Constant changes or reforms

Education in Malaysia has gone through extended alterations throughout the old ages. These changeless alterations or ‘reforms ‘ are carried out with possibly merely one vision in head, and that is to better the current bing instruction and acquisition processs in schools and higher establishments of larning. Such action high spots the authorities ‘s endless attempts in seeking to better the quality of instruction for its people. After a decennary into the New Millennium, the instruction scenario is more pressed to set about even more betterments in seeking to get by with the demands and outlooks of instruction in the twenty-first century. We can no longer be satisfied with what we have, but alternatively there is a demand to constantly compare ourselves to that of more developed states, and this is particularly true with the field of instruction. This is to guarantee that our people will be able to vie internationally in this borderless universe. This is really much in-line with the vision of our longest-serving Prime Minister Tun Mahathir Mohammad. Tun, back in the 90 ‘s shared his vision and dreams for this state through â€Å" Wawasan 2020 † or Vision 2020. Harmonizing to his article â€Å" Malaysia on Track Vision 2020 † , as a physician he is attracted to the optometrist measuring of Vision 2020 which indicates 100 per centum perfect vision. He farther explains that Vision 2020 in relation to the hereafter of this state would be the quest for Malaya to hold clear vision of our hereafter as in where we want heading and what we want to be in the New Millennium. As Malaysia plans to transform into fully-developed state, instruction becomes the precedence of the authorities since it is one of the most powerful entities that would find the success or failure of the state. The hereafter of any state depends on its people. It is hence of import to guarantee that everyone is equipped with the necessary cognit ion, accomplishments and values to last in this extremely competitory and globalised universe which is impacted by rapid development in scientific discipline, engineering and information. The importance of instruction has become more overriding particularly in our State ‘s procedure of traveling from an economy-based on labour-intensive and lower-end manufactured merchandises to k-economy or knowledge economic system. The Ministry of Education ( MOE ) and The Ministry of Higher Education ( MOHE ) are two organic structures which are responsible in guaranting that state is traveling towards the specified mark. This is clearly outlined in the 2 cardinal pushs under the National mission ( â€Å" Mid-term Review of Ninth † , 2008 ) ; Thrust 2: to raise capacity for cognition and invention and raising foremost category outlook. Thrust 3: to turn to relentless socio-economic inequalities constructively and fruitfully. In line with the thrust towards developing the state ‘s K-Economy, the current economical tendency is to concentrate on the promotion and rise in accent on the country of scientific discipline and engineering. As a step to accomplish this vision, the authorities has adopted a holistic attack in Malayan instruction system by stressing on command cognition, rational capital and developing engineering and entrepreneurial accomplishments. Since scientific discipline and engineering play a major function in lending to a more developed state, the authorities seems to give more accent on instruction and larning procedure of scientific discipline in the primary, secondary and higher instruction. It is consistent with Malaysia ‘s purpose which to bring forth more experts in scientific discipline or in general to bring forth a future coevals of intellectuals. Therefore, as scientific discipline pedagogues, it is of import to be cognizant of the demand of the state. There is a demand to guarantee that the instruction and acquisition procedure is focused in bring forthing persons who fulfill the authorities ‘s aspiration. Hence, it requires instructors to hold passion, creativeness, intelligence and finding to do certain that the bringing of cognition is genuinely effectual. Among other things, methods in instruction, teacher ‘s cognition and public presentations are often being observed to guarantee that instructors remain first-class in their instruction. This is because ; instructors play a major function in guaranting the effectivity and the success of the existent bringing and execution of the Malayan course of study. Therefore, when be aftering a lesson, instructors need to be cognizant of the aims of the course of study by integrating good content values into the lesson, implement the course of study designed by the minis try and at the terminal of it all, assess the results of the course of study. But it is non plenty to concentrate merely on the instructor without looking at the relevance of the Malayan scientific discipline course of study, which really contributes to the success or failure of scientific discipline instruction. In fact, it is really a major issue that is invariably discussed among scientific discipline pedagogues and academicians in Malaysia. Is the Malayan scientific discipline course of study mensurable to that of the criterions of other states? This is pertinent inquiry that needs to be answered. Therefore it would be utile to compare Malayan scientific discipline course of study with other developed states in order to find the criterion of Malayan course of study.1.1 Background of StudyThis comparative survey between the Malaysian scientific discipline course of study and the Steiner Waldorf in scientific discipline course of study was conducted chiefly to derive penetrations on the much-researched and discussed about Steiner course of study. Having experienced the Malayan scientific discipline course of study and after prosecuting an awards ‘ grade in scientific discipline instruction, the research worker is really familiar with the state ‘s scientific discipline instruction course of study, particularly issues refering to its content and pedagogical attack. However, the research worker is with the sentiment that new cognition of new educational course of study can be utile in guaranting better quality of scientific discipline instruction. This is of import in position of supplying the best in scientific discipline in the context of Malayan schools. In position of seeking to better the bing course of study it would be interesting to happen out the criterion of Malayan scientific discipline course of study in comparing to other developed states. This is of import to guarantee that our pupils will be able to vie globally. Comparative survey of course of study across states provides background information about how to understand bing strengths and failings of the present course of study ( Moosa & A ; Che Azura Che An, n.d ) . Therefore, this research can propose ways to assist pupils to execute in the topic of scientific discipline and besides assist scientific discipline instructors in their instruction. This is important as over the past few old ages, there have been a batch of jobs discussed about the Malayan scientific discipline course of study and the major portion of the treatment revolves around the instruction and acquisition procedure. As a consequence, it raised the research worker ‘s involvement to look into the affair so that the research worker could detect ways to better the Malayan scientific discipline course of study in order to make effectual lessons yet in gratifying environment for the pupils to larn scientific discipline. In Malaysia, the thought associated with scientific discipline instruction is intended to be in-line with bing policies which is specifically to fix pupils for scrutiny. There are a few officially recommended patterns for scientific discipline instruction such as constructivist instruction, command acquisition, scientific discipline procedure accomplishments, believing accomplishments, and metacognition, autonomous, self-paced and self-assessed acquisition and others that, if carried out decently can guarantee the successful and effectual lessons. Current thought in scientific discipline is looking towards a paradigm that is more inclusive of the diverseness that exists in our life-worlds ( Revathi, R et Al, 2003 ) . Science is besides perceived as a procedure of meaning-making and states such as the United States, Canada, Australia and South Africa ( Aikenhead, 2000 ) are implementing scientific discipline learning attacks that incorporate scholars ‘ cultural and lingual beari ngs. For illustration the scientific discipline schoolroom needs to be one that is interesting and multi-discursive which permits the instructor and pupils to work together in making cognition. However, such an attack or a characteristic is non common in the Malayan scientific discipline course of study. The thought to bring forth a coevals that is ideally competent in scientific discipline seems hard and this seems to propose that there is demand for Malayan scientific discipline course of study to be reviewed. From the aims of the course of study to the issues of appraisal, everything becomes important and needs thorough reevaluation. The characteristics and map of scientific discipline discourse include explicating hypotheses, planing probes, roll uping informations, pulling decisions and pass oning consequences ( Chamot & A ; O'Malley, 1994 ) and these are the accomplishments which are fundamentally being emphasized by the instructor in the schoolroom. Sadly, the application is non obvious in the pupils ‘ day-to-day life particularly in the context of Malaysia. By carry oning this research, the research worker hopes to be able to acquire some penetrations into the Steiner Waldorf course of study and the Malayan scientific discipline course of study. Having done this, it is hoped that the research suggestions may foreground bing spreads in curricular, pedagogical or other facets through comparing between Malayan scientific discipline course of study with Steiner Waldorf instruction. From the suggestions made, hopefully the instruction and acquisition of scientific discipline will be more effectual and more gratifying for the pupils. By holding a good clip in larning scientific discipline through effectual methods employed by the instructor, the research worker believes that it will assist pupils to execute better in all the scientific discipline topics and at the same clip get scientific cognition in a wider position. Apart from that, it will besides assist to bring forth all rounded pupils as outlined in the National Education Philosophy.1. 2 Statement of the ProblemThe Integrated Curriculum for Secondary School ( Kurrikulum Bersepadu Sekolah Menengah, KBSM ) is the continuance of the New Primary School Curriculum ( Kurikulum Baru Sekolah Rendah, KBSR ) . This alteration in the course of study construction is the authorities ‘s scheme to switch the accent of instruction that existed in 1970s to a more modern-day holistic construct of larning that encompasses moral, spiritual, societal, physical, and rational development of a individual ( Rosnani.H, 2004 ) . In scientific discipline instruction, holistic instruction purposes to bring forth pupils who are able to associate the content that they learned in the schoolroom to their day-to-day life. It refers to their ability to utilize scientific thought and processes in a wider context so that it will foreground the effectivity of the KBSM which subscribes to the rules of womb-to-tomb acquisition. After holding informal interviews with a few seniors ‘ instructo rs and talks with scientific discipline instruction background, the research worker found out that Malayan scientific discipline course of study somehow does non back up the holistic instruction as being mentioned and fails to accomplish the intended results. The followers is the sentiment given by the senior lector who was interviewed by the research worker ; â€Å" My intuition is the general population of the pupils does non associate what they learn to everyday state of affairs because many surveies have shown that pupils do non like scientific discipline and they find scientific discipline isolated or make non tie in with them. So we can deduce from that the pupils do non related what they learned nor pattern their scientific attitudes. † ( personal communicating ) This is farther supported by the consequences of Trends in International Math & A ; Science, TIMMS appraisal in scientific discipline taken by Malayan pupils in 2003. The TIMMS appraisal is designed to assist to better pupils ‘ acquisition in math and scientific discipline where the appraisal by and large focuses on the pupils ‘ mathematics and scientific discipline accomplishments. In the appraisal, our pupils scored an norm of 504 which exceeds the international norm of 474 ( Martin et al, 2004 ) and placed Malaysia to be at 19th out of 44 take parting states. The public presentation really is non genuinely impressive if compared to the public presentation of pupils from other developing states in Asia Pacific such as Singapore Chinese-Taipei and Republic of Korea. The line of statement is what are the facets that missing in Malayan pupils since those states secured the top 3 placing and hence have clearly performed better than our pupils. Another interesting penetration which the research worker gathered through informal interviews with the senior instructors and talks, every bit good as his personal experience as a scientific discipline pupil and in-service instructor is the fact that Malayan instruction system gives excessively much focal point on scrutiny. In order to last in the Malayan instruction system, pupils need to stand out in public scrutinies ( UPSR, PMR, SPM ) . Somehow the state of affairs affects learning and larning procedure which is a portion of the course of study. Teachers admitted that the focal point is merely to complete the course of study within the clip allocated by the school disposal. Through informal interviews with the pupils, the research worker besides discovered that pupils think it is easier for them to concentrate and fix themselves for the scrutiny alternatively of prosecuting in meaningful acquisition. The research worker besides found out that because of the demand to complete up the course of study, the lessons were non conducted decently by instructors. Teachers seldom make contemplations on their instruction. Even though the achievement of the aim and acquisition results are the measuring to a successful lesson in Malayan instruction system ; most of the clip, instructors do non hold effort to happen out whether their pupils have really acquired the specified acquisition results. An effectual scientific discipline schoolroom should be able to do pupils believe and treat the cognition received in the schoolroom. Ironically, the scenario does non go on in most Malayan schoolrooms. Because of the scrutiny affair, the research worker believes that instructors tend to pretermit their method in learning scientific discipline. In true fact, a scientific discipline category should be filled with interesting and variable activities so that pupils will bask the category. However, in worl d most science lessons, more frequently than non, are non merely field and dull but besides could kill pupils ‘ exhilaration in larning the topic. This is another concern of the research worker since there is a inclination that the state of affairs mentioned supra could do the pupils to lose involvement in larning scientific discipline. The Steiner Waldorf instruction is similar to the Malayan instruction system in footings of its accent on the development of human existences and in the proviso of holistic instruction. What is different is in footings of the execution and the effectivity of the course of study. Scieffer and Busse ( 2001 ) in their research discovered that the pupils from Steiner school did better than pupils in province school in United States. Other research ( Easton, 1997 ; Oberman, 1997 ; Uhrmacher, 1993b ) besides suggested a positive relationship between Steiner school instruction, larning and pupils accomplishment. Furthermore, research on Steiner instruction besides mentioned about consistence of Steiner pupils public presentation in National trial from 2000 to 2004. Ogletree ( 2000 ) in look intoing the originative ability among the pupils in England, Scotland and Germany through the usage of Torrance Test of Creative Thinking Ability ; found that by and large Steiner school pupils obtained significantly higher creativeness tonss than their province school equals. It really reflects the effectivity of the accent on creativeness in Steiner course of study. Jalinek and Sun ( 2003 ) in research that they conducted which aimed to compare the instruction in Steiner and mainstream schools revealed that, the Steiner kids who tested in logical logical thinking and scientific discipline activity which developed by TIMMS international comparative survey performed better than pupils from other schools. The scientific logical thinking of Steiner school pupils was found to be outstanding. The research suggested that the consequence of the trial is really influenced by the civilization of the Steiner instruction which taught less content to the pupils and the Steiner instruction itself creates less examination force per unit area to the pupils. Indeed, the Steiner Waldorf scientific discipline course of study has its ain alone attack and method which proved to promote effectual larning. Such a state of affairs ceases to be in the Malayan scientific discipline course of study. It is with this job in head that the research worker has decided to ship on this comparative research survey with the hope to pull on some of the best patterns to be incorporated into Malayan schoolroom.1.3 Research AimsThe chief aim of the research is to compare the Malayan instruction and Steiner Waldorf instruction in scientific discipline course of study with regard to objective, content, execution or direction and the appraisal. In comparing both course of studies, the research worker want to happen out the features of Steiner instruction scientific discipline schoolroom and wish to look at their strengths and singularity which is present and seek to see how this is different from the Malayan scientific discipline course of study. From the information gathered, a thorough analysis will be made by the research worker, and the findings of the research could be the footing for the research worker to give suggestions for the improvement of Malayan scientific discipline course of study every bit good as to bridge the spread between these two course of studies.Research QuestionsTwo research inquiries are as follows: What are the features of Steiner Waldorf scientific discipline category? How does the Steiner Waldorf scientific discipline course of study differ from the Malayan Secondary Science Curriculum with regard to their aims, content, implementation/instruction, and evaluation/assessment?1.4 Significance of the StudyThis research aims to look at the Malayan scientific discipline course of study. By making this, it will assist us to hold a clear image of how a course of study maps and at the same clip, it allows us to mensurate the success of the course of study. Many instructors have expressed their discontentedness over current jobs faced by the instructors and pupils in scientific discipline instruction, and the incrimination is normally on the ineffectualness of the course of study. This is an dismaying job as it could impact the figure of pupils who are interested in scientific discipline topics and if this happens, Malaysia will really rock from its attempts to accomplish Vision 2020. This comparative survey of the Malayan scientific discipline course of study and the Steiner scientific discipline course of study is important in recognizing our dreams of bring forthing human existences who know their ability and self-potential. This is the nucleus value stressed in the Steiner Waldorf ‘s course of study which aims to supply scholars with meaningful acquisition and turn them into deep scholar. Steiner Waldorf pupils are encouraged to bring forth originative thoughts and this indirectly nurtures the pupils to be critical minds. Therefore it is really important for the research worker to happen out in what aspects that the Malayan scientific discipline course of study can be improved by accommodating the Steiner Waldorf instruction. Hopefully, the findings of the comparative research will assist to better scientific discipline instruction in Malayan schools.1.5 Research RestrictionsTime restraint is the major restrictions of this research. The research worker b elieves it is ideal to hold longer clip for the research worker to roll up informations sing Steiner Waldorf instruction in United Kingdom, UK. Longer period of survey will able the research worker to make observations in greater deepness and visit more schools to be included in survey. Alternatively of clip restraint, pecuniary is besides one of the restrictions in this research. Since the research was funded by the university, the research worker has to finish the procedure of informations aggregation within the stipulated clip. However, what is done by the research worker is sufficient to hold a general image of the difference between the two course of studies.1.6 Scope of StudyThe focal point of the research is merely to compare the Malayan instruction and Steiner Waldorf scientific discipline course of study. This survey involved informations collected from one school in Plymouth and a Steiner Waldorf Department in University of Plymouth. Since this is a preliminary comparative survey of these two course of studies, focal point will briefly highlight the four parts of the course of study which is the aims, contents, execution and the appraisal of both course of studies. However, excess accent will be given on the execution and assessment process as compared to the first two parts in the course of study. Though it would hold been ideal to be able to transport out observation and interviews in more schools across the UK, these two chose are sufficient to give a clear preliminary image of what Steiner Waldorf instruction involves.1.7 Operational DefinitionMalayan scientific discipline course of studyMalayan scientific discipline course of study refers to science course of study which developed and implemented in Malaysia for secondary degree. However, in order to demo the continuance and the development or patterned advance of this course of study the research worker wills erstwhile high spots the scientific discipline course of study at the primary degree.S teiner Waldorf EducationSteiner Waldorf Education refers to the instruction that founded by the Rudolf Steiner in 1919. This instruction is world-wide and does non refers or belong to a specific state. The portion of this instruction that being discourse in this research is its ‘ scientific discipline course of study.Science EducationScience can be defined as â€Å" cognition attained through survey or pattern, † or â€Å" cognition covering general truths of the operation of general Torahs, particularly as obtained and tested through scientific method and concerned with the physical universe. † It may besides mention as a system of geting cognition where the system uses observation and experimentation to depict and explicate about natural phenomena. Science besides term which can mention to the organized organic structure of cognition people has gained utilizing that system. Therefore, the term scientific discipline instruction that been utilizing in this resear ch refers to the procedure of educating scientific discipline to the pupils or may refers to the field of scientific discipline itself. Which the field of scientific discipline in instruction that being discussed in this research covers the major subdivisions in scientific discipline such as biological science, natural philosophies, chemical science, general scientific discipline and natural scientific discipline. Beginning: Webster ‘s New Collegiate Dictionary cited in hypertext transfer protocol: //www.sciencemadesimple.com1.8 DecisionAs a decision, ‘review ‘ and ‘reform ‘ in Malayan scientific discipline course of study is necessary or possibly a demand as we refer to the current instruction ‘s status in Malaysia. It has been 53 old ages that Malaysia achieved its independency, and throughout the 53 old ages, Malaysia had gone through tonss of transmutation and alterations. However, the research worker believes that, in order for Malaysia to make to the degree of developed state, instruction should be the foundation of the aspiration. Education in Malaysia requires more alterations every bit good as ideal and realistic policies and execution, so that it will be able to bring forth human capitals that are scientific, knowing and competent.

Evaluation Criteria Paper Essay

Taylor Transit is a company that is growing rapidly. The company must analyze the resources and capabilities of the company to look for the right tools that will provide potential benefits and competitive advantages in human resources. The new approach should include the selection of effective tools that help human resources during the expansion process and the criteria that will be beneficial in the human resource practices. The intent of the paper is discussing the implementation of specific HR tools such as employee selection test, Human Resource Information System (HRIS), successful planning, and the evaluation of the criteria for each tool selection. Human Resource Criteria Identification Identify and establish which is the most appropriate criteria is fundamental because it allows the implementation of new human resources procedures. The following explain the criteria for each of the following tools: Human Resource Information System (HRIS) For Taylor Transit implementation and use of HRIS is of great benefit because it helps to increase the effectiveness of human resources assets as well as provide guidance. The criteria will be based in the necessity of having a good HR information system in where the company will be able to keep information concerning to each employee and any other related HR information such as employees evaluation, disciplinary actions, rewards, and trainings within the organization. The â€Å"HRIS technology supports strategic planning through the generation of labor force supply and demand needs, requirements and forecasts† ( Lippert & Swiercz, 2005). This tool will be very useful for the company; given that the company is expanding it is important to have a system that allows Taylor Transit to have a solid database to track data 8,000 employees in order to help in the planning and execution of the company objectives. Selection Test The adequate selection test for the company is important because allow identifying the right candidate since the beginning of recruitment process. The recommended tools for measure the candidates are the cognitive aptitude and the ability tests. â€Å"Cognitive aptitude and ability tests are among the most valid predictors available to organizations† ( Terpstra, 1994). The criteria in the selection of these tools are because the cognitive aptitude test measure the candidate mental capabilities as well their reasoning and communication. On the other hand, the ability test will help to predict the performance of the employee within the company. Besides the background and the experience of the candidate, for the company will be useful make a thorough assessment in order to have the best candidates within the company Succession Planning â€Å"Succession planning must be part of an integrated HR process that includes training, development and performance appraisal† (Stensgaard, 2005). The criteria for choosing this tool is because the â€Å"succession planning also has indirect impacts on measures of firm performance such as productivity and gross returns on assets† (Greer & Virick, 2008). This would be excellent tool that would be beneficial in the aid of HR processes (training, development, and performance). One of the things Taylor Transit need to take into consideration is make sure of taking the necessary measures regarding in the proper selection of personnel for each of the positions within the company, as well of having the support of the senior level management. This is important because it allows a systematic process for identifying, evaluating, and developing personnel who are trained to perform key functions within the company. The usefulness of this is essential because it allows certain key personnel receive the necessary tools to develop their skills and abilities, as well as giving them the opportunity in the future to be the future leaders of the company. Conclusion By implementing the right tools allows human resource management to have a higher level of competitiveness. The three selected tools are best suited for the rapid growth of Taylor Transit. Implement the HRIS is helpful because it allows better control of information, and quick access to information for each employee. And for assessing the performance, this will help determine what kind of trainings can be provided to employees. This is helpful because it allows management the assessment and improvement of the procedures of the company. Meanwhile, the employee selection tests are useful because they allow the assessment of cognitive abilities and skills of employees in order to recruit the best possible candidates and may have better performance of the company. This is important because in the long run is cost effective because employees who have better cognitive aptitudes and abilities skills learn quickly, therefore the company does not have to incur in additional expenses for re-training their employees and in turn avoid turnover. Finally, the successful planning is helpful because it allows employees to adapt quickly to the demands of the company; the company in turn may have strategically highly qualified personnel in positions that are key to the success of the company. Implementing these tools allow the proper management of the company.

Why Was the Irish Revolution of 1919-21?

On December 6 1921 the Anglo-Irish treaty was drafted and signed by representatives of both the Irish and British Governments. After centuries of bitter feuding involving both sides the British Government was for the first time to offer the Irish independence. In this essay I seek to outline how the Irish revolution of 1919 and 1921 was successful in achieving Irish independence. Richard English says, â€Å"There had never been any chance of a formal military victory†¦ nor in practice of the British recognising an Irish republic. [1] If English is right to say this then how did the Irish manage to gain independence when the odds were stacked against them both militarily and politically? I believe that independence was reached for a number of reasons to be discussed in more detail later. These factors can be divided into the two crucial areas of political and military. Politically, there was a list of British failures including the negative publicity attracted by the revolution at home, pressure from America and the Government of Ireland Act. Failures only exacerbated by political achievements on the Irish side.Such as De Valera’s trip to the U. S to canvass American support for the revolution plus the establishment of Dail Eireann and its de facto courts. The next section of the essay will be based on the military issues. Was the revolution’s success down to Britain’s failures or Ireland’s triumph of military tactics? Military mistakes were made on the British side which nullified the fact that they had a vastly superior army. The harsh reprisals in nationalist territories for example stoked tensions unnecessarily. A large part of the revolutions success could be attributed to the military strengths of the IRA.With Michael Collins at the head the IRA was extremely strong tactically and used guerrilla warfare to great effect. The also had a mass intelligence system to rival any according to figures like Thomas Bowden for instanc e. Although some historians such as Peter Hart try to unravel the legend of Michael Collins and believe he did not have quite as big a role in the war as many would later claim. Political In order for the revolution to work the IRA had to defeat Britain politically and in a propaganda war as well as militarily.It has to be noted that as far back as 1916 the Irish public had no interest in a revolting. The men who took part in the Easter Rising were looked upon as villains in the immediate aftermath not heroes. It was political failure that allowed such a dramatic swing in public opinion to take place. The harsh treatment of the rebels was the turning point in Irish popular opinion. It formed the motivation for many who joined the IRA during the revolution becoming a superb propaganda tool for the republican cause. With each execution of the men who took part in Ireland the fury grew.A student in the University College of Dublin Barry once studied remarked, â€Å"I never experienced anything like this surging fury with the news produced in everyone. †[2] Later in the interview the student claims that there was notable rejoice when three Englishmen were shot for every Irishman hung. Primary quotes like this go some way to showing the feelings of resentment caused through Britain’s political own goals that multiplied the supporters of an armed revolution in a matter of days. It was not only public opinion in Ireland that was affected by the mistakes of the British administration.Public opinion in Britain throughout the revolution had reached a low. Many normal British citizens were horrified by what they saw as atrocities going on in their name. A sketch of opinion at the time can be viewed in a report of the Labour commission to Ireland in 1921. The report claims that the results of a government policy of reprisals on the people manifests in three main ways they are health economic and spirit. The report states, â€Å"months of oppression, coercio n, and physical violence cannot but have far reaching effects upon the people who suffer under them. The Labour party believed at the time that British Government policy was to the detriment of the economy both in Ireland and in Britain. While the armed forces â€Å"provocative behaviour† was only creating â€Å"a new bitterness of spirit† among the people. Perhaps a concluding line from the document may sum up the thoughts and fears of many in Britain. â€Å"Things are being done in the name of Britain which must make her name stink in the nostrils of the whole world†[3] A crucial failure of British policy was the Government of Ireland Act passed in 1920.The Act was to create two subordinate parliaments one in Belfast and one in Dublin. The Belfast Parliament comprised of the same six counties that would later make up Northern Ireland. The Act was ignored in the twenty six counties but the Dail was powerless to prevent its operation in the North. Ronan Fanning believes that the Act later caused the British to give away more independence than previously hoped by the very fact it had Ireland divided into separate legislative bodies never an intention of the Act. Britain continually faced U. S pressure to solve the Irish question.Lloyd George faced constant pressure from U. S president Woodrow Wilson. It is said in Hopkinson’s book that Wilson told him until the Irish question was resolved it was bound to not only affect the relations between England and the U. S but inevitably effect the relationship of England with her colonies as well. [4] It would be wrong for one to say the Irish revolution of 1919-1921 in achieving Irish independence was all down to Britain’s failure politically. For one to do claim would do a great injustice to many strengths the Irish displayed politically before independence was achieved.Three factors to be considered here are the rise of Sinn Fein, De Valera’s canvassing of U. S support and the creation of the Dail parliament and Courts. The rise of Sinn Fein led to a radicalisation of the masses which had previously not existed in Ireland before this the majority were happy with Home Rule now it was all or nothing. When discussing this many historians would say that the rise Sinn Fein was as much if not more a consequence of Britain’s failings more than any great genius on behalf of Sinn Fein. A school of thought shared by historians including Hopkinson and Dangerfield.Dangerfield was of the belief that by not implementing Home Rule the rise of a more radical politics was unavoidable. â€Å"The point is that when the concept of Home Rule vanished†¦ Nationalist Ireland drifted into a position were only republican and revolutionary leadership became possible. †[5] Once this process had begun it was simply irreversible. Whereas Hopkinson would state that the British Government had a misplaced optimism involving Sinn Fein. They tried to suppress them by ma king many arrests which all led to propaganda victories for the party.Who could now claim they were unjustly victimised. â€Å"Like many other British politician both before and since, they believed that a few extremists were the problem and that usual order would be restored once they were dealt with. †[6] By trying to introduce conscription in Ireland Britain only managed to give Sinn Fein another boost. Townshend asserts, â€Å"In resistance to conscription, the Sinn Fein leadership found for the first time a national political issue which could mobilise the mass of the people. †[7] Not all of Sinn Fein’s rise can be blamed on the British according to Peter Hart.The party he argued was strengthened by female involvement and the support of first time female voters. De Valera’s visit to the Treaty of Versailles may not have laid to the American backed independence hoped but was beneficial in other areas. Yet despite this there was support for his cause i n America. According to Ferriter, De Valera managed to raise something in the region of $6 million between January 1920 and October 1921 a figure higher than that raised in Ireland. Ferriter asserts that to call Irish Nationalism a mass movement in the U. S by 1920 was no exaggeration.Perhaps the central political success by Ireland before eventually achieving independence was the creation of Dail Eireann on January 21 1919. An illegal parliament based in Dublin separate from British control. The Dail followed the path of which Ronan Fanning called â€Å"Sinn Fein’s unilateral solution to the age old problem of the constitutional relationship between Britain and Ireland was to deny that there was any legitimate connection. †[8] Thus it made sense that the Dail’s first law was to break with Britain. Townshend was complimentary in speaking of the decision to set up Dail Eireann. Their (nationalists) action in assembling on 21 January 1919 as Dail Eireann, the Parl iament of Ireland was in itself revolutionary. †[9] At the beginning Britain simply ignored this new parliament. They shared the same beliefs Stephen Gwynn echoed in 1921. â€Å"When the decision was taken to constitute the Irish members into an Irish parliament people were inclined to laugh. †[10] Gwynn later claimed that the fact the British Government did not initially interfere merely added unreality to the whole proceedings. Yet many believe that when Britain did interfere in 1919 in banning the Dail more harm than good came as a consequence.Arthur Mitchell says the banning of the Dail was not its end but really its making driving it underground was generally to its advantage. The fact that Dail Eireann created its own judicial system greatly undermined British rule. Ferriter points out positives and negatives of these courts. It was said, â€Å"The promptness and efficiency of the courts impressed even most unionists. †[11] Although at times reality bit as Ferriter tells us how figures such as Cathal Brugha the minister of defence had little time for courts they were a distraction from war.Military Despite all the ramifications of each side’s political manoeuvres it is highly unlikely of course the Irish revolution would ever have taken place were it not for what happened militarily. Similar to political, military could also be divided into both Britain’s failures and Irish success. How did the IRA gain a truce when they were fighting the military might of the British Empire? If English’s point earlier in the essay is to be considered the IRA could never have gained a formal military victory.Could it be a case that the British overestimated the IRA’s staying power? For the IRA’s key leader Michael Collins himself believed the IRA was close to breaking point. The British policy of reprisals was in itself a military disaster. Augustein puts the point across that, â€Å"The actual and alleged bad behav iour of the crown forces was an extremely persuasive force which caused and justified a violent response by the IRA in the eyes of men and women on all sides. †[12] Thomas Bowden is of the view that reprisals were advocated at the very top level of British intelligence.Sir Henry Wilson, chief of the Imperial General Staff was a known sponsor of these methods declaring â€Å"shoot all Irish leaders by roster. †[13] On May 21 1921, General McCready sent a memo stating, â€Å"Defeat the IRA by the summer or pullout† It is possible the general did not want to get bogged down in a guerrilla conflict in unfamiliar terrain. Though historians like Townshend believe McCready was giving too much credit to the IRA who would soon fall. While others including Hart have the view that the IRA’s organisation was such McCready was right to issue the memo.In order to achieve independence the IRA had to have been strong militarily. Much of this is put at the door of historia ns to Michael Collins held by many as a master of tactician and great exponent of guerrilla warfare. Collins is chiefly judged in history as the main man behind the revolution. One such historian is Dangerfield who complements Collins highly. â€Å"Neither Richard Mulcahy, the volunteers chief of staff, nor the Minister of defence come close to Collins, with his administrative genius, his enormous energy, his warm blooded presence, his cold and concerted purpose. [14] Strong praise for a man Peter Hart claims never held a gun post 1916. For Collins was based in Dublin mainly undertaking intelligence duties. ———————– [1] English, p29 [2] Augustein [3] Labour, pp54-56 [4] Hopkinson, p33 [5] Dangerfield, p246 [6] Hopkinson, p31 [7] Townshend, p318 [8] Fanning pp1-2 [9] Townshend, p328 [10] Gwynn, p62 [11] Ferriter, p202 [12] Augustein, ‘Motivation’ [13] Bowden, p119 [14] Dangerfield, p313

Public health Essay Example | Topics and Well Written Essays - 2500 words - 1

Public health - Essay Example It is important for the public to continuously be sensitized on the impact that some of the common lifestyle choices such as physical activity, smoking, nutrition and diet can have on their health resulting in a higher risk of developing medical conditions such as cancer and obesity (Sattar and Lean, 2007). This paper will present a report analysis on the prevalence and impact Smoking, Obesity, Cancer and Physical activity across the United Kingdom. The immense benefits of a physically active lifestyle have been relatively well document and there currently exists a large amount of evidence that suggests that regular activity is closely related to significantly reduced risk of an individual developing a number of chronic conditions. Physical activity has repeatedly been shown to contribute to a wide range of health benefits and engaging in regular physical activity can have the effect of improving the health outcomes of an individual regardless of whether the individual is able to achieve weight loss (Dugdill, Crone and Murphy, 2009). According to statistics released by the UK Health and Social Care Information Centre (HSCIC, 2014), a study conducted in the UK in 2012 found that an estimated 55% of women and 67% of men aged 16 years and over were able to meet the prescribed recommendations of aerobic activity while 26% of women and 19% of men were classified as being largely inactive. These figures are seen to be similar to those presented by in a 2013 press release by the UK Public Health Minister Anna Soubry. In the press release, pointed out that a quarter of the population are not doing even 30 min of physical activity a week and as such, these individuals are putting their health at risk (Department of Health, 2013). The survey by the HSCIC (2014) also showed that for both sexes the actual proportion of individuals that are able to meet the aerobic activity guidelines tends to generally decrease with age. The

Professional Application Essay Example | Topics and Well Written Essays - 1500 words - 1

Professional Application - Essay Example Steve Madden is well known for selling its fashionable footwear products which provide cutting edge solution to the customers in the footwear industry. The business of Steve Madden is well known for the novelty in the footwear products and the competitive prices of the footwear in the market. The market capitalization of Steve Madden is under continuous threats due to the strategic movement of its competitors like the BCBG, Nike, etc. BCBG has been able to reduce the points of differentiation in the product lines of Steven Madden. Nike has been able to tap the unexplored market for athletics and sportswear. The changing landscape in the marketing of footwear products of Steve Madden could be analyzed with the help of research on the market demographics, social, economic as well as technological advancements (Kazmi and  Batra, 2009). Due to the changes in the internal and external environments of the footwear business of Steve Madden, the company would need to strategically adopt po licies for a smooth adaptation to such changes. In order to respond to the changing scenario, Steve Madden is required to identify the different target customer segments in the footwear market and then carry out separate approaches for sales and promotion of the footwear products depending on the demand and preferences of the target customer segment. ... The various marketing and sales promotional approaches adopted by Steve Madden for the different customer segments have been described as given below. Children or teenagers The various approaches for sale promotion in order to tap the target market opportunities include better packaging of the footwear products that generally attract the teenage customers. Better packaging creates the first impression among the teenagers before use. In addition to this, any free item offered with the footwear would also be a good sales promotion approach for targeting the teenage customers. In order to promote the footwear products among the teenage customers, Steve Madden could also look to spread the information on the good effects on tender legs due to the usage of their products. Apart from this, the company could also conduct exhibitions of their footwear products with amusements for children in those exhibitions to attract the target customer. The increased time spent by the children and the te enagers along with the parents in such exhibitions would help the company to promote their footwear products in the market. Young men and women The various sales promotion techniques for targeting the young women and men in the market would be adoption of different ways to highlight the cutting edge fashions incorporated in the design of the footwear. The young men and women would be attracted to the new designs and fashions of the footwear promoted by Steve Madden, and this would help the company to survive in the competitive market. Another approach of sales promotion would be to offer competitive prices in the footwear market. The young men and women who are updated with the latest trends and information would be attracted

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Research project - what are the effects of multiple losses on children Essay

Research project - what are the effects of multiple losses on children with special reference to Looked After Children - Essay Example nge of background situations such as abuse, domestic violence, marital breakdown, imprisonment of a parent, poverty and mental illness of a parent and death of one or both parents, that can lead to a child becoming looked after (Richardson and Joughin, 2000, pp.3-4). When these factors are combined, multiple losses occur (Goldman, 2001, pp.28). These multiple losses include, loss of parental care, economic security, and emotional security (Goldman, 2001, pp.28-39). The literature has been found to show many omissions regarding how to tackle the issues of children suffering from multiple losses. These include, strategies that could be used to respond to the needs of LAC experiencing multiple losses in order to minimise its impact on them. The real impact of multiple losses has also been underexplored. To fill the lacunae left by the reviewed literature, a hypothetical research proposal to carry out a primary research ‘exploring the factors that contribute to multiple losses in looked after children and identify the strategies to help these children cope with these losses is put forth in the fourth chapter. This study envisages to apply a qualitative approach enabled by a semi-structured approach to data collection. The sampling method will be purposive and 25 looked after children living in different types of care institutions, who have suffered multiple losses will be interviewed. This project will be an attempt to look into the topic of multiple losses and the effects that these have upon children – paying special attention to the issue of ‘Looked After Children’. One definition of loss is that â€Å"a loss event is anything that causes†¦.harm, excessive risk, inadequate quality and excessive costs† (Latino, pp.45). Hooyman and Kramer stated that, â€Å"losses†¦. always result in deprivation of some kind; in essence, we no longer have someone or something that we used to have† (2006, pp.2). Additionally, the reason why loss matters so much is that

Network Security Research Paper Example | Topics and Well Written Essays - 2500 words - 3

Network Security - Research Paper Example As the paper highlights network security guarantees authentication, availability, integrity and confidentiality is important to note that â€Å"network security is not absolute†. Network security should be perceived as a continuum that moves from very unsecure to very secure which makes it possible for organizations to rank their network security based on comparison with other security systems to determine whether is secure or less secure. The security level of any network also depends on the organizational needs where some might deem information highly valuable therefore requiring that only authorized users gain access while others would allow outsiders to access information but ensure protection against attempts to modify the available information. At the same time there are organizations that demand all the organizational information on computers and networks remain private by instituting authentication for both the sender and receiver of such information. The extent to whi ch organizational network security ensures protection will therefore depend on the security policy adopted as it is what will determine the type of access required.As the discussion stresses  technology used in development of a secure network depends on three models that include obscurity, perimeter defence, and defence in depth approach. For security by obscurity, network security depends on the ability of the system in place to keep the network undetected by unauthorized persons.

Legalization of drugs Term Paper Example | Topics and Well Written Essays - 2250 words

Legalization of drugs - Term Paper Example It is often argued that alcohol and cigarettes also have the reputation of being an addictive drug, yet both are legalized. Furthermore, those that want drugs will take the steps necessary to get them, so instead of making them criminals and continuing to overcrowd jails, it might be better to allow them to take the legalized form of the drug, which would probably be much weaker, and regulated, making addiction more difficult. Those who oppose this concept worry about increased addiction as well as the moral and ethics of society. There is a strong Christian movement that is against legalizing drugs, led by the Christian Coalition. Rangel (1998) puts this argument and view forth in his journal article. This coalition has a strong influence on politics, especially the Republican party, and thus this issue has been brought to the forefront many times. Krajicek (1998) discusses the power of the Christian Coalition to influence crime laws in his article, thus backing up the point that re ligion often does cross over into law and politics. While morality is an understandable concern, this same moral question already exists with alcohol and cigarettes. Therefore, what is the best approach to this concept The War on Drugs seems to be failing. No matter how hard the United States tries as a country, we still struggle with stopping the crossing of drugs into the country, and it is very apparent that this practice continues. If we have not been able to adequately stop this drug problem after trying for so many years, is there another way to end this issue? Davey (1998) makes a point of this issue in his arguments. ... The answer would be yes, and it would focus on the legalization of drugs. Thus, this researcher feels that the answer lies in legalizing drugs. This would not only end the War on Drugs, it would also clear jails (getting rid of drug crimes and opening up overcrowded prisons for those who have committed serious crimes like rape and murder), and it would also allow individuals freedom of choice. Silen (1994) agrees with the concept that adults who do want these drugs, of course if they desire them, will find a way to get them, one way or another. Therefore, it seems that it would be a good idea to take advantage of the situation. The United States already sells damaging and addictive drugs to its people in the form of cigarettes and alcohol. This would only give individuals more of a choice, and people would still be expected to use drugs responsibly-for instance, drinking while intoxicated on any drug is not acceptable. Shapiro (2003) argues, in his journal article, that our country i s based on freedom of will and choice, as long as others are not harmed. Therefore, the overall point is that there are several benefits to both people and the government when legalizing drugs, and this step should be taken in order to take advantage of the several advantages present in the situation. One important notion to consider is the fact that the legalizing of drugs also promises to reduce crime. How can this be so, when so many crimes are attributed to drug use First, the regulation of the drug itself promises that the drug will be less potent, and that the amount obtainable can be limited. This makes it more difficult for

Describe an instance when you found yourself in a leadership Essay

Describe an instance when you found yourself in a leadership position.Discuss your contributions to the situation and what you learned about yourself - Essay Example Since the profits poured in big numbers, we received heavy bonuses from the company authorities which were shared amongst all the Sales Managers and myself. This was a time when I learned a great deal about my own self. I determined that to be on the top most position is not an easy job at all. One needs to be patient and confident all the time so that his leadership position remains in tact. One needed to communicate, listen to and comprehend other people so as to become an important leader. A leader is one who can solve problems, no matter these being of a very minute level as well. However, my hard work and commitment to the leadership role paid dividends in the long run. In the end, I will summarize that the leadership position comes with its own merits and demerits. It is responsibility of people, the company and for one’s own self, which I learned with the passage of

Populaur Culture Essay Example | Topics and Well Written Essays - 1000 words

Populaur Culture - Essay Example According to Carroll and Buchholtz (8), pluralism refers to the â€Å"diffusion of power among society’s many groups and organizations.† Typically, it is characterized by â€Å"decentralization and diversity of power concentration† (ibid.). In the political scenario, the rise of the political parties implies the acceptance of pluralism. Likewise, in the education system, the abolition of racial segregation in schools has opened the system to diversity and multicultural education (Connolly 23). Similarly, the face of entertainment includes artists coming from different cultural backgrounds such as Jacky Chan, Jennifer Lopez, Psy, Charice Pempengco, and many others. Pluralism has given a voice to the minority, abolished racial discrimination, and opened better economic possibilities for the U.S. Given its advantages, pluralism should be cultivated further. Schools, being the most legitimate source of knowledge and values, should act as the main agent to promote plu ralism but is it doing its part to address problems of diversity at all levels? Looking at curriculum content, values and resources will definitely provide a view whether the school is doing its part in promoting pluralism. The absence of non-discriminatory content does not mean the teaching of pluralism. ... This direction illustrates the effort of developing awareness of other cultures. However, limiting the discussion to only two countries in Asia is not be enough to achieve pluralism. Readings and first-hand experiences with different cultures from different continents should be done to achieve awareness and acceptance of diversity. In the meantime, Florida’s Common Core Standards for English Language Arts and Literacy in History/Social Studies uphold diversity by leading students to understand different perspectives and cultures. Lesson objectives express this requirement; however, the reading selections mostly include American and British works. Indeed, there is a need to review the recommended readings and include works by authors from other continents in order to satisfy the requirement for diversity. In terms of values, schools that practice diversity should include an expression of means to accommodate diversity in their Core Values. Looking at different School Values cou ld give light to the issue. For instance, in the website of St. Joseph’s College, a school located in Rensselaer Indiana, the Mission/Vision expresses that â€Å"the College serves a diverse student body composed of men and women of all races, creeds, and socio-economic backgrounds†¦Ã¢â‚¬ . This statement recognizes the diversity of students but is not enough to imply the effort of the school to promote pluralism. Further review of the core values illustrates the intent to hone attitudes towards Christian formation, particularly that which stems from â€Å"Judeo-Christian and Graeco-Roman traditions and from Vatican II inspiration.† In this regard, the Mission/Vision of the school implies the acceptance of students from diverse cultures but along

Differences Between Pow Camps Essay Example for Free

Differences Between Pow Camps Essay These prisoners would be sent to camp where they would be forced to do different kinds of work. Depending on what country you got captured by, what would happen to you would differ. This essay will focus on three of the different kinds of camps, the Germans, the Japanese, and the Allies. In Germany, before being taken away to a camp, prisoners had to pass an interrogation. Because of the Geneva Convention prisoners only had to give their name, rank, and serial number. German camps were usually rows of barracks enclosed by a barbed fence, lined with guard towers. These towers contained guards that would shoot any escaping prisoner. POWs were given two meals a day consisting of soup and bread, though this was not enough, and most had to coop with hunger. Sometimes the Red Cross would bring items such as butter, chocolate, or condensed milk. Only some of men had to work while the others had to survive from the boredom. When weather was nice the prisoners were allowed to play a wide variety of sports and sometimes they even got to enjoy concerts put on by German bands. Out of the 140,000 Prisoners of war in Japanese camps, about one third of them died from starvation, punishment for disobedience, and disease. The POWs were treated very poorly because the Japanese did not follow the rules set in place by the Geneva Convention. The POWs were forced to work in mines, fields, shipyards and factories for twelve hours a day. If any disobedience was sensed in a prisoner, they would be beaten. The little food they were given included soy beans, seaweed, rice, and once a month, fish. Escape from Japanese camps was very rare. When somebody was caught trying to escape they would be killed in front of other prisoners. In some camps ten prisoners would be killed for every one prisoner that was caught escaping. You would be treated either poorly or nicely in allied camps, depending on whether you were captured by Soviets or by English and Americans. If sent to Russia, POWs were given little food and were forced to take aggressive classes on communist ideals. Of the 90,000 Germans captured, about only 5,000 returned from Russia, and most of them were only let out ten years after the war had ended. Prisoners in America and Britain got it much better. Never short of food, were Prisoners always well fed. Medical supplies were always available and POWs were always taken care of. Though little, Prisoners were paid for the work they did for the Allies. Thousands of them attempted to escape, but all were recaptured. There is only one known escape in North America.

The Common European Framework For Languages English Language Essay

The Common European Framework For Languages English Language Essay The teaching and learning of languages in Germany in school contexts changed a lot in the last years. The trend in terms of education policy of standardization and competence orientation dominates more and more the German language teaching. The policy supports in an active way this reform. One of the most influential documents of this development is the Common European framework for languages. Its influence is in Germany especially strong since the authors of the German education standards for the first foreign language adopted nearly completely its concept. In this work I will show what the reform of language teaching in Germany mean. I will find answers for the question what competence orientated foreign language teaching is and I will consider how the Common European framework for languages and the German education standards for the first foreign language are related to this trend. Finally I will weight the positive aspects up against the problematic points of this development. 2. Reform of German foreign language teaching development of a competence orientated learning and teaching For quite a while the teaching and learning of languages in Germany in school contexts is influenced from a trend in terms of educational policy, called competence orientated teaching. (Hu 2008: S. 1) But what exactly is this trend, which dominates the discussion of the scientific community of those concerned with foreign language teaching and research? What is the potential of the changes which are accompanied by the competence orientated teaching and which aspects of this trend are controversial? A long time language teaching in German schools aimed to the instruction for four language skills: oral comprehension, written comprehension, speaking and writing. The teaching and learning of foreign languages was therefore clearly geared toward the language system of the respective language. (Hu, Leupold 2008: 52) Changes of the conditions of the external world, such as the progression of the globalisation, an increase of mobility of the people, relating to the evolution of globalisation and the phenomenon of migration lead to a different target of language teaching. The objective of language teaching in German schools was now the training of a so-called competence of communication. Before that time, the language system of the respective language was the focus of language teaching. After the change of the role of foreign languages in the life, the focus of learning and teaching languages was that the learners become able to express whatever it is they want to express. (Hu, Leupold 2008: 53) The Pragmatics, a subfield of linguistic, explained the complexity of the competence of communication by dividing it in several parts: linguistic competence, socio-linguistic competence, competence of discourse, strategically competence, socio-cultural competence, social competence. (Hu, Leupold 2008: 53) All in all, the development of language teaching in Germany is often described by scientific community as a change from orientation towards the input to an orientation towards the output. No longer the contents that the pupil has to learn are considered as the most important question of educational policy. The competences, abilities that the pupils can achieve by learning quite different contents are now the focus of the discussion in terms of educational policy. (Weil 2010: 16) In Germany that restructuring was especially driven forward after the so-called shock of Pisa in 2000. The Kultusministerkonferenz  [1]  (KMK) developed a strategy, a key element of which are the German education standards for the first foreign language (English/French) and the included idea of competence orientated teaching. The plan is to develop medium or long term aims for each subject of the German education system. The targets should be competence orientated and clearly fixed, so that it is possible to peer-review them. This project both challenged and changed the teaching and learning of languages in Germany. The idea of competence orientated language teaching is reflected in different parts of the German school system: in the education standards for the first foreign language, which is based on the Common European framework for languages, in exams comparing the accomplishment of all German pupils at a certain age, in types of exercises, which have to be involved in all language classes of German schools, etc. One of the most important or maybe the most important event of the described reform of learning and teaching languages is the Common European framework of languages in Germany. That is why this document will be the focus of the next part of my work. In the first part of this chapter I will look into what kind of document the CEFR is. In the second part I will show the implementation of the document in the German education system of language teaching. In the third part I will consider the reception of the CEFR and the idea of competence orientated teaching. 3. The Common European framework for languages 3.1 What is the CEFR? The CEFR was published in 2000 as result of many years of work on the European level. One year later a version in German language was published. The primary goal of the document was to create a closer unity between the member states. Therefore the target of the CEFR is first of all politically motivated. (Hu 2008: 4) Other important intentions of the CEFR can be summarized as follows: Intensification of learning and teaching languages, so that the people of the European Union have more mobility and so that a international communication can be more effective support of the concept of a European plurilingualism lifelong language learning to make the recognition of language qualifications easier to create the possibility of comparison of programmes for language learning, for language certificates to create more transparency and to describe realistic goals of language learning (chapter 1 of the CEFR) In the CEFR language is always considered, as we can see in the first chapter of the long document, as kind of a human action. In the concept of the CEFR learning a language serves for communication. The division of the complex ability to have mastered a foreign language in several parts, that can be assessed, has an especially huge influence of language teaching. Here you can see which different competences, considered as important for learning a language, are listed in the CEFR: declarative knowledge (savoir) knowledge about the world socio-cultural knowledge intercultural awareness skills and procedural knowledge (savoir-faire) practical skills intercultural skills competences of personality (savoir-à ªtre) ability to learn (savoir-apprendre) So the traditional targets of language learning are extended in the CEFR by up to other intentions, that where unconsidered until then: Techniques and strategies about how to learn are presented as important aspects of language learning. The cultural dimension of learning foreign languages is represented and the CEFR also pays some attention to the demands of the personality of the learner which are related to the process of language learning. Besides this, the process of learning languages was, in the CEFR, for the first time analysed in an instrumental-functional way by dividing the process of learning in six levels. (Caspari, Grà ¼newald etc. 2008: 1) The reference levels of the CEFR serve to describe the progresses in the process of learning. It is therefore evident that the underlying concept of language of the CEFR is an instrumental-functional one. Appropriate to his competences a language learner belongs after the concept of the CEFR to one of the three broad divisions, which can be divided into six levels. Here the structuring of learning languages which is developed by the authors of the CEFR: A Basic Speaker A1 Breakthrough or beginner A2 Waystage or elementary B Independent Speaker B1 Threshold or pre-intermediate B2 Vantage or intermediate C Proficient Speaker C1 Effective Operational Proficiency or upper intermediate C2 Mastery or advanced 3.2 The implementation of the CEFR in Germany: the CEFR as underlying concept of the education standards for the first foreign language After I have outlined what kind of document the CEFR is, I will describe his implementation in the German education standards for the first foreign language and with that his enormous influence on language teaching in German schools. In 2000, for the first time the international school study PISA (Programme for International Student Assessment) was performed. This is an international evaluation of the scholastic performance of 15-year-old pupils, which is coordinated by the Organisation for Economic Cooperation and Development (OECD). The relatively bad results of the German pupils (Born 2003) revealed the discrepancy between the targets and the requirements of the educational system and the real results. Because of the PISA results of 2000, the German educational policy was under big political pressure for action. (Caspari, Grà ¼newald etc. 2008: 1) In this conditions, the Kultusministerkonferenz passed education standards for the first foreign language (English/French) in 2003. These standards give information about the required standard of a pupil after having been at school for ten years, after the lower secondary school. These actions in term of educational policy should, at least at medium-term, improve the scholastic performance of German pupils and give Germany the chance to get a better ranking in the future. (Klieme, Leutner 2006: 876) The standardization of learning languages was a special case because a system of levels already existed from the CEFR. So the existing work form the Council of Europe was taken up. The B1 level was used as the basis for the level, which was expected at the end of lower secondary school. The educational standards describe consequently as well as the CEFR the expected normal level and not a minimal level. (Kunze 2007: 236) Since the educational standards practically adopted the skills of the CEFR, two more or less simultaneous developments in educational policy with original different intentions, coincided: the possibility to compare language competences in Europe and the goal in term of educational policy to describe accurately which competences are expected from the pupils at a certain grade, so that the scholastic performance can be assessed in a well founded way. (Hu 2008: 5) In spite of the different intentions the education standards for the first foreign language are clearly based on the CEFR. Also the division of the very complex competence to have mastered a language follows the example of the CEFR. Merely the terms and the presentation are different. The concept is nearly the same: skills of communication oral comprehension written comprehension speaking writing translating handling of the language system (grammar and vocabulary) vocabulary grammar pronunciation and intonation orthography intercultural competences socio-cultural knowledge comprehensive way to handle cultural differences coping with intercultural situations in practice competences of methods reception of texts (oral and written comprehension) ability to interact with texts production of texts (speaking and writing) strategies of learning presentation; to handle with mediums being conscious about the process of learning By the implementation of the CEFR in the German education standards, the European Councils document of learning and teaching of languages has a large influence on the language teaching in German schools. That is the reason why the CEFR is conspicuously often discussed by the German scientific community of those concerned with foreign language teaching and research. 3.3 Reception of the Common European framework for languages in Germany In this last part of my work I will consider the controversial discussion about the CEFR, its positive aspects and its weak spots. First I will speak about the positive points of the CEFR. Later I will present aspects which are criticised and at last I will give a short personal view on the CEFR and the underlying concept of language learning. 3.3.1 Positive aspects of the CEFR The CEFR led to a fundamental discussion of the teaching and learning of languages and it brought up the question about what the global targets of learning foreign languages are. The function of the CEFR as a stimulus to think about the being of language teaching is clearly profitable for future teaching and learning of languages. The process of rethinking traditions which was activated this way has shown for example one more time that the grammar focussed language teaching can not be justified by the actual point of view. (Neuner 2003) Many see the standardization of language learning positively, especially in Germany. Since the sixteen federal states of the Federal Republic of Germany have developed their own targets up to that time, the demands in the various parts of Germany were often quite different. Therefore a standardization of the global intention and the expected competences from the pupil, was necessary to support the pupils in achieving mobility and to create more justice for the pupils in Germany. (Caspari, Grà ¼newald etc. 2008: 9) A great step forward for language teaching, which is related to the CEFR, is the change of perspective on the process of learning. Before that, the judgements of the pupils performance was usually made deficit orientated. Faults and aspects of the language at which the pupils arent good were the focus of traditional language teaching. The CEFR lead however to a perspective in which the already acquired competences are focused. (Caspari, Grà ¼newald etc. 2008: 9-10) Like this change of perspective, the division of the global language-competence in several parts, as well as the organization in six levels influence the motivation of learner and teacher in a positive way. The process of learning a language is getting more structured and can be better organized. (Caspari, Grà ¼newald etc. 2008: 10) 3.3.2 Criticised aspects of the CEFR and his implementation in the German education system After the presentation of all this positive aspects I will show some examples of important points that are criticised. Problematic in the reform of the German education system by the implementation of the described standards is, that the teachers arent sufficiently involved. There are only very little workshops for introducing the teacher to the new way. (Caspari, Grà ¼newald etc. 2008: 11) Besides the underlying concept of language is often considered as one-sided: only the instrumental-functional aspect of language is taken into consideration. Aesthetic, creative and cultural dimensions of language are for example neglected. (Caspari, Grà ¼newald etc. 2008: 12) Another paradox problem related to the concept of competence orientated teaching is, that competences like intercultural competences, that are hard to assess, will be probably neglected in this reform, even if it is listed in the CEFR and the German education standards. Under the pressure of proving, that certain targets are reached, it is not surprising, that at first those goals which are hard to assess will be neglected. (Hu 2008: 6) All in all the emotional aspect of learning a language is not sufficiently taken into consideration. The importance to consider the needs and interests of learners are not really appreciated. (Kà ¶nigs 2003: 115) 4. Conclusion The precedent considerations about the development in educational policy show that a reform of language teaching in Germany was necessary. The results of the Pisa-studies 2000 made this necessity obvious. Nevertheless the changes are discussed in a controversial way and there are many aspects which have to be criticised. Especially the concept of language which underlie the idea of competence orientated language teaching is in several aspects problematic. It is one-sided instrumental-functional and overlook the creative, aesthetic and cultural dimension of languages. In my personal experience this aspects of foreign languages were always very important in the process of learning a language a way which is sometimes hard to go. That is why the needs and interest of language learners are extremely important aspects in the language-learning-process and why they it is important to involve them more in the actual development.

Dengue Fever: Symptoms, Treatment and Prevention

Dengue Fever: Symptoms, Treatment and Prevention Dengue fever Dengue fever is a disease that is triggered by a virus (DENV) and there are different serotypes related viruses (DENV-1, DENV-2, DENV-3, DENV-4) (Byron et al., 2009; Whitehorn et al., 2011). However they have 60-80% homology The virus belongs to the flaviviridae family genus and the flavivirus which is an aborvirus that is arthropod borne (Roach, 2002; Byron et al., 2009). Severity of dengue fever can progress to Dengue Haemorrhagic Fever (DHF) or Dengue Shock Syndrome (DSS) (Byron et al., 2009). It is an icosahedral virus that has an enveloped single stranded, positive sense genome (Byron et al., 2009; Whitethorn et al., 2011).      Figure 1. Dengue virus evoluntary tree (Hesse, 2007) Transmission of Dengue virus The virus is transmitted through a biological vector to human bloodstream from mosquito bites. The arthropod vector is Aedes mosquito mainly Aedes aegypti that is common in tropic or subtropics regions (Byron et al., 2009).  Aedes albopictu is another mosquito vector. The mosquito that has acquired the virus can transmit it to uninfected human for the rest of its life (). Human being are the reservoir for the virus, mosquito bite an infected human to obtain the virus which it will transmit to another human being who will now become a carrier () Another reservoir is monkey in the DENV virus sylvatic cycle. The virus is found in the mosquitoes salivary gland and can also be transmitted from adult mosquito to its egg making it preserving the virus from season to season (Rolland, 1995) Figure 1. Transmission cycles of dengue virus (Byron et al., 2009) Symptoms and Clinical features of dengue fever Infection by DENV maybe asymptomatic or show a wide range of clinical symptoms (Byron et al., 2009). Symptom are more severe in children below 15 years than in adults (Byron et al., 2009; Carlos et al., 2005). Dengue fever initiate with a high fever whereby the body temperature increases up to (104-105) Fahrenheit within 4-5 day from infection (Guzman et al., 2002). After 2-5 days of fever a red rash might appear followed by a second severe rash again that looks like measles accompanied by increase skin sensitivity and discomfort (Harris et al., 2000). Other symptoms are fatigue, muscle ache, joint ache, vomiting, Nausea, swollen lymph nodes, headache especially on the area behind the eyes, nasal stiffness, sore throat, coughing, retro-orbital pain, arthralgia, myalgia and gastrointestinal pain ( Byron et al., 2009; Guilarde et al., 2008). Leukopenia is common while thrombocytopenia is occasional, likely in patients with haemorrhagic signs like petechiae, gingival bleeding and epista xis (Guilarde et al., 2008; Kittigul et al., 2008) Pathogenesis of the Dengue virus (DENV) Lack of animal models results to lack of knowledge of the actual pathogenesis of the virus but it anticipated it is multifactorial (Bryon, 2009).Dengue fever virus have four serotypes (homology of surface antigen) which make it hard for the immune system to combat and this is the basis of it virulence(Ross, 2010; Limon et al., 2005). Host genetics and background, viral genetics and host immune status determines the pathogenesis and how the immune system reacts (Sierra et al., 2007; Quinlivan, 2007; Tanaka and Mizokami, 2007; Byron et al., 2009). Once the virus access the body system through the skin epidermis Langerhans and keratinocytes cells are initially infected. However the immune system responds by producing antibodies that stick structural protein while inactivating the virus and hindering macrophage infection by the virus. At this point primary infection occurs which is the dengue fever. However antibody adherence does not inactivate the virus, viral replication occurs by att aching to the cell surface entry inside the cell cytoplasm and translation of viral proteins (Rothman, 2010; Byron et al., 2009). Subsequently the virus enters the blood stream and results ( primary viremia) where it will attach various tissue macrophages in various organs likely macrophages within the spleen (Bracken, 2005; Byron et al., 2009). As the virus replication expands to macrophages, monocytes, liver cells, bone marrow, the viral load of DENV increases (Chang et al., 2002; Burke and Kliks, 2006). Viral replication efficiency determines the viral load which can be measure in blood to determine the severity of the infection (Hesse, 2000; Halstead, 2003; Green and Rothman, 2006; Byron, 2009). Infected cells die through apoptosis and to some extend by necrosis (Byron et al., 2009; Chakravarti et al., 2006). Necrosis causes release of toxins which triggers coagulation and fibrinolytic systems. Based on bone marrow stromal severity of infection, IL-6, IL-8, IL-10, and IL-18 leve ls hemopiosis is inhibited reducing blood thrombogenicity (Byron et al., 2009; Chao et al., 2009). Viral load and viral tropism will increase resulting to severe thrombocytopenia and platelet dysfunction which cause capillary fragility, easy bruising and also gastrointestinal mucosal bleeding which are features of DHF while the infection triggers development of specific antibody and cellular immune response against DENV (Nachman, 2008; Chang et al., 2002). Ig antibodies bind to the virus during secondary infection thereby eliciting the infection by increasing the viral load (Nachman, 2008; Byron et al., 2009) If another different serotype invades the body, the immune system combats it the same way as it did previously due to minor difference present within various serotypes (Bryon, 2009; Huerre et al., 2001). Moreso, the dengue viruses have M proteins that assist in apoptosis of their target cell. Furthermore upon macrophage invasion, DENV, it triggers the pro-inflammatory cytokines release as well as other mediators by antigen presenting cells, cross reactive T-cells of low and high avidity, HLA and endothelial cells of the immune system which compromise abnormal homeostasis and tissue permeability (Byron et al., 2009; Carlos et al., 2005). This slows down virus elimination and can cause a more severe secondary infection, such as DHF or DSS (Byron et al., 2009). Figure 2 Proposed pathogenicity of dengue virus (Byron et al., 2009). Diagnosis of dengue fever Dengue fever is diagnosed based on the clinical symptoms. Test and examination to identify the DENV can be done through antibody titre of the DENV (Jesse et al., 2004; Hesse, 2007). Another method is by doing a white blood cell count which is very low in infected patient (Jesse et al., 2004; Hesse, 2007; Ross 2010).Blood test to detect DENV via serology and ELISA to identify IGM antibodies (Hesse, 2007; Byron et al., 2009; Whitehorn et al., 2011). Carrying out a liver function test (ALT and AST) which is elevated in infected individuals (Byron et al., 2009). Further laboratory tests like polymerase chain reaction can be done for the virus types, specifically RT-PCR which identify viral RNA in patient samples (blood,liver,CFS) and can be modified to quantitative RT-PRC or using a Taqman probe when dealing with small quantities Of RNA (Hesse, 2007; Ross, 2010). Immunohistochemistry using antidengue monoclonal antibodies to identify viral RNA (Jesse et al., 2004) Prevention Can be done by shielding away from the Aedes mosquitoe and also reducing the mosquito population by covering the body through clothing to reduce chances of mosquito bites. Mosquitoe nets can be used (Argawal et al., 1998; Byron et al., 2009). Moreso travelling in times or to areas where mosquitoes are absent (An et al., 2004).Usage of mosquitoe repellents is also essential. In high risk areas, hose opening should be closed (windows, doors etc.) (Byron et al., 2004). Eliminating water stagnant by covering them as well as putting insecticides can kill the mosquitoe (Argawal et al., 1998; Byron et al., 2009). Moreso still water collecting containers like drums, flowerpots buckets should be eliminated (Byron et al., 2009) furthermore the World Health Organisation have made efforts to enforce correct disposal of these items via chemical methods and environmental management (World Health Organisation Media Centre, 2002; Argawal et al., 1998; Byron et al., 2009). Improving community dengue virus vector control programs and moreso monitoring and surveillance should be done in order to determine the control measures effectiveness (World Health Organisation Media Centre, 2002) Currently there is no vaccine against the dengue fever virus but there is ongoing research to develop vaccine against the virus (Byron et al., 2009). One promising vaccine been worked on is a live attenuated virus vaccine named West Nile virus, which is measles based virus to eradicate dengue (World Health Organisation Media Centre, 2002). This vaccine have been used in Thailand although there is no evidence that it can combat all four serotypes of dengue in order to avoid complications of dengue fever (DHF and DSS) (Argawal et al., 1998; Byron et al., 2009; World Health Organisation Media Centre, 2002). Treatment Treatment for dengue virus is not specific, to care for symptoms like dehydration, the patient must rest and consume copious amount of fluids, intravenous electrolytes is given to compensate the dehydration (Jesse et al., 2004; Hesse, 2007). For high fever, joint pain and headache antipyretic drugs like Acetaminophen (Tylenol) and codeine should be administered (Jesse et al., 2004; Hesse, 2007; Byron et al., 2009). Moreso drugs such as corticosteroids or carbazochrome sodium sulfonate are administered in order to inhibit the increase capillary permeability as well as stopping plasma leakage (Byron et al., 2009). Asprin and non-steroidal should be administered under doctor supervision for anti- inflammatory purposes (Byron et al., 2009). Treatment can reduce the mortality rate from 20% to 1% (Jesse et al., 2004; Hesse, 2007; Byron et al., 2009). Epidemiology Dengue fever has re-emerged since 20 years ago accompanied by an expansion in geographic distribution thereby increasing the epidemic, moreso with the upcome of hyperendemicity (Debarati and Schimmer, 2005). An estimation by the World Health Organisation of about 2.5 billion people are affected by the dengue virus each year. World Health Organisation estimated, that yearly there are 50-100 million cases per year with more than 500 000 cases of hospital admission with 15,00 deaths (World Health Organisation, 2002; Debarati and Schimmer, 2005 ). Dengue fever endemic has increase from 9 countries in 1970 to 100 countries currently (Debarati and Schimmer, 2005; World Health Organisation, 2002 ). The first dengue fever epidemics occurred in 1779-1780 in continents like Africa, Asia and South America (). Recently in 1998, there was a pandemic in United States resulting to less than 1% fatality rate. The mortality rate ranges from 1-10 % (Debarati and Schimmer, 2005; Byron et al., 2009). In creasing expansion of the disease all over the world is due to increase in population as well as lack of vector control programs (Gubler et al., 2004; Hesse, 2000). However due to control and preventive measures the number of cases is increasing from travellers who are carrying the virus from high risk areas such as sub-tropical and tropical region (Byron et al., 2009). Figure 3. Global epidemiology of Dengue virus (LaRive, 2008). Global cases and outbreaks of dengue fever In Venezuela, 2007 there was an outbreak of 80,000 dengue fever cases in which 6,000 persisted to DHF. In the same year above 890,000 cases were reported in America of which 26,000 persisted to DHF the route of transmission being endemic and from travellers ( Byron et al., 2009; World Health Organisation Media Centre, 2002). Most recent outbreak occurred in 2005 in Brownsville Texas with 25 reported cases and 16 DHF (Whitethorn et al., 2011) The virus was also transmitted to neighbouring state Tamaulipas where there was 1251 case reported in which 223 had DHF (Bebarati and Schimmer, 2005; Whitehorn et al., 2011).

Athletes and Performance Enhancing Drugs in Sports :: Argumentative Persuasive Essays

   Abstract:   Since the beginning of sports competition, athletes have always looked for some kind of an edge over their competitors.   They will do whatever it takes to be one of the elite and that includes injecting supplements into their bodies to make them bigger, stronger, and faster.   Steroid use is probably one of the most common drug misuses in sports competition.   Athletes found that with anabolic steroids one could become a better athlete twice as fast.   Not until 1975 was the drug first banned from Olympic competition because of the health risks it produced.   Shortly thereafter, the rest of the sports world did not allow anabolic steroids as well.   With the use of steroids no longer permitted athletes began to look for other alternatives.   On the rise is two substances called creatine and androstenedione, both of which are sold over the counter. These two performance enhancers have only had minimal testing done on them, excluding the l ong-term effects, simply because they haven't been around long enough.   Creatine and androstenedione have been said to produce results like steroids without the side effects.   The truth is they do produce side effects and irregular muscle growth. By banning the use of performance enhancing drugs, just like steroids, sports competition will have a much healthier and fairer environment to participate in.   Ã‚  Ã‚  Ã‚  Ã‚   Performance Enhancing Drugs in Sports The use of steroids and performance enhancing drugs is a common trend that is currently fascinating athletes all over the world.   Athletes who are using these drugs are damaging the sport and harming their bodies at the same time.   Seeking a greater athletic physique and ability, athletes turned to the use of steroids.   Once the dangers and possible health risks arose, athletes then turned to performance enhancers.   Two specific supplements have taken the sports world by storm and now are being used by athletes of all ages.   They are androstenedione and creatine.   It took years until people began to understand how dangerous steroids really were. These performance enhancers, like androstenedione and creatine are going to produce the same results.      Ã‚  Ã‚  Ã‚  Ã‚   The use of performance enhancing supplements has long played a role in athletics, especially after the utilization of drug testing was introduced during the 1972 Olympics.

Internet Music Sharing and the RIAA Essay -- Internet Online Communica

Internet Music Sharing and the RIAA In today’s high-tech computer savvy world, one of the largest controversies brewing on the internet is the downloading and sharing of music using various peer-to-peer programs such as Kazaa, Limewire, Audio Galaxy, and many others. These programs use software that, â€Å"rather than going through a server to request information, can make requests directly to other software. This attribute is what allows users of P2P networks to freely exchange music, movies and other types of files (Friedenberg).† To the everyday user, downloading all of their music from the internet is great. Who wouldn’t want to be able to get the newest Radiohead CD months before it comes out in stores and for free? However, the Recording Industry Association of America (RIAA) doesn’t find sharing music over the internet to be quite as appealing; in fact, according to the RIAA’s official website, they have begun launching their first of what could potentially be thousand’s of civil lawsuits against users of these peer-to-peer programs. (Recording Industry Begins Suing P2P File Sharers Who Illegally Offer Copyrighted Music Online). On Monday, September 10th, the RIAA sued 261 people, one of whom was a 12-year-old girl, Brianna LaHara of New York. This lawsuit was settled for $2,000 on Tuesday, by her mother (Music Piracy Suits Could Bring Backlash ) and was actually paid by P2P United, which is a group who represents major file-sharing websites on the internet (Mello). Mo st likely to appear to the people that are on the edge between the goods and evils of file sharing as the good guy, for helping out a 12-year-old who many believe shouldn’t have been prosicuted. Many people were upset by this particu... ... September 2003. . Mello, John P. â€Å"RIAA Settles First Lawsuit Against 12-Year-Old Brianna LaHara.† Tech News World. 11 September 2003. Tech News World. 23 September 2003. . â€Å"Music Piracy Suits Could Bring Backlash.† CNN.com. 10 September 2003. CNN. 21 September 2003. < http://www.cnn.com/2003/TECH/internet/09/10/backlash.music.ap/index.html>. Recording Industry Association of America – About Us. Recording Industry Association of America. 21 September 2003. . â€Å"Recording Industry Begins Suing P2P File Sharers Who Illegally Offer Copyrighted Music Online.† 8 September 2003. Recording Industry Association of America. 21 September 2003 .

The Vampire Diaries: The Awakening Chapter Eight

Elena had gone into the bathroom dazed and numbly grateful. She came out angry. She wasn't quite sure how the transformation had taken place. But sometime while she was washing the scratches on her face and arms, annoyed at the lack of a mirror and at the fact she'd left her purse in Tyler's convertible, she startedfeeling again. And what she felt was anger. Damn Stefan Salvatore. So cold and controlled even while saving her life. Damn him for his politeness, and for his gallantry, and for the walls around him that seemed thicker and higher than ever. She pulled the remaining bobby pins out of her hair and used them to fasten the front of her dress together. Then she ran through her loosened hair quickly with an engraved bone comb she found by the sink. She came out of the bathroom with her chin held high and her eyes narrowed. He hadn't put his coat back on. He was standing by the window in his white sweater with bowed head, tense, waiting. Without lifting his head, he gestured to a length of dark velvet laid over the back of a chair. â€Å"You might want to put that on over your dress.† It was a full-length cloak, very rich and soft, with a hood. Elena pulled the heavy material around her shoulders. But she was not mollified by the gift; she noticed that Stefan hadn't come any closer to her, or even looked at her while speaking. Deliberately, she invaded his territorial space, pulling the cloak more tightly about her and feeling, even at that moment, a sensual appreciation of the way the folds fell about her, trailing behind her on the floor. She walked up to him and made an examination of the heavy mahogany dresser by the window. On it lay a wicked-looking dagger with an ivory hilt and a beautiful agate cup mounted in silver. There were also a golden sphere with some sort of dial set into it and several loose gold coins. She picked up one of the coins, partly because it was interesting and partly because she knew it would upset him to see her handling his things. â€Å"What's this?† It was a moment before he answered. Then he said: â€Å"A gold florin. A Florentine coin.† â€Å"And what's this?† â€Å"A German pendant watch. Late fifteenth century,† he said distractedly. He added, â€Å"Elena-† She reached for a small iron coffer with a hinged lid. â€Å"What about this? Does it open?† â€Å"No.† He had the reflexes of a cat; his hand slapped over the coffer, holding the lid down. â€Å"That's private,† he said, the strain obvious in his voice. She noticed that his hand made contact only with the curving iron lid and not with her flesh. She lifted her fingers, and he drew back at once. Suddenly, her anger was too great to hold in any longer. â€Å"Careful,† she said savagely. â€Å"Don't touch me, or you might get a disease.† He turned away toward the window. And yet even as she moved away herself, walking back to the center of the room, she could sense his watching her reflection. And she knew, suddenly, what she must look like to him, pale hair spilling over the blackness of the cape, one white hand holding the velvet closed at her throat. A ravaged princess pacing in her tower. She tilted her head far back to look at the trapdoor in the ceiling, and heard a soft, distinct intake of breath. When she turned, his gaze was fixed on her exposed throat; the look in his eyes confused her. But the next moment his face hardened, closing her out. â€Å"I think,† he said, â€Å"that I had better get you home.† In that instant, she wanted to hurt him, to make him feel as bad as he'd made her feel. But she also wanted the truth. She was tired of this game, tired of scheming and plotting and trying to read Stefan Salvatore's mind. It was terrifying and yet a wonderful relief to hear her own voice saying the words she'd been thinking so long. â€Å"Why do you hate me?† He stared at her. For a moment he couldn't seem to find words. Then he said, â€Å"I don't hate you.† â€Å"You do,† said Elena. â€Å"I know it's not†¦ not good manners to say it, but I don't care. I know I should be grateful to you for saving me tonight, but I don't care about that, either. I didn't ask you to save me. I don't know why you were even in the graveyard in the first place. And I certainly don't understand why you did it, considering the way you feel about me.† He was shaking his head, but his voice was soft. â€Å"I don't hate you.† â€Å"From the very beginning, you've avoided me as if I were†¦ were some kind of leper. I tried to be friendly to you, and you threw it back in my face. Is that what agentleman does when someone tries to welcome him?† He was trying to say something now, but she swept on, heedless. â€Å"You've snubbed me in public time after time; you've humiliated me at school. You wouldn't be speaking to me now if it hadn't been a matter of life or death. Is that what it takes to get a word out of you? Does someone have to nearly be murdered? â€Å"And even now,† she continued bitterly, â€Å"you don't want me to get anywhere near you. What's the matter with you, Stefan Salvatore, that you have to live this way? That you have to build walls against other people to keep them out? That you can't trust anyone?What's wrong with you ?† He was silent now, his face averted. She took a deep breath and then straightened her shoulders, holding her head up even though her eyes were sore and burning. â€Å"And what's wrong withme ,† she added, more quietly, â€Å"that you can't even look at me, but you can let Caroline Forbes fall all over you? I have a right to know that, at least. I won't ever bother you again, I won't even talk to you at school, but I want to know the truth before I go. Why do you hate me so much, Stefan?† Slowly, he turned and raised his head. His eyes were bleak, sightless, and something twisted in Elena at the pain she saw on his face. His voice was still controlled-but barely. She could hear the effort it cost him to keep it steady. â€Å"Yes,† he said, â€Å"I think you do have a right to know. Elena.† He looked at her then, meeting her eyes directly, and she thought, That bad? What could be as bad as that? â€Å"I don't hate you,† he continued, pronouncing each word carefully, distinctly. â€Å"I've never hated you. But you†¦ remind me of someone.† Elena was taken aback. Whatever she'd expected, it wasn't this. â€Å"I remind you of someone else you know?† â€Å"Of someone I knew,† he said quietly. â€Å"But,† he added slowly, as if puzzling something out for himself, â€Å"you're not like her, really. She looked like you, but she was fragile, delicate. Vulnerable. Inside as well as out.† â€Å"And I'm not.† He made a sound that would have been a laugh if there had been any humor in it. â€Å"No. You're a fighter. You are†¦ yourself.† Elena was silent for a moment. She could not keep hold of her anger, seeing the pain on his face. â€Å"You were very close to her?† â€Å"Yes.† â€Å"What happened?† There was a long pause, so long that Elena thought he wasn't going to answer her. But at last he said, â€Å"She died.† Elena let out a tremulous breath. The last of her anger folded up and disappeared from under her. â€Å"That must have hurt terribly,† she said softly, thinking of the white Gilbert headstone among the rye grass. â€Å"I'm so sorry.† He said nothing. His face had closed again, and he seemed to be looking far away at something, something terrible and heartbreaking that only he could see. But there was not just grief in his expression. Through the walls, through all his trembling control, she could see the tortured look of unbearable guilt and loneliness. A look so lost and haunted that she had moved to his side before she knew what she was doing. â€Å"Stefan,† she whispered. He didn't seem to hear her; he seemed to be adrift in his own world of misery. She could not stop herself from laying a hand on his arm. â€Å"Stefan, I know how it can hurt-† â€Å"You can't know,† he exploded, all his quietness erupting into white rage. He looked down at her hand as if just realizing it was there, as if infuriated at her effrontery in touching him. His green eyes were dilated and dark as he shook her hand off, flinging a hand up to bar her from touching him again- -and somehow, instead, he was holding her hand, his fingers tightly interlocked with hers, hanging on for dear life. He looked down at their locked hands in bewilderment. Then, slowly, his gaze moved from their clasping fingers to her face. â€Å"Elena†¦Ã¢â‚¬  he whispered. And then she saw it, the anguish shattering his gaze, as if he simply couldn't fight any longer. The defeat as the walls finally crumbled and she saw what was underneath. And then, helplessly, he bent his head down to her lips. â€Å"Wait-stop here,† said Bonnie. â€Å"I thought I saw something.† Matt's battered Ford slowed, edging toward the side of the road, where brambles and bushes grew thickly. Something white glimmered there, coming toward them. â€Å"Oh, my God,† said Meredith. â€Å"It's Vickie Bennett.† The girl stumbled into the path of the headlights and stood there, wavering, as Matt hit the brakes. Her light-brown hair was tangled and in disarray, and her eyes stared glassily out of a face that was smudged and grimy with dirt. She was wearing only a thin white slip. â€Å"Get her in the car,† said Matt. Meredith was already opening the car door. She jumped out and ran up to the dazed girl. â€Å"Vickie, are you all right? What happened to you?† Vickie moaned, still looking straight ahead. Then she suddenly seemed to see Meredith, and she clutched at her, digging her nails into Meredith's arms. â€Å"Get out of here,† she said, her eyes filled with desperate intensity, her voice strange and thick, as if she had something in her mouth. â€Å"All of you-get out of here! It's coming.† â€Å"What's coming? Vickie, where is Elena?† â€Å"Get outnow . †¦Ã¢â‚¬  Meredith looked down the road, then led the shaking girl back to the car. â€Å"We'll take you away,† she said, â€Å"but you have to tell us what's happened. Bonnie, give me your wrap. She's freezing.† â€Å"She's been hurt,† said Matt grimly. â€Å"And she's in shock or something. The question is, where are the others? Vickie, was Elena with you?† Vickie sobbed, putting her hands over her face as Meredith settled Bonnie's iridescent pink wrap around her shoulders. â€Å"No†¦ Dick,† she said indistinctly. It seemed to hurt her to speak. â€Å"We were in the church†¦ it was horrible. It came†¦ like mist all around. Dark mist. And eyes. I saw its eyes in the dark there, burning. They burnt me†¦Ã¢â‚¬  â€Å"She's delirious,† said Bonnie. â€Å"Or hysterical, or whatever you call it.† Matt spoke slowly and clearly. â€Å"Vickie, please, just tell us one thing. Where is Elena? What happened to her?† â€Å"I don't know .† Vickie lifted a tear-stained face to the sky. â€Å"Dick and I-we were alone. We were†¦ and then suddenly it was all around us. I couldn't run. Elena said the tomb had opened. Maybe that was where it came from. It was horrible†¦Ã¢â‚¬  â€Å"They were in the cemetery, in the ruined church,† Meredith interpreted. â€Å"And Elena was with them. And look at this.† In the overhead light, they could all see the deep fresh scratches running down Vickie's neck to the lace bodice of her slip. â€Å"They look like animal marks,† said Bonnie. â€Å"Like the marks of cat's claws, maybe.† â€Å"No cat got that old man under the bridge,† said Matt. His face was pale, and muscles stood out in his jaw. Meredith followed his gaze down the road and then shook her head. â€Å"Matt, we have to take her back first. We have to,† she said. â€Å"Listen to me, I'm as worried about Elena as you are. But Vickie needs a doctor, and we need to call the police. We don't have any choice. We have to go back.† Matt stared down the road for another long moment, then let out his breath in a hiss. Slamming the door shut, he put the car into gear and turned it around, each motion violent. All the way back to town, Vickie moaned about the eyes. Elena felt Stefan's lips meet hers. And†¦ it was as simple as that. All questions answered, all fears put to rest, all doubts removed. What she felt was not merely passion, but a bruising tenderness and a love so strong it made her shake inside. It would have been frightening in its intensity, except that while she was with him, she could not be afraid of anything. She had come home. This was where she belonged, and she had found it at last. With Stefan, she was home. He pulled back slightly, and she could feel that he was trembling. â€Å"Oh, Elena,† he whispered against her lips. We can't- â€Å"We already have,† she whispered, and drew him back down again. It was almost as if she could hear his thoughts, could feel his feelings. Pleasure and desire raced between them, connecting them, drawing them closer. And Elena sensed, too, a wellspring of deeper emotions within him. He wanted to hold her forever, to protect her from all harm. He wanted to defend her from any evil that threatened her. He wanted to join his life with hers. She felt the tender pressure of his lips on hers, and she could hardly bear the sweetness of it. Yes , she thought. Sensation rippled through her like waves on a still, clear pond. She was drowning in it, both the joy she sensed in Stefan and the delicious answering surge in herself. Stefan's love bathed her, shone through her, lighting every dark place in her soul like the sun. She trembled with pleasure, with love, and with longing. He drew back slowly, as if he could not bear to part from her, and they looked into each other's eyes with wondering joy. They did not speak. There was no need for words. He stroked her hair, with a touch so light that she could scarcely feel it, as if he was afraid she might break in his hands. She knew, then, that it had not been hatred that had made him avoid her for so long. No, it had not been hatred at all. Elena had no idea how much later it was that they quietly went down the stairs of the boarding house. At any other time, she would have been thrilled to get into Stefan's sleek black car, but tonight she scarcely noticed it. He held her hand as they drove through the deserted streets. The first thing Elena saw as they approached her house was the lights. â€Å"It's the police,† she said, finding her voice with some difficulty. It was odd to talk after being silent so long. â€Å"And that's Robert's car in the driveway, and there's Matt's,† she said. She looked at Stefan, and the peace that had filled her suddenly seemed fragile. â€Å"I wonder what happened. You don't suppose Tyler's already told them†¦ ?† â€Å"Even Tyler wouldn't be that stupid,† said Stefan. He pulled up behind one of the police cars, and reluctantly Elena unclasped her hand from his. She wished with all her heart that she and Stefan could just be alone together, that they would never need to face the world. But there was no help for it. They walked up the pathway to the door, which was open. Inside, the house was a blaze of lights. Entering, Elena saw what seemed like dozens of faces turned toward her. She had a sudden vision of what she must look like, standing there in the doorway in the sweeping black velvet cloak, with Stefan Salvatore at her side. And then Aunt Judith gave a cry and was holding her in her arms, shaking her and hugging her all at once. â€Å"Elena! Oh, thank God you're safe. But where have you been? And why didn't you call? Do you realize what you've put everyone through?† Elena stared around the room in bewilderment. She didn't understand a thing. â€Å"We're just glad to see you back,† said Robert. â€Å"I've been at the boarding house, with Stefan,† she said slowly. â€Å"Aunt Judith, this is Stefan Salvatore; he rents a room there. He brought me back.† â€Å"Thank you,† said Aunt Judith to Stefan over Elena's head. Then, pulling back to look at Elena, she said, â€Å"But your dress, your hair-what happened?† â€Å"You don't know? Then Tyler didn't tell you. But then why are the police here?† Elena edged toward Stefan instinctively, and she felt him move closer to her in protection. â€Å"They're here because Vickie Bennett was attacked in the cemetery tonight,† said Matt. He and Bonnie and Meredith were standing behind Aunt Judith and Robert, looking relieved and a little awkward and more than a little tired. â€Å"We found her maybe two, three hours ago, and we've been looking for you ever since.† â€Å"Attacked?† said Elena, stunned. â€Å"Attacked by what?† â€Å"Nobody knows,† said Meredith. â€Å"Well, now, it may be nothing to worry about,† said Robert comfortingly. â€Å"The doctor said she'd had a bad scare, and that she'd been drinking. The whole thing may have been in her imagination.† â€Å"Those scratches weren't imaginary,† said Matt, polite but stubborn. â€Å"What scratches? What are you talking about?† Elena demanded, looking from one face to another. â€Å"I'll tell you,† said Meredith, and she explained, succinctly, how she and the others had found Vickie. â€Å"She kept saying she didn't know where you were, that she was alone with Dick when it happened. And when we got her back here, the doctor said he couldn't find anything conclusive. She wasn't really hurt except for the scratches, and they could have been from a cat.† â€Å"There were no other marks on her?† said Stefan sharply. It was the first time he'd spoken since entering the house, and Elena looked at him, surprised by his tone. â€Å"No,† said Meredith. â€Å"Of course, a cat didn't tear her clothes off-but Dick might have. Oh, and her tongue was bitten.† â€Å"What?† said Elena. â€Å"Badly bitten, I mean. It must have bled a lot, and it hurts her to talk now.† Beside Elena, Stefan had gone very still. â€Å"Did she have any explanation for what happened?† â€Å"She was hysterical,† Matt said. â€Å"Really hysterical; she wasn't making any sense. She kept babbling about eyes and dark mist and not being able to run-which is why the doctor thinks maybe it was some sort of hallucination. But as far as anyone can make out, the facts are that she and Dick Carter were in the ruined church by the cemetery at about midnight, and that something came in and attacked her there.† Bonnie added, â€Å"It didn't attack Dick, which at least shows it had, some taste. The police found him passed out on the church floor, and he doesn't remember a thing.† But Elena scarcely heard the last words. Something had gone terribly wrong with Stefan. She couldn't tell how she knew it, but she knew. He had stiffened as Matt finished speaking, and now, though he hadn't moved, she felt as if a great distance was separating them, as if she and he were on opposite sides of a rifting, cracking floe of ice. He said, in the terribly controlled voice she had heard before in his room, â€Å"In the church, Matt?† â€Å"Yes, in the ruined church,† Matt said. â€Å"And you're sure she said it was midnight?† â€Å"She couldn't be positive, but it must have been sometime around then. We found her not long after. Why?† Stefan said nothing. Elena could feel the gulf between them widening. â€Å"Stefan,† she whispered. Then, aloud, she said desperately, â€Å"Stefan, what is it?† He shook his head. Don't shut me out, she thought, but he wouldn't even look at her. â€Å"Will she live?† he asked abruptly. â€Å"The doctor said there was nothing much wrong with her,† Matt said. â€Å"Nobody's even suggested she might die.† Stefan's nod was abrupt; then he turned to Elena. â€Å"I've got to go,† he said. â€Å"You're safe now.† She caught his hand as he turned away. â€Å"Of course I'm safe,† she said. â€Å"Because of you.† â€Å"Yes,† he said. But there was no response in his eyes. They were shielded, dull. â€Å"Call me tomorrow.† She squeezed his hand, trying to convey what she felt under the scrutiny of all those watching eyes. She willed him to understand. He looked down at their hands with no expression at all, then, slowly, back up at her. And then, at last, he returned the pressure of her fingers. â€Å"Yes, Elena,† he whispered, his eyes clinging to hers. The next minute he was gone. She took a deep breath and turned back to the crowded room. Aunt Judith was still hovering, her gaze fixed on what could be seen of Elena's torn dress underneath the cloak. â€Å"Elena,† she said, â€Å"whathappened ?† And her eyes went to the door through which Stefan had just left. A sort of hysterical laughter surged up in Elena's throat, and she choked it back. â€Å"Stefan didn't do it,† she said. â€Å"Stefan saved me.† She felt her face harden, and she looked at the police officer behind Aunt Judith. â€Å"It was Tyler, Tyler Smallwood†¦Ã¢â‚¬ 