Compliance and Coding Management 1 Assignment Example | Topics and Well Written Essays - 1500 words

Compliance and Coding Management 1 - Assignment Example The current staff of the hospital includes: coders in the HIM department for coding inpatient services; a front office employee phone answering, helping the person who walks in without having an appointment, retrieving and filing the records of the health departments of hospitals; the CFO who does various jobs which includes organizing budgets, organizing accounts, evaluating operational outcomes, and making income tax returns; nursing staff; hospital charge master coordinator who is just enjoying the position and get the information of hospital through phone call while staying at home. Basis of clinical database in hospital is produced by the coded data. Several departments of the clinics and hospitals use the abstracted information that is gathered for every patient. For instance, for clinical analysis, improvement in services of the hospital as well as usage of the provided services the department of quality management uses such information daily. A database produced by gathering of financial and clinical data is called a decision support system. Such systems render important data regarding the business of hospital in both financial and clinical conditions. For instance, information could be collected in order to compare the actual money spent and the hospital service charges cost. This information is further utilized by the financial for forecasting and budgeting. Persons with insurance contracts could use this financial and clinical data to discuss contract’s payment. Therefore, the use of codes for decision support provides helpful information regarding the business of the organization in both financial and clinical. This coding process can provide help to the coders that are in the department of health information management (HIM) and enables them to do their jobs with the essential information for exact coding. In the give scenario there are only threes, therefore the manager of the HIM department

Education Key to Success Essay Example for Free

Education Key to Success Essay In the 21st century technology should replace traditional teaching methods in order to stimulate student engagement. As social networking becomes more and more famous and teachers have to compete with something they Just dont have the right tools to fight them with the fight is Just unfair. With all the modern technology that todays students are surrounded with their attention spans have drastically decreased and with entertainment at the touch of a button away from them it becomes very hard to keep a class of 30 students entertained for an hour and as time passes by this will gradually get more and more orse. I am personally a very geeky technical person to me computers are like real life people who talk to you and guide you as long as you ask them right questions. I have started depending so much on computers that whenever I need help rather than asking my teacher I look it up on google because it is so much faster and easier to do but that information is not always true. I think the solution to this problem isnt to completely get rid of todays teaching methods or not allow students to use their technological devices at all I think the solution is a medium between these two paths o that the teachers have an easier time teaching and students find it more enjoyable to learn education materials. I think todays use of power points in lectures makes it so much more easier for teachers to make their lesson plans and for students to access them later on whenever they need it. But for a couple of years that is where its been stuck it power points get more and more fancier but they arent necessarily helping the students engage into the material that they are learning in class. I think school district should have a set amount of money put aside for labs and competitions where students can ruly discover their talents. I think science classes in high schools are kind of pointless where students never actually get to experience how it truly feels like to be a scientist that thrill of having succeeded in performing a lab right is Just a fantasy to them which rather than doing it themselves they watch others do in their science class on the projectors. Parent support is also necessary for these type of activities they are always worried about keeping their children safe and not exposing them to dangerous things but the truth of the situation is that the world is unpredictable and hat isnt necessarily good or bad but they also have to encourage students as well as teachers to be creative with their work. One of the rising problems the education system is facing today is the low standards set in math classes. Students have such a hard time in math today and rather than pushing themselves to try and work harder students take out the easy way and only fulfill the required math classes that they need to take some even avoid taking math classes if possible and pursue careers where they dont have to do any math at all I am not an expert but Just from personal experience I think math after pre-calculus ust becomes so abstract that I stopped seeing the real life applications of pre- used to love math when I was in elementary and middle school but that all changed once I took pre-calculus what once used to be my best friend was now my sworn enemy I would do anything to avoid doing math homework I understood the concepts that was never the problem but I always knew where it would end everyday me sitting in front of that same smart board everyday seeing the teacher solve problems and asking him every day where in real life I could apply it to use and the answer would always be the same Oh you need this for higher level hysics or Oh you use this in engineering I had grown so bored of these redundant answers that I completely shut myself down in my math class. I knew the math I was learning in class was to be appreciated it was Just ingenious but I never understood its purpose in MY life so I never bothered with it. And I am sure that I am not the only one my friends would complain about the amount of math homework they had to do each day and how much they regretted having taken a math class that year but I think it can all be changed if the students were Just given something more tangible to nderstand not some strange concepts that brilliant mathematicians had worked their lives on using proofs and theorems that I cant even begin to pronounce. Another problem in todays education system is the need for results everyone wants higher test scores no matter what and scientific research has proven that tests dont necessarily show if you understand the concept or not its Just how good of a test taker you are. This is causing a lot of psychological issues in todays students they are all awfully stressed out right before a major exam or test and that stress later on leads to medical conditions. I think we need to rethink our approach to tests they dont fulfill their purpose yet they are valued so much. I think I might have a simple solution for that problem rather than wasting money on standardized tests schools across the nations should have and end of the year project varying from subject to subject which would actually show how much of the material that they have actually learned and how much of it have they retained. Tests today are Just unfair to most of the kids they are not only timed they are State Standardized so whatever material that your teachers didnt go over is also put in the test it can result in loss of onfidence early on in the test totally ruining the students test scores. Last but not least the final problem I want to address in this essay is the motivation that the students lack which can either be the result of teaching material or teaching method either way resulting in a loss of years and years of education. Students all around the world already know what they want to become the second they leave high school they have been exposed to all the subjects enough but in U. S we barely scrape the top of the iceberg over 80% of college bound students go undecided into college t isnt necessarily bad but they waste years doing something that though they liked in high school but end up changing their major I think students can reach their potential faster if the standards in high school are increased every year or so. The more the students are exposed to different kinds of learning materials the easier it is for them to find what they truly like once they leave high school. it is used that might make it look that way but if technology were to combine with education the results would open up unbelievable opportunities for teachers and students.

Essay --

CHAPTER ONE - ‘If you don’t like something, change it.’ As said by Maya Angelou, ‘If you don’t like something, change it. If you can’t change it, change your attitude.’ And it seemed like he would have to opt for the latter, because there was no chance he was going to get anywhere with the former. For James, change was almost a foreign concept, because everything was fine as it was. Or at least he thought it was. He couldn’t really be sure about anything in his world, because there was still so much he had to learn about it. He was young, just turned seventeen, and still finding his feet. There was no way he could ever lead an army for any cause. It would just be moronic. People who knew him called him a dreamer, and he agreed. He did like to exit reality sometimes, when it all got too much. It was his escape valve. He thought that everyone had to have at least one, but maybe they did not. He did not know. But that was his way of dealing with the world, and it worked for him, no matter what anyone else said. He knew that most did not take whatever he said seriously. It was only natural, he was young. But the fact that they called it a ‘democracy’ had always annoyed him. A democracy. From the Greek ÃŽ ´ÃŽ ·ÃŽ ¼ÃŽ ¿ÃŽ ºÃ ÃŽ ±Ãâ€žÃŽ ¯ÃŽ ±, which means ‘the rise of the people’. He did like to learn what others called things. Everything was always so fascinating because of the fact that he knew barely anything. He was not from Greece. His world was one where he stood at a disadvantage in more ways than one. He was ‘white’, as they called it, people called He had grown up in a secluded area, because his parents were heterosexual. He sometimes found it difficult to remember to always say that one of his ‘mothers’ was on a business trips or ill or so, be... ...rrect?† He had expected Elias to detonate in his face, but that was not so. All he got in response was a finger pointing towards Mother’s side of the house, and he walked over and up the stairs. He stopped before the ladder that would take him up into the attic. He had never climbed the ladder before. Elias had told him never to do it without his permission, and he had never dared to ask. He drew a deep breath in, and released it again. And he started to climb. The climb was longer than he thought it would. Perhaps it was because he was so afraid he would fall off. It was rather frivolous, as even if he were to fall, it would only be a drop of around four meters. He could take that. Pushing open the flap, he ascended into the attic. It was spacious, if a little damp. Had he not had a job to do, he might have spent a little time sitting there. It seemed awe-inspiring

Responding to the Ethical Challenges faced by Nike Essay

1.The company (Nike) lacked the ability to monitor the working conditions of their suppliers’ factories. Due to the fact that competitor companies were buying in on their suppliers they didn’t have an advantage or edge to monitor the poor working conditions in these factories. They were disparaged upon by the UN and NGO’s for having their products manufactured in countries where working conditions were poor and there was no monitoring of proper treatment of employees and enforcement of Human Rights. The Korean suppliers, who represented Nike, were accused by labor activist and NGO’s of  being abusive to workers. This by itself was against â€Å"The Nike Code of Conduct.† 2.The Nike Corporation also faced issued with NGO’s and labor activists about paying workers low wages in Indonesia. Their Korean suppliers didn’t not pay workers the minimum wage and tried to cheat the Indonesian government by pleading economic hardship, so that they wouldn’t have to pay the workers a mere $ 1.00 US equivalent pay. When accused of what was occurring, a general manager didn’t think that it was the company’s function to monitor labor violations. However in a major turnaround and I am sure after that manager being reprimanded for that statement and disregard for the company’s ethics, they instructed the Indonesian suppliers to increase the workers pay. 3.They faced problems with Child Labor in Pakistan. In June of 1996, Life Magazine put Nike in the midst of misery, which caused an array of accusations about child labor. They published a photo of a 12 year old boy, stitching a soccer ball. Sialkot a city in Pakistan produces soccer balls for Nike and their competitors. However, due to the uproar by NGO’s, trade unions and consumer groups they prompted to impose sanctions against the purchasing of this product by the company. The company in turn, took a big hit and learned a lesson in globalization, human rights, international labor laws and their corporate responsibility. 4.Their operations in Vietnam posed some environmental, health and safety issues. One of their Korean contractors (again) operating in Vietnam was faced in a dilemma where and NGO help spur an audit by Ernst and Young which found high levels of Toulene, which is very hazardous chemical that causes damage to the CNS, liver, kidney and causes eye and skin irritations. The chemical was released in the plant which posed a threat to the health of workers. Employees were not given proper PPE. This was in direct violation of OSHA standards and also again, â€Å"The Nike Code of Conduct.† 5.Nike’s negative outlook to their stakeholders about their suppliers posed a serious threat to the organization. Even though their suppliers were the ones that were involved in these ethical issues, it still reflected on the company. Consumers are concerned only with a brand and not a supplier behind the brand. Also, Nike was responsible for their suppliers’ actions due to them not monitoring their working standards, payroll, human rights etc. Due to all the negative media, NGO and consumer attention, it caused Nike to loose some contracts with various universities supply them with uniforms, equipment and footwear etc. In response to my friend’s questions about the validity of the claims that are against Nike, I would first have to tell him that I value the integrity of my employer. But since this question asks me what I would say privately, and we are close friends, I would be somewhat try honest to him, and tell him how I felt, only because the information that was stated in these claims were made public due to avid media coverage and the audit conducted by Ernst and Young. Being that the claims are valid I would tell him about my feelings based only on the information available to the public. I would initially ask him to tell me how much he knows and then based on that make an analysis of the situation, and think about ethically what I am privy to say or talk about, being that I am still employed with the organization and the terms of which we uphold or code of conduct. I would address each argument specifically based on the allegations that we are faced with to the best of my knowledge and maintain a clear and concise goal of keeping in mind my reliability to my employer. Being that we are being blamed for infractions carried out by a supplier I would let my friend know that, we were not aware of the situation at hand at the moment but we are looking into it because we support Human Rights, Child Labor laws, Unionization and fair wage system. Our corporate code of conduct, â€Å"The Nike Code of Conduct† is available to anyone who wishes to know about it, so I would tell my friend that this is what our company stands by and since my employment with the company I have known that they are in effect and enforced. Being that we were not able to physically be present in Indonesia, Pakistan and the other countries of which this accused supplier has  committed these Human Rights violations on employees, and stress again that we were unaware of th e situation, how can we be blamed. I will also be sure to reinforce to him the fact that he should know that when the media gets a hint of information that could lead to the allegations of a multi-billion dollar organization how they could make an â€Å"ant look like an elephant.† Also, upon learning of such violations and treatment of these workers, my organization stepped in and not only reprimanded this supplier for trying to cheat the government of Indonesia out of paying minimum wage, but also to the workers. Based on our coalition with NGO’s and our commitment to corporate responsibility I would be sure to inform him that we have created teams such as an action team to monitor environmental, health and safety issues. We also developed teams to monitor the labor rules and working conditions of the workers of our suppliers in these third world countries. Hence, if we fell short on our monitoring tactics, our involvement with labor activists, NGO’s and the UN will make sure that we manage our mistakes that were made due to these allegations. Being that this is my close friend, I have to keep in mind that I am an employee first to this company and while I am employed there. If I say the wrong thing, or he perceives it in the wrong way I could stand to loose my job or possibly be deemed a whistleblower to the organization. Regardless of the fact, Nike was blamed indirectly for these violations but they still took the responsibility to try and correct their mistakes that the organization should have been aware of. I am sure that if my friend is a â€Å"good friend† they would or should understand that I cannot violate my principles. Other than that based on the support of the allegations made to the company I am sure he would be more educated now that I gave him my insight on the claims. The triple bottom strategy that I would suggest that Nike employ would be being more conscientious to environmental, health and safety issues, ethical issues with regards to their stakeholders and share holders (internal and external) and Human Rights. Although their corporate code of conduct addresses this, they need to reinforce their standards to avoid the type of situations that was discussed in this case study. In reference to IKEA approach to their ethical practice, had Nike been more  observant about the issues with the supplier after the first incident occurred the others could have probably been avoided. When IKEA learned of what was occurring with the supplier towards the working conditions, environmental issues and the Human Rights Violations regarding Child labor, they stepped in to rectify the situation immediately. Nike only did so after labor activists, NGO’s and trade unions etc got involved. From my analysis of things, they should have been more proactive rather than reactive. Starbucks approach to things was somewhat similar to IKEA, but Starbucks stressed their commitment to social responsibility by way of thinking about their stakeholders. Nike on the other hand, seemed to be more dedicated to their shareholders the production of merchandise. They did accomplish being a multi-billion dollar company in a short space of time, but at what expense? It came with huge repercussions of Human Rights violations in the form of child labor and underpaid workers. They didn’t address these issues in the right manner, something that Starbucks did and overcame the allegations against them. Nike needs to delegate these issues in their organization accordingly to enforce labor laws and environmental laws to their suppliers. In this case study, the supplier was based in Korea, but had operations in Indonesia, Pakistan and other third world countries. They went into these countries, tried to manipulate the government by way of cheating them into allowing workers to get below minimum wage. Also, standards in the workplace were not enforced in the proper manner. The organization needs to supply workers with the proper Personal Protective Equipment (PPE), which is mandated by Occupational Health and Safety Administration (OSHA). The company also needs to maintain a proper relationship with the different NGO’s, labor commissions, trade unions and consumer activists in these countries. This can aid them in the monitoring processes of these suppliers to ensure that issues are being handled in the right way. It can also help save costs that the company pays to monitors, for example contractors. Nike can implement the money they save into a program that handles the ethical issues of workers, because I am sure they don’t have a human resources  department and an ethics commission to contact with their matters of concern. I am sure that this could increase their productivity employee. Hopefully the company learns from their past mistakes that they should not only be concerned with their shareholders but about the stakeholders as well. I believe that external and internal customers make up a business or organization and each has a vital role to play in it success or downfall. In this case, lack of attention to the working conditions and wages of the workers (shareholders could probably led to the ultimate downfall of the company. Nike has many competitors that can slowly overtake them in the consumer market. Human rights play a major role in consumer decisions in the 21st century. Evidence of this was found in the study whereby when the consumer activists learned about what was going on they boycotted purchasing the soccer balls due to child labor. References Locke M. Richard et al. (2002). The Promise and Perils of Globalization: The Case of Nike. Retrieved from http://www.caseplace.org/cases/cases_show.htm?doc_id=274259 Bartlett A. Christopher et al. (2006). IKEA’s Global Sourcing Challenge: Indian Rugs and Child Labor (A). Retrieved from MGT 213 Ethics and the Market Place – Northeastern University (Course Material) Argenti A. Paul. (2004). Collaborating with Activists: HOW STARBUCKS WORKS WITH NGOs. Retrieved from MGT 213 Ethics and the Market Place – Northeastern University (Course Material)

Modelling the Inflation Process in Nigeria

MODELLING THE INFLATION PROCESS IN NIGERIA 2. Nigeria’s inflation experience Nigeria has experienced all manner of inflationary episodes – from creeping to moderate and from high to galloping (see Table 1 and Figure 1). Average inflation during the period 1960–1972 was relatively low, the historical average rate being 5. 01%. When assessed on an annual basis, however, rising prices became a cause for concern for the then military government when in 1969 the inflation rate hit double digits at 10. 36%. Government’s concern seems to have been justified by the fact that Nigeria was experiencing double-digit inflation for the first time, in the face of a raging civil war whose end was not then in sight. In reaction, government imposed a general wage freeze for a period of one year. Apparently aware of possible opposition by labour unions, price control measures were introduced with the official promulgation of the Price Control Decree, early in 1970 (see Fashoyin, 1984, for comprehensive discussion of anti-inflation measures taken during this period). Inflationary pressures continued unabated, however, even with price controls. Table 1: Inflation episodes in Nigeria Period Average 1960–1972 5. 01 1973–1985 17. 96 1986–1995 31. 30 1986–2002 13. 34 Source: Computed by the authors Pressures for salary increases led to the setting up of the Wages and Salaries Review Commission. The Commission eventually granted salary increases to all categories of public service employees, and similar adjustments were later made in the private sector. These awards, which came at a time when the dislocation of domestic production and marketing as a result of the civil war had not been fully repaired, generated a measure of excess demand in the economy. This is likely to have been responsible for the rise in the rate of inflation by 16. 0% in 1971. Government’s immediate response was to lift import restrictions on several categories of goods. Excise duties on a number of goods were also reduced. A credit policy that favoured the production of food was also put in place. These efforts, coupled with the establishment of the Nigerian National Supply Company (NNSC), were credited with yielding the relatively low rate of inflation of 3. 2% recorded in 1972. The period 1973–1985 was one of greater inflationary pressures than the period 1960–1972, with an average inflation rate in those years of 17. 96%. The effects of the 3 RP 182_Olubusoye_maintext. pmd 21/10/2008, 14:29 3 6 RESEARCH PAPER 182 Exchange rate regimes and inflation in Nigeria Inflation and exchange rates have been identified as two of the key â€Å"barometers† of economic performance (Rutasitara, 2004). Exchange rate arrangements in Nigeria have undergone significant changes over the past four decades, shifting from a fixed regime in the 1960s to a pegged arrangement between the 1970s and the mid 1980s, and finally to various types of floating regime adopted in 1986 with the SAP. A regime of managed float, without any strong commitment to defending any particular parity, has been the predominant characteristic of the floating regime in Nigeria since 1986. Exchange rate policy emerged as one of the controversial policy instruments in developing countries in the 1980s, with vehement opposition to devaluation for fear of its inflationary impact, among other effects. Nigeria faced such a situation and there has since been interest in the performance of inflation and the role of the exchange rate in the process. The peculiarity of the Nigerian foreign exchange market needs to be highlighted. The country’s foreign exchange earnings are more than 90% dependent on crude oil export receipts. The result is that the volatility of the world oil market prices has a direct impact on the supply of foreign exchange. Moreover, the oil sector contributes more than 80% of government revenue. Thus, when the world oil price is high, the revenue shared by the three tiers of government rises correspondingly, and as has been observed since the early 1970s, elicits comparable expenditure increases, which are then difficult to bring down when oil prices collapse and revenues fall. Indeed, such unsustainable expenditure levels have been at the root of high overnment deficit spending. It became a matter of serious concern that despite the huge amount of foreign exchange, which the Central Bank of Nigeria (CBN) supplied to the foreign exchange market, the impact was not reflected in the performance of the real sector of the economy. Arising from Nigeria’s high import propensity of finished consumer goods, the foreign exchange earnings from oil continued to generate output and employm ent growth in other countries from which Nigeria’s imports originated. This development necessitated a change in policy on 22 July 2002, when the demand pressure in the foreign exchange market intensified and the depletion in external reserves level persisted. The CBN thus reintroduced the Dutch auction system (DAS) to replace the inter-bank foreign exchange market (IFEM). Since then, the DAS has been largely successful in achieving the objectives of the monetary authorities. Generally, it assisted in narrowing the arbitrage premium from double digits to a single digit, until the emergence of irrational market exuberance in the fourth quarter of 2003. Figure 2 charts the details of the movements in inflation and the parallel market premium over the official exchange rate. As can be seen in the figure, movements of the parallel exchange rate premium and inflation rate were very close, especially during the mid 1970 and early 1990s. Indeed, this was the period of widest divergence between the official and parallel market exchange rates. As can be seen from the graph, the peaks and troughs almost always go together, thus confirming that the parallel market exchange rate was significantly correlated with the inflation rate. RP 182_Olubusoye_maintext. pmd 21/10/2008, 14:29 6

“That which does not kill me, makes me stronger” Essays

â€Å"That which does not kill me, makes me stronger† Essays â€Å"That which does not kill me, makes me stronger† Essay â€Å"That which does not kill me, makes me stronger† Essay This quote is frequently heard and spoken in times of great pain and loss.   It tries to make sense of all the hurt the world has to offer.   What people want more than anything is the ability to make sense of all the things in life that go wrong.   Essentially turning a negative into a positive.   This is part of the great spirit of optimism that is uniquely American.   Unfortunately, there is no rhyme or reason to pain or loss.   No one is better off from being raped,   no one is made stronger by having been called names because of their race, or being beaten as a child.   I do not think that what does not kill me makes me stronger.   I do believe that hard things, bad things makes people realize what they are truly capable of, what they are able to recover from, and what they value. Four years ago my family suffered a terrible loss.   My 21 year old sister was killed in a terrible auto accident on March 7, it was the most devastating thing that ever happened to me and my family.   We are recovering, slowly.   As the years go by I miss her more but the pain is less.   I do not feel that I am stronger simply because my sister died.   I can guarantee my parents do not feel stronger for having loss a child.   It was through the loss of my sister that I realized how much I loved her and how important she was to all of us.   It was through her death that I valued my family more and refused to ever again take them for granted.   What did not killed me made me realize what I have and what I lost. For people who are already had their fair share of disappointment, what does not kill them can really mess them up.   Child abusers, alcoholics, drug abusers, the homeless are all examples of people who through their own personal bad experiences did not rise to the occasion.   They suffered and they continue to suffer.   They were not made stronger, they were overwhelmed and burden – essentially destroying their lives. I appreciate and admire anyone who has the ability to draw great strength from their own personal loss.   Optimism is always welcomed in a world full of bad surprises.   But I prefer a more realistic approach to life.   Bad things and good things in life – I expect both and I prepare for each.

Black Lights and Pet Stains

Black Lights and Pet Stains I got an e-mail from a reader asking about a black light on a carpet cleaner, that could be used to detect unseen pet stains and odors in your carpet. Many body fluids will fluoresce under an ultraviolet lamp aka black light. However, I found it unlikely a black light would be able to show you where you needed to clean your carpet. I sent Ryan, my 11-year-old, on a mission of experimentation. He has a black light, which he uses to display his Legoâ„ ¢ collection. Legos glow spectacularly under ultraviolet light! With pets and kids in the house, it wasnt exactly a challenge to find areas of the carpet that should light up.What do you think Ryan found? He discovered our carpet is not fluorescent. None of the areas in the carpet known to have been involved in pet accidents glowed. That could just be a testimony to my cleaning abilities. He took the black light to the cats litter box... no glow in the clumped urine areas, though there were bright dots here and there in the box. The ba throom was interesting. Toothpaste glows brilliantly. So does urine, so any non-clean areas by the toilet were easy to spot.Based on this informal research, I would guess a black light could be used to detect fresh accidents on a carpet. I would not expect it to detect older areas, unless no attempt had been made at cleaning them. I dont think odors would be caused by a sufficient number of molecules to visibly fluoresce, plus I think some of the problem might be deeper in the carpet, where the light would not penetrate.Things that Glow under Black Light | Candy Triboluminescence

Conjugation of Pensar

Conjugation of Pensar Pensar, a verb usually meaning to think, is a prototypical stem-changing verb. The -e- in the stem (pens-) changes to -ie- when stressed, and in all other situations the verb is regularly conjugated. Other verbs following the pattern of pensar include acertar, alentar, apretar, arrendar, atravesar, calentar, cerrar, confesar, despertar, encerrar, enterrar, gobernar, helar, manifestar, merendar, recomendar, reventar, sembrar and sentar. Irregular forms are shown below in boldface. Translations are given as a guide and in real life may vary with context. Infinitive of Pensar pensar (to think) Gerund of Pensar pensando (thinking) Participle of Pensar pensado (thought) Present Indicative of Pensar yo pienso, tà º piensas, usted/à ©l/ella piensa, nosotros/as pensamos, vosotros/as pensis, ustedes/ellos/ellas piensan (I think, you think, he thinks, etc.) Preterite of Pensar yo pensà ©, tà º pensaste, usted/à ©l/ella pensà ³, nosotros/as pensamos, vosotros/as pensasteis, ustedes/ellos/ellas pensaron (I thought, you thought, she thought, etc.) Imperfect Indicative of Pensar yo pensaba, tà º pensabas, usted/à ©l/ella pensaba, nosotros/as pensbamos, vosotros/as pensabais, ustedes/ellos/ellas pensaban (I used to think, you used to think, he used to think, etc.) Future Indicative of Pensar yo pensarà ©, tà º pensars, usted/à ©l/ella pensar, nosotros/as pensaremos, vosotros/as pensarà ©is, ustedes/ellos/ellas pensarn (I will think, you will think, he will think, etc.) Conditional of Pensar yo pensarà ­a, tà º pensarà ­as, usted/à ©l/ella pensarà ­a, nosotros/as pensarà ­amos, vosotros/as pensarà ­ais, ustedes/ellos/ellas pensarà ­an (I would think, you would think, she would think, etc.) Present Subjunctive of Pensar que yo piense, que tà º pienses, que usted/à ©l/ella piense, que nosotros/as pensemos, que vosotros/as pensà ©is, que ustedes/ellos/ellas piensen (that I think, that you think, that she think, etc.) Imperfect Subjunctive of Pensar que yo pensara (pensase), que tà º pensaras (pensases), que usted/à ©l/ella pensara (pensase), que nosotros/as pensramos (penssemos), que vosotros/as pensarais (pensaseis), que ustedes/ellos/ellas pensaran (pensasen) (that I thought, that you thought, that he thought, etc.) Imperative of Pensar piensa tà º, no pienses tà º, piense usted, pensemos nosotros/as, pensad vosotros/as, no pensà ©is vosotros/as, piensen ustedes (think, dont think, think, lets think, etc.) Compound Tenses of Pensar The perfect tenses are made by using the appropriate form of haber and the past participle, pensado. The progressive tenses use estar with the gerund, pensando. Sample Sentences Showing Conjugation of Pensar and Similarly Conjugated Verbs Quien no quiere pensar es un fantico. Quien no puede pensar es un idiota. Quien no osa pensar es un cobarde. (Whoever does not want to think is a fanatic. Whoever cannot think is an idiot. Whoever does not dare to think is a coward. Infinitive.) Aà ºn no he pensado en la cuestià ³n del retiro. (I still havent thought about the question of retirement. Present perfect.)  ¿Cà ³mo calienta un microondas los alimentos? (How does a microwave oven heat up food? Present indicative.) Los padres pensaron que perderà ­an el derecho de vivir en Estados Unidos. (The parents thought they would lose the right to live in the United States. Preterite.) Hasta ahora todos los expertos recomendaban que lo ideal era comer cinco veces al dà ­a. (Until now all the experts recommended that the ideal was to eat five times a day. Imperfect.) Nos manifestaremos hasta tener una solucià ³n. (We will demonstrate until we have a solution. Future.) Mi madre siempre sabe lo que estamos pensando. (My mother always knows what we are thinking. Present progressive.) No pude evitar preguntarme si pensarà ­amos lo mismo doce horas ms tarde. (I couldnt avoid asking myself if we would think the same thing 12 hours later. Conditional.) Los jueces no permitir que gobierne los socialistas. (The judges will not allow the socialists to govern. Present subjunctive.) No sà © lo que ocurrirà ­a si yo pensara como tà º. (I dont know what would happen if I thought like you. Imperfect subjunctive.)  ¡Despierta Amà ©rica! (Wake up, America! Imperative.)

Strategic Management-Case study Nike Research Paper

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Sealed Bids vs. Competitive Proposals Essay Example | Topics and Well Written Essays - 250 words

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Company Law Essay Example | Topics and Well Written Essays - 2750 words - 1

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Amazon Acquisition and Equity Investment Research Paper

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Company Law Essay Example | Topics and Well Written Essays - 2750 words - 1

Company Law - Essay Example The House of Lords also held that once a company is incorporated, it acquires a legal status or personality that gives it the capacity to sue or be sued under its own name5. This implies that a company can file civil or legal proceedings against any person including the members who form it in its own name as noted by Talbot6. At the same time, the shareholders of the company can sue the company in its own name in case of breach. The House of Lords further noted that a legal entity in the form of a company exists perpetually; it is only when a company is liquidated or wound up that it stops to exist legally. This implies that the death of members of a company does not affect the existence of the company. Since the company is a separate entity, it will continue to operate even if all the members who formed it are dead7. This is attributable to the fact that the company will acquire other members such as through the issuance of shares or debentures to ensure its continuity8. The company can also employ workers in its own name to ensure its effective and efficient operation. Based on the precedence set by the House of Lords in Salomon v Salomon (1897) it is enshrined in English law that when an entity is incorporated, it is considered to be a separate legal personality. In this respect, the entity becomes separate from the individuals or organizations who take part in it. In other words, the owners and directors of the company or members of the company considered to be separate from the company. For a company that is limited by shares, the law assumes that it exists perpetually irrespective of the changes that may occur with respect to its constitution and membership. Furthermore, an incorporated entity can own any kind of property and hence has... This paper approves that the court further considered whether the subsidiaries were agents of the parent or not and analysed the situation from the corporate veil point. The Court of Appeal rejected the notion of treating the corporations as a single economic entity and held that the interest of justice did not feature as criteria for lifting the veil. The Court further held that that agency did not apply in the case much as sham and fraud did not apply in the same case. In making a ruling, the court noted that only three circumstances warranted the unveiling of a company; where a company is merely a facade, where a court is making interpretation of a statute, and when the subsidiary is an agent of the parent. This report makes a conclusion that a company is accorded equal treatment to that that may be given to any other independent individual. If for example, a sole trader incorporates his or her business and engages in contracts through the company as opposed to using his or her own name, then the company by law is not considered a trustee or agent of the sole proprietor. The existence of the new â€Å"person† that is the company survives its members, directors, shareholders, and employees for as long as it has not been liquidated or wound up. In as much as the Salomon case upholds the notion of separate legal personality, courts sometimes go to the extent of lifting the veil of corporation to establish the human faces behind the companies.

Write informations about river, Lake and SWAMPS Essay

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Responses to Modernism Essay Example for Free

Responses to Modernism Essay a) How does Levin characterize the art of the Modern era? List the various terms and phrases she uses to describe the Modern period. Levin characterizes the art of the Modern era with terms such as: style, form, scientific, experimental, method, logic, technological, purity, clarity, order, idealistic, optimistic, ideological, reductive, austere, puritanical, elitist, dogmatic, brutal, competitive, individualistic, materialistic, formal, abstract, repetitive, flattening, ordering, and literal. Levin characterizes the art of the Modern era with phrases such as: â€Å"style-the invention of sets of forms-was a preoccupation of Modernism, as was originality. The Tradition of the New, Harold Rosenberg called it† â€Å"Modern art was scientific. It was based on faith in the technological future, on belief in progress and objective truth. It was experimental: the creation of new forms was its task† â€Å"It longed for perfection and demanded purity, clarity, order. And it denied everything else, especially the past: idealistic, ideological and optimistic, Modernism was predicated on the glorious future, the new and improved. Like technology, it was based all along on the inventions of man-made forms, or, as Meyer Schapiro has said, â€Å"a thing made rather than a scene represented. † â€Å"Conceptualism came out of the closet; and art became documentation. In a sense, it was the ultimate godlike act of Modernism: creating a work out of nothing. In another sense, it was obvious that something was over,† â€Å"Modernism, toward the end of its reign, came to be seen as reductive and austere. Its purity came to seen puritanical. It was in the terminology in a word, Formalism which implied not only the logical structures of Modernist invention but also the structures of rigid adherence of established forms. â€Å"There is no other democracy than the respect for forms†, one of the new French philosophers, Bernard-Henry Levy, has remarked. Like democracy, Modernist art is now being reinterpreted in terms of its insistence on forms and laws rather than in terms of liberty and freedom. The Modernist vision may have had democratic aims a progressive emancipation of the individual from authority in an age of unlimited possibilities, as Schapiro has notedbut in practice it was elitist: the public never understood abstract art. It was as specialized as modern science. And emphasis on structure rather than substance is what we came to see in it. Like science, Modernist art has begun to seem dogmatic and brutal. † â€Å"competitive and individualistic, it saw everything in terms of risk. Like capitalism, it was materialistic. From its collage scraps and fur-lined teacup to its laden brushstrokes, I-beams, and Campbell’s soupcans, modernist art insisted increasingly on being an object in a world of objects. What started as radical physicality turned into commodity; the desire for newness led to a voracious appetite for novelty. † â€Å"the artist as godlike Creator was the leitmotif of Modernism† b) How does Levin characterize the art of Postmodernism? List the various terms and phrases she uses to describe the Postmodern period. Levin characterizes the art of Postmodernism with terms such as: hybrid impurity, illusionistic theatricality, narrative insinuations, counterrevolutionary contradictions, disillusionment, distrust, survival, natural substances, ongoing processes, photographic images, language, real-time systems, nature, demolition, natural, temporality, psychological, narrational, personal, lifelike contexts, subjective facts, subversive, protesting, impure, quotes, scavenges, ransacks, recycles, synthesis, confession, fiction, irony, whimsy, disbelief, intimate, metamorphosis. Levin characterizes the art of Postmoderism with phrases like: â€Å"Style has become a voluntary option, to be scavenged and recycled, to be quoted, paraphrased, parodied to be used as a language† â€Å"It could be argued that the precise moment of its demise was signaled a few months earlier by the revelation of Duchamp’s Etant Donnes with all its hybrid impurity, illusionistic theatricality, narrative insinuations, and counterrevolutionary contradictions opening a peephole into the magical natural world as if predicting the concerns of postmodern art. † â€Å"Returning materials to their natural stage, subjecting them to natural forces, sending art back to the land or internalizing it within the body, they were evidence that time and/or place were becoming crucial, clearing the way for the psychological and the narrational, for personal content, lifelike contexts, and subjective facts. The feeling against style and objectivity proved more subversive than the antipathy toward objects and form: post-modernism arose out of Conceptualist premises that art is information -while protesting its Modernist aridity. † â€Å"Post-modernism is impure. It knows about shortages. It knows about inflation and devaluation. It is aware of the increased cost of objects. And so it quotes, scavenges, ransacks, recycles the past. Its method is synthesis rather than analysis. It is style-free and free-style. Playful and full of doubt, it denies nothing. Tolerant of ambiguity, contradiction, complexity, incoherence, it is eccentrically inclusive. It mimics life, accepts awkwardness and crudity, takes an amateur stance. Structured by time rather than form, concerned with context instead of style, it uses memory, research, confession, fiction with irony, whimsy, and disbelief. Subjective and intimate, it blurs the boundaries between the world and the self. It is about identity and behavior† â€Å"perhaps we should look to the self-awareness movements that became popular during the ‘70s for a terminology appropriate to the new art: based not on scientific reason and logic and the pretense of objectivity but on presence, subjective experience, behavior, on a weird kind of therapeutic revelation in which it is not necessary to believe or understand it is enough if it works. † c) What are the main points of contrast Levin describes between the art of the two periods? The main points of contrast between modernism and postmodernism that Levin describes are: style as preoccupation vs. style as option, purity vs. hybrid impurity, man-made vs. the natural, adherence to forms vs. the tolerance of ambiguity, godlike vs. lifelike, objective vs. subjective, idealistic vs. realistic, and progressive understanding vs. the cyclical understanding. d) What symbols does Levin suggest would serve as iconic images for the two periods? For modernism, the grid is the suggested iconic image. For post-modernism, the map is the suggested iconic image. e) Now, identify two of the art movements discussed by Levin. Find a representative artist who participated in each movement and has at least one artwork illustrated in your textbook. Write a compare-contrast between the two artworks. One of the art movements and representative artists should be identified by Levin as Modern, the other as Postmodern. Dadism: Rauschenberg-Bed(1955) Pop Art: Andy Warhol-Marilyn Monroe f) Start by identifying the two artists and their artworks as fully as possible. Rauschenberg was an American artist who became famous during the transition from abstract-expressionism to pop-art. He is famous for his white, black and red paintings. With his white paintings, he sought to reduce painting to its essential nature so that the possibility of pure experience could be created and appreciated. With his black paintings, Rauschenberg mixed paper with newspaper to create the effect of appearance and disappearance. With his red paintings, Rauschenberg created what would be fore-runners of his combine series. They used complex materials so that the surface was disturbed from the impression of being flat or two-dimensional. Certainly a transitional painter, he worked within the gap between modernism and post-modernism. Through mistakes he developed his imaginative creativity into meaningful formations that explored new ways and mediums of creating art, by processes like photography, silk-screen, and multimedia juxtaposition. g) Describe both works in detail Rauschenberg’s artwork, Bed(1955) was created with Rauschenberg covered a shallow wooden frame with a worn quilt, that is alternately splashed and splattered with paint. While it uses everyday materials and can be said to celebrate them by transforming them from something disposable to something that is to be preserved, it is also a Dada-esque assertion of anti-art. f) Andrew Warhol was a prominent figure in the pop-art movement who was known for his diverse friends and came up with the concept of â€Å"fifteen-minutes of fame. † A celebrity in his own right, he is characteristically known for his paintings of luminaries like Marilyn Monroe and Elizabeth Taylor. When he switched to silk-screen, Andrew Warhol minimized his own hand so much as he tried to follow his intention to be â€Å"a machine. † His silk-screen was made serially and mass-produced the mass-produced, including the iconic Campbell’s Soup Can. Shot in 1968, by a fringe member of his Factory Scene ‘clique,’ Warhol barely survived and spent much of his later life as a more subdued â€Å"business-artist. † A man who loved plastic, Warhol also aspired to be plastic, at once superficial and commercial but also in possession of an odd aura of glamour. g) Andy Warhol’s artwork, â€Å"Marilyn,† was created so that it could personify mass-production and the glamorous aura of ‘celebrity. ’ Warhol accomplished this with his stenciling technique where ink and paint was applied to silk-screen images. An effect that was also realized was that of two disparities. In â€Å"Marilyn† the public image and the private image are attached but wrestle against each other so that both have a characteristic of ambiguity and not quite holding very well. h) How are they Similar? They incorporate different mediums, and deal with disparities. They both wrestle with the private and the public. â€Å"Bed† turns a private item into a public presentation and â€Å"Marilyn† deals with the clash between the private person and the public personification. i) How are they Different? â€Å"Bed† deals more with the ordinary and the relatively mundane. â€Å"Marilyn† deals with the exceptional and the aura of celebrity. â€Å"Bed† appears to have been created quite carelessly, â€Å"Marilyn† appears to have been created deliberately. â€Å"Bed† somehow congeals and appears finished although in a more careless kind of way. â€Å"Marilyn† seems somehow undone and there is the feeling that a missing element should be there. It feels unfinished and never quite complete. j) Finally, do they seem to illustrate Levin’s points about Modernism and Postmodernism—or not? Yes, they do seem to. â€Å"Bed† deals with the man-made, the quilt is a man-made object that is also a machine-made object. â€Å"Marilyn† has a strange kind of living existence as it deals with the natural, the organic, as well as, the complex human form in all its frailty. There is a quality of decomposition to it that makes it very odd but makes it portray the organic in a strong way. â€Å"Bed† is godlike because it does create something out of nothing. It turns what is â€Å"nothing,† an old quilt, into something quite extraordinary, so extraordinary that it will be displayed in museums as a monument of sorts. â€Å"Marilyn† is deeply personal and subjective, it is an intimate rendering of someone who lived who cannot really be known except through subjective interpretations. â€Å"Bed† is much more elitist and it takes a lot of erudite clarifications before a lot of people can ‘get it. ’ â€Å"Marilyn† is not incorporative of any great interplay of the theoretical and can be appreciated much more easily because it deals with such popular content matter.

Broadband In New Zealand :: essays research papers

"Research shows that we have high internet fees for the developed world." - Mr. Harbies (research scientist) The broadband growth index ranks 35 countries from around the world and puts New Zealand's broadband growth rate at 40%. New Zealand is ranked third lowest just ahead of the Czech Republic and Latvia. At the end of 2002, only 1.74 New Zealanders per 100 are users of broadband services. New Zealand has one of the lowest growth rates and one of the lowest levels of broadband penetration in the world. I had put up a poll on forums.pcworld.co.nz and the results were: 4.88% people said that broadband in New Zealand is cheap and 95.12% said it was expensive. Obviously, the majority of people who did the poll said that broadband in New Zealand is expensive. Personally, I think the prices for the speed are ok but the data caps are pathetic - IT IS RUINING THE MARKET. For people who do not know what a data cap is, it is the limit of how much data you are allowed to use each month. The reasons why people use broadband is because it is faster than dial-up and is cheaper than getting two phone lines. Heavy broadband users are usually gamers or heavy downloader's. Almost all heavy broadband users download games, music and/or videos. I'm not a heavy downloader or serious gamer therefore I am not in desperate need of broadband. I will still prefer broadband because some overseas pages take s o l o n g t o l o a d. I found out the reason why most people are still on dial-up internet are because most people think broadband is too expensive or they do not require broadband. Some people say they do not have broadband because Telecom will not upgrade their phone lines. I am still using dial-up internet because I thing the broadband rates are too high. Most users say that broadband in other countries are better than New Zealand's. Someone posted a message on the forums that 'ADSL (broadband) in New Zealand is very expensive†¦ The speed of the 3GB plan is just not right. I could have it as 6mp/s and maybe get a PS2 as well too with that package in Hong Kong.' A research scientist also said 'Jetstream is expensive and this is not an opinion, it is a fact. Research shows that we have high internet fees for the

Criminology Reflection :: Criminology

Over the years I have been a faithful fan of anything crime related; the anatomy of a crime, from the crime itself, to the investigation, and finally the court for trial and sentencing. I enjoyed the process. The internet became an interesting tool for me to learn all the different things I wanted to know about the subject of crime. I would see something in the media or on television but kept a neutral point of view about technology that was used on a program. Logically speaking, if a crime could be solved in 47 minutes and DNA results took weeks or months, not minutes to process than would it not make sense that real life crimes would be solved far quicker in the name of swift justice. This is the reason why I enjoy learning in a real world environment about different aspects of criminology. I must admit I did feel as though I had a good basic grasp of what forensic science is, but this class helped to put some missing pieces in place. There were several areas that piqued my interest and made me want to learn more such as ethics, more importantly, the need to be ethical in the collection of evidence, processing of evidence, and the testimony that is given in trial. The need to be ethical should be expected as part of a person’s character, especially when presenting something that could prove guilt or innocence, naà ¯ve as that might sound. However, we live in the real world and someone’s ethical behavior can come into question. For instance, a first responder who took pictures of a mangled car and a dead body, and suddenly it has gone viral, perhaps even making profit from the photo or video (in this case it was just for sick humor). Dayna Kempson-Schacht had been in a deadly car accident, and a local firefighter had captured video of the victim, which eventually ended up on the internet, going viral, for the entire world to see. The parents eventually viewed to video of their daughter’s last moments. The firefighter was heard saying "Look at that piece of skull right there on the console.† This type of behavior is unacceptable in the realm of public safety (Hayes, 2010). This extends to all aspects of criminal justice. Even cases such as O.J. Simpson (clichà © I know) have raised questions about the ethical behavior at the crime scene about how the evidence was collected and processed, not to mention possible racial bias and planting of evidence as a direct result.

Night World : Spellbinder Chapter 8

A sharp, acrid odor assaulted her nostrils. She had to blink away tears as she held the bottle over the fire and very carefully tipped it. One drop, two drops, three. The fire flared, burning blue. It was ready. The balefire that was the only way to get a spirit from the other side-apart from crossing the veil and fetching it back yourself. Thea took Phoebe's amulet in both hands and snapped it, cracking the clay and breaking the seal. Then, holding the broken amulet over the fire, she said the words of power she'd heard the elders speaking last Samhain. â€Å"May I be given the Power of the Words of Hecate.† Instantly, she found words coming to her, rolling off her tongue. She heard them as if it were somebody else talking. From beyond the veil†¦ I call you back! Through the mist of years†¦ I call you back! From the airy void†¦ I call you back! Through the narrow path†¦ I call you back! To the heart of the flame†¦ I call you back! Come speedily, conveniently, and without delay! She felt a rumbling vibration like an earthquake rock the floor. Above the ordinary fire different flames seemed to burn; cold, ghostly flames that were pale blue and violet and rose to lick at her knuckles. She started to open her hands, to let the amulet fall into the magical flame. But just as she was about to do it, there was a bang. The door to her bedroom swung open, and for the second time in twelve hours she found herself horrified to see Blaise. â€Å"The whole place is shaking-what are you doing?† â€Å"Blaise-just stay back!† Blaise stared. Her jaw dropped and she lunged forward. â€Å"What are you doing?† â€Å"It's almost finished-â€Å" â€Å"You're crazy!† Blaise grabbed at the amulet in Thea's hands, and then, when Thea snatched her hands back, at the silver box. â€Å"Leave it alone!† Thea grabbed the other side of the box. They were struggling with it, each trying to pull it from the other. Fire scorched Thea's hands. â€Å"Let go!† Blaise shouted, trying to twist the box away. â€Å"I'm warning you-â€Å" Thea's fingers were damp with sweat. The box slipped. That was when it happened. The silver box flipped in Blaise's hands, sending a spray of amulets everywhere. Locks of gray hair, black hair, red hair, all flying. Most of them hit the floor-but one landed directly in the balefire. Thea heard a crack as the clay seal broke. For one second she was frozen, then she plunged her hand into the fire. But the clay was already burning-not red hot, but white hot. She couldn't close her fingers around it. For just an instant she seemed to see a symbol etched in blue flames, and then a flash like sheet lightning exploded from the fire. It knocked her into Blaise's bed and Blaise into the wall. The lightning formed a column and something shot out. Thea didn't so much see it as sense it. A wraith shape that tore around the room like a blast of arctic wind. It sent books and articles of clothing flying. When it reached the window, it seemed to pause for an instant, as if gathering itself, and then it shot through as if the glass didn't exist. It was gone. â€Å"Great Mother of life,† Blaise whispered from against the wall. She was staring at the window with huge luminous eyes-and she was scared. Blaise was scared. That was when Thea realized how bad things were. â€Å"What have we done?† she whispered. â€Å"What have we done-what have you done, that's the question,† Blaise snapped, sitting up and looking more like her ordinary self. â€Å"What was that thing?† Defensively, Thea gestured at the scattered amulets. â€Å"What do you think? A witch.† , â€Å"But who?† â€Å"How should I know?† Thea almost yelled, fear giving way to anger. â€Å"This is the one I was going to call back.† She snatched up the â€Å"auburn hair and cracked amulet of Phoebe Garner. â€Å"That one was just whichever one fell out when you grabbed the box.† â€Å"Don't try to make this my fault. You're the one doing forbidden spells. You're the one summoning ancestors. And whatever happens with that one†- Blaise pointed at the window-â€Å"you're the one responsible.† She got up and shook out her hair, standing tall. â€Å"And that's what you get for trying to sic the spirits on me!† She turned and stalked out the door. â€Å"I wasn't trying to sic the spirits on you!† Thea shouted-but the door had already slammed shut. Thea's anger collapsed. Feeling numb, she looked at the overturned silver box, where she had temporarily stored the tissue with Eric's blood. I was just trying to find a protector for him. Somebody who'd help him fend off your spells, who'd understand that he's a person even though he's a human. She looked forlornly around the room. Then, feeling older than Gran, she struggled to her feet and started mechanically cleaning up the mess. When she dumped the ashes out of the bowl she found some sort of residue sticking to the bottom. She couldn't wash it off and she couldn't pry it off with a steak knife. She stashed the entire bowl under her bed. All the while she cleaned, her mind kept churning. Who got out? No way to know. Process of elimination wouldn't help, not with all those unmarked amulets. What to do now? She didn't know that either. If I tell anyone-even Gran-they'll want to know why I was trying to summon the dead. But if they find out the truth, it means death for me and Eric. Around sunset, a limousine pulled up in the back alley. Thea saw it from her window and rushed downstairs in alarm. Grandma was being helped out of the car by two politely expressionless vampires. Servants of Thierry's. â€Å"Gran, what happened?† â€Å"Nothing happened. I had a little weak spell, that's all!† She whacked at one of the vampires with her cane. â€Å"I can help myself, son!† â€Å"Ma'am,† said the vampire-who might have been three or four times Grandma's age. To Thea, he said, â€Å"Your grandmother fainted-she was pretty sick there for a while.† â€Å"And that good-for-nothing apprentice of mine never showed up,† Gran said, making her way to the back door. Thea nodded good-bye to the vampires. â€Å"Gran-it was my fault about Tobias. I let him have the day off.† Her stomach, which had been clenched like a fist all day, seemed to draw even tighter now. â€Å"Are you really sick?† â€Å"I'm good for a few years yet.† She began laboriously working her way up the stairs. â€Å"Vampires just don't understand old age.† â€Å"What did you go there for?† Gran stopped to cough. â€Å"None of your business, but I had to settle some arrangements with Thierry. He's agreed to let the Inner Circle use his land on Samhain.† Upstairs, Thea made some herb tea in the tiny kitchenette. And then, when Gran was in bed with the tea, she gathered her courage. â€Å"Gran, when the elders call up the spirits on Samhain-how do they send them back?† â€Å"Why should you want to know?† Gran said crossly. But when Thea just looked at her, she went on. â€Å"There are certain spells that are used for summoning-and don't you ask me what they are-and you say those backwards to send them back. The witch who calls a spirit has to be the one to dismiss it.† So only I can do it. â€Å"And that's all?† Thea asked. â€Å"Oh, of course not. It's a long process of kindling the fire and strewing the herbs-but if you do it all right, you can draw the spirit down from between the standing stones and send it back where it came from.† Grandma went on muttering, but Thea had snagged on a earlier phrase. â€Å"From between-the standing stones†¦ ?† she got out. â€Å"The standing stones that encircle the spirits. Well, think, Thea! If you didn't have a circle of some kind to hold them in, they'd just-voom.† Gran made a gesture. â€Å"They'd zip out and how would you ever find them again? That's why I went to Thierry today/' she added, taking a noisy sip of tea. â€Å"We need a place where the sandstone forms a natural circle†¦ and naturally it's up to me to arrange everything†¦.† She went on grumbling softly. Thea felt faint. â€Å"You have to be-physically close to them-to send them back?† â€Å"Of course. You have to be within spitting distance, And don't think I don't know why you're asking.† Thea stopped breathing. â€Å"You're planning something for Samhain- and it's probably all Blaise's idea. You two are like Maya and Hellewise. But you can forget about it right now- those spells are for the elders, not for girls.† She stopped to cough. â€Å"I don't understand why you want to be crones before you're done being maidens. You ought to enjoy your youth while you have it†¦.† Thea left her still grumbling. She hadn't cast any kind of a circle before calling the spirit. She hadn't realized she was supposed to. And now†¦ how could she ever get close enough to the spirit to send it back? Well-it'll just have to stay out in the world, she told herself bravely. Too bad†¦ but it's not as if there aren't other spirits floating around out there. Maybe if it doesn't like roaming around, it'll come back. But she was sick with guilt and disheartened. Not to mention worried-if only a little-about Gran's fainting spell. Blaise didn't come to bed. She stayed downstairs and worked on her necklace long into the night. On Monday, everyone at school was talking about Randy Marik and the ruined dance. The girls were annoyed about it and furious with Blaise; the boys were annoyed and furious with Randy. â€Å"Are you okay?† Dani asked Thea after world lit class. â€Å"You look kind of pale.† Thea smiled wanly. â€Å"It was a busy weekend.† â€Å"Really? Did you do something with Eric?† The way she said â€Å"do something† alerted Thea. Dani's heart-shaped face looked as sweet and concerned as ever†¦ but Thea couldn't trust even her. She was a Night Person, a witch, a human-hater. It didn't matter. Thea was so edgy that the words just seemed to burst out. â€Å"Do something like what? Smash his car? Turn him into a toad?† Dani looked shocked, her velvet-dark eyes wide. Thea turned and walked quickly away. Stupid, stupid, she told herself. That was so dumb of you. You may not have to pretend to be playing with Eric in front of Blaise anymore-but in front of the other witches you've got to keep acting. She headed almost blindly for Eric's locker, ignoring the people she passed. I've only been here a week. How can everything in my life have become so awful? I'm at war with Blaise; I've worked a forbidden spell; I don't dare talk to Gran-and I've broken Night World law. â€Å"Thea! I was looking for you.† It was Eric's voice. Warm, eager-everything that Thea wasn't. She turned to see green eyes flecked with dancing gray and an astonishing smile. A smile that drew her in, changing the world. Maybe everything was going to be all right, after all. â€Å"I called you yesterday, but I just kept getting the machine.† Thea hadn't even looked at the answering machine. â€Å"I'm sorry-there was a lot going on.† Eric looked so kind that she groped for something that had been going on that she could tell him about. â€Å"My grandmother's been sick.† He sobered at once. â€Å"That's terrible.† â€Å"Yes.† Thea fished in her backpack for the small herb pillow she'd put there this morning. Then she hesitated. â€Å"Eric†¦ is there somewhere we could go to talk alone? Just for a few minutes? I want to give you something.† He blinked, then waggled his eyebrows. â€Å"Nothing I'd like better. And I know just the place. Come on.† He led her across campus to a large building that stood apart from the rest of the complex. It had a shabby look and the paint on the double doors was blistered. A banner announced in orange and black letters: don't miss the .ultimate Halloween party. â€Å"What is this?† Eric, who was opening the door, put a finger to his lips. He glanced inside, then beckoned to her. â€Å"It's the old gym. They're supposed to be renovating it as a student center, but there isn't enough money.† He snorted. â€Å"Probably because they're spending too much on renovating downtown. Now- what was it you wanted to give me?† â€Å"It†¦Ã¢â‚¬  Thea stopped dead as she took in her surroundings. All thoughts of the herb pillow vanished. â€Å"Eric-†¦Ã¢â‚¬  She stared around her, feeling a slow wave of sickness roil through her stomach. â€Å"Is this†¦ for the Halloween party?†. â€Å"Yeah. They do a couple fund-raisers a semester here. This is kind of a weird one-but they did it last year and it brought in a lot.† Not weird, Thea thought numbly. Weird doesn't begin to describe it. Half the room was empty, just scuffed hardwood floor, a broken basketball backboard, and exposed pipes in the ceiling. But the other half looked like a cross between a medieval dungeon and a casino. She walked slowly toward it, her footsteps echoing. Wooden booths of various sizes were decorated with orange and black crepe paper and fake spider webs. Thea read one banner after another. â€Å"Fortune telling†¦ Drench a Wench†¦ Bobbing for Shrunken Heads?† â€Å"It's bobbing for apples really,† Eric said, seeming embarrassed. â€Å"And the gambling isn't real. You do it all with goblin money and exchange it for prizes.† Thea couldn't stop looking at the booths. Wheel of Torture: a money wheel with a dummy dressed like a witch spreadeagled in the middle. Bloody Blackjack. Devil's Darts†¦ a dart game with a cork witch as a target. And there were witch figures everywhere. Cloth witches on nooses hanging from the overhead pipes. Cardboard witches leering from the tops of booths. Paper witches dancing on the wall. They were fat, skinny, white-haired, gray-haired, cross-eyed, squint-eyed, warty, funny, scary†¦ and ugly. That was the one thing they all had in common. That's what they think of us. Humans. All humans†¦ â€Å"Thea? Are you okay?† Thea whirled. â€Å"No, I am not okay.† She gestured around the room. â€Å"Will you look at this stuff? Do you really think it's funny? Something to party about?† Hardly aware of what she was doing, she spun him around to face The Iron Maiden-a wooden replica with rubber spikes. â€Å"What are people going to do? Pay to step into that? Don't they realize that it used to be real? That real people were put in it, and that when the door closed, those spikes went into them, into their arms and their stomachs and their eyes†¦Ã¢â‚¬  She couldn't go on. Eric looked as stricken as Dani had earlier. He'd never seen her like this. â€Å"Thea-look, I'm sorry†¦ I never thought†¦Ã¢â‚¬  â€Å"Or that.† Thea gestured toward the Wheel of Torture, the words tumbling out. â€Å"Do you know how they really put a witch on the wheel? They broke every bone in her body so they could just thread her arms and legs through the spokes like spaghetti. Then they put the wheel on a pole and left her up there to die†¦.† Eric's face contracted with horror. â€Å"God, Thea†¦Ã¢â‚¬  â€Å"And these pictures–the witches who got tortured didn't have green skin and evil eyes. They weren't monsters, and they didn't have anything to do with devils. They were people.† Eric reached out for her, but she spun away, staring at a particularly ugly hag on the wall. â€Å"Do you think this place is all right for a party? That this is good fun? That witches look like that?† She flung out an arm, close to being hysterical. â€Å"Well, do you?† In her mind's eye she could see the world: Dani and Blaise and all other witches on the left; Eric and the students here and all other humans on the right, both races hating and despising each other-and herself somewhere in the middle. Eric caught her shoulders. â€Å"No, I don't think it's all right. Thea, will you just listen to me for a second?† He was almost shaking her-but she could see that there were tears forming at the corners of his eyes. â€Å"I feel awful,† he said. â€Å"I never thought about taking this stuff seriously-and that's my own stupid fault, and I know it's not an excuse. But now that you say it, I do see how terrible it is, and I'm sorry. And I never should have brought you here, of all people†¦Ã¢â‚¬  Thea, who had been starting to relax, stiffened again. â€Å"Why me ‘of all people'?† she demanded. He hesitated a moment, then met her eyes and spoke quietly. â€Å"Because of your grandma's store. I mean, I know it's just herbs and positive thinking- but I also, know that in the old days, there would have been somebody out there pointing a finger and calling her a witch.† Thea relaxed again. It was okay for people to think Gran was a witch-if by â€Å"witch† they meant someone who talked to plants and mixed up homemade hair tonic. And she couldn't disbelieve Eric, not under the intensity of those steady green eyes. But she saw an opportunity and seized it. â€Å"Yeah, and they'd probably have burned me for giving you this present,† she said, opening her hand. â€Å"And you'd probably have been scared or superstitious if I asked you to keep it with you all the time: you'd think I was putting some kind of a spell on you-â€Å" â€Å"I wouldn't think anything,† he said firmly, taking the little green pillow from her. It smelled like fresh New Hampshire pine needles, which was what was in it-mainly. She'd also added a few protective herbs and an Ishtar crystal, a golden beryl in a star cut with thirty-three facets, carved with the name of the Babylonian mother goddess. The charm was the best she could do to help him fend off Blaise's spells. â€Å"I would just kiss it and put it my pocket and never let it out of my sight,† Eric went on. And he did, stopping after the kiss to say, â€Å"Mm, smells good.† Thea couldn't help smiling at him. She chanced saying, â€Å"Actually, it's just to remind you of me.† â€Å"It will never leave my pocket,† he said solemnly. Well, that worked out nicely. â€Å"Look, there's probably something we can do about this place,† Eric said, glancing around again. â€Å"The school board doesn't want any bad publicity. Why don't I run and borrow a camera from the journalism class, and we can take some pictures so people will see what we mean when we complain?† Thea glanced at her watch. â€Å"Why not? I think I've already missed French.† He grinned. â€Å"Back in a minute.† When he was gone, Thea wandered slowly among the silent booths, lost in her own thoughts. For a few minutes there, when I was ranting, I almost told him the truth. And then later I thought maybe he'd figured it all out for himself. And would that be so terrible? He's already under sentence of death just because I love him; it doesn't matter if he knows or not. But if he did know†¦ what would he say? Witches may be okay in the abstract-but does he really want one for a girlfriend? The only way to find out was to tell him. She leaned against a ladder and gazed sightlessly at an oilcloth lying beneath a hanging noose. Of course, it was probably all academic anyway. What kind of future could they possibly have†¦ ? Suddenly Thea realized what she was looking at. Underneath that oilcloth was a shoe-and the shoe was connected to something. Subconsciously, she'd been assuming it was another witch dummy†¦ but now she focused. And she felt the hairs on her arms lift and tingle. Why would they dress a witch in black Nike high-tops?

DBQ Justified In Waging War Essay

Restate Thesis. The Navigation Acts were issued in 1763 soon after The Proclamation of 1763. The Navigation Act required the 13 colonies to only use British ships, and any goods the 13 colonies bought had to go through England first to be inspected. This was one of the first acts that really got the patriots into the rebellion mode. Restated Thesis. Taxation without representation was common in the 13 colonies. Colonists often debated about why a small island, Great Britain, should rule a piece of a continent, the 13 colonies, from 3,000 miles away. The Stamp Act was issued by the British Parliament in 1765. The Stamp Act directly taxed printed materials. In Document 2, John Dickinson, a political leader from Pennsylvania, shows his disagreement with the Stamp Act. John Dickinson shares that Great Britain never thought the colonies would thrive as much as they did, so when the British Parliament issued the Stamp Act, and it was just for the purpose of raising Britain’s revenue , he disagreed with it. In addition, all the laws regarding the colonies only talked about regulating trade but it never intended the raising of taxes. John Dickinson, like many other patriots tolerated the old taxes, but at the Stamp Act, they drew the line, because Britain was taking money from the abundant colonies, with no benefits in return. The Townshend Acts followed the Stamp Act in 1767. Similarly, in Document 2, John Dickinson talks about the Townshend Acts having the same purpose as the Stamp Act, bringing more money to Britain. However, this time, when the Townshend Acts were issued, the tax was hid in the price. Charles Townshend hoped the colonists would be glad there were no more taxes even though the taxes would be right in the price. Unfortunately for Great Britain, the colonists realized that Britain was trying to be sneaky and hide the tax, so they got even madder. Moreover, the British never succeeded in taxing the colonists without rebellion in return.

Native American Storytelling Lit Paper

Native American Storytelling November 12, 2012 ENG/301 Native American Storytelling Native American literature is the root of cultural storytelling, which is told through oral tradition, this consist of stories and songs verbally. Native American literature use literary conventions in the root of myth and symbolic examples in storytelling. The book â€Å"Native American Literature: A Brief Introduction and Anthology† gives good insight into the Native American ways of life and how storytelling is a part of that life.Short stories by Simon Oritz and Luther Standing Bear share life experience and cultural diversity. The reader can see how historical, social and political, and cultural ways play a role in the Native Americans storytelling. Storytelling is important in Native American literature. It began through â€Å"†¦both oral performances and in the imagination of written narratives, cannot be discovered in reductive social science translations or altogether understood in historical constructions of culture in one common name† (Vizenor, 1995, p. 1).Storytelling is the verbal source of stories; a well told story takes its reader on a quest or journey and well descriptive. â€Å"The metaphors in oral stories are mundane, abstruse, mysterious, unnamable, and more, but few collections in translation reveal the rich context of the songs and stories† (Vizenor, 1995, p. 7). Native American culture uses stories and songs to entertain as well as a way to teach the youth and inspire. Storytelling is an important tool in the Native American society. Storytelling is how Native Americans passed down the history, heritage, and traditions of their culture. Tragic wisdom is the source of native reason, the common sense gained from the adverse experience of discovery, colonialism, and culture domination† (Vizenor, 1995, p. 6). Native American literature use different types of literary conventions in storytelling traditions. According to Sinnaeve (2012) website, the Native American literary conventions are trickster, death, creation myths, and spiritual relationship to the land. â€Å"The trickster is an important literary and critical presence in contemporary Native American studies† (Cox, 2005, p. 252). Tricksters come in many forms â€Å"such as Raven, Spider and Coyote are haracters in Native American mythology who represent the underside of human nature† (Sinnaeve, 2012). â€Å"In this literary critical context, a trickster uses sleight of hand and tongue to evade, manipulate, and subvert the colonial world† (Cox, 2005, p. 252). In the poem â€Å"My Father’s Song† written by Simon Ortiz, the poem speaks of the importance of creation. The creation of life, land, and plantation, the story is about a boy who is learning to planet corn. â€Å"We planted corn one spring at Acu – we planted several times but this one particular time I remember the soft damp sand in my hand† (O rtiz, 1981/1995, p. 260).Within the field the boy and his father found a nest of mice, the father showed the boy how to gentle pick them up, and take them to the end â€Å"of the field and put them in the shade† (Ortiz, 1981/1995, p. 260). The purpose of literary conventions in storytelling helps to educate the new generation, â€Å"These stories have been carried down orally for generations, often by parents teaching their children about fundamental cultural truths† (Sinnaeve, 2012). The Native American people went through many changes throughout history, social and political, and cultural events. A social and political event was the education of young Native Americans.In 1879, many Native American children were put into the United States Government schools, to teach the youth of the White man’s ways and language. In the story â€Å"My People, the Sioux,† written by Luther Standing Bear, one learns of the hardship the children had to go through. â€Å"I t is my desire that all people know the truth about the first Americans and their relations with the United States Government† (Bear, 1975/1996, p. 33). In this story Bear tells the reader how Native American schools began. A man name Captain Pratt though, to better the White people he should â€Å"†¦get some young Indians children and educate them† (Bear, 1975/1996, p. 4). The United States government approved the education of Native American children. Captain Pratt was not prepared to start school, â€Å"He brought some of the Indian prisoners from Virginia with him, and they remained in the Carlisle Barracks until Captain Pratt could go to Dakota and return with his first consignment of ‘scholars’† (Bear, 1975/1996, p. 34). When the young Native Americans first arrived they had to sleep on the cold hard floor, later on they were given bags to fill up with straw to sleep on, but the children had to fill them up themselves.The children only had the blankets they brought from home. For breakfast the children had bread and water, and lunch meat, bread, and coffee. The children were all renamed with a white man’s name, but they were not taught how to pronounce the names. The author, Bear, was one of the first Native American boys to learn his name; in the story the reader can see how proud he was of his accomplishment. The children had their haircut as a White man’s haircut and soon after wore clothing as the White man. Bear and his cousin, although, bought White man’s clothes with the money their parents sent them.The Native American children choose a religion for themselves then attended Sunday school for those religions. â€Å"I did these duties all the time I was at Carlisle School, so in the early part of 1880, although I was a young boy of but twelve, I was busy learning everything my instructors handed me† (Bear, 1975/1996, p. 44). The root of storytelling is through the Native American cul ture. Storytelling takes the reader or listener on a journey of the culture and life experience of the people within the culture. Native Americans use literary convention, such as trickster, death, creation myths, etc. to create more allusion.It gives the story more purpose by teaching the reader through the story of the trickster character. Storytelling shares life experience, such as learning to read and write in Bear story â€Å"My People, the Sioux. † Although the reader can see how the White man treated the Native American children a bit harshly, the Native American children overcame it and received an education out of the experience. Native Americans use storytelling for different events and ways of life, such as pass down and education on the cultural history, traditions, knowledge, cares wisdom, morals, and lessons. Reference Bear, L. (1995). My People, the Sioux. In G.Vizenor (Eds) Native American literature. A brief introduction and anthology. New York, NY: Addison- Wesley. (Original works published in 1975) Bridges, K. (2011). South Ark: South Arkansas Community College. Retrieved from http://www. southark. edu/index. php/dr-ken-bridges/1392-united-states-since-1876 Cox, J. H. (2005). Living Sideways: Tricksters in American Indian Oral Traditions. Melus, 30(2), 252. Oritz, S. (1995). My Father’s Song. In G. Vizenor (Eds) Native American literature. A brief introduction and anthology. New York, NY: Addison-Wesley. (Original works published in 1981) Sinnaeve, V. (2012). Wise Geek. Retrieved from