This type of questioner is preferred because the respondent will express themselves freely with no restrictions. The questioner generates personal opinions, beliefs, emotions and experiencesObservationsThe observation method helps in taking the live data from the natural occurring social location. The teachers' observation will take place while they teach one classroom it is impor tant to observe these classrooms so that they could be included in in sample so that the researcher could also have first-hand experience into what happens in overcrowded classrooms of different schools, observing learner-teacher interaction and the attitudes of both learners and teachers. This is a preferred method as it allows the researcher to gain insight information into teachers' experiences with overcrowded classrooms. The secondary data collections are from review of literature, a study of documents and books.Data Analysis TechniquesFor the purpose of this research, there is carefully and thoroughly reading, transcribing, and analysing of data. Thematic analysis will ensure the rich description of the data set.Ethical ConsiderationThe principal will receive the written letter asking the permission to use their school for the research. Explaining the purpose of the study and asking the permission to make class observations while teachers work Approval from the Department of B asic Education informing them of the plans to use Nthabiseng primary school and Pelong primary school in this research All the participants as well as the school involved in the study privacy and secrecy will be with respect.Limitations of the StudyMost of the sources are old therefore; the present study literature is limited. The sample size that is the number of teachers is also limited, reason being they must be in classes teaching not answering questioners. During data collections under observation method, the teachers do things different from when the researchers are not there.

Drunk Driver

A huge problem In the world today Is people drlnklng and driving. when someone Is under the Influence of alcohol they really don't know the right choices from the wrong ones. More times then not those people make the wrong choice to get behind the wheel of a car. Just because someone is drunk doesn't mean its an automatic thing that they will crash but it does increase the chances by quite a bit. No matter what age you are, a new licensed driver being 16 to an elderly man being 80, this Is always going to be bad and frowned upon by anyone.Drunk driving is one of the main causes of death in every country. Many people have to live with themselves knowing they killed one of there passengers while they were drunk. Its known that a lot of the time the drunk driver will not die because the effects of the alcohol. It loosens the muscles and keeps the person very calm making that person not die. Don't get me wrong, they do die sometimes but I Just cant Imagine having to live with myself know ing I killed someone because I made a horrible decision to drink and drive.This could lead up to people ruining there lives in remorse and it could possibly even lead up to that drunk driver committing suicide. There is a lot of ways for someone to avoid drunk driving. There's many different things you could do then get behind a wheel of a car when you are completely drunk and can barely walk, nevermind drive a car. If you are planning on drinking with a group of friends you should always pick a designated driver. This helps because that person will be sober for that night and will be able to drive all the runks to where they need to be.This saves lives numerous amounts of times. Another way you can avoid drunk driving is If you don't have a designated driver then you can call a taxi. They will always get you to where you need to be but with a charge. Money shouldn't matter though when lives are on the line. Yearly the amount of driving-impaired causalities has decreased. This Is a good thing but we should try as a country to really stop this from occurring at all. Most deaths from alcohol occur in the time frame of 12A.M to 3A. M. These times show that people are probably leaving a bar or a party at this time and decide to drive. Well that's the wrong choice. Lite is all about choices and you need to make sure you make the right ones. Being drunk doesn't make that to easy but you need to really try to make sure your doing to right thing. especially when you are under the influence. Drunk Driver By rinachand A huge problem in the world today is people drinking and driving.When someone is under the influence of alcohol they really don't know the right choices from the wrong ge you are, a new licensed driver being 16 to an elderly man being 80, this is always sometimes but I Just cant imagine having to live with myself knowing I killed someone Another way you can avoid drunk driving is if you don't have a designated driver then of driving-impaired causalities ha s decreased. This is a good thing but we should try Life is all about choices and you need to make sure you make the right ones. Being right thing, especially when you are under the influence.