States That Have Gemstones

Trackinging And Tracking - 972 Words

The objective is to demonstrate wireless user tracking and sensing with 802.11ad for AR and VR applications. The motivation for this objective is to reduce the complex communications and computation that is standard with today’s VR systems and reduce cost by replacing/augmenting conventionally used orientation and tracking sensors. (I) Develop a working demo of real time User tracking using 802.11ad (II) Demo would support extremely high throughput (1 Gbps) over an acceptable packet loss rate while tracking a user (III) Observe and note 60 GHz link characteristics and utilize it to enhance tracking functionality (IV) Proof of concept/demo would identify possibility of replacing/augmenting contemporary orientation and positioning†¦show more content†¦To the best of our knowledge, there has been no previous work which looked into utilizing 802.11ad for location, orientation and movement estimation prior to this. We divide the research plan and approach into two categories- Simulation Based and Experimental Work. The two categories do not follow a particular order i.e they can proceed independent of one another. A.Simulation Based I. Angle of Arrival estimation for varying beam widths using multiple trackers (MATLAB based). This would help establish a theoretical bound on the attainable accuracy and would serve to stand a basic reference. II. Investigate possible usage of MATLAB’s WLAN System Toolbox to aid simulation This might prove useful in later stages of the project if there is a need for 802.11ad waveform generation and simulation B. Experimental Work I. Characterize and extensively document a commercially available 60 GHz radio development kit (RDK) to gain familiarity with it and its software. The most promising solution seems to be Tensorcomm’s TC60G-USB3.0 EVK. This RDK is reasonably priced and provides access to critical parameters of interest. II. Use the RDK to characterize various 60 GHz environment which include: a long hall, a model home, an office, an auditorium and a large storage room. Measurements would first be obtained with a stationary system then evolve to a moving Rx. The main objective here is to explore various techniques to obtain

The Moral Component of Rerum Novarum Free Essays

1. What did Leo say about the poor people? The present age has handed over the working poor to inhumane employers and greedy competitors. (a. We will write a custom essay sample on The Moral Component of Rerum Novarum or any similar topic only for you Order Now 6) He saw the working poor as needy and helpless, (a. 66) And they are insufficiently protected against injustices and violence. (a. 32) 2. What did he want the working poor to understand? He wanted the working poor to understand that the lowest in society cannot be made equal with the highest and that poverty is no disgrace. (a. 37) To suffer and endure is human. (a. 27) The working poor are told not to injure the property or person of their employers and not to forcibly the property of others. (a. 55) 3. What was the moral component of Leo’s message? The message to the working poor seems to be aimed at calming and consoling the poor, encouraging them to accept their position in society without rancor and without harm to others. Leo sought to enlist the aid of the working poor in preserving good order. 4. What did Leo say to those who work with the poor? Leo XIII declared that the working poor must be cared for. Employers have clear moral obligations: workers are not to be treated as slaves; the dignity of your workers’ human personality must be respected; do not use people as things for gain; do not oppress the needy or the wretched for your own profit. The approach to employers is on a high moral plane, but it is also very practical: you need your poor worker, so work with him harmoniously. It is immoral to treat workers unjustly, and it is also not in the best interest of ownership and management. 5. What was the message to the employers? Leo warns the employers against the pitfalls of being wealthy; pointing out that wealth does not end sorrow and that it is a hindrance to eternal happiness. In view of eternity, what counts is not how much we have but how we use what we have, and we will have to account to God for our use of wealth 6. What did the Pope say to the wealthy? The wealthy are told that their goods are for their perfection and the benefit of others, and they are encouraged to share their goods when they see others in need: when the need is extreme, the demand is of justice: otherwise, the demand is of charity. 7. What was R.N’s teachings of unions and strikes? The encyclical comes down strongly in favour of unions, stating that their increase is to be desired. (a. 69) The immediate object of unions is the private advantage of those associated, so that workers are to use their unions to secure increase in goods of body, soul and prosperity. (a. 71) The principal goal of unions is moral and religious perfection. (a. 77) The message about preserving good order is clear and unmistakable, but so is the message about standing up for rights. Leo XIII wanted the working poor to protect their interests, to make demands, to press their claims, and the principal means for doing this was the formation of unions. 8. What did Leo say about working conditions? Wages should never be less than enough to support a worker who is thrifty and upright. (a. 63) Work should not be so long that it dulls the spirit or that the body sinks from exhaustion. (a. 59) The factors in the establishment of hours are listed as: the nature of the work; the circumstances of time and place; the physical condition of the workers. (a. 59) 9. What was his stand on private ownership and property? Private ownership must be preserved inviolate. (a. 23) Must be regarded as sacred. (a. 65) It is wrong for ownership to be limited to a small number of people, and private property must be spread among the largest number of population. (a. 65) And a more equitable division of goods. (a. 66) 10. How did Leo see the role of government? The purpose of government is to cause public and individual well-being. (a. 48) The government must protect the community and it’s constituent parts. (a. 52) Protect equitably each and every class of citizens. (a. 49) Give special consideration to the weak and poor. (a. 54) This special care should include the working poor. (a. 54) Improve the condition of workers. (a. 48) Safeguard the well-being and interests of workers. (a. 49) Protection of the goods of the worker’s soul. (a. 57) The government’s intervention in matters of wages, hours, and working conditions should be avoided. (a. 64) The government does not have the authority to forbid unions. (a. 72) It can oppose, dissolve and prevent unions when their objective is at variance with good morals, justice, or to it that there are no strikes. (a. 56) It should seek to remove the causes of strikes. (a. 56) Government must permit freedom of action to individuals and families. (a. 52) Government should give public aid to families in extreme difficulty. (a. 21) Â · Briefly summarise the popes intention and purpose for the Rerum Novarum. The Popes intention was his conviction that the present ages has handed over the working poor to inhumane employers and greedy competitors. He wanted to help the working poor by setting these rules. These rules help people to know their roles and obligations when dealing with work. How to cite The Moral Component of Rerum Novarum, Essay examples

Mans best friend Essay Example For Students

Mans best friend Essay Jacob NorquistFeb. 3rd, 2002Mrs. Boothman DuyckMans Best FriendWho do you consider your best friend? Is it the person you grew up with? Is it your husband or wife? For many it is someone that is always theyre for them when sad or lonely, or when one needs to talk, cry, or laugh. However, thousands of Americans are turning to their dogs for a favorite companion. This paper will explore the enduring phrase Mans Best Friend and the loyalty, faithfulness, intelligence, and companionship shared by dogs and masters that make this statement true. Some might ask, why would anyone consider a dog their best friend? For many dog owners the answer would be loyalty. In a story from the Christian Science Monitor author William H. Carlile wrote, There is a hero on West Eunice Street just outside the suburb of Tucson: a two-year-old female English Springer Spaniel named Brandy. She is credited by law-enforcement officials with attacking and chasing off an intruder last year at the home of her owners, Jerry and Kendal Plank, despite having been shot five times by a 9mm semiautomatic machine gun.(11) This story is an excellent example of the loyalty a dog can acquire towards its masters, to be able to protect and even save lives. Loyalty is a very common trait given to dogs by their owners. Many of those who talk of the loyalty their dogs have for them will also have an incredible story to back up their beliefs. In an article in The Australian, an experienced hunter fell into a ravine and was unable to get out. He was there for five day s before rescuers found him; they reported that temperatures fell below freezing at night and it rained three of the five nights (007). His dog Bee, was able to get out of the ravine but decided to stay with his masters. Searcher Brent Keightley said, If it wasnt for the dog, Des wouldnt have survived. The article tells of how the dog slept with him to keep him warm during the freezing nights (007). This story not only demonstrates loyalty but also the faithfulness that a dog and master often share. Mans Best Friend is often considered a household phrase. Many people think of the loyalty of a dog when they here this saying, but for some it is also the loyalty of the owner and the friendship that builds between them. For an old baseball coach of mine it is not only a household saying but also the story of his relationship to his dog. Cassie, a black lab, went with him everywhere. Being a baseball coach, fireman, owner of a Construction Company, husband, and father of two this provides many places for Cassie to travel along side her owner. From games and practices to the work site of his construction jobs, she was always there to keep him company. As long as I have spent time around the two, he has talked to Cassie as if she were one of his kids. Stories like this can be found across the nation, proving that it is not just a few people who share a relationship at this level with their dogs. Many people have researched and studied the intelligence of dogs. However, I was unable to find any information that even compared to a newspaper article I found out of the Christian Science Monitor:Dusty, a two year-old bichon frise from Ely, Minn. Dusty was in a car driven by owner Joel Ward when it ran off a rain-soaked dirt road and tumbled into a forest. Even though he had been thrown from the car, Dusty made his way back to the road and jumped up and down in the middle of the road until a passing motorist called for help. Dusty then went back and stood guard over Mr. Ward until rescuers came. (Carlile, 11)As I have shown here a dog can prove to be more than just a family pet. Many dogs become as closely attached to their owners as their owners are to them. .ue568a4bbad9f8bb5c323a7eb7cfc14c7 , .ue568a4bbad9f8bb5c323a7eb7cfc14c7 .postImageUrl , .ue568a4bbad9f8bb5c323a7eb7cfc14c7 .centered-text-area { min-height: 80px; position: relative; } .ue568a4bbad9f8bb5c323a7eb7cfc14c7 , .ue568a4bbad9f8bb5c323a7eb7cfc14c7:hover , .ue568a4bbad9f8bb5c323a7eb7cfc14c7:visited , .ue568a4bbad9f8bb5c323a7eb7cfc14c7:active { border:0!important; } .ue568a4bbad9f8bb5c323a7eb7cfc14c7 .clearfix:after { content: ""; display: table; clear: both; } .ue568a4bbad9f8bb5c323a7eb7cfc14c7 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue568a4bbad9f8bb5c323a7eb7cfc14c7:active , .ue568a4bbad9f8bb5c323a7eb7cfc14c7:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue568a4bbad9f8bb5c323a7eb7cfc14c7 .centered-text-area { width: 100%; position: relative ; } .ue568a4bbad9f8bb5c323a7eb7cfc14c7 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue568a4bbad9f8bb5c323a7eb7cfc14c7 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue568a4bbad9f8bb5c323a7eb7cfc14c7 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue568a4bbad9f8bb5c323a7eb7cfc14c7:hover .ctaButton { background-color: #34495E!important; } .ue568a4bbad9f8bb5c323a7eb7cfc14c7 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue568a4bbad9f8bb5c323a7eb7cfc14c7 .ue568a4bbad9f8bb5c323a7eb7cfc14c7-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue568a4bbad9f8bb5c323a7eb7cfc14c7:after { content: ""; display: block; clear: both; } READ: Kurt Lewin EssaySome pet owners find that their dogs seem to understand them more than they had ever imagined. In a newspaper article for the Dallas Morning News

The Training Program for the Personnel

Introduction Description of the Program Content The training program is designed for employees of a computer company in the UAE whose subsidiaries are located in different cities. The program involves 4 classes where the trainees will study specific techniques and methods enhancing their competitiveness in advertizing the new product (Astrocompt ZT).Advertising We will write a custom assessment sample on The Training Program for the Personnel specifically for you for only $16.05 $11/page Learn More The problem of location will also be addressed to introduce specific methods of teaching. With regard to the techniques, the program is to be implemented in 4 weeks where 1 week will be given for studying one technique. Objectives The objectives of the training are as follows: To increase the capacity of the new staff. Not-well trained employee could change the relation of the employees towards their fellow workers; To improve the overall performance of the c ompany; To develop the higher advanced skills in the new workers. To develop the skills of the new employees so as to speed up the educational process. Training Techniques These training techniques are aimed at improving the efficiency of the computer company. Hence, the identified techniques include strategies for enhancing greetings, the implementation of open-ended questions, emphasis on better understanding of the product, and effective listening techniques. Greetings The client has to be greeted so as to create a healthy environment for business and ensure that the client is at the right place. The greetings could also make a customer feel comfortable to ask questions about the products. Open-ended Questions The importance of open-ended questions is to allow the sales clerk to know the nature of the goods the buyer would wish to purchase. This ensures that a sales representative could explain the buyer the technical characteristics of the product, the peculiarities of its work ing process and consult the buyer about the prize. These questions ensure that the salesperson does not get â€Å"Yes† or â€Å"No† answers. It also gives an opportunity to create an effective dialogue between the salesperson and the buyer.Advertising Looking for assessment on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Understanding the Product The seller benefits from full understanding of the product after one enables him/her to read a description report of the product and then to discuss the specifics of the goods. Effective Listening Effective listening will help the seller identify the customers’ needs. It enables the seller to cope with all types of customers: arrogant, moody, polite or abusive persons. Methods of Teaching for Each Class Each class will be dedicated to mastering the above-enumerated techniques. In order to understand the main aspects of successful relations between the cust omer and provider, it is necessary to introduce a number of theories on managing customer relations. Specifically, a plan of lectures should be developed to investigate such points as the basics of customer service and support, development of customer attention, and identification of potential buyers. Similar concerns are connected to structuring open-ended questions, understanding the product, and analyzing effective listening techniques. Due to the fact that employees participating in the program work in different cities, using online conferences and e-mails for accomplishing assignments will suit the best the teaching methods. In this respect, each subsidiary should have a class equipped with computers for conducting online lessons. All the tasks accomplished in the form of questions, essays, and case studies will be submitted to the main office of the company. In addition, it will be more effective for the program supervisors to create official online site revealing the main asp ects of the training program to attract more employees into the course and encourage those to learn more information about successful customer relation management.Advertising We will write a custom assessment sample on The Training Program for the Personnel specifically for you for only $16.05 $11/page Learn More What is more important, the employees registered to the site should be provided with personal login and password to their page where they can receive theoretical and practical information. Evaluating the Effectiveness of the Program The distribution of questionnaires helps to give a comprehensive report of the training techniques learnt by the trainees after they fill them. Informal comments are one more mean of training. These comments facilitate an employer or a human resource manager to learn the effectiveness of the training of the new employees. Job assessments. The trainees will go back to the company so as to know whether they have acqui red the new techniques or not. Pre- and Post-test scores. The company analyzes its performance before and after the new employees’ training. This helps the company to learn if its scores are improving or not. Supervisor’s report. The supervisors should come up with a report that shows the new performance of the trainees after the training. This determines the new performance of the company. Financial report. This is a report that shows the new difference of finance status before and after training. This may show some improvement shifts in the employees’ performance. Inspecting the trainees. This will help to know if the trainees are using the newly acquired techniques. This evaluation technique is aimed at underscoring the results of the training implementation.Advertising Looking for assessment on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Considering clients’ comments let the company know if there is an improvement after the training. Consideration of the clients’ comments enables to know the demand on the product. In addition, job observation helps to determine whether the sales are increasing after selling or not. Requirements for the Staff Prior to the course introduction, the employees should review carefully the main problems and objectives presented in the program. They should have full awareness of the main techniques and methods that will be applied to enhancing their competitiveness and performance. Due to the fact that the majority of employees are located in different cities, they should still be equally informed about the main scope of the course. Certain behavioral patterns should be worked out as well for effective implementation of the program. In particular, the supervisor should make sure that trainees have equal level of comprehending information, as well as equal skills for knowledge acquisition. It is also advisable to define if all employees should understand the general developmental and behavioral needs. In addition, they should be ready to re-evaluate and re-conceptualize previous mistakes. Providing Solutions to the Problem Due to the fact that the employees were directed by the general guidelines stating duties and obligations of the employees, no information was given on the product itself. Specifically, the supervisor failed to give the major advertising characteristics of the newly introduced product. Judging from the customer’s complaints, the trainer never introduced total description of the product, as well as failed to initiate the employees into the warrantee questions. In addition, lack of effective communication and listening skills also contributed to failure of the selling process. Communication skills In many companies, the communication between the client and the salesperson is usually wanting. This is because the sales representative s are sometimes rude to their clients if they do not come to an agreement. Therefore, the salespeople should improve their communication strategy in order to attract more customers. They need to greet the customers warmly in order to start a healthy business communication. The buyers now start feeling comfortable asking questions about any products. Listening skills Once a customer calls or visits the business premises, the salesperson is required to listen to the client attentively to understand what exactly the customer needs, and come into an agreement with him/her. This ensures that the salesperson will try to provide the client with an adequate report about the product. The number of customer’s increases because there are no customers that leave the company without complete information about products of the company. Encourage advertisement The company should ensure that advertisements are properly introduced. The advertisement should contain a comprehensive report about the product. Additionally, it should be genuine and well presented to help the customers get more information about the launched product. The increase in sales volume will be noted immediately. Punctuality The successful work of a company requires the punctuality of every employee in the company. This will help the company to deal with more customers within a short period of time. In addition, it should ensure that the product is ordered and delivered to the client on time. Maintenance Computers are highly delicate electronics. Therefore, they should be handled carefully in order to keep them in a good state. If computers must be delivered, they should be carried carefully so as not to break those down. Therefore, the company should have the qualified personnel to handle its goods to ensure the quality. The already trained employees can teach their clients how to handle the computers. Finances The company must use its finances wisely, for example, in training its employees for the p urpose of increasing its productivity. It all depends on the finance policy and the management of the enterprise. The company has to introduce new advertising methods in order to attract more customers. Since the introduction of â€Å"Astrodome ZT† by the company, its purchase rates have been too low due to new sales representatives who could not find the answers to questions asked by clients. Results are shown by the difference in productivity. If the training is effective, it will be indicated by the behavior of the newly trained staff. In most cases, there must be an improvement in the behavior of the trainees to indicate the well performed training. With regard to this computer company, improvement will lead to an improvement in every department of the company. For example, customers’ number will increase and the sales volumes should be augmented as well. Reactions of customers enable the company to measure the efficiency of training. The first reactions of custome rs are particularly valuable because they clearly indicate the clients’ positive or negative attitude to the offered product. Table Duration (in days) Content Methods of Training Date 5 Greeting (basics of customer relations management) Evaluation of practical information; organization of power point presentation 11/28/2011 5 Structuring open-ended questions Analysis of cases studies on management 12/05/2011 5 Product Analysis Analysis of cases studies related to the product defects for the employees to understand the main benefits and shortcomings of the product 12/12/2011 5 Effective Listening Analysis of reasons for customer complaints with regard to communication theories 12/19/2011 This assessment on The Training Program for the Personnel was written and submitted by user Linda Robbins to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on EDI

Wouldn’t it be great to have a way of transferring documents computer-to-computer with totally unrelated companies in an electronic form that would cut down on paper usage? Guess what! We have it. EDI or Electronic Data Interchange has been around for quite sometime now. This electronic method of document transfer is quite amazing and has many benefits once it is implemented. How does EDI work? One credible source explains an example of an EDI transaction, as it would be for a purchase order in these seven steps: 1. The buyer’s production database includes data generated by the applications software. The application software may be a vendor-purchased package or custom-developed. The buyer enters order information, generating a purchase order on the computer. The order information then channels through a number of interface programs. 2. The interface programs perform edits and checks on the document and direct the order data in to predefined EDI interface files. The EDI interface files contain the order information in a form that can be read by the EDI translation software - a set of programs that translates or maps the interface file data into an electronic document formatted according to EDI standards. The electronic document (in this case, the purchase order) consists of a file (or files) that contains the order data in a predefined, recognizable format. 3. The communication software adds appropriate communications protocols (e.g., asynchronous or bisynchronous) to the EDI document in preparation for transmission over telephone lines. 4. Using a modem and telephone line, the buyer transmits the electronic standard purchase order to the supplier’s computer. 5. The communications software on the supplier’s computer interprets and/or converts the communications protocols to open the electronic document. The standard EDI purchase order is now in a recognizable format in a file or files and is now availab... Free Essays on EDI Free Essays on EDI Wouldn’t it be great to have a way of transferring documents computer-to-computer with totally unrelated companies in an electronic form that would cut down on paper usage? Guess what! We have it. EDI or Electronic Data Interchange has been around for quite sometime now. This electronic method of document transfer is quite amazing and has many benefits once it is implemented. How does EDI work? One credible source explains an example of an EDI transaction, as it would be for a purchase order in these seven steps: 1. The buyer’s production database includes data generated by the applications software. The application software may be a vendor-purchased package or custom-developed. The buyer enters order information, generating a purchase order on the computer. The order information then channels through a number of interface programs. 2. The interface programs perform edits and checks on the document and direct the order data in to predefined EDI interface files. The EDI interface files contain the order information in a form that can be read by the EDI translation software - a set of programs that translates or maps the interface file data into an electronic document formatted according to EDI standards. The electronic document (in this case, the purchase order) consists of a file (or files) that contains the order data in a predefined, recognizable format. 3. The communication software adds appropriate communications protocols (e.g., asynchronous or bisynchronous) to the EDI document in preparation for transmission over telephone lines. 4. Using a modem and telephone line, the buyer transmits the electronic standard purchase order to the supplier’s computer. 5. The communications software on the supplier’s computer interprets and/or converts the communications protocols to open the electronic document. The standard EDI purchase order is now in a recognizable format in a file or files and is now availab...

Apple Inc Case Study Example | Topics and Well Written Essays - 500 words

Apple Inc - Case Study Example It is especially true considering the fact that Apple keeps its technologies totally secret. Though Apple has competitors in its markets, the innovations of Apple Inc. lower the intensity of competitive rivalry. However, the rivals are starting to offer a number of substitute products and services. At the same time, Apple has the advantage of relatively high bargaining power of both customers and suppliers. So, the greatest strength of Apple Inc. is the innovations they introduce into the market. However, as Marino et al (2008) outline, the success of the company is very dependent on its management. While Apple is still having the advantage of being innovative, its competitors are also working on developing and launching similar or even more innovative products. The revenue of the company cannot be said to be lowering. Nevertheless, the gross margin for the third quarter of 2008, as well as stock price, decreased. Still, Apple continues to invest great sums into research and development in order to be able to continuously offer its customers new and innovative products and services. The latest information shows that after 2008 Apple Inc. has become even more successful. Their products are being waited for and purchased. For instance, almost 21 million iPhones were sold in 2009 only, and the sales increased 100% in the first quarter of 2010 (iSellMac.com, 2010). Therefore, though the company does have certain weakness and experiences technical problems from time to time, their strategy of innovation is still effective and successful.

History Essay Example | Topics and Well Written Essays - 1000 words

History - Essay Example Before the mother's petition was heard, the father of Richard, Cecil Reed, also filed a petition seeking to be appointed as the administrator of the estate (Lively 29). Initially, the court ruled that, since the respondent was a male, he was the most preferable to the female appellant in accordance with Section 15-314 of the Idaho Code. However, Sally Reed appealed; luckily, her appeal was handled by the District Court of the Fourth Judicial District of Idaho. In dealing with the appeal, the court held that the section challenged by Reid violated the fourteenth amendment clause on Equal protection. The decision of the court in this case was that the court held that the unequal treatment of women by the Idaho law could be regarded as a violation of the Equal Protection Clause in the constitution. Further, the court decided that the denial of equal rights to women violated the fourteenth amendment (Lively 30). The court voted that Idaho did not deny letters of administration to the wom en gender. The court also voted that women whose spouses had died had the preference over a brother, father, son, or any other male relative. The court decision in Reed vs. Reed was written by Chief Justice Warren Burger. The decision of the Supreme Court in this case has had a phenomenal impact on the society; it has led to the treatment of gender discrimination as a constitutional violation. This case became the basis for the enactment of laws that recognized the rights of women (Lively 32). Worker’s Rights A Supreme Court case that involved the rights of the workers included the Albemarle paper Company v. Moody in 1975. The respondents in this case involved a class of former as well as present employees of the paper company, mainly those of the Negro descent. The employees sought an injunction against any practice, policy, or custom at the plant, which violated the Civil Rights Act of 1964. During this case, the court held that the company has locked Negro employees in the classifications of jobs that had low pay. As such, the court ordered the petitioners (Albemarle) to implement a system that could encourage plant-wide seniority. The part of the constitution used in this court case was Title VII of the 1964 civil rights act. The decision of the Supreme Court was that the back pay could not be ordered because of the losses that the plaintiff sustained under the system of discrimination. Further, the court held that Albemarle did not breach Title VII in bad faith. The court also held that the respondents had gone wrong in delaying their back pay claim; this could be regarded as prejudice to the petitioners (Lively 42). However, the respondents appealed the decision upon which the court voted that the absence of bad faith could not be regarded as a reason sufficient to deny back-pay. The court also voted that back pay could only be denied when its general application would not act as a frustration to the central statutory processes, which Congress man ifested in enacting Title VII. Mr. Justice Stewart wrote the decisions of the court. The decision of the Supreme Court has affected the society in that the ruling has led to the transformation of labor laws (Lively 44). The relative impact of the cases discussed can be comparable in the sense that both the cases led to the enactment of numerous laws. These laws have sought to end discrimination and accord equal rights to all. Both cases championed for the

ARTICLE CRITIQUE Assignment Example | Topics and Well Written Essays - 1750 words

ARTICLE CRITIQUE - Assignment Example The title of this article is precise and discusses the topic in a transitory description of the chronological and premeditated framework of the advancement of diplomacy. The title also aids in a number of roles. The purpose of this essay is it offers us mutual ground and terminology to sightsee the occurrences in a scientiï ¬ c and simpliï ¬ ed manner. Specifically, it assist us institute the element that the diplomatic establishment has been established as a result of political leaders’ response to the political and strategic atmosphere. This essay also demonstrates that patterns and norms are self-implementing as political rulers and leaders have preserved and replicated them for quite a long duration. This essay is particularly useful for those who are not acquainted with the disparities of the establishments and roles of diplomacy throughout past (Henrikson,1976, Pg. 1). The role of this analysis is to offer a complete criticism on the chronological development of diplomatic institutions. The audience targeted draws comprehensively on the empirical literature on the antiquity of diplomacy and the English school. Nevertheless, this work entails other noteworthy and tremendous evidence with more wide-ranging dealings of the antiquity of international relations reviewed by many authors in this case analysis. In inference to this work, the description of the ordinary history here omits several significant features of diplomacy that are not immediate applicable to transnational rows or conï ¬â€šict resolution. According to this work, the author has disaggregated the historic development of diplomatic establishments into numerous chronological eras. All descriptions of the past chronologies are factual well documented through some important inherited institutional elements of current diplomacy evolutions in the â€Å"Future of Diplomacy†. It also accounts a calculated problem both domestic and international behind the

How does Social Media Effect Time Management?

How does Social Media Effect Time Management? The purpose of this paper is to better understand the relationship between time spent on social media and time management in students. After and extensive literature review, a questionnaire was administered to a sample of 54 participants. After analyzing the results it was evident that there is a relationship between time spent on social media and time managing skills. Based on the results, recommendations and limitations were discussed. The use of internet has been taken over by social media platforms such as Facebook, Twitter and Instagram. Social media has become a popular tool amongst all generations these days. The use of social media has been increasingly growing among students of all ages. Most students use at least one type of social media platform in their daily lives; therefore I thought testing the effects of these platforms on students would be useful. The aim of this research is to measure the effects of the use of social media on time management. This paper will also show the reasons behind this growing trend among students. To help the generalizability of this study, around 60 students from different schools and universities were asked to participate by filling constructed questionnaires. These questionnaires were then closely analyzed to see how these platforms have been affecting students. Literature Review There is a growing interest on the effects of social media on students success and development (Abramson, 2011; Kamenetz, 2011). This interest on the effects of social networking is growing because as the data collected by EDUCAUSE Center for Applied Research (ECAR) shows, 90% of their 36,950 student sample uses some sort of social media (Smith Caruso, 2010). Studies have shown that teenagers are among the top users of social networking websites (Ahn, 2011). There has been a trend in studies suggesting that teenagers are spending a big portion of their daily life on social media websites (Ahn, 2011). Ahn defines SNS as social networking sites; she further explains that websites such as Facebook and MySpace fall into that category because they are web applications that use Web 2.0 principles (2011). OReilly defines Web 2.0 as websites that depend on the participation of normal users rather than content providers, he further explains that Web 2.0 websites sums up content from many sou rces and are websites that connect and network users and information together (OReilly, 2007). Ann questions the effect of these websites on the development of the youth stating that parents and teachers are concerned and frightened by this connection between the youth and social networking sites (2011). On the other hand, scholars suggest that educators should accept that students these days are using social media platforms to learn and that these educators should embrace these new platforms and use them to their advantage (Ito et al., 2009; Jenkins, 2006). However, many schools and universities block access to these websites (Lemke et al., 2009). Agichtein et al. argue that the content on social media websites vary from high quality content to spam and users should know how to find high quality information on these platforms (Agichtein et al., 2008). Misra and McKean state that academic stress is caused by poor time management (2000). Lay and Schouwenburg define time management as a group of different actions that facilitate productivity and alleviate stress (1993). Academic performance is enhanced by effective time management (Campbell and Svenson, 1992). In his study, Anderson claims that although the average of internet use among students is 100 minutes per day, only a small group of these students use the internet to a degree that affects other tasks in their life (2001). University students are inclined to excessive use of internet (Anderson, 2001). Anderson stated that many students fail to manage their time on the internet (2001). As shown by the literature review, while the use of social media is continually growing especially among teenagers, the main concern is whether this growing interest is effecting students time management causing an increase in stress levels among students and lower academic achievements. Social media has many uses, from networking to news to quality information but the concern is around whether these students are using these social media platforms for all these reasons and whether these users are managing to organize their time (Ahn, 2011). Methodology Type: Survey. Tool: Semi-structured questionnaire. Participants 54 students of both genders participated in this study. Students in various countries from ages of 13 to 34 years answered the questionnaire. -Materials Data were collected through online questionnaires. My questionnaire consisted of nine questions (five multiple choice, one scale, two text, and one checkbox question). I chose to put a little amount of questions with mostly multiple questions to be sure that the students would not get bored while answering and the answers would be as precise as possible, limiting bias. Procedure The questionnaire was done on Google docs then sent by e-mail to some, and posted on a social media website (Facebook) to assure that there is a variety of ages and genders in the answers. Why students? Student level is when the persons career is determined; if the student is well aware that studying and other daily chores (sports, work, etc.) are the most important pillars in a students life, but they also have to know how to manage their time, they will excel in their futures so this study might be like a wake up call for students. Later on, these results were translated into percentages in pie charts to help in building my analysis and interpretation stage which will help me answer my research question. Analysis and Interpretation Analyzing each question made me realize more and more on how much students are drowned in the pool of SNS, even though most know that its affecting their daily chores, starting with studying and ending with sports. Students of middle school (4%), high school (72%), and university (24%) from ages 13 to 34 participated in this study. Both genders were involved in this paper 52% of which were males and 48 females. The diversity of respondents assures the variety of opinions present. How much time do you spend on social platforms daily? Only 4% of students do not use SNS daily, while 19% spend more than 4 hours on social media platforms. 11% think that checking these sites for less than an hour is enough for them; on the contrary 30% say that they spend three to four hours to get their daily dose of social networking. The 37% left spend one to two hours daily before performing other things in their daily life. Type of social media? Among 54 students 41% prefer Facebook to any other social media platform. 21% use Instagram, 19% use twitter, 7% use Google+. Only 11% use things other these SNS. When asked about why do they use these platforms for and they were given the freedom to choose anything they want because it was an open-ended question, most students said that they spend their time communicating with people, or for general entertainment as well as staying up to date with everything eg. Politics, sports. In the meantime a very little amount said that they spend their time on these platforms for educational purposes. As a student, how much time do you dedicate to studying daily? Most students only dedicate one to two hours studying with a percentage of 44%. 20% spend three to four hours of their time studying while 17% say that they do not study on daily basis. 11 % study for less than hour, in the meantime 7% study for more than four hours daily. How much time do you dedicate to other important chores daily? When asked about the time spent for other important chores such as work or sports 44% of the 54 respondents said that they perform theses chores for one to two hours daily. 19% said that they perform chores for less than hour or not on a daily basis, while 9% percent said that they do so for three to four hours or more. To what extent do you think social media affects your time management? As a sub-question I asked their opinion on a scale from one to five (not at all to completely respictively) on how much they think SNS affect their time management as students to see if they were well-aware of what the great time on social media platforms affects their daily chores. 28% answered three to four on the scale while 20% thought it had a complete effect and only 6% said that it has no effects of all and 19% think that it has a very little effect. CONCLUSION Research question: Does social media have effects on students time management? According to the responses I got I realized that when you come to connect and analyze the questions about the dedication of time spent on important chores, studying, and social media platforms you realize that, on the choice that says not on a daily basis on 4% spend their day without using any of the SNS while 17% do not study on daily basis and 19% do not perform other important chores in a students life. Results are almost equal on the less than an hour choice with 11% for using social media 11% for studying and 19% for other important chores. At one to two hours the results favor the studying and other important chores more with 44% for both and only 37% for social media. What made me reach to a result for my research question is that when the hours increased, the usage of social media increased and the time spent on studying and other important chores decreased drastically after reaching their peak. On three to four hours, 30% spend time on SNS while 20% spend studying and only 9% perform important chores. 9% said that they perform important chores for more than four hours and 7% said they spend more than four hours studying while 19% use social media platforms for more than hours. Sub-question: Are the students aware of the effects the SNS have on their time management? After constructing a study on if the students are aware by the effects the social networking sites have on their time management I realized that they are somehow mostly aware. That is what made me wonder more and more, because if the students are unaware then maybe the parents must be blamed for the effects I found in my research paper, but after finding out that students know how much these sites have effects and they do not try to resist it then the students have to be blaimed for that. Recommendation: After analyzing and interprating the results I recommend the teachers to try to help the students for overcoming the students time on social networking sites for uneducational means by using social media platforms for educational purposes so that the students spend their time learning on these sites rather than just for communication and entertainment. In this way I think students will (even if unintentionally) spend time learning. If they open Facebook for example and find out that the teacher posted an assignment there he will spend his time doing it rather than other stuff. Limitation: Due to time and cost limitations the scale in this study was relatively small. The genaralizibilty of this study could have been enhanced if a larger sample was studied. If it was not for these limitations a focus group or in-depth interviews might have helped enhance this study also. Reflection on the Research Steps Before starting the research it was something very close to a nightmare to me. Not knowing anything about it I was really afraid to even start with it or even read what it is about, all I knew about the word research is that it takes a lot of time to develop a good one. Step 1 of the DRC was choosing a topic, it seemed very easy to me at first, but after going through the handout I realized that I had to choose a topic that I am aware of and at the same time something I was interested in because I had to read a lot about the topic. I was suffering at that moment; nothing came to my mind. I thought choosing a topic was easy, but it turned out to be very challenging. Choosing a topic was everything that was on my mind for 3 days until this topic came to mind and I thought it would be beneficial for the next generation and it was something I myself was suffering from. Step 2 was to narrow down my topic and think about one specific point of my topic. After approaching to my teacher I was happy to know that the topic I chose from step 1 was already narrowed down, and I was ready to go to the next step. This gave me a boost because after my classmates were well ahead of me in step one I caught up with them. After step 3 I was not disappointed in all the time it took me to choose my topic because step 2 and 3 were very easy to me. Step 3 was about narrowing it down more and more, and deciding what was your research question. Unintentionally I had that ready too. Maybe spending a lot of time on choosing a topic was not a nightmare after all. Steps 4 to 6 were somehow similar to each other. I had to choose the method I wanted to gather information in. Thanks to Mr.Ammar Merhebi and his amazing explanation of what an interview was about and what a questionnaire is, it did not take me a lot of time to choose the online questionnaire method because I thought my topic needed me to take answers from a lot of people due to the high number of opinions and ways of living. All credits go to my mentor; Mr.Ammar Merhebi for the time it took him to teach us how to enter everything on programs that would help in preparing and processing the data. After each step I used to think of what I did and think that what I was doing is time wasting and not beneficial. Although the steps did not take me a lot of time but all what was on my mind was Why do teachers love to interfere with our work and put everything into steps that would not even help when I want to start with my research paper? That was not the case here, when I started with my study I had a look on my steps and I had most of the things done and ready for this project. There were surely sometimes were I was very close to giving up and just going to anyone to do it for me in return for money, but I thank god that I took the correct road towards what I think a successful study.

An Analysis of the Poem Buffalo Dusk Essay -- Buffalo Dusk Essays

An Analysis of the Poem Buffalo Dusk   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The main topic of this short poem is the connection between the extermination of the buffaloes, and the extermination of those that saw the buffalo, namely Indians.  Ã‚   It also alludes to the Europeans that came to the Americas, charging across the country in the same fashion that the buffalo charges across the land, trampling and killing the luscious green pasture.   The poem includes many poetry instruments such as metaphor, repetition, imagery, and alliteration.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The title itself, â€Å"Buffalo Dusk†, implies the gradual and expected death of the buffalo, due to the cyclical nature of the universe.   The setting of the sun often inspired death to the early man, but also renewal, rebirth.   The buffalo, an entity subjected to the same laws as everything else, is doomed to have a birth, climax, and death, just like the day itself.   The notion of a cyclical universe is also expressed in line 6, where the heard of the buffalo is described as â€Å"a great pageant of dusk†, or a glorious and intentional march towards death. When writing about the stampeding buffaloes, the author thought about the immigrants of the United States, and how they charged across prairies and mountains across the land, from east to west, trampling everything in their paths.   This is accentuated by line 5, which describes the buffalo’s pos... ...e a loud drum, as alliteration of words like â€Å"pawed†, â€Å"prairie†, â€Å"pageant† accentuate peaks in the poem.   This has the purpose of emphasizing the imagery, stimulating the reader to form a picture.   Lines 1 and 7, and 2 and 8, repeat.   This, again, points out the author’s intention.   The beginning is the same as the end.   The middle is always unpredictable, but the beginning always coincides with the end, again emphasizing the unstoppable cycle of life and death.   The poem ends as it started, a mild statement, but very poignant.   Right now, the middle of the poem is the people of the United States, and all civilization.   The beginning was predictable.   It all started in earnest, with birth to a new people and new ideas.   The end is just as predictable as the beginning however, and it is bound to come.     

Community Health Nursing Assessment

Community Health Assessment of 78382 Chamberlain College of Nursing NR-443 Fall Session, November 2012 Audrey L. Hendrix Community Health Assessment of 78382 Introduction In an effort to promote the health needs within a community, a successful community health nurse (CHN) must focus on the entire population. In order to accomplish this task, the CHN utilizes a scientific approach to determine the priority population focused health needs for the community.According to Nies & McEwen (2011), a population focus involving an assessment of the community is a primary tool utilized in order to develop planning, interventions, and evaluations for the community at large. The purpose of this paper is to determine a priority health problem of a specific community based on demographic data, epidemiological data, and a windshield survey of the community. Community Data Zip code 78382 is the official postal identification for the city of Rockport, Texas. Rockport is the county seat of Aransas Coun ty.Rockport is a Texas Gulf Coast community located on Live Oak Peninsula between Copano and Aransas Bay on State Highway 35. Named for the rock ledge that lies underneath the coastal shore, Rockport was founded after the Civil War as a cattle slaughtering, packing, and shipping port. This industry continued until the late 1800’s when boatbuilding and fishing began to develop into important industries. After the railroad came to Rockport, tourism and the resort business began to thrive (Shukalo, 2005). After the turn of the century, a major hurricane almost destroyed the entire community.Recovery from this devastating natural disaster was slow but by the late 1920’s the community once again began to thrive. At that time, shrimping became a major industry within the community. Throughout the next four decades, the community continued to grow with the main sources of commerce remaining in the areas of fishing, shrimping, and tourism. Today Rockport is a favorite vacation spot known as the Texas Riviera. Major sources of commercial life today in Rockport are the restaurant and motel industries (Shukalo, 2005). Demographic and Epidemiological DataThe estimated population of Rockport is 8,846 compared to 25,674,681 for the state of Texas. The age breakdown for the population is 5% under the age of 5, 17. 9% under the age of 18, 28. 3% over the age of 65 and 51. 7% female. The state of Texas is 7. 7% under the age of 5, 27. 3% under the age of 18, 10. 3% over the age of 65 and 50. 4% female (U. S. Census Bureau, 2012). Caucasian is the largest ethnic group in Rockport at 88. 7%, African-American at 1. 5%, American Indians at 0. 7%, Asian at 2. 4%, Native Hawaiian at 0. 1% and Hispanics at 20. 8%. The state of Texas lists Caucasians at 70. %, African-Americans at 11. 8%, American Indians at 0. 7%, Native Hawaiian at 0. 1% and Hispanics at 45. 3% (U. S. Census Bureau, 2012). Currently 14. 7% of the population over the age of five in Rockport does not spe ak English in the home setting, 87% of the population over the age of 25 is a high school graduate, and 32. 3% over the age of 25 has a bachelor’s degree. In comparison, the state of Texas lists 34. 2% over the age of five that do not speak English in the home, 80% over the age of 25 with a high school diploma, and 25. 8% over the age of 25 with a bachelor’s degree (U. S. Census Bureau, 2012).Per capita income in Rockport is $30,513 compared to $24,870 for the state of Texas. The median income per household is $44,487 and the state of Texas is $49,646. Individuals living below the poverty level in Rockport are 17. 6% of the population compared to 16. 89% for the state of Texas (U. S. Census Bureau, 2012). Current infant mortality in Rockport is 4. 2 per 1000 live births compared to six per 1000 live births for the state of Texas. Adult obesity is 26. 6% of the population in Rockport and 10. 7% of the population is diabetic. Childhood obesity is 23. 3% of the Rockport p opulation compared to 32. % in the state of Texas (Kaiser Health News, 2012). In 2002, Aransas County was listed as one of the top 10 dirtiest counties in Texas due to air pollution from a local chemical plant (Scorecard, 2012). Windshield Survey Within the community, a large amount of individuals are visible. Many are entering convenience stores and some are standing in the parking lot areas talking. A variety of ages is noted and the two major ethnic groups in the community, Caucasian and Hispanic, are the two that are the most visible. Many of the individual are overweight or obese. Some are well dressed while others are disheveled in appearance.Pregnant women are visible as well as women with small children. The general condition of the homes in Rockport is diverse. Many of the homes are multi-million dollar structures while others are dilapidated and in need of serious repair. People seen in the downtown area are walking but away from that area, most people are travelling in ca rs. Some people are travelling on bicycles or golf carts in designated areas. Three areas of public housing are noted but there are no visible signs of public transportation. Numerous campaign signs are visible throughout the entire community.One adult day care and two child day centers are noted during the survey. Two grade schools, one middle school, two private church schools, and one high school are seen during the survey. Many of the homes in the neighborhoods in the area are dirty and in need of repair. The yards are full of garbage and items such as old appliances, empty beer cans, and cars on blocks. Some of the roads are in need of repair and almost too narrow for two cars to traverse safely. Most of the business buildings have handicapped ramps leading up the sidewalks. Parking lots have handicapped parking and the doors have handicapped buttons.One large park is noted during the survey but the park was sparsely populated during the survey. Very few children are visible du ring the survey. Numerous full service restaurants as well as fast food facilities are seen throughout the community. Rockport has no hospital but there is one emergency care clinic. Two dialysis centers, one assisted living facility, and three long-term care centers are noted. Two physical therapy facilities are also seen during the survey as well as three dentist offices. While driving throughout the neighborhoods, very few children are seen outside playing.No neighborhood watch signs are visible in any of the neighborhoods. Numerous churches are seen throughout the entire community. No evidence of gang activity, drug abuse or alcohol abuse is visible during the survey. One herbal shop is located in the downtown area. Next door to the herbal store, there is an advertisement for massage therapy sessions. Signs advertising health clinics, lectures, or health fairs are not visible during the survey. Problem Assessment data clearly defines obesity as a focus health area. The combined percentage totals for the adults and children within the Rockport community that suffer from obesity is 49. %. According to the Center for Disease Control and Prevention (2012) obesity is one of the most common and most expensive health problems facing the United States. One of the objectives of Healthy People 2020 is to improve nutritional status and promote weight loss. When individual are overweight or obese, they are also at a high risk for numerous other medical complications such as hypertension, Type II diabetes, cardiovascular disease, dyslipidemia, osteoporosis, and many more diseases (U. S. Department of Health and Human Services, 2012). Historical SignificanceBefore the 1900’s being overweight was considered a hallmark symbol of wealth and health. The additional weight indicated that the individual had the financial resources to obtain a vast amount of food. Today, however, obesity is indicative of current and future medical problems. Prior to the many modern day c onveniences that most individuals use today, people toiled at intense labor to make a living. Meals were prepared from scratch and microwave meals were not available. In addition, food was expensive and difficult to acquire. Walking was common and until the late 1980’s obesity was not a problem in the United States (Wiley, 2012).Summary Obesity is a medical health problem that has becoming an increasing health care dilemma for minorities, low-income populations, and immigrants. These populations are vulnerable to these health care issues due to a variety of factors such as cultural diet choices, genetics, lack of funds to resource more nutritious foods and lifestyle choices. Throughout the United States, obesity and diabetes are reaching epidemic levels (Candib, 2007). Individuals today live a more sedentary lifestyle. They eat more fast foods, fried food and consume drinks high in sugar content.Children in the public school system consume meals high in carbohydrates and ofte n engage in little or no physical activity. Lack of income reduces consumption of fresh fruits and vegetables and parents often purchase cheaper luncheon meats such as hot dogs rather than the more expensive cuts of meat. When the fast food giants introduced the super sizing concept to the world, thus began the super sizing of the population. References Candib, L. (2007) Obesity and diabetes in vulnerable population: Reflections on proximal and distal causes. Retrieved online from: http://annfammed. org/content/5/6/547. ull Centers for Disease Control and Prevention (2012) Obesity. Retrieved online from: http://www. cdc. gov/obesity Kaiser Health News (2012) Texas. Retrieved online from: http://www. statehealthfacts. org Nies, M. A. , & McEwen, M. (2011) Community public health nursing: Promoting the health of populations (5th ed. ). St. Louis, MO: Saunders/Elsevier Onboard Informatics (2010) Aransas County, Texas (TX). Retrieved online from: http://www. city-data. com/county/Aransa s-County-Tx. html Scorecard (2012) Pollution report card. Retrieved online from: http://scorecard. goodguide. com Shukalo, A. 2005) Handbook of Texas online. Retrieved online from: http://tshaonline. org/handbook/online/articles/hgr05 U. S. Census Bureau (2012) QuickFacts. Retrieved online from: http://www. census. gov/ U. S. Department of Health and Human Services (2012) Healthy people 2020: Nutrition and weight status. Retrieved online from: http://www. healthypeople. gov/2020/topicobjectives2020/overview. aspx? topicid=29 Wiley, S. (2012) Obesity history in the America. Retrieved online from: http://www. livestrong. com/article/359624-obesity-in-america/ Community Health Assessment of Rockport, Texas Introduction

Top 3 Reasons Why You Should Network

Top 3 Reasons Why You Should Network For those of you who, like me, dread the â€Å"networking† phase of job searching, here are some reassuring suggestions! It’s easy to dread the forced nature of â€Å"networking† or the awkwardness of feeling like you’re fake-interviewing someone who couldn’t care less about your background or ambitions but there are benefits to networking. That being said, here are 3 reasons why you should network. 1. Networking Isn’t Begging, It’s GivingThe advantage to letting someone get to know you is that they’ll remember you when it’s time to fill an open position. If you share some original ideas or have a meaningful conversation about something you’re passionate about- without the agenda of a job application- you’ll stay in their mind because of how well you click.At the same time, you also have an important opportunity to learn something crucial about the person you’ve just met, so that at some point in the future you can help them with their professional endeavors.2. Networking Can Improve Your Social SkillsThink of a networking opportunity (also known as â€Å"meeting someone socially with whom you have professional interests in common†) as a chance to gain three things, as Herges puts it:A sense of what makes the other person happy and inspiredAn idea of the best way to converse with the other person to make them feel appreciatedAn opportunity to showcase what it would be like to have you as a colleagueListening is such an underrated skill- and it neatly covers any uncertainty you might feel about what to say. Networking is noy only about what you can get,  but also about what you can contribute.3. You Can Network Without Even Trying!Here’s my favorite networking experience I’ve ever had- it took months to unfold and some lucky timing.In the course of my regular Twitter use, I started chatting with a musician named Matt; he invited me to swing by a birthday pa rty he was having. There, I struck up a conversation with Karen, a writer and freelancer, and we became friends on Twitter. A few weeks later she invited me to a bowling meet-up, where I started talking with Michael, a fellow Mets fan who was also a social media director. Because we’d become friends, I saw when he retweeted a friend of his who was seeking copywriters for a TV sports comedy show, and I got the gig (which remains one of my favorite freelance gigs I’ve ever had).It goes on! A year later when a colleague and I were out for a lunchtime walk, he mentioned was looking for freelancers on a writing and editing project; randomly my friend Karen happened to cross our path just a few minutes later. I introduced them and recommended my friend Karen for the project, and they’ve been working together ever since.I didn’t go into any of these encounters- the Twitter conversations, the birthday party, the bowling, or the walk- expecting to get a job; but I did hope I’d meet fun people, and it turned out they were people I’d like to work with sometime in the future. Because I was just being myself, I made a much better impression than I would have if I was in â€Å"networking mode.†Professional strategies can help you clarify your goals, but there’s no substitute for getting to know people in a low-stakes scenario.  3 Reasons Networking Is A Job Search Priority †¦Ã‚  Read More at www.pure-jobs.com

What is the Best Format for a Resume

What is the Best Format for a Resume So you have a resume. Great. Trouble is, you’re not sure exactly which format to send it in. Snail mail? Email? Singing telegram? What is the best format for a resume? We’ll concentrate on the electronic versions, which, nowadays, are usually how you get your foot in the door. It’s always important to have a nicely printed and professional paper copy for the interview or other face-to-face interactions, but an electronic copy is usually your first move. Here are the four types of electronic formats and how to choose between them.Word DocumentThis includes .doc, .docx, etc. Basically: anything made with a word processor. This is the standard format in most business contexts. The formatting should stay the same when opened on another machine with the same program. And it’s easy to send, open, print, and forward.bThere are a few things to be careful of: first, some companies might not accept email attachments due to virus prevention. And second, different ver sions of the software can cause formatting inconsistencies and can sometimes prevent a hiring manager from opening the document.PDFThe best part of sending a PDF is knowing that what you see when you send is exactly what they will see when they open your document. There are no virus risks. PDFs are compatible with both Mac and PC. And no one can alter what you’ve done. It’s an inviolable, perfectly formatted eternal thing.The only downside is if your company doesn’t have PDF reading software like Acrobat Reader (a free download) or cannot otherwise convert your file.HTMLHTML formatting is really useful if you want to put your resume on a website. Your formatting will stay the same when sent via email- your hiring manager will even be able to view it in their browser without downloading the attachment. The downsides are trickier though. Not all browsers work with HTML documents. You might have to download a separate program to convert your document into this form at. And it can sometimes be mistaken for SPAM by recruiters.Plain TextPlain text formatting is a bit dull to the eye (no bold, italic, underline, fancy fonts, etc.), but an undersung hero of the job search world. It can be copied and sent in the body of the email itself if a company won’t accept attachments of any kind. It can be included in a searchable database, if need be. And there are a wide variety of ways to add some creative visual effects if you do a bit of research. The only downside is you lose the control and visual appeal of a more richly formatted document.No matter which format you chose, always send a trial version to yourself or a pal and attempt to open it to see how it will look when opened in a different browser.

Communications. The origin of capitalism Summary. By Ellen Meiksins Research Paper

Communications. The origin of capitalism Summary. By Ellen Meiksins Wood 17 page reading - Research Paper Example 4. English tenants were stimulated to enhance productivity while capitalism was developing in contrast to the aristocratic culture in which the rulers oppressed the peasants rather than building up on productivity. 5. Capitalist development promoted the growth of independent commodity production in the 16th century England by transforming the feudalism-based relation between landlords and peasants into market-mediated relation. 6. The peasants, as producers, could establish capitalism back in medieval England only if given chance by their landlords who mostly tried to squeeze more surplus labor out of them without rewarding them. 7. In France, the peasants had easier access to the property and firmer hold on it, so they had no trouble in establishing capitalist mode of development by resisting the increasing pressures from landlords. 8. Locke’s view of property, which lays stress on productivity and labor value, laid foundation for the industrial capitalism. 9. The class strug gle or conflict over property rights between the ruling class and the poor subordinates seen in the 17th century English Revolution also contributed in developing capitalism.

5 questions Essay Example | Topics and Well Written Essays - 500 words

5 questions - Essay Example quilibrium† model for groups development in which a group’s progress is marked by two phases of stability—Phase I and Phase II—emphasized by abrupt changes at the project center point that occurs halfway to the deadline. There are number of factors that can positively or negatively affect cohesiveness; a few of these are number of employees, duration of time for task achievement and duration of time the group spent together, organization, external pressures, location and reputation of the group, closeness of supervision, and internal competitive behavior. For example large groups (with size more than 25 to 30 employees) may reduce the development of cohesiveness. The longer the duration for group development, the larger the cohesiveness. Outside pressures (of close supervision) could speed up development of cohesion. The higher the reputation, the more potential cohesiveness will evolve. Expressing the purpose in terms of specific goal increases the productivity over and above any performance benefits achieved through individual goal setting. A behavioral norm for high productivity and performance set over organizational norms qualifies high performing work groups. For example business revenues can be influenced by many factors such as market position, advertisement and price. Through advertisement a businessman express his purpose of increasing revenues and mostly advertisement increases the productivity (Daft & Marcic, 2010). Group would be most useful for this decision. Advantages of decision of a group include (1) More information and knowledge through the sharing of group member resources, (2) Number of increased commitment and acceptance to the decision, (3) Better apprehension of the decision. The time for a group to make a decision might how ever be longer. Given the uncertain and unstructured nature of this conclusion, a group would be more efficient. Advantages in a group decision-making situation are complete information and knowledge is

The Goddess Isis Essay Example | Topics and Well Written Essays - 2000 words

The Goddess Isis - Essay Example She was widely worshipped by people in Egypt as well as other countries of the Mediterranean Region during ancient times. The Legend of Isis is one of the oldest myths in Egyptian history. It was the foundation of the old Egyptian state religion. The first written records about her appeared in the hieroglyphics in the Pyramid Texts during the period 2350 – 2100 BC (Goddess.ws). In the beginning there existed the Sun god named Ra and his wife called Nut. Nut fell in love with another God named Geb. When Ra discovered his wife’s infidelity, he became very angry and punished Nut by cursing her that she could not give birth on any child during any of the then 360 days that comprised a calendar year. In her sadness and desperation to have children, Nut turned to Thoth, the god of knowledge, for help. Thoth, who knew that there was no way to evade Ra’s curse, formulated a plan. The plan involved the Moon goddess Silene primarily because at that time the intensity of her moonlight was equal to the sunlight of Ra. Thoth challenged Silene to a wager whereby she would surrender one seventh of her moonlight if she lost. Thoth won the wager and won one seventh of Silene’s light {this is the reason why the moon wanes every month}. Thoth used his part of moonlight to add 5 days to the calendar year, thereby increasing the number of days in a year fr om 360 to 365. The success of Thoth’s plan provided Nut with a span of 5 days during which she could give birth to five children fathered by Geb while at the same time not evading Ra’s curse on her. Nut gave birth to Osiris on the first day. Horus was born on the second day followed by Seth, Isis and Nephthys on the third, fourth and fifth days respectively (Crystalinks.com). Osiris grew up and became Pharaoh of Egypt. He married his sister Isis. Osiris was a good and conscientious ruler who devoted all his time and energy towards civilizing his people (Crystalinks.com). He was

University of California Application Essay Essay Example for Free

University of California Application Essay Essay As a person, I believe that every trait and characteristic that I posses is an essential component that defines who I am. If some aspect of it is changed, then it could most likely be describing another person other than me. Everything that happened to me, every experience that has come and passed definitely molded me to the person I am now. I am eager to share every detail of my experiences, both ups and downs, so that people will be able to know me more. I grew up having a strong sense of responsibility with me. Even as a child, I know what I should do and where I should position myself so that I will be able to achieve my goals and aspirations. I was and still am very eager to learn, that’s why all my life, I was in pursuit of knowledge. My eagerness to learn is one trait that I’m proud of. It has guided me all throughout my academic life, even now, as my pursuit of knowledge goes on. Life itself is a learning process. For children to run, they must first learn to stand up and walk, for adults to go into a relationship, they must first learn to love and appreciate. For me, the best way to learn is to live life to the fullest. Life’s lessons come in various ways, and one of this is through the challenges that we encounter every day. These challenges are there to educate us, thus raising our awareness of our strong points and weak points. For me, as I know more about these points, specifically my assets and liabilities, I am able to determine which areas in my life needs my attention more. I could further strengthen my weaknesses and use it to my advantage, while keeping up with my strengths so that they won’t backfire and be my weaknesses. For me, this would further improve the life that I live. Another trait that I value is optimism. I am a person who looks at things positively, at an angle which is always on my advantage. In everything that happens to me, I always try to look on the bright side. It comes with my belief that everything happens for a reason, and everything that happens to me makes me a better person. I can attest to the saying â€Å"what doesn’t kill you makes you stronger†. These challenges, problems and difficulties are there to help us in shaping the best future for us. I am a very competitive person. This is what opened me to my interest in sports. I have a strong love for sports, because the values that a person may develop in it are closely related to my beliefs and ideals. I enjoy a healthy competition, and it can help drive a person to aim for excellence. In this field, I was able to develop sportsmanship, perseverance, and self-control. These traits are all important not only in sports but are a necessity when we engage in the real world. These games are not there to tire us or to just to strengthen us physically; it is also there to help us build our character. I was able to discover the inner leader in me because of my love for sports. It is a team game, and I learned to follow the team because of sports. I’ve had my share of ups and downs with different sports, like basketball, golf, and soccer. I value every lesson I’ve learned from these events, and I wouldn’t trade my experiences for anything else. Learning has always been a big part of my life. It is what brought me to what I am now, and will guide me to what I will be in the future. I believe that life is one big learning process, and that everything we learn makes us a better person. So if I would be given another chance to learn more in a new learning environment like the University of California, I will surely make the most out of it. I am very sure of that.

Forged Under the Sun :: Essays Papers

Forged Under the Sun American Indian stories is the story of an Indian girl’s childhood experiences and how she went to school and also talks about the different Indian customs. The book sarts out with how her father, uncle and little sister were killed by the white men, and how much her mother resented the white men or palefaces as she called them. Bead work was one of the main things the Indian women did and so the little Indian girl also learned to do bead work by watching her mom. This book also tells of the many Indian myths or beliefs. In one case the little girl and many of the villagers were going to see a young warriors first arrival and their was a great party and during the walk to the center of the camp the little girl tried to grab a plum when her mother told her not to get a plum because the plum bush was growing out of the hands of an Indian boy who always like to play and eat plums. one day missionaries came to the camp to basically send mostly children to the East so they would learn the ways of the white man and also become civilized and in turn help bring more Indians Eastward to help with the modernization of America and Indians. The book describes in detail the regiment of what happened and how the little girl was feeling while she was in school and the day she went back home to visit her mother and also to recruit new children from the school she came from. Finally the little girl became a teacher. The book goes on to describing a warrior chief and his pride and joy in his little daughter and how he didn’t see anyone that would be able to marry his daughter. Blue-Star Woman was an Indian women at the age fifty three. She is described as a lady who keeps asking herself the question, Who am I? Blue-Star Woman was kept alive by the generosity of her neighbors. Finally the Chief Indian was in prison but by the help of Blue-Star’s to nephews. The southern railroad was under construction by mostly Chinese immigrants. During which time the Chinese were treated very wrongfully by the railroad supervisors and managers.

The Reality Of Bertrandes Innocence Essay -- essays research papers

It seems as though in today’s society, suspicion lies in every corner. No one trusts anyone anymore, everyone lies, everyone steals, everyone pretends to be someone they are not. However true or false these statements might be, there is a need in today’s society to be able to explain everything, coming up with every possible lie or predicament within every story. Natalie Davis is from today’s society, and once again, she has found the need to investigate Bertrande Guerre’s role within The Return of Martin Guerre. The only pieces of evidence that are reliable come from Jean de Coras, the main judge in the trial. However, Davis seems to have ignored his findings, and founded her own. For most of her points, there is no written evidence to back her up. She simply read and interpreted the story, as many historians must do to come up with plausible reasons for things; however, she interpreted the evidence incorrectly. This impostor known as Arnaud du Tilh, who played a husband, father, friend, nephew and brother for three years, deceived an entire town. However, Davis has chosen Bertrande Guerre as a co-conspirator, with little grounds to base her conclusion upon. Therefore, I still have found that Bertrande Guerre truly believed that Arnaud du Tilh was her husband, making her an unknowing player in the entire charade.   Ã‚  Ã‚  Ã‚  Ã‚  Natalie Davis made the point that Bertrande must have known that the new Martin was an impostor due to their sexual relationship and the differences therein (110). However, this point is hard to believe due to the fact that Bertrande and Martin were married for nine years without having intercourse, and when they finally did, it was in order to conceive their future son, Sanxi (Finlay, 558). Only a few months after Sanxi was born, Martin disappeared for over eight years, which is a long time for a woman to remember the specific details of a sexual relationship that couldn’t have lasted for more than a few months (Finlay, 558). Even if Bertrande had noticed a difference in the sexual relationship, she would have doubted her recollections, not having any kind of proof or true memories of those sexual experiences (Finlay, 558). This â€Å"new Martin† could have also become more sexually experienced while soldiering, explaining his newfound confidence (Finlay, 558).   Ã‚  Ã‚  Ã‚  Ã‚  The two men seemed to have com... ...wn, Natalie Davis made up a tale of what happened, ignoring the actual story that had been recorded by one of the lead characters who was there at the time, Jean de Coras. While her points had good merit, there was little evidence besides her opinion and suspicion that backed her up. Bertrande de Rols was deceived by this man, just as everyone else was. Whether she enjoyed her time spent with Arnaud is not important, it is whether or not she was fooled. While there were many who were suspicious, and many who were uncertain of Bertrande’s innocence, there was not a majority that truly believed she was a co-conspirator. She was not proven guilty by Jean de Coras nor was no proven guilty by the townspeople. The townspeople had fallen for Arnaud’s acting, and it is certain that Bertrande had fallen for it as well. And as each of these people would say, Arnaud was a wonderful actor, who was educated in Martin’s life and the people within it. Stories such as these are reminders as to why history is not always objective, and that historians have the right to interpret it in any way that they choose. However, a good historian will always have his critic.   Ã‚  Ã‚  Ã‚  Ã‚  

The Twilight Saga 3: Eclipse Chapter 3. MOTIVES

THE SUN WAS SO DEEPLY BURIED BEHIND THE CLOUDS that there was no way to tell if it had set or not. After the long flight – chasing the sun westward so that it seemed unmoving in the sky – it was especially disorienting; time seemed oddly variable. It took me by surprise when the forest gave way to the first buildings, signaling that we were nearly home. â€Å"You've been very quiet,† Edward observed. â€Å"Did the plane make you sick?† â€Å"No, I'm okay.† â€Å"Are you sad to leave?† â€Å"More relieved than sad, I think.† He raised one eyebrow at me. I knew it was useless and – much as I hated to admit it – unnecessary to ask him to keep his eyes on the road. â€Å"Rene is so much more . . . perceptive than Charlie in some ways. It was making me jumpy.† Edward laughed. â€Å"Your mother has a very interesting mind. Almost childlike, but very insightful. She sees things differently than other people.† Insightful. It was a good description of my mother – when she was paying attention. Most of the time Rene was so bewildered by her own life that she didn't notice much else. But this weekend she'd been paying plenty of attention to me. Phil was busy – the high school baseball team he coached was in the playoffs – and being alone with Edward and me had only sharpened Rene's focus. As soon as the hugs and squeals of delight were out of the way, Rene began to watch. And as she'd watched, her wide blue eyes had become first confused and then concerned. This morning we'd gone for a walk along the beach. She wanted to show off all the beauties of her new home, still hoping, I think, that the sun might lure me away from Forks. She'd also wanted to talk with me alone, and that was easily arranged. Edward had fabricated a term paper to give himself an excuse to stay indoors during the day. In my head, I went through the conversation again. . . . Rene and I ambled along the sidewalk, trying to stay in the range of the infrequent palm tree shadows. Though it was early, the heat was smothering. The air was so heavy with moisture that just breathing in and out was giving my lungs a workout. â€Å"Bella?† my mother asked, looking out past the sand to the lightly crashing waves as she spoke. â€Å"What is it, Mom?† She sighed, not meeting my gaze. â€Å"I'm worried. . . .† â€Å"What's wrong?† I asked, anxious at once. â€Å"What can I do?† â€Å"It's not me.† She shook her head. â€Å"I'm worried about you . . . and Edward.† Rene finally looked at me when she said his name, her face apologetic. â€Å"Oh,† I mumbled, fixing my eyes on a pair of joggers as they passed us, drenched with sweat. â€Å"You two are more serious than I'd been thinking,† she went on. I frowned, quickly reviewing the last two days in my head. Edward and I had barely touched – in front of her, at least. I wondered if Rene was about to give me a lecture on responsibility, too. I didn't mind that the way I had with Charlie. It wasn't embarrassing with my mom. After all, I'd been the one giving her that lecture time and time again in the last ten years. â€Å"There's something . . . strange about the way you two are together,† she murmured, her forehead creasing over her troubled eyes. â€Å"The way he watches you – it's so . . . protective. Like he's about to throw himself in front of a bullet to save you or something.† I laughed, though I was still not able to meet her gaze. â€Å"That's a bad thing?† â€Å"No.† She frowned as she struggled for the words. â€Å"It's just different. He's very intense about you . . . and very careful. I feel like I don't really understand your relationship. Like there's some secret I'm missing. . . .† â€Å"I think you're imagining things, Mom,† I said quickly, struggling to keep my voice light. There was a flutter in my stomach. I'd forgotten how much my mother saw. Something about her simple view of the world cut through all the distractions and pierced right to the truth of things. This had never been a problem before. Until now, there had never been a secret I couldn't tell her. â€Å"It's not just him.† She set her lips defensively. â€Å"I wish you could see how you move around him.† â€Å"What do you mean?† â€Å"The way you move – you orient yourself around him without even thinking about it. When he moves, even a little bit, you adjust your position at the same time. Like magnets . . . or gravity. You're like a . . . satellite, or something. I've never seen anything like it.† She pursed her lips and stared down. â€Å"Don't tell me,† I teased, forcing a smile. â€Å"You're reading mysteries again, aren't you? Or is it sci-fi this time?† Rene flushed a delicate pink. â€Å"That's beside the point.† â€Å"Found anything good?† â€Å"Well, there was one – but that doesn't matter. We're talking about you right now.† â€Å"You should stick to romance, Mom. You know how you freak yourself out.† Her lips turned up at the corners. â€Å"I'm being silly, aren't I?† For half a second I couldn't answer. Rene was so easily swayed. Sometimes it was a good thing, because not all of her ideas were practical. But it pained me to see how quickly she caved in to my trivializing, especially since she was dead right this time. She looked up, and I controlled my expression. â€Å"Not silly – just being a mom.† She laughed and then gestured grandly toward the white sands stretching to the blue water. â€Å"And all this isn't enough to get you to move back in with your silly mom?† I wiped my hand dramatically across my forehead, and then pretended to wring my hair out. â€Å"You get used to the humidity,† she promised. â€Å"You can get used to rain, too,† I countered. She elbowed me playfully and then took my hand as we walked back to her car. Other than her worries about me, she seemed happy enough. Content. She still looked at Phil with goo- goo eyes, and that was comforting. Surely her life was full and satisfying. Surely she didn't miss me that much, even now. . . . Edward's icy fingers brushed my cheek. I looked up, blinking, coming back to the present. He leaned down and kissed my forehead. â€Å"We're home, Sleeping Beauty. Time to awake.† We were stopped in front of Charlie's house. The porch light was on and the cruiser was parked in the driveway. As I examined the house, I saw the curtain twitch in the living room window, flashing a line of yellow light across the dark lawn. I sighed. Of course Charlie was waiting to pounce. Edward must have been thinking the same thing, because his expression was stiff and his eyes remote as he came to get my door for me. â€Å"How bad?† I asked. â€Å"Charlie's not going to be difficult,† Edward promised, his voice level with no hint of humor. â€Å"He missed you.† My eyes narrowed in doubt. If that was the case, then why was Edward tensed as if for a battle? My bag was small, but he insisted on carrying it into the house. Charlie held the door open for us. â€Å"Welcome home, kid!† Charlie shouted like he really meant it. â€Å"How was Jacksonville?† â€Å"Moist. And buggy.† â€Å"So Rene didn't sell you on the University of Florida?† â€Å"She tried. But I'd rather drink water than inhale it.† Charlie's eyes flickered unwillingly to Edward. â€Å"Did you have a nice time?† â€Å"Yes,† Edward answered in a serene voice. â€Å"Rene was very hospitable.† â€Å"That's . . . um, good. Glad you had fun.† Charlie turned away from Edward and pulled me in for an unexpected hug. â€Å"Impressive,† I whispered in his ear. He rumbled a laugh. â€Å"I really missed you, Bells. The food around here sucks when you're gone.† â€Å"I'll get on it,† I said as he let me go. â€Å"Would you call Jacob first? He's been bugging me every five minutes since six o'clock this morning. I promised I'd have you call him before you even unpacked.† I didn't have to look at Edward to feel that he was too still, too cold beside me. So this was the cause of his tension. â€Å"Jacob wants to talk to me?† â€Å"Pretty bad, I'd say. He wouldn't tell me what it was about – just said it was important.† The phone rang then, shrill and demanding. â€Å"That's him again, I'd bet my next paycheck,† Charlie muttered. â€Å"I got it.† I hurried to the kitchen. Edward followed after me while Charlie disappeared into the living room. I grabbed the phone mid-ring, and twisted around so that I was facing the wall. â€Å"Hello?† â€Å"You're back,† Jacob said. His familiar husky voice sent a wave of wistfulness through me. A thousand memories spun in my head, tangling together – a rocky beach strewn with driftwood trees, a garage made of plastic sheds, warm sodas in a paper bag, a tiny room with one too-small shabby loveseat. The laughter in his deep-set black eyes, the feverish heat of his big hand around mine, the flash of his white teeth against his dark skin, his face stretching into the wide smile that had always been like a key to a secret door where only kindred spirits could enter. It felt sort of like homesickness, this longing for the place and person who had sheltered me through my darkest night. I cleared the lump from my throat. â€Å"Yes,† I answered. â€Å"Why didn't you call me?† Jacob demanded. His angry tone instantly got my back up. â€Å"Because I've been in the house for exactly four seconds and your call interrupted Charlie telling me that you'd called.† â€Å"Oh. Sorry.† â€Å"Sure. Now, why are you harassing Charlie?† â€Å"I need to talk to you.† â€Å"Yeah, I figured out that part all by myself. Go ahead.† There was a short pause. â€Å"You going to school tomorrow?† I frowned to myself, unable to make sense of this question. â€Å"Of course I am. Why wouldn't I?† â€Å"I dunno. Just curious.† Another pause. â€Å"So what did you want to talk about, Jake?† He hesitated. â€Å"Nothing really, I guess. I . . . wanted to hear your voice.† â€Å"Yeah, I know. I'm so glad you called me, Jake. I . . .† But I didn't know what more to say. I wanted to tell him I was on my way to La Push right now. And I couldn't tell him that. â€Å"I have to go,† he said abruptly. â€Å"What?† â€Å"I'll talk to you soon, okay?† â€Å"But Jake -â€Å" He was already gone. I listened to the dial tone with disbelief. â€Å"That was short,† I muttered. â€Å"Is everything all right?† Edward asked. His voice was low and careful. I turned slowly to face him. His expression was perfectly smooth – impossible to read. â€Å"I don't know. I wonder what that was about.† It didn't make sense that Jacob had been hounding Charlie all day just to ask me if I was going to school. And if he'd wanted to hear my voice, then why did he hang up so quickly? â€Å"Your guess is probably better than mine,† Edward said, the hint of a smiletugging at the corner of his mouth. â€Å"Mmm,† I murmured. That was true. I knew Jake inside and out. It shouldn't be that complicated to figure out his motivations. With my thoughts miles away – about fifteen miles away, up the road to La Push – I started combing through the fridge, assembling ingredients for Charlie's dinner. Edward leaned against the counter, and I was distantly aware that his eyes were on my face, but too preoccupied to worry about what he saw there. The school thing seemed like the key to me. That was the only real question Jake had asked. And he had to be after an answer to something, or he wouldn't have been bugging Charlie so persistently. Why would my attendance record matter to him, though? I tried to think about it in a logical way. So, if I hadn't been going to school tomorrow, what would be the problem with that, from Jacob's perspective? Charlie had given me a little grief about missing a day of school so close to finals, but I'd convinced him that one Friday wasn't going to derail my studies. Jake would hardly care about that. My brain refused to come up with any brilliant insights. Maybe I was missing some vital piece of information. What could have changed in the past three days that was so important that Jacob would break his long streak of refusing to answer my phone calls and contact me? What difference could three days make? I froze in the middle of the kitchen. The package of icy hamburger in my hands slipped through my numb fingers. It took me a slow second to miss the thud it should have made against the floor. Edward had caught it and thrown it onto the counter. His arms were already around me, his lips at my ear. â€Å"What's wrong?† I shook my head, dazed. Three days could change everything. Hadn't I just been thinking about how impossible college was? How I couldn't be anywhere near people after I'd gone through the painful three-day conversion that would set me free from mortality, so that I could spend eternity with Edward? The conversion that would make me forever a prisoner to my own thirst. . . . Had Charlie told Billy that I'd vanished for three days? Had Billy jumped to conclusions? Had Jacob really been asking me if I was still human? Making sure that the werewolves' treaty was unbroken – that none of the Cullens had dared to bite a human . . . bite, not kill . . . ? But did he honestly think I would come home to Charlie if that was the case? Edward shook me. â€Å"Bella?† he asked, truly anxious now. â€Å"I think . . . I think he was checking,† I mumbled. â€Å"Checking to make sure. That I'm human, I mean.† Edward stiffened, and a low hiss sounded in my ear. â€Å"We'll have to leave,† I whispered. â€Å"Before. So that it doesn't break the treaty. We won't ever be able to come back.† His arms tightened around me. â€Å"I know.† â€Å"Ahem.† Charlie cleared his voice loudly behind us. I jumped, and then pulled free of Edward's arms, my face getting hot. Edward leaned back against the counter. His eyes were tight. I could see worry in them, and anger. â€Å"If you don't want to make dinner, I can call for a pizza,† Charlie hinted. â€Å"No, that's okay, I'm already started.† â€Å"Okay,† Charlie said. He propped himself against the doorframe, folding his arms. I sighed and got to work, trying to ignore my audience. â€Å"If I asked you to do something, would you trust me?† Edward asked, an edge to his soft voice. We were almost to school. Edward had been relaxed and joking just a moment ago, and now suddenly his hands were clenched tight on the steering wheel, his knuckles straining in an effort not to snap it into pieces. I stared at his anxious expression – his eyes were far away, like he was listening to distant voices. My pulse sped in response to his stress, but I answered carefully. â€Å"That depends.† We pulled into the school lot. â€Å"I was afraid you would say that.† â€Å"What do you want me to do, Edward?† â€Å"I want you to stay in the car.† He pulled into his usual spot and turned the engine off as he spoke. â€Å"I want you to wait here until I come back for you.† â€Å"But . . . why?† That was when I saw him. He would have been hard to miss, towering over the students the way he did, even if he hadn't been leaning against his black motorcycle, parked illegally on the sidewalk. â€Å"Oh.† Jacob's face was a calm mask that I recognized well. It was the face he used when he was determined to keep his emotions in check, to keep himself under control. It made him look like Sam, the oldest of the wolves, the leader of the Quileute pack. But Jacob could never quite manage the perfect serenity Sam always exuded. I'd forgotten how much this face bothered me. Though I'd gotten to know Sam pretty well before the Cullens had come back – to like him, even – I'd never been able to completely shake the resentment I felt when Jacob mimicked Sam's expression. It was a stranger's face. He wasn't my Jacob when he wore it. â€Å"You jumped to the wrong conclusion last night,† Edward murmured. â€Å"He asked about school because he knew that I would be where you were. He was looking for a safe place to talk to me. A place with witnesses.† So I'd misinterpreted Jacob's motives last night. Missing information, that was the problem. Information like why in the world Jacob would want to talk to Edward. â€Å"I'm not staying in the car,† I said. Edward groaned quietly. â€Å"Of course not. Well, let's get this over with.† Jacob's face hardened as we walked toward him, hand in hand. I noticed other faces, too – the faces of my classmates. I noticed how their eyes widened as they took in all six foot seven inches of Jacob's long body, muscled up the way no normal sixteen-and-a-half-year-old ever had been. I saw those eyes rake over his tight black t-shirt – short-sleeved, though the day was unseasonably cool – his ragged, grease-smeared jeans, and the glossy black bike he leaned against. Their eyes didn't linger on his face – something about his expression had them glancing quickly away. And I noticed the wide berth everyone gave him, the bubble of space that no one dared to encroach on. With a sense of astonishment, I realized that Jacob looked dangerous to them. How odd. Edward stopped a few yards away from Jacob, and I could tell that he was uncomfortable having me so close to a werewolf. He drew his hand back slightly, pulling me halfway behind his body. â€Å"You could have called us,† Edward said in a steel-hard voice. â€Å"Sorry,† Jacob answered, his face twisting into a sneer. â€Å"I don't have any leeches on my speed dial.† â€Å"You could have reached me at Bella's house, of course.† Jacob's jaw flexed, and his brows pulled together. He didn't answer. â€Å"This is hardly the place, Jacob. Could we discuss this later?† â€Å"Sure, sure. I'll stop by your crypt after school.† Jacob snorted. â€Å"What's wrong with now?† Edward looked around pointedly, his eyes resting on the witnesses who were just barely out of hearing range. A few people were hesitating on the sidewalk, their eyes bright with expectation. Like they were hoping a fight might break out to alleviate the tedium of another Monday morning. I saw Tyler Crowley nudge Austin Marks, and they both paused on their way to class. â€Å"I already know what you came to say,† Edward reminded Jacob in voice so low that I could barely make it out. â€Å"Message delivered. Consider us warned.† Edward glanced down at me for a fleeting second with worried eyes. â€Å"Warned?† I asked blankly. â€Å"What are you talking about?† â€Å"You didn't tell her?† Jacob asked, his eyes widening with disbelief. â€Å"What, were you afraid she'd take our side?† â€Å"Please drop it, Jacob,† Edward said in an even voice. â€Å"Why?† Jacob challenged. I frowned in confusion. â€Å"What don't I know? Edward?† Edward just glared at Jacob as if he hadn't heard me. â€Å"Jake?† Jacob raised his eyebrow at me. â€Å"He didn't tell you that his big . . . brother crossed the line Saturday night?† he asked, his tone thickly layered with sarcasm. Then his eyes flickered back to Edward. â€Å"Paul was totally justified in -â€Å" â€Å"It was no-man's land!† Edward hissed. â€Å"Was not!† Jacob was fuming visibly. His hands trembled. He shook his head and sucked in two deep lungfuls of air. â€Å"Emmett and Paul?† I whispered. Paul was Jacob's most volatile pack brother. He was the one who'd lost control that day in the woods – the memory of the snarling gray wolf was suddenly vividin my head. â€Å"What happened? Were they fighting?† My voice strained higher in panic. â€Å"Why? Did Paul get hurt?† â€Å"No one fought,† Edward said quietly, only to me. â€Å"No one got hurt. Don't be anxious.† Jacob was staring at us with incredulous eyes. â€Å"You didn't tell her anything at all, did you? Is that why you took her away? So she wouldn't know that -?† â€Å"Leave now.† Edward cut him off mid-sentence, and his face was abruptly frightening – truly frightening. For a second, he looked like . . . like a vampire. He glared at Jacob with vicious, unveiled loathing. Jacob raised his eyebrows, but made no other move. â€Å"Why haven't you told her?† They faced each other in silence for a long moment. More students gathered behind Tyler and Austin. I saw Mike next to Ben – Mike had one hand on Ben's shoulder, like he was holding him in place. In the dead silence, all the details suddenly fell into place for me with a burst of intuition. Something Edward didn't want me to know. Something that Jacob wouldn't have kept from me. Something that had the Cullens and the wolves both in the woods, moving in hazardous proximity to each other. Something that would cause Edward to insist that I fly across the country. Something that Alice had seen in a vision last week – a vision Edward had lied to me about. Something I'd been waiting for anyway. Something I knew would happen again, as much as I might wish it never would. It was never going to end, was it? I heard the quick gasp, gasp, gasp, gasp of the air dragging through my lips, but I couldn't stop it. It looked like the school was shaking, like there was an earthquake, but I knew it was my own trembling that caused the illusion. â€Å"She came back for me,† I choked out. Victoria was never going to give up till I was dead. She would keep repeating the same pattern – feint and run, feint and run – until she found a hole through my defenders. Maybe I'd get lucky. Maybe the Volturi would come for me first – they'd kill me quicker, at least. Edward held me tight to his side, angling his body so that he was still between me and Jacob, and stroked my face with anxious hands. â€Å"It's fine,† he whispered to me. â€Å"It's fine. I'll never let her get close to you, it's fine.† Then he glared at Jacob. â€Å"Does that answer your question, mongrel?† â€Å"You don't think Bella has a right to know?† Jacob challenged. â€Å"It's her life.† Edward kept his voice muted; even Tyler, edging forward by inches, would be unable to hear. â€Å"Why should she be frightened when she was never in danger?† â€Å"Better frightened than lied to.† I tried to pull myself together, but my eyes were swimming in moisture. I could see it behind my lids – I could see Victoria's face, her lips pulled back over her teeth, her crimson eyes glowing with the obsession of her vendetta; she held Edward responsible for the demise of her love, James. She wouldn't stop until his love was taken from him, too. Edward wiped the tears from my cheek with his fingertips. â€Å"Do you really think hurting her is better than protecting her?† he murmured. â€Å"She's tougher than you think,† Jacob said. â€Å"And she's been through worse.† Abruptly, Jacob's expression shifted, and he was staring at Edward with an odd, speculative expression. His eyes narrowed like he was trying to do a difficult math problem in his head. I felt Edward cringe. I glanced up at him, and his face was contorted in what could only be pain. For one ghastly moment, I was reminded of our afternoon in Italy, in the macabre tower room of the Volturi, where Jane had tortured Edward with her malignant gift, burning him with her thoughts alone. . . . The memory snapped me out of my near hysteria and put everything in perspective. Because I'd rather Victoria killed me a hundred times over than watch Edward suffer that way again. â€Å"That's funny,† Jacob said, laughing as he watched Edward's face. Edward winced, but smoothed his expression with a little effort. He couldn't quite hide the agony in his eyes. I glanced, wide-eyed, from Edward's grimace to Jacob's sneer. â€Å"What are you doing to him?† I demanded. â€Å"It's nothing, Bella,† Edward told me quietly. â€Å"Jacob just has a good memory, that's all.† Jacob grinned, and Edward winced again. â€Å"Stop it! Whatever you're doing.† â€Å"Sure, if you want.† Jacob shrugged. â€Å"It's his own fault if he doesn't like the things I remember, though.† I glared at him, and he smiled back impishly – like a kid caught doing something he knows he shouldn't by someone who he knows won't punish him. â€Å"The principal's on his way to discourage loitering on school property,† Edward murmured to me. â€Å"Let's get to English, Bella, so you're not involved.† â€Å"Overprotective, isn't he?† Jacob said, talking just to me. â€Å"A little trouble makes life fun. Let me guess, you're not allowed to have fun, are you?† Edward glowered, and his lips pulled back from his teeth ever so slightly. â€Å"Shut up, Jake,† I said. Jacob laughed. â€Å"That sounds like a no. Hey, if you ever feel like having a life again, you could come see me. I've still got your motorcycle in my garage.† This news distracted me. â€Å"You were supposed to sell that. You promised Charlie you would.† If I hadn't begged on Jake's behalf – after all, he'd put weeks of labor into both motorcycles, and he deserved some kind of payback – Charlie would have thrown my bike in a Dumpster. And possibly set that Dumpster on fire. â€Å"Yeah, right. Like I would do that. It belongs to you, not me. Anyway, I'll hold on to it until you want it back.† A tiny hint of the smile I remembered was suddenly playing around the edges of his lips. â€Å"Jake . . .† He leaned forward, his face earnest now, the bitter sarcasm fading. â€Å"I think I might have been wrong before, you know, about not being able to be friends. Maybe we could manage it, on my side of the line. Come see me.† I was vividly conscious of Edward, his arms still wrapped protectively around me, motionless as a stone. I shot a look at his face – it was calm, patient. â€Å"I, er, don't know about that, Jake.† Jacob dropped the antagonistic faade completely. It was like he'd forgotten Edward was there, or at least he was determined to act that way. â€Å"I miss you every day, Bella. It's not the same without you.† â€Å"I know and I'm sorry, Jake, I just . . .† He shook his head, and sighed. â€Å"I know. Doesn't matter, right? I guess I'll survive or something. Who needs friends?† He grimaced, trying to cover the pain with a thin attempt at bravado. Jacob's suffering had always triggered my protective side. It was not entirely rational – Jacob was hardly in need of any physical protection I could offer. But my arms, pinned beneath Edward's, yearned to reach out to him. To wrap around his big, warm waist in a silent promise of acceptance and comfort. Edward's shielding arms had become restraints. â€Å"Okay, get to class,† a stern voice sounded behind us. â€Å"Move along, Mr. Crowley.† â€Å"Get to school, Jake,† I whispered, anxious as soon as I recognized the principal's voice. Jacob went to the Quileute school, but he might still get in trouble for trespassing or the equivalent. Edward released me, taking just my hand and pulling me behind his body again. Mr. Greene pushed through the circle of spectators, his brows pressing down like ominous storm clouds over his small eyes. â€Å"I mean it,† he was threatening. â€Å"Detention for anyone who's still standing here when I turn around again.† The audience melted away before he was finished with his sentence. â€Å"Ah, Mr. Cullen. Do we have a problem here?† â€Å"Not at all, Mr. Greene. We were just on our way to class.† â€Å"Excellent. I don't seem to recognize your friend.† Mr. Greene turned his glower on Jacob. â€Å"Are you a new student here?† Mr. Greene's eyes scrutinized Jacob, and I could see that he'd come to the same conclusion everyone else had: dangerous. A troublemaker. â€Å"Nope,† Jacob answered, half a smirk on his broad lips. â€Å"Then I suggest you remove yourself from school property at once, young man, before I call the police.† Jacob's little smirk became a full-blown grin, and I knew he was picturing Charlie showing up to arrest him. This grin was too bitter, too full of mocking to satisfy me. This wasn't the smile I'd been waiting to see. Jacob said, â€Å"Yes, sir,† and snapped a military salute before he climbed on his bike and kicked it to a start right there on the sidewalk. The engine snarled and then the tires squealed as he spun it sharply around. In a matter of seconds, Jacob raced out of sight. Mr. Greene gnashed his teeth together while he watched the performance. â€Å"Mr. Cullen, I expect you to ask your friend to refrain from trespassing again.† â€Å"He's no friend of mine, Mr. Greene, but I'll pass along the warning.† Mr. Greene pursed his lips. Edward's perfect grades and spotless record were clearly a factor in Mr. Greene's assessment of the incident. â€Å"I see. If you're worried about any trouble, I'd be happy to -â€Å" â€Å"There's nothing to worry about, Mr. Greene. There won't be any trouble.† â€Å"I hope that's correct. Well, then. On to class. You, too, Miss Swan.† Edward nodded, and pulled me quickly along toward the English building. â€Å"Do you feel well enough to go to class?† he whispered when we were past the principal. â€Å"Yes,† I whispered back, not quite sure if this was a lie. Whether I felt well or not was hardly the most important consideration. I needed to talk to Edward right away, and English class wasn't the ideal place for the conversation I had in mind. But with Mr. Greene right behind us, there weren't a lot of other options. We got to class a little late and took our seats quickly. Mr. Berty was reciting a Frost poem. He ignored our entrance, refusing to let us break his rhythm. I yanked a blank page out of my notebook and started writing, my handwriting more illegible than normal thanks to my agitation. What happened? Tell me everything. And screw the protecting me crap, please. I shoved the note at Edward. He sighed, and then began writing. It took him less time than me, though he wrote an entire paragraph in his own personal calligraphy before he slipped the paper back. Alice saw that Victoria was coming back. I took you out of town merely as a precaution – there was never a chance that she would have gotten anywhere close to you. Emmett and Jasper very nearly had her, but Victoria seems to have some instinct for evasion. She escaped right down the Quileute boundary line as if she were reading it from a map. It didn't help that Alice's abilities were nullified by the Quileutes' involvement. To be fair, the Quileutes might have had her, too, if we hadn't gotten in the way. The big gray one thought Emmett was over the line, and he got defensive. Of course Rosalie reacted to that, and everyone left the chase to protect their companions. Carlisle and Jasper got things calmed down before it got out of hand. But by then, Victoria had slipped away. That's everything. I frowned at the letters on the page. All of them had been in on it – Emmett, Jasper, Alice, Rosalie, and Carlisle. Maybe even Esme, though he hadn't mentioned her. And then Paul and the rest of the Quileute pack. It might so easily have turned into a fight, pitting my future family and my old friends against each other. Any one of them could have been hurt. I imagined the wolves would be in the most danger, but picturing tiny Alice next to one of the huge werewolves, fighting . . . I shuddered. Carefully, I scrubbed out the entire paragraph with my eraser and then I wrote over the top: What about Charlie? She could have been after him. Edward was shaking his head before I finished, obviously going to downplay any danger on Charlie's behalf. He held a hand out, but I ignored that and started again. You can't know that she wasn't thinking that, because you weren't here. Florida was a bad idea. He took the paper from underneath my hand. I wasn't about to send you off alone. With your luck, not even the black box would survive. That wasn't what I'd meant at all; I hadn't thought of going without him. I'd meant that we should have stayed here together. But I was sidetracked by his response, and a little miffed. Like I couldn't fly cross country without bringing the plane down. Very funny. So let's say my bad luck did crash the plane. What exactly were you going to do about it? Why is the plane crashing? He was trying to hide a smile now. The pilots are passed out drunk. Easy. I'd fly the plane. Of course. I pursed my lips and tried again. Both engines have exploded and we're falling in a death spiral toward the earth. I'd wait till we were close enough to the ground, get a good grip on you, kick out the wall, and jump. Then I'd run you back to the scene of the accident, and we'd stumble around like the two luckiest survivors in history. I stared at him wordlessly. â€Å"What?† he whispered. I shook my head in awe. â€Å"Nothing,† I mouthed. I scrubbed out the disconcerting conversation and wrote one more line. You will tell me next time. I knew there would be a next time. The pattern would continue until someone lost. Edward stared into my eyes for a long moment. I wondered what my face looked like – it felt cold, so the blood hadn't returned to my cheeks. My eyelashes were still wet. He sighed and then nodded once. Thanks. The paper disappeared from under my hand. I looked up, blinkingin surprise, just as Mr. Berty came down the aisle. â€Å"Is that something you'd like to share there, Mr. Cullen?† Edward looked up innocently and held out the sheet of paper on top of his folder. â€Å"My notes?† he asked, sounding confused. Mr. Berty scanned the notes – no doubt a perfect transcription of his lecture – and then walked away frowning. It was later, in Calculus – my one class without Edward – that I heard the gossip. â€Å"My money's on the big Indian,† someone was saying. I peeked up to see that Tyler, Mike, Austin, and Ben had their heads bent together, deep in conversation. â€Å"Yeah,† Mike whispered. â€Å"Did you see the size of that Jacob kid? I think he could take Cullen down.† Mike sounded pleased by the idea. â€Å"I don't think so,† Ben disagreed. â€Å"There's something about Edward. He's always so . . . confident. I have a feeling he can take care of himself.† â€Å"I'm with Ben,† Tyler agreed. â€Å"Besides, if that other kid messed Edward up, you know those big brothers of his would get involved.† â€Å"Have you been down to La Push lately?† Mike asked. â€Å"Lauren and I went to the beach a couple of weeks ago, and believe me, Jacob's friends are all just as big as he is.† â€Å"Huh,† Tyler said. â€Å"Too bad it didn't turn into anything. Guess we'll never know how it would have turned out.† â€Å"It didn't look over to me,† Austin said. â€Å"Maybe we'll get to see.† Mike grinned. â€Å"Anyone in the mood for a bet?† â€Å"Ten on Jacob,† Austin said at once. â€Å"Ten on Cullen,† Tyler chimed in. â€Å"Ten on Edward,† Ben agreed. â€Å"Jacob,† Mike said. â€Å"Hey, do you guys know what it was about?† Austin wondered. â€Å"That might affect the odds.† â€Å"I can guess,† Mike said, and then he shot a glance at me at the same time that Ben and Tyler did. From their expressions, none of them had realized I was in easy hearing distance. They all looked away quickly, shuffling the papers on their desks. â€Å"I still say Jacob,† Mike muttered under his breath.