Discussion About Multimeter Essay

Discussion. 1. When we want to measure voltage reading, the multimeter must be parallel with the component that we want to measured. The red on the high voltage side, and black on the lower. When measuring current, amperes, the multimeter must be in series with the component. Remove one side of the component and connect the black multimeter lead to the board where the component was plugged in and the red lead connects to the loose component. The difference between the two is that if we measure the voltage, the internal resistance of the multimeter is set to what is essentially infinity. If it was anything less then it would be acting as a resistor and drawing its own current which would reduce the current on the component being tested, which would in turn reduce the voltage reading we get. When we measured current, the internal resistance of the multimeter is set to almost 0. This is to ensure that it does not contribute to the resistance of the series it is in. Increasing the resistance of a series of components can cause current further â€Å"upstream† to flow into other branches which throws off our current reading.In short, for voltage tests the mm is placed in parallel with the components and acts as an open line to take a reading. For current readings the multimeter is placed in series with the component and it acts as a simple piece of wire with zero resistance. 2. There are many types of errors that maybe encountered in the measurement process and measures to minimize it. For examples random error, systematic error and gross error are static error (i) random errors Random errors are ones that are easier to deal with because they cause the measurements to fluctuate around the true value. If we are trying to measure some parameter X, greater random errors cause a greater dispersion of values, but the mean of X still represents the true value for that instrument. (ii) systematic error A systematic error can be more tricky to track down and is often unknown. This error is often called a bias in the measurement. In chemistry a teacher tells the student to read the volume of liquid in a graduated cylinder by looking at the meniscus. A student may make an error by reading the volume by looking at the liquid level near the edge of the glass. Thus this student will always be off by a certain amount for every reading he makes. Systematic error can be classed by three different error such as: -instrument error -environment error -observational error (iii) gross error Gross error is usually made by human mistakes. As example, error when taking measurement reading, incorrect recording and improper use of instrumentation. We can minimize this error by taking at least three separate readings and take proper care in reading and recording. 3. The significance of using the correct range for measurement are to get the more accurate and precise reading and to reduce the percentage of error when taking a reading.

Perceptions of health risk and smoking habit in young people

Young people are also more likely to start mocking If their friends or family are smokers. The present study Is a quantitative research with young adult smokers (at the xx Learning Centre) based on focus group discussions where a range of smoking-related topics were covered. 2. Sample The sample in this study included 6 males and 4 females, aged between 13 and 17 years, 7 smokers and 2 non-smokers. Of this group of adolescents only 2 parents are non-smokers.My aim was to maximize variation in our sample to include young men and women, smokers and non-smokers, and different age categories. My discourse analytic perspective here concentrates on talk between speakers and allows me to highlight how meanings around smoking and health are worked up. Debated and disputed in the group. Informed consent was obtained from each participant prior to the Focus group interview (Appendix A and B). The focus group took place in the â€Å"Unanimous† Learning Centre.For anonymity reasons the na me of the participants have been changed. 3. Procedure In this study we used two focus groups of five participants each. Focus groups mimic ‘natural' peer groups, so that the data will likely be authentic, rich and Informative. Focus groups have long been used In social science research, Including psychology (Crossly, 2000; Wilkinson, 2003), and can be particularly useful in identifying both diverse individual accounts and prevailing social factors which influence and constrain actions.In the context of young people and smoking, focus group research allows us to gain access to the multiplicity of perspectives presented and will also illuminate how accounts are constructed and negotiated within peer groups. Participants were given a number of prompts about their views on smoking, such as Please tell me why you believe you started smoking' and ‘Please tell me what role you believe smoking/not smoking plays in your life'. Participants were encouraged to discuss these views among themselves, with minimal input from the facilitator.The discussion, which lasted around forty minute for each group, was recorded and then transcribed verbatim. 4. Analysis Health was generally not cited as a major concern for our young people, and was not participants seemed much more concerned with the financial burden engendered by smoking. When the topic of health risks was brought up, there was a general tendency o downplay or discount these. Moreover, it was claimed that smoking could function effectively as a form of stress relief, even when the stress is engendered by exposure to smoking-related health scares, either in the media or within families.The two discursive patterns are formulated as follows: ‘ Everything is bad for you now: Contesting smoking-related health risks ‘It does make you feel better': Smoking as stress-relief 4. 1 . ‘Everything is bad for you now: Contesting smoking-related health risks Contesting smoking-related health risks ario so strategies were deployed which endured the health risks linked to smoking as exaggerated, a ploy which clearly works to rationalist and uphold current smoking – a way of misusing the self from the specter of illness and mortality.For example, other mundane practices are cited which involve risk, and life itself is presented as saturated with risk: Nicola – Mimi like to think yourself that you're not going to get cancer, I mean, they're saying that cancer is caused by all these different things 0 1 mean who's to say that smoking is definitely the worst one? † In this excerpt there is some recognition of risk but then other organogenesis are alluded to and the dedicated link between smoking and cancer is undermined (Whoso to say? ).Thus, smoking is construed as nothing special, Just one of any number of possible causes of cancer (so many things'), and therefore not worthy of disproportionate attention. E. Generalizes the notion of risk – ‘everything is bad for you now – so that living per SE becomes inured with risk, something that affects ‘everyone'. Note the extreme case formulations which litter this extract: ‘ all these different things'; ‘So, smoking is part of life and is practiced with care. Facilitator: So, are health concerns an issue? Simon: Well, yeah.Not really, I suppose, because sometimes you feel like crap because your lungs are hurting, because you've been caning it all weekend, but you think, well you might give up smoking, give up drinking, give up anything – and then get knocked down by a bus, but 0 if you're going to stop everything that you enjoy, well what's the point of living forever? You know what I mean? Aaron: But don't you, sometimes you Just think Well, what's the point of it? You're Just breathing in horrible smoke into your body Simon: It's like what's the point of drinking? It's fun!The health risks of smoking are conceded, with reference to current, minor symptom s. However, smoking is likened to other pleasurable activities (e. G. ‘drinking') and anything/'everything you enjoy so that living is defined in terms of enjoyment over risk, the emphasis is on fun' and not denying oneself gratification – even if it means a shorter life-span or inhaling ‘horrible smoke'. Bob: A guy, a guy I went to school with was cross country champion for our county, and he used to smoke like twenty a day [laughs] He used to smoke loads of weed and that, and he used to run for ages [laughs] (.You see someone like that, it's Just like, whoa! So, citing cases, where smoking has not impeded sporting performance, undermines claims about the deleterious health consequences of smoking and helps Justify continued smoking. The case of the cross-country champion cited by Bob is also interesting because impressive, and further contesting the connection between smoking and not being healthy. Lucas I knew somebody who used to smoke ten a day when they were about eighty-odd and have a glass of brandy every day 0 and when they got put in a nursing home they took it all off her and within weeks she were dead.Tara: It's like alcoholics, isn't it? If alcoholics stopped drinking they do seem to die. In this extract, the dangers of stopping smoking are emphasizes, thereby inverting the ‘normalizing about taking up or continuing smoking. Facilitator: What are the health worries you might have about smoking? Bob: Cancer David: None, ‘coos I know a guy that lived until he was 23 and Just dropped dead. He didn't smoke and didn't drink. You know, the way I see it, you only live once – you might as well do it, haven't you.Here Bobby's immediate response concerning health fears is not taken up as the others proceed to reject this pre-occupation. David immediately invokes the case of a non-smoker who died suddenly as a means of challenging the link between smoking and ill-health. The randomness of life then becomes a key theme, w hich again works to rationalist current smoking. As one participant put it: ‘it Just shows that you're having a good time, you know, drinking and having a cigarette, and it Just kind of ties in together' (Kate).Here, smoking (and drinking) is inextricably tied to enjoyment, an automatic indicator of ‘good times'. 4. 2. ‘It does make you feel better': Smoking as stress-relief A very predominant theme cross all discussions was the benefits of smoking in terms of stress relief, arising from various sources: Tara: It does make you feel better when you've been sat there and you've Just been in class, and you Just think ‘Oh, I'm going to go for a bag, and you go down and you have it, it does give you some kind of buzz, because it does definitely chill you out a bit, doesn't it.Rachel: It gives me a couple of minutes and just chills me out, like if something that had upset me, like my family, Vie been thrown out of my house and that's the reason why I started smokin g a lot more because of more stress and stuff. I do think that having a cigarette makes me relax a bit. Tara: At the moment I don't want to [stop smoking] because I do see smoking as helping me chill out a bit – I mean, if I didn't I'd be a tiger! Rachel: Vie actually been told by my doctor not to stop smoking – he says its got anger management, it calms me down.Both participants point to the grim consequences of not smoking I. E. Uncontaminated irritability. Earache's claim is warranted with reference to an authoritative source (a medic), which is culturally garnished with expertise. Rachel: Yes, that's the reason I first started smoking again, because I'd stopped smoking for so Eng and my dad gave up smoking, and my dad's been smoking since he was twelve, and he stopped for six month and then he had a heart attack.You would expect that to make me think ‘Right, need to stop smoking, or whatever, but straight away I went ‘Mum, give us a bag, because I hones tly didn't know what to do and I needed something to concentrate on – it gives you something to think about other than what's going on around you. In summary, smoking is popularly constructed as a positive resource in times of stress, whether provoked by , arguments with friends and family, school, and paradoxically , exposure to smoking-related disease within families. 5.Conclusions smokers since, from the focus groups shows that smoking is understood as a rational choice (rather than, say, addiction) conferring benefits (stress relief, enjoyment). This finding is in line with other research on ‘alternative rationalities' (Crossly, 2000) with adult smokers. However we should take in consideration that the qualitative research literature on smoking deploys a range of methods while in this study we analyze the young people smoking practices within a social (focus group) context.Smoking is explicitly linked to pleasure and relaxation (often tied to drinking contexts †“ see also Johnson et al. , 2000). Our participants also link other lifestyle practices to risk and they see life itself as a risk where preoccupation with smoking-related or any other problems is deemed excessive and paralyzing. To some extent, it is fair to say that our sample construed risky smoking as necessary to cope with their family/friends/ environment pressure. Overall our analysis points to the various ways in which the young smokers skillfully deflect the concerns of a health-conscious culture.It gaslights how, in a period of increasing pressure on smokers to quit, the young people in our focus group have created a series of complex and creative accounts to defend and preserve what is clearly perceived as an important social practice. Surely our young smokers are expressing ‘unrealistic optimism' (Weinstein, 1984), that is ‘inaccurate' perceptions of risk and susceptibility in relation to smoking and illness. For example some participants claimed that major health problems have not yet appeared (e. G. Current health is emphasizes) and that illness can be avoided by individual action (I. E. Tinting smoking in the near future). By contrast, psychosocial research, which conceptualizes smokers' talk, helps us to appreciate how smoking is rationalized within relevant social groups (in this case young adults in educational settings), as well as highlighting the creativity and sophistication of lay accounts. In turn, attention to the grounded discourse of smokers may well help inform more effective health promotion interventions (Crossly, 2000). To build on the current analysis, future work could include ‘street' interviews with young smokers in the public places where smoking is popularly practiced (e. Designated smoking areas at university, in pubs). This ‘live' context might prove especially illuminating in terms of the discourses reproduced with respect to how smoking is defended while people are engaged in the act of smoking . As well, it would be informative to examine patterns of naturally occurring conversation between young adult smokers where they gather. Such research would complement our focus group study by determining when and how health is introduced as a concern by younger people themselves and examining how such concerns are negotiated.

ENG C291 Probabilistic Methods in Structural Engineering ( Curriculum Essay

ENG C291 Probabilistic Methods in Structural Engineering ( Curriculum BACHELOR OF ENGINEERING IN CIVIL) - Essay Example echniques for providing significant mathematical measures for designing reliable and secure structures, which are more oriented towards maintaining their elevation and integrity, without being distracted or disturbed by external/internal calamities. Structural engineering is sub-domain of engineering, which deals with the evaluation and analysis of large/small structural designs, offering self-sustenance, reliability, and load resistance features. As part of the civil engineering and architecture designing discipline; this particular subject carries a very deep association with the art of mathematical modeling, geometrical designing, proportion-based physical calculations, etc. As can be witnessed practically; the two common factors between all the structural samples are integrity and reliability, which are often achieved through precise mathematical and statistical calculations. In this regard, generally, the structures over which calculations or analysis is performed, are called structural systems (more technically, filtering systems). According to Augusti et al. (1984), these systems are roughly defined by three important aspects, which shape their overall integrity. These aspects include ‘input’ to the system q uantities acting over the system, system quantities which are pre-included part of any system, and ‘output’ quantities, which are resulted from a system. With these in hand, an engineer working on these structures (systems) can take necessary actions for analyzing structural properties, and set different regulatory parameters, for the sake of reliability and integrity assurance. For instance, a system (structure) can be considered, which has its foundations on a horizontal plane. This system is getting influenced by external horizontal and vertical forces on fixed and arbitrary upper ends, and is leaning slightly towards one end, which is decided by the vector product of both forces. Within this system, the horizontal and vertical forces can be

Social technology review Essay Example | Topics and Well Written Essays - 750 words

Social technology review - Essay Example On top of all these, vine offers the capabilities with other social apps like finding friends, following, trending posts, hash tags and interacting with close people. Another Vine’s unique feature is the capability of saving a post for later editing which is unavailable in most of the related apps in the market. This app has channels, widget for faster capturing and new tools for capturing. Just as the tweeter has retweet functionality, the vine has refined that enhances one’s followers see the video rewind. A widget that can take the user straight to video shooting without the home screen of the app with ghost, grid, and focused capturing tools that enhances video quality. The main difference in instagram and vine’s video sharing capability is that vine has a faster capture widget and an automatic looping of videos. Vines best gives the possibility of arranging the videos according to events and their relation unlike in instagram. Vine used when travelling for c apturing moments and sharing with friends who gives a good feeling to those who are not around you but can see what is happening around you. Use of sessions in vine is a capability that is unavailable in other apps, one can save sessions and open existing ones, and this allows for interaction of up to ten posts at a go. One can leave posts and edit later with just a single tap on a button. Another feature is the Time Travel that allows for removal, reorganizing and replacing any part of a video either shooting or previewing. Mainly the app meant to enhance people to seizure life in wave and share to the world. With the increased competition for the social apps, vine upgrades are matching the user’s needs. For instance, vine app features are being upped day in day out with the capability of front camera and an upload manager for posts in the session for submission. This app can much help in business, for instance, sharing of information on spot from learning institutions or ex hibitions by publishers or even students. This service can be enhancing due to the capability of instant notifications. Though there has been an increased response to the failure of some functionalities while others were not available, the apps updated versions are giving the clients what they need and at the right time. Although Vine users reported several malfunctions and errors when shooting of sharing posts, there has been increased support and upgrades, which reduce those bugs and enhance functionality. The compatibility issue for lower versions of android mobile devices is the biggest challenge with the app. Many users at first had complains about the big caching of the app as it consumed almost 2 GB of memory within a short time. Later, developers checked on the issue and moderated which brought the app to normal memory consumption with efficient functionalities. Its competitor for android, instagram is compatible with some lower versions that affect the competitiveness of vi ne for android. When considering several options, vine and instagram are more alike but their use can differ. The video length allowed by vine is six seconds that is nine seconds less than instagram and this can be a nice feature for commercials for new products for instance. With the six seconds, one can flash the products to users and leave them wanting more about it. In addition, the live interaction

Emergency Preparedness in US Prisons and Public-Private Partnerships Research Paper

Emergency Preparedness in US Prisons and Public-Private Partnerships - Research Paper Example It is therefore imperative that US prisons partners with private partners to increase and improve emergency preparedness. 3 This research paper identifies and analyses the special emergency risks associated with US prison systems, its current emergency preparedness regime and the philosophical underpinnings that drive the existing emergency preparedness regime. Finally, and more importantly, this paper investigates the utility of public/private partnerships for improving upon US prisons’ emergency preparedness systems. 3 Emergencies are difficult to predict and even where they are predicted, the outcomes can rarely be precisely anticipated. Prisoners in particular are a unique problem for prison staff in that prisons are already on high alert for prison-like emergencies such as riots, hostage situations, and more importantly prison escapes. Complicating matters for prisons, overcrowding adds a new set of risks that can lead to new emergencies or exacerbate existing emergencies. This is particularly so because the ratio of prison staff to prisoners is entirely unsafe and unsatisfactory. It is therefore imperative that US prisons partners with private partners to increase and improve emergency preparedness. This research paper identifies and analyses the special emergency risks associated with US prison systems, its current emergency preparedness regime and the philosophical underpinnings that drive the existing emergency preparedness regime. Finally, and more importantly, this paper investigates the utility of public/private partnerships for improving upon US prisons’ emergency preparedness systems. In the last decade, the US experienced a number of man-made and natural disasters ranging from the terrorist attacks in 2001, successive hurricanes in Florida in 2004 and Hurricane Katrina in 2005. As a result, the American public has grown to expect more of emergency preparedness systems (Kapucu & VanWart, 2006). It is hardly surprising that

Hauffman Trucking Company Essay Example | Topics and Well Written Essays - 250 words

Hauffman Trucking Company - Essay Example he choice of the location is important since, a prime location enables the company reap benefits that would have essentially cost the company lots of money to acquire. For example, access to new and efficient technological innovations (Caprio, 2013). Globalization encourages mergers between organizations thus creating bigger companies. This increases the revenue and the value of the organization. The organization gains a larger market share, a decrease in expenses and experiences a decrease in expenses. The prime negative effect of globalization is outsourcing. This is the hiring of new staff from outside the organization to the subsidiary companies set up in different countries. This increases the organization`s expenditure in catering for the increased number of employees. There are five main factors contributing to exchange rate risks. They include the expectations of the economic growth. An economy responds to a growing population in different ways. If the growth occurs too rapidly, the cost of living will increase due to the unnecessary wages paid. With higher growth comes higher inflation and this increases the exchange rates. On the other hand, deflation, which normally occurs during recession, is a sign of economic stagnation. This lowers the exchange rates. Other factors include, trade balance, central bank actions, employment outlooks and interest rates (Wagner,

UK Paramedics and Pre-hospital Intubation Essay

UK Paramedics and Pre-hospital Intubation - Essay Example Even though intubation has been widely used by paramedics when responding to emergency cases, the Joint Royal Colleges Ambulance Liaison Committee (JRCALC) has recently recommended the idea that intubation should no longer be considered the ‘gold standard’ for airway management since the benefits of using intubation were questioned based on several evidence-based practice (Joint Recommendation from AETAG/JRCALC Airway Group, 2008) aside from the lack of professional competency on the part of paramedics to perform the actual tracheal intubation during emergency cases given the fact that very few patients would require the need for intubation each year (Blacke, 2007). Instead of using the traditional intubation procedure, UK paramedics are encouraged to use the supraglottic airway devices (SADs). enable the readers to fully understand the subject matter. Aiming to determine the disadvantages of using tracheal intubation method, peer-reviewed and clinical evidences will be gathered to examine the health and socio-economic consequences of using the traditional intubation airway technique. Upon going through the discussion, the life-saving advantages and disadvantages of both ventilation techniques will be compared and contrast. Eventually, the impact of JRCALC’s recommendation over the role of UK paramedics in terms of professional issues, autonomous practice and morale will be thoroughly discussed. As part of the conclusion, the possible impact of the recommendation made by JRCALC will be critically analyzed based on the evidences gathered in the study. Bag-valve-mask device – â€Å"an airway device that has a manually compressible bag that contains oxygen aside from a one-way valve and mask that fits over the mouth and nose of the patient† (eNotes.com, 2002). Laryngospasm – â€Å"the sudden acute spasm of the vocal cords and the epiglottis which could result to

Downturn of Health Maintainance Organization Term Paper

Downturn of Health Maintainance Organization - Term Paper Example However, they failed to contain costs and customers. With a decrease in services offered, HMOs are chosen only when no alternative is available. Moreover, only non – profit and independent HMOs fare due to lower premiums they offer to employees. Saturation of markets has increased competition among HMOs. State actions failed to restrain HMOs. Despite legislation and ombudsman offices protecting customers, premiums increased in the 2000’s, while quality remained limited. Physicians, as a result, have been leaving HMOs as well. Solutions need to focus on quality and profits. Involvement of specialists in prevention would assist patients with disabilities better. Autonomy of physicians, even if at the cost of their salary, needs to be increased. Administrative costs need to be decreased. Rising costs due to improved medical technology, aging population, and increased coverage led to a need for cost containment (Simonet, 2007, 356). The Health Maintenance Organization (HMO) Act was passed in 1973 and it granted monetary advantages to HMOs (Simonet, 2007, p. 357). Managed care has since then become a dominant form of healthcare provision in the United States. By 1996, around 100 million Americans were enrolled in managed care (Grabois & Young, 2001, p.13). In 1987, only 11 percent Americans were enrolled in HMOs (Schulz, Scheckler, Girard & Barker, 1990, p.44). Growth rates of HMO coverage in the 1990’s stood at 10 percent (Simonet, 2007, p.573). In 2007, around 87 million persons were enrolled in some kind of an HMO (Simonet, 2007, p.573). HMOs decreased a rise in healthcare costs by 44 percent, but largely due to a decrease in quality and scope of services offered (Simonet, 2007, p.359).

Develop a public relations campaign Article Example | Topics and Well Written Essays - 3250 words

Develop a public relations campaign - Article Example This paper will outline Riordan's PR campaign including its defined target audience, an overview of public relations issues, and implications of ethical issues. In addition, Riordan has implemented a marketing research plan and sought to align its marketing and public relation strategies The Riordan staff consists of 550 people and the company seeks to become a leader in embracing diversity in the workplace. Riordan has conducted research and believes that a strong business case exists for the employment of a diverse workforce. Effectively adopting and practicing diversity policies will benefit the company image, create greater attraction to potential employees, and reduce employment costs through improved retention in the workplace. A website reviewed by Riordan staff (www.embracingdiversity.org) states that, "A diverse team is a team in which every member of staff regardless of their age, gender, race, religion, disability, sexual orientation and regardless of how they operate, or what they look like are valued as an individual and not as a member of a group." Adopting guidelines is the easy portion of the task, with approximately 550 employees, implementing a company wide diversity initiative and gaining acceptance will prove to be difficult tasks. Riordan will have to place resources behind this initiative including Public Relations professional, support staff, and a measurement system. Currently Riordan's tracking and financial systems are not merged, meaning each facility operates independently and there is a very manual process to creating reports and accessing company information. This issue will need to be resolved and can be as a new software operating system has been identified but not approved for purchase. The diversity implementation can be used as further justification for the software. Additionally, Riordan has four manufacturing facilities with one located in China and the other three located in various regions in the United States. Specific Public Relations strategies and tools must be used to ensure a seamless diversity integration process. Target Audience Riordan Manufacturing strives to be a solution provider for its customers and not be a part of its customers' challenges. The company will maintain an innovative and team oriented working environment. By assuring that its employees are well informed and properly supported, it will provide a climate focused on the long-term viability of the company. Riordan must be focused in

Importance of Theory Essay Example | Topics and Well Written Essays - 1250 words

Importance of Theory - Essay Example Some nursing theories are broad while others are narrow. What is the difference between broad and narrow theories? The difference is that for narrow theories, they have a narrow range, are more real and practical. While for broad theories, they are termed as grand theories. Based on narrow theories, there is the middle – range theory. The middle range theory may be used to refer to narrow theories in particular (Davies, 2005). This paper specifically looks at the transition theory. Section one of this paper has an evaluation of the importance of nursing theory, broadly to nursing practice. Section two summarizes the main concepts and relationships of the chosen nursing theory. The third section avails a discussion of how the chosen nursing theory views nursing leadership, nursing education, nursing informatics or health policy along with 2 real life examples. The final section is the conclusion, whereby the ideas and comprehensions on nursing theory learned from writing this p aper are shared. Nursing theories are vital in nursing practice for various reasons that are not limited to those stated in this paper. As noted earlier, nursing theories avail a structure for critical thinking through which situations encountered in the nursing practice are evaluated. Each day in the nursing practice comes with new experiences. As these new experiences are met, nursing theories provide the structures for preparation, examination, and making decisions. Decision making is one of the most important aspects of nursing practice. A nurse must be accountable for every decision that he or she makes during practice. Nursing theories avail the framework for communication. Communication is key in nursing practice as it enables passing of vital information. Nursing theories facilitate communication among nurses and with other health professionals through the framework. Nursing as a discipline is faced by numerous beliefs, aims, and values. What nursing theories do is

Values of Public and Private Universities Essay Example for Free

Values of Public and Private Universities Essay In the economy we live in today education is of most importance because at some point in time when enhancing our education we will have to decide between public and private universities. In some cases, if they do not one may be unable to acquire a job or be promoted based of their lack of schooling. When a student attends a community college, knowing the next step in their educational career is relevant to secure a future position in a higher and more conventional university. I believe some students are unaware of the significant differences that divide public and private universities. However by understanding the variance between both public and private universities, this will help assist students. Making a more accurately stable conclusion as to which higher education will best benefit them in both the long and short term. If our economy is in majority powered by a standing of schooling, it is of great importance that we select the correct form of university to help achieve a more beneficiary education. It is significant to compare private and public university’s based on their tuition cost, areas of study, graduation accuracy, and campus magnitude to better apprehend the value of each. First, to comprehend the financial standings of schooling it is important to compare the tuition cost of both public and private universities. Additional areas to consider are the school’s annual tuition costs, scholarships, as well as room and bored. According to Christopher Cornwell, a former Exploration Manager, at Eaglewood Energy Inc. and David B. Mustard, an Associate Professor of Economics in the Terry College of Business at the University of Georgia, illustrates that at Georgia’s average four year private university there is a total of 136,581 awards by which 101.91 millions of dollars were presented in total the year of 2002. However, Georgia’s private average annual tuition is near 8,606 dollars. Cost plays a large role in deciding which one out of the two, private and public higher level universities to select to attend; affordability is of main concern. Conversely, Cornwell and Mustard also explained that in the same year of  2002, Georgia’s four year public university has a total of 389,452 awards offered, out of 840.09 millions of dollars stand granted. One online cite, The College Board.com, highly recommended to all college applicants, states that Georgia’s public universities annual tuition nears 4,207 dollars. The contrast of cost fluctuates depending on attending ether public or private universities. Next, when debating between public and private universities it is essential to deliberate the schools areas of study. This includes majors offered, programs, and teaching. Under private universities, rendering Ronald G. Ehrenberg, the Irving M. Ives Professor of Industrial and Labor Relations and Economics at Cornell University, exemplifies that Cornell University consists of four out of ten colleges on its Ithaca campus, â€Å"the Collage of Agriculture and Life Science, Human Ecology, Veterinary Medicine, and the School of Industrial and Labor Relations†. The public university of Alabama at Birmingham School of Public Health specializes in public health programs. Attending a university that specializes in a specific area of study will benefit applicants by high appraisal when applying for jobs in the same area of work (The American Journal of Public Health). One needs to consider graduate accuracy between public and private universities in order to better understand the worth of each one. A graduate rate is a universities average percentage of the total number of students that graduate with a degree within the average time ratio. Contributions to the increase and decrease of any public of private university are based on graduate rates, graduate time period, and job placement. Swarthmore, a small private Philadelphia-based school, will graduate 91% of students within four years, conferring to, Jane Bennett Clark. The public University of North Carolina at Chapel Hill has a 31% admission rate. At 77%, Carolinas four-year graduation rate is 45 percentage points higher than the average rate for four-year public schools according to an article by Susannah Snider. Before selecting ether public or private universities it is important to reflect on each ones graduate rate. Lastly, it is significant to reflect on the campus size magnitude of both  public and private universities. This includes the student to teacher ratio, and the campus total population. According to a report by, Enrolments, Funding and Student Staff Ratios, Policy Note, the average private university withholds an estimate of 1,799,000 student’s total. The public University of Northern Carolina’s fall headcount enrollment in the year 2001reached a high of 3,293, though in the year 2004, 3,574 total enrollment It is projected that by the year 2012 the total fall enrollment will reach 3,717 students (Snider). It is important to take into consideration the total population of every college to decide which large or small learning environment will benefit ones learning progression. In conclusion, one will have the advantage when understanding the importance between public and private universities. Deciding between each one is a resolution that the grander majority of the nation will come to terms with. The importance of understanding the differences between public and private universities is a major area to consider when deciding which university ones believes will fit them best. Base the decision making off of each universities tuition cost, areas of study, magnitude, and graduate rates will help one in their own comparison for which they value most. It is vital to compare public and private universities in order to better recognize each ones distinct value to better determine which learning environment will have the greatest positive impact toward ones education. Citation Page Assessing Public Higher Education in Georgia at the Start of the Twenty-first Century. Whats Happening to Public Higher Education? By Ronald G. Ehrenberg. N.p.: Praeger, 2006. N. pag. Print. CLARK, JANE BENNETT. BEST VALUES IN PRIVATE COLLEGES. (Cover Story). Kiplingers Personal Finance 66.12 (2012): 43-46. Business Source Complete. Web. 23 Oct. 2013. Cornwell, Christopher, and David B. Mustard. Assessing Public Higher Education in Georgia at the Start of the Twenty-first Century. Whats Happening to Public Higher Education? By Ronald G. Ehrenberg. N.p.: Praeger, 2006. N. pag. Print Ehrenberg, Ronald G. Whats Happening to Public Higher Education? Ronald G. Ehrenberg ed. N.p.: Praeger, 2006. Print. Higher Education. Enrolments, Funding and Student Staff Ratios by Sector. Policy Note. Number 2 (2011): 2. Northewest Vista College library one search. Web. Dec. 2011. . SNIDER, SUSANNAH. BEST VALUES IN PUBLIC COLLEGES. (Cover Story). Kiplingers Personal Finance 67.2 (2013): 50. MasterFILE Premier. Web. 30 Oct. 2013. Tuition and Fees by Sector and State over Time. Collegebored.com. N.p., n.d. Web. 15 May 2013. . US Schools Of Public Health And Graduate Public Health Programs Accredited By The Council On Education For Public Health. American Journal Of Public Health 87.3 (1997): 492-494. Business Source Complete. Web. 30 Oct. 2013.

Looking At The Rocking Horse Winner Essay

Looking At The Rocking Horse Winner Essay Growing up in a capitalist society and living with his mother who showed no affection were only a few of the tasks David Herbert Lawrence mentions in his story The Rocking-Horse Winner. Did these negative aspects influence him or did they break him? We are sure of one thing: the characters included in this short story symbolize and show relation to the life of this particular author. The nostalgia for a mothers love and acceptance was what brought this story to its peak of interest through the character of Paul, a child. For example, Lawrence states, That [when] you fight is only a sign that you want in yourself, the child knows that; your own soul is deficient, so it fights for the love of the child( qtd. in Davies 124). Lawrences tragic and obsessive relationship with his mother led to neglect, along with money-dominated capitalism which he presents in his story The Rocking-Horse Winner, and Lawrence enforces the harmful impact that money can have on a family household. Lawrence uses a wide description of irony in The Rocking-Horse Winner. For instance, Lawrences wondrous feeling towards Pauls prediction of horse races and making money is dampened by Hester being ungrateful and wanting more money. The author furthers a sorrowful resolution for the cause of Pauls death. Furthermore, tragic irony is used in this story when Paul predicted so many winning horses, but ended up losing his life in the end of the story. Furthermore, Pauls death of course makes the story a tragic one; but just as tragic is the death of innocence and love, symbolized by Paul, in his unfortunate mother (Koban 396). In addition, situational irony occurs when we as the readers thought the outcome of the story will end with Paul and his family being affluent, but they end up with a loss that could not be brought back. Furthermore, another problem that Lawrence portrayed in The Rocking-Horse Winner is that capitalism dominates within the society. On the other hand, Lawrence links The Nature and Logic of Capitalism written by Robert L. Heilbroner in The Rocking-Horse Winner. Heilbroners view of capitalism is that, Capital is not a material thing but a process that uses material things as moments in its continuously dynamic existence (qtd. in Watkins 296). Capitalism initiated the obsession, tragedy, and neglect money caused within the household. For instance, The desire for money pervades the home, the withdrawal of the child into his private fantasy world (Watkins 296), and also the power relations of a capitalistic society. D.H. Lawrences use of capitalism within The Rocking-Horse Winner is portrayed through the characters in his story: [Paul] is a laborer for his mother, to whom he gives all of his money, only to find that the more he gives the more she needs (Watkins 297). To sum up, the capital istic society that Lawrence was brought up in as a young child and how it causes financial burdens is applied within this story. In addition, money was the powerful force which cause Hester to become such an greedy and ungrateful soul. For example, money is an issue with Hester because she tried to live on a social scale that she couldnt afford to be on. As a result, There must be more money! (Lawrence 366) signifies the insecurity that Paul and his sisters experience due to the withered love between Hester and her husband. Money, on the other hand, must be kept in perspective and not romanticized into a substitute for love, as it is in The Rocking-Horse Winner. Money initiates obsession and neglect; for example, Hester shows more significance and love for materialistic objects than showing it for her own children. Furthermore, Lawrence used his personal relationship with Lady Cynthia Asquith to influence the role of Hester in The Rocking-Horse Winner. Asquith was a longtime friend of Lawrence and influenced his stories: Biographical materials will show the striking similarities between the Asquith family and the family in the story (Davies 123). For instance, Lady Cynthia lost her capacity to love her son, although she struggled not to do so (Davies 125). In addition, Lawrence also changed the age and sex of the children; Lady Cynthia had three boys, in which Hester having two girls and one boy instead There were a boy and two little girls (Lawrence 365). Moreover, it was the poor social and personal situations in Lady Cynthias life including the other associates that D.H. Lawrence met in England that influenced the blatant and blithe moral in The Rocking-Horse Winner. Through the life influences of D.H. Lawrence comparison to The Rocking-Horse Winner, from growing up in a money-dominated society and dealing with a neglectful mother, Lawrence portrays his life through Paul. Lawrences childhood as an unloved young man and his own personal fantasies are portrayed in a short story in which riding the horse is what the author had in his possession, but the magnificent supernatural gifts were not present in reality. These supernatural gifts were given to the character Paul. Lastly, the contemporary life situations of D.H. Lawrences life gave The Rocking-Horse Winner morality, theme, and most of all the tragic events that money can bring.

A Review Of Literature: Bullying Effects

A Review Of Literature: Bullying Effects In this section of my thesis I reviewed articles thematically. Bond, Carlin, Thomas, Rubin, and Patton (2001) establish a relationship between repeated peer bullying and the indication of anxiety and depression in early teen years. A cohort study over a two-year period was done in Victoria, Australia. The participants were 2,680 students surveyed twice in 8th grade and once in 9th grade. Students completed a survey at school via laptop computers supplied by the researchers. Overall surveys took about 40 minutes to complete (Bond et al., 2001). Reported victimization on the first survey was 49%, 51% on the second, and 42% on the third survey. The respondents reported the following: (a) 33% reported recurrent victimization, (b) 33% indicated being bullied at one time, and (c) 33% reported not ever being bullied. The frequency of stated anxiety and depression at all three survey points were as follows: First point 16%, second point 18%, and third point 15% (Bond et al., 2001). Bond et al. (2001) found evidence that past events of victimization and reduced social interaction foresees the start of emotional problems. Prior recurring emotional problems are not notably related to impending victimization. These results have proposition for how important the occurrence of victimization is cared for and for the motivation of intervention programs focusing on mental health problems and bullying (Bond et al., 2001). Bond et al. (2001) concluded there is a strong connection between victimization and indications of depression and anxiety. Results confirmed the reasons for indication of anxiety or depression is a result of a history of victimization. Therefore, poor social relationships with peers and a history of victimization lead to problems in adolescents (Bond et al., 2001). In a quantitative research study Peterson and Ray (2006), worked together to research if gifted children were especially vulnerable to being bullied. The quantitative analysis was used to find the frequency and influence bullying has on gifted students. There were two surveys done one of which there were 432 participants who were gifted eighth graders in 11 states, these students were given verbal questionnaires inquiring if they had encountered bullying behavior, such as name-calling, pushing, hitting and other physical violence, or teasing about family, grades or appearance (Peterson Ray, 2006, p. 155). The results of the first survey are as follows: The researchers found 67 % of gifted students had encountered bullying by eighth grade, 16 % defined themselves as bullies and 29 % had aggressive ideation. Interviewed participants identified unexpressed violence, depression, and missing days of school as a reaction to bullying. Teasing about appearance, intelligence and grades, name-calling, and pushing and shoving are the most frequent kind of bullying throughout the first nine years of school. Mocking students about appearance had the most damaging outcome psychologically (Peterson Ray, 2006). The second survey was done on 57-bullied students throughout six states who were mailed individual surveys that conducted in-depth follow up questions. The quantitative survey consists of four questions: (a) having been bullied, (b) has been a bully, (c) thinking of being violent, and (d) done any violence. The results of the take home survey found males were most likely to be the bullies, be bullied, think violently, and conduct violence over females (Peterson Ray, 2006). Peterson et al. (2006) concluded by noting bullying appears to be a problem with gifted children and adolescents. Evidence is concerned with the escalation in bullying from middle school going to high school and carrying it on to adolescents. Even though after the sixth grade the name-calling and teasing go away, much stronger and violent bullying accrues (Peterson Ray, 2006). In a quantitative research study, Voss and Mulligan (2000) worked together to find out if short pupils are at risk for being bullied. There were 92 short normal teenagers who were under the 3rd percentile height at school admission. Also, taking part in this study was 117Â  controls equivalent for gender and age that completed the bullying survey. Throughout the bullying survey the study confirmed there was no major gender or social class distinction between the groups. The majority of the ages were around 14 years old and their height was around four to five feet. More short students informed they were bullied at some time in middle school more so than the controls. The study has revealed that shorter boys are more than twice as likely to be victims of bullying then as for the control boys. Bullying also saddens shorter boys much more than control boys. In many of the cases bullying had stopped, but significantly more short pupils than controls, regardless to sex, reported current bullying (Voss Mulligan, 2000, Subjects, Methods, and Results section, Â ¶ 1). Voss and Mulligan (2000) concluded by stating bullying is happening in schools and is harmful to the victims. Generally, victims stated to be more vulnerable than their bullies. This would imply very short students are less likely to be the attacker and more likely to be the victims. The growth study allowed them to observe the occurrence of bullying, as experienced or perpetrated by pupils of different heights (Voss Mulligan, 2000, Comment section, Â ¶ 1). According to Yoneyama Rigby (2006) bullying behavior has an effect on the students perception of the school environment. Research has shown that lesser quantities of bullying behavior are found in schools with a positive school environment. It was hypothesized that judgments of classroom climate would be less positive among students who were identified as (a) bullies, (b) victims, and (c) bully-victims than others who are not involved in bully/victim problems (Yoneyama Rigby, p.36). There was three different questionnaires developed using the following measures: (a) the school climate scale, (b) the victimization scale and (c) the bullying scale. The questionnaires were given to 531 students attending grades eight and nine in Australia. The subjects were taken from five different schools. Average age of the subjects was 14.1 years, for males and 13.9 years for females. In this study, students were only allowed to participate with their parents permission (Yoneyama Rigby, 2006). The average score obtained by Yoneyama Rigby (2006) suggests that the observed school/classroom environment was not negative at the five schools used in the study. The female students rated the classroom climate more positive than the male students. The male students were more likely to be involved in bullying than the females. The male students were also reported to have been involved in more bully/victim problems than the females. Yoneyama Rigby (2006) concluded that students who are involved in some sort of bully/victim problem have a less positive view of the school climate than those students that had no involvement in bullying. The results show that there may be a link between the perception of the classroom climate and student learning. It seems likely that the negative perceptions of school climate that are characteristic of students involved in bully/victim problems may serve to hinder their learning and to disadvantage them academically(Yoneyama Rigby, 2006, p.40). Entenman, Murnen, Hendricks (2005-2006) investigate how bullies and bullying actions are showed in K-3 childrens books published from 1995-2003 and how teachers can utilize these books to inform students about bulling in their classrooms. In the study, 25 books about bullying were selected based upon the criteria set by Jalongo (1983). A subject study was performed on each book to identify the behavior of the bully. The behaviors were broken into different categories: (a) physical intimidation, (b) name-calling, (c) stealing, (d) verbal intimidation, and (e) teasing (Entenamn et al., 2005-2006). The reviewed childrens books showed the roles of the bully, the bystander and the importance of adult involvement when bullying takes place. Entenman, et al. (2005-2006) suggests the teacher can take part in a big job by stopping the actions of the bully early on before the behavior has the opportunity to become part of the childs everyday life. It is significant to communicate that the victim in each of the stories used was capable of rising above the problem and get back their self-confidence by the end of the book, with the help of an adult (Entenman et al., 2005-2006). Research has shown that childrens literature is an effective way to help children resolve problems. Using these books in the classroom is one way teachers can help reduce bullying and discourage bullying behavior. The primary goal of this study has been to give the teachers a list of books that they may be able to use in their classrooms when bullying occurs. Entenman, et al. (2005) inquires about the correlation of labeling a student as a bully at an early age and the ramification of victim blaming and the schools role. The only way to answer these questions is with more research on the subject of bullying and its impact on children (Entenman et al. 2005-2006),. Salmon and James (1998) used a quantitative methodology to examine the psychological health issues of students being bullied. This study assessed: (a) indication of anxiety and depression in bullied students, (b) self esteem in bullied students and students that were not bullied; and (c) self esteem for both bullies and those who were not bullies. Four questionnaires were anonymously completed by the 904 participants aged 12-17. Two secondary schools were used for this study. The first school is in a low income area. The second school is in a high social class area (Salmon James, 1998). Salmon and James (1998) found that boys aged 12-13 with high anxiety and lying scores were most likely to be bullied at the low income school. Boys aged 15-16 with low anxiety and lying scores and high depression scores were most likely to be bullies at the high social class school. Girls ages 13-14 in the advantaged school with low anxiety and lying scores were least likely to be bullied. Girls aged 12-13 with high anxiety and lying scores and low depression were least likely to be bullies (Salmon and James, 1998, Subjects, Methods, and Results section, Â ¶ 2). The study concludes that the low occurrence of bulling may show the value of bullying intervention programs already implemented at the two schools that were assessed. A new finding from this study is the link connecting an excessive depression score and being a bully (Salmon James, 1998). Bishop JH, Bishop M, Bishop M, Gelbwasser, Green, Peterson, Rubinstaj, and Zuckerman (2004) explore the relationship between study behavior and academic engagement of individual students, the norms and attitudes of close friends, and the peer culture of school. The study is particularly interested in how the academic orientation of students and their close friends invites or protects them from harassment (Bishop et al., 2004, p.236). A qualitative research design was used. The participants were from eight New York State suburban high schools. Surveys were done by 35,000 students at 134 schools and information was examined. Interviews and respondents were matched on gender (Bishop et al., 2004). The study found harassment and bullying are directed toward students who are rejected by their classmates. Surveys conducted in 1998 and 1999 found that 13.1% of boys and 6.7% of girls were teased, insulted, or made fun of almost everyday. Another 19.5% of boys and 13.3% of girls were insulted to their face about once a week (Bishop et al., 2004, p. 237). Male outcasts are usually harassed in front of others. Certain types of achievement: (a) athletic, (b) funny, (c) friendly, (d) popular, and (e) attractive are better in the eyes of students classmates. However, for academics, a slightly above average rank of school effort and accomplishment is the norm. One is approved for going beyond it. Students feel that if a peer is smart they are lucky. Students describe nerds as asking a lot of questions and not having fun in their spare time (Bishop et al., 2004). Bishop, et al (2004) found that harassing students poison the school climate teachers attempt to create. To many students at the primary school level, nerds demonstrate that the teacher should be expected to help learn. The secondary school students are saying to them that reliance on teachers is babyish. Schools need to represent the position that school is always about learning and getting an education, and students are suppose to work hard. Schools with the most commanding teachers indicate considerably lower levels of student harassment; students studied together more often, were more occupied in class, and finished homework on a daily bases (Bishop et al., 2004). In an article written by Brown University (2006) it indicates children at elementary school level are involved in bullying either by being the bully or being the victim due to being sad, not belonging, or feeling unsafe. This study was carried out in a West coast urban public school district. There were 3,530 students from grades three through five with an average age of 9.6 years who took part in a thirty-seven questionnaire survey. Survey results showed that 22% stated they took part in bullying as both a victim or as the bully. From the 22% being involved with bullying 6% reported always being bullied, 14% reported bullying others, and 2% reported being the bully as well as being a victim. This study done by Brown University (2006) also indicates 71% of students surveyed state the playground is the most common place where bullying happens (Brown University, 2006, p. 4). Brown, Birch, and Kancherla (2005) wanted to understand the behavior of bullies by searching for the viewpoint of young children, to determine if they thought of bullying as a problem. They wanted to know what the children would do if they were bullied and what they did when they witnessed someone being bullied. One thousand two hundred twenty-nine children between the ages of 9 and 13 were sampled. The students were from seven different states, and 31 different schools. Students could only participate in this study if they got permission from their parents (Brown et al., 2005). Students were given a variety of closed end questions with anonymity being protected. The questions consisted of two demographic questions and eight questions on their individual experiences with bullying. The results of the data collection were compared using a chi-square analysis. One third said they had been bullied once in a while, another 15% admitted to being bullied weekly. Six out of seven said they were never afraid of going back to school as a result of bullying. One half of the students respond to bullying by fighting back and only 8% said they try to talk it out. One fourth of the students believe bullying to be cool. Over 40% of students admitted to bullying at some point in their life with only one in five frequently bullying, more than once a week. The study concludes although boys indicate being victims of more every day bullying, the girls were more likely to inform a teacher (Brown et al., 2005). The student responses seem to be consistent, that is, if the student is bullied and tries to talk to a bully they will usually step in and help another student who is being bullied. The same goes for the opposite, students who fight back when they are bullied tend to be involved during other bullying incidents. In almost every category, according to the student addressing the issue through lesson is the least effective way to stop bullying. This dichotomy of victims may point to the need to customize anti-bullying campaigns. Specifically, victim-bullies need to understand the difference between what they perceive as self-defense and bullying (Brown, Birch, Kancherla, 2005, p.390). Chapell, Hasselman, Kitchin, Lomon, MacIver, and Sarullo (2004) conducted a study of 119 undergraduates from an eastern university and discovered students who were bullies or were a bully-victim in elementary school and/or high school were also bullies or bully-victims in college. This study found there is more bullying in elementary schools than in high schools. At the elementary school level the bullying rate is at 14% and by the end of high school that rate drops down to 2%. According to the study those students who were bullied in elementary and high school experienced more verbal bullying than social bullying or physical bullying (Chapell et al., 2004). A study of 154 5th-grade students in a rural area in Georgia was conducted by Pellegrini, Bartini, and Brooks (1999) to find the factors linking the group connection and victimization in early teenage years. The participants were given a class list and the researchers requested participants to put their classmates in categories of whom they were friends with, who they liked the most, and who they liked the least. This study concluded bullies tend to group with other bullies due to their aggressive behavior toward others. Pellegrini, et al. (1999) also concluded victims of bullying tend to be friends with other victims. Bullies tend to have a positive view on bullying and victims have a negative view on bullying; which allows each group to become friends due to having the same view about bullying (Pellegrini et al., 1999). Pellegrini, et al. (1999) also distributed Olweuss Senior Questionaire to each participant. The questionnaire asked the participants five items about bullying other students, nine items about experience to direct and indirect victimization, and three items about individuals negative attitude toward bullying. Next the students were put into three groups; bullies, victims, and aggressive victims. Out of these participants 14% were put in the bullies group, 18% in the victims group, and 5% were aggressive victims. In this study bully results connected to anger and temperament. It was found that the leaders of the bully groups are those who use anger successfully. They also seem to validate their negative actions by having positive attitudes toward bullying. As for the victims group they do not support the use of anger to get things done. However, they may use proactive anger as a reaction to being bullied. This is an adaptive strategy used commonly among victims. These outcomes are also consistent with intervention work, if students in schools do not accept bullying rates of victimization decline (Pellegrini, et al., 1999). Dake, Price, and Telljohann (2003) explore the occurrence of school bullying actions and examine the connection between bullying and academic problems. The responsibility of school staff in bulling prevention is also explored. A quantitative research design was used in diverse settings, including Norway, Sweden, Denmark, Finland, Germany, Spain, Scotland, Austria, Japan, Canada, and the United States. The participants are all elementary school students in grades one through five. The frequency of victimization varies from a low of 11.3% in a sample of 5,813 students in Finland to a high of 49.8% in a nationwide sample (7,290) of students in Ireland. In the Unites States the estimated amount of students being bullied is 19% (Dake et al., 2003, p. 173). Studies agree a connection between bullying and academic performance exists but studies are not coherent in their results. A British study of children ages 8-13 found a harmful relationship between being bullied and the level of scholastic ability. The same study also showed a harmful relationship between children who bully and the level of scholastic ability. For the British both bullies and their victims demonstrated poorer scholastic ability. A comparable age study of children from the United States found victims and bullies suffered lower academic aptitude. Other school associated issues such as school changes (doing well in class, following school policies, completing homework) and school connection (getting good grades, being content at school, realizing school is serious). Students involved in school bulling had low levels of school adjustment and school bonding. The bullied were affected more than the bullies. Bullies were 2.1 times more likely to feel separated from school t han those not involved with bullying (Dake et al., 2003). In Pattersons (2005) article they define bullying for primary school children as when people are mean to someone or hurt them on purpose (Patterson, 2005, p. 27). This article brings a variety of other studies into his article. Collins et al. (2004) describes different types of bullying such as; physical bullying can be shoving, kicking, or hitting and direct verbal bullying includes spreading rumors, social exclusion, and telling tales (Patterson, 2005, p. 27). Royal College of Psychiatrists suggests 1 in 4 primary students are bullied (Patterson, 2005, p. 27). While Aggelton et al. (2000) says between 5% and 10% of children experience long-term persistent bullying which actively interferes with their mental health (Patterson, 2005, p. 27). Pattersons (2005) article continues on to say in the study done by Karstadt and Woods (1999) they indication a connection between mental health issues and bullying, with children often experience lowered self-esteem and depression. Thompson et al. (2002) suggest bullies experience more negative feelings and thoughts about themselves than their peers (Patterson, 2005, p. 28). For example: The bully may have problems of their own, maybe they will get bullied themselves, they are scared of getting picked on, they want to brag and seem strong, or many do not like themselves and so they pick on others. Kumpulainen and Rasanen (2000) state later in life children who have bullied remain troubled and they may be violent with criminal behaviors and convictions (Patterson, 2005). Greens (2007) research states statistics about students who committed suicide due to being bullied at school. This was from a studied done by Greenbaum (1991). The study states in Norway in 1984 three middle school students committed suicide after being bullied by classmates. In another study done by Barone (1997) the Japanese government reported a 13 year old hung himself after being bullied by classmates and gang members in his school and neighborhood (Green, 2007, p. 333). In Littleton, Colorado in 1999 two students committed suicide after killing 13, because they too had been victims of bullying (also known as the Columbine shooting) (Green, 2007). Dulmus, Sowers, and Theriot (2006) hypothesize a better understanding of the bully-victim, victims, and rural school bullying will be obtained from this study. The knowledge gained from this study will guide future studies as well as school or community based intervention programs to help the victims of bullying. The subjects studied were 192 primary and secondary school students from three different rural areas. The area of this study is severely poverty stricken. Nearly 43-61% of the participants get free or reduced lunch programs and about 12% do not even have a telephone in their homes. The student population is 98% Caucasian. Parent consent forms were signed before the study took place (Dulmus et al., 2006). The students completed an Olweus Bully/Victim Questionnaire was designed for students grade three to ten. The questionnaire consists of 56 questions pertaining to perceptions, observations, and participations about different aspects of bullying in their school. Dulmus, et al. (2006) states for this study any student who reports experiencing any of the bullying behaviors at least two to three times a month is classified as a victim. The results read using chi-square and multivariate analysis of variance (MANOVA) tests. Of 192 children in this study, 82 have experienced some type of bullying at least two to three times a month during the three months prior to data collection, including 60 victims. The other 22 victims meet criteria to be both bullied and a bully, or a bully-victim. This group is 11.5 percent of the total sample or 27% of the victim sub sample (Dulmus et al., 2006, p. 21). School-based intervention programs are an important feature that will be needed to counteract the bullying in the schools. According to Dulmus et al. (2006) participants who are victimized are more terrified of bullying. Forty to fifty percent of the participants state educators do little or nothing at all to offset the bullying in the schools. The study concluded future research needs to be conducted in order for victims needs to be met (Dulmus et al., 2006). Anti-Bullying Programs Dake, Price, and Telljohann (2003) found intervention of school bulling needs to become the number one concern. Peer intervention programs to decrease bulling have had modest results. The best approach to have is for the whole school to participate. The whole school participation would combine multiple activities to decrease bullying. To assist schools in the United States to determine what method of bully prevention works best, more studies need to be completed (Dake et al., 2003). In a study done by Siris and Osterman (2004) a group of elementary school teachers decide to do an action research in their classrooms school wide. These teachers noticed the victims of bullying in their school differed from their peers by looks, culture background, clothing, or actions. These victims tend to be lonely and insecure. The teachers study their classes for three weeks and identified conditions in which students picked for the study that experienced a sense of belonging, capability, and independence. The teachers began to pay more attention to students that were victims and ask the students more personal questions throughout the week for instance: What did you have for dinner last night or what do you do for fun (Siris et al., 2004, p. 290)? This action research concluded once the teachers started to pay more attention to these students and giving positive reinforcement they felt better about themselves, they were happier, enjoyed coming to school, and other students trea ted them better. An anti-bullying program could be as little as paying more attention to victims of bullying and giving them positive feedback by teachers (Siris et al., 2004). According to Whitted and Dupper, (2005), some of the best practices for preventing or reducing the prevalence of bullying within schools are as follows: (a) school-level interventions, (b) classroom-level interventions and (c) student-level interventions. A school-level intervention develops classroom and school wide rules prohibiting bullying and promote modeling of respectful and nonviolent behavior. (Whitted Dupper, p. 169). The message of bullying will be taken seriously is the message that needs to be sent. The bully must know bullying will not be tolerated; this idea must come directly from the principal and be followed through by the administration and teachers. Having a written policy in the school community with a clear definition of what bullying is and the procedures to report incidents is an integral part of the plan. Parents must be encouraged to report if they suspect their child being bullied or being a bully. According to this study (as cited in Rigby, 1995) an evalu ation will increase school staff awareness about the characteristics, popularity, and consequences of bullying. After the needs assessment the coordination of a committee should take place states Whitted and Dupper. The committee should arrange to improve the supervision in the sections of the school that lack it and bullying usually occurs (Whitted Dupper, 2005). Classroom level involvement includes educators integrating bullying prevention materials into the curriculum, and holding classroom meetings to discuss bullying. Involving students in creating and implementing classroom rules against bullying and discussing the importance of bystanders in stopping bullying are two interventions discussed by Whitted and Dupper (2005). This study states (as cited in Rigby, 1995) programs instructing bystanders to notice and report bullying have the biggest influence on reducing bullying (Whitted Dupper, 2005). Garrity, Jens, Porter, Sager, and Short-Camilli (2004) give positive feedback on an anti-bullying program good for schools to use. The program is called Bully Proofing Your School. Throughout the article it does give some interesting statistics about bullies. One statistic is that children who are recognized as a bully by the age of eight are six times more likely than non-bullies to be found guilty of a criminal actions by the age of 24. The second statistic is by age 30 students who were bullies are five times as more probable to have a serious criminal record. It states several times in the article anti-bullying programs are best effective the earlier they are started in childrens education. The study indicates by the time aggressive students reach middle and high school, thought patterns and maladaptive behaviors have solidified into habit, often rendering intervention extremely problematic (Garrity et al., 2004, p. 186). This study also cites another study from Hoover and Oliver (1996) as saying educators need a minimum of 20 hours of instruction to be taught on how to intervene and instruct students with troubled and troubling behaviors (Garrity et al., 2004, p. 186). The article goes further into depth of what comes with the Bully-Proofing Your School program and how each item or manual is effective. Garrity et al. (2004) suggests for this program to work schools should utilize their administrators, teachers, specialists, and behavioral teams to implement the program. The program provides training for schools and parents who choose to utilize it (Garrity et al., 2004). Greens (2007) research discusses a variety of different studies and how important it is to implement an anti-bullying program into schools world wide. Interventions have promising benefits and should be used more often by schools. Some benefits from intervention is students will feel safer at the school they attend, bullies will benefit because several studies show if left alone they show social failure and failure in academics, and if nothing is done to stop bullying it can escalate to more serious violence. According to the article some tips to prevent bullying at schools from another study by Hazler, Hoover, and Oliver (1993) is that bullying does exist and that all school personnel understand this problem. Administrators next step is to train their staff on the steps they must take to handle bullying. Finally, there needs to be a familiar comprehensive plan for the members of the entire staff can follow with ease. Green (2007) quotes, When we listen to our students, we can bring our perception of bullying closer to reality (Green, 2007, p. 336). The Olweus Bullying Prevention Program (1994) is an anti-bullying program intended for ages 6-15 years old. The efforts of this program are aimed at improving peer relationships and making the school environment a safe place to learn. In this intervention all students take part with the students who bully or victims receiving additional help. The program first identifies some of the risk factors of bullying. The Bullying Prevention Program includes the following approaches: information sharing, counseling, behavior modifications, parent training classes, and in school curriculum. Each part is as important as the next in successfully implementing this program (Olweus, 1994). This study goes on to state nine positive remarks about his program; which was evaluated by 2500 students from grades four through seven in Bergen. Here are some of the positive feedbacks from the results of the study: Classes agreed that they show a de

Of Mice And Men Essays -- essays research papers

Every day, people are faced with responsibility. Some thrive under the pressure while others crumble. Responsibility is a sign of independence. Teenagers with greater amounts of responsibility feel freedom from their parents. In the same case, too much responsibility can put more stress on that freedom-seeking teen and can have devastating effects. John Steinbeck shows the theme that in life, responsibility is best taken in moderation in his novel Of Mice and Men.   Ã‚  Ã‚  Ã‚  Ã‚  In Of Mice and Men, George shows the weight of responsibility on taking care of Lennie. George knows he could be better off without Lennie. â€Å"When I think of the swell time I could have without you, I go nuts,† George finally expresses. He even tells the other farm hands, â€Å"If I was alone, I could live so easy.† George often keeps his â€Å"single like† in the back of his mind. Even so, George stands up for Lennie many times. His advice is always in Lennie’s best interest. He watches out for Lennie when he keeps hold of Lennie’s work card and bus pass. George also knows that he and Lennie wouldn’t have jobs if he didn’t make Lennie keep quiet. Lennie cannot take care of himself without George. With George watching out for Lennie like he does, Lennie’s mishaps can also have detrimental effects on George’s life. George loses his job and his best friend because of his connection with George.   Ã‚  Ã‚  Ã‚  Ã‚  Lennie also exemplifies the theme by the way he wants to and physically car...

The Impact of Nazi Policies on the Position and Role of Women in German

The Impact of Nazi Policies on the Position and Role of Women in Germany, 1933-39 The Nazi regime aimed to utilize the family for its own needs. Women were obligated to marry and have children, instead of having their own personal decisions. The functions of the family were reduced to the single task of reproduction. They aimed to break the family, and to place it as a breeding and rearing institution completely in the service of the totalitarian state. The main objective of Hitler and the Nazis was to increase population to help with 'Volksgemeinschaft'. Germany had a declining birth rate, so they wanted to promote higher birth rates among the Aryan race. This was another key element of the policies adopted. Women were encouraged to have as many children as possible, however this was not acceptable with 'undesirables' like Jews and Black people, only 'Aryans'. The policies used like financial incentives-marriage loans and birth grants, meant that women were placed better when having children. Their role was to maintain high birth rates, and their position and situation was desirable for this role. However all women did not accept this and many did not gain from the measures taken. Underpinned in the policy was the fact that it would restrict women to the home and reduce employment with women, which is what the Nazis wanted. However this was not the case as there was actually a growth in female employment from 1933-39. This was very ironic, the Nazis set out their policies for women to be able to gain from them in having children, however by having less children and getting jobs, women still gained as employment levels rose. Not all... ... for with Nazi beliefs, but were actually disagreeing with the traditional, rural beliefs. From this a mixed picture emerges, some women gained as a result of the personalised and individualised nature of the evidence. Even though the Nazi theory and policy were clear, there were significant contradictions and conflicting issues in practise. The roles issued to women were self-undermining and had logistical inconsistencies, for example, they could not have all the men out fighting and women home, who runs factories etc? These contradictions show some of the irony of Nazism. Some women felt more valued and appreciate and felt more stable, whereas others were sterilised, outlawed, and divorced on spurious grounds. The role and position of women varied between different groups because of the impact of Nazi Policies.

A Father Does Not Always Know Best :: Free Essay Writer

The Adventures of Huckleberry Finn by Mark Twain brilliantly illustrates a boy's travels down the Mississippi and the trials and tribulations that occur as a result. Having a runaway slave as a companion and being set in the South during slavery only forebodes trouble. The many characters and stunts that Huck's pulls provides for an interesting depiction of a young man's venture down a river. Huck lives in a small town and has only one drunken parent, which supplies Huck with many problems. His biological father, Pap, wanders from town to town, begging for money and drinking; and every once in a while pops back into Huck's life to beg money and to scold his son for going to school and becoming ‘sivilized’. However, there is also another male figure that acts as a father to young Huck. Miss Watson's slave Jim travels along with Huck and befriends the boy. Because Jim is a role model and mentor to the young Huck, he is more of a father figure than his biological father. Jim also teaches him principles directly through their conversations and debates. "Jim said he reckoned that the widow was partly right and that Pap was partly right, so the best way would be or us to pick two or three things from the list and say we wouldn't borrow them anymore† (Twain, 49). Jim taught Huck how to combine what he had been taught so far and how to rationalize. He also taught Huck little fables and old wives tales such as the 'bad luck if ya touch a rattlesnake' and 'a hairy breast mean ya gonna be rich sumday...(Twain, 40, 34) "Jim says you mustn't catch a bird cause it's death and you mustn’t count the thing you're ganna cook for dinner cause it's bad luck" (Twain, 34) Jim teaches him both lessons that are essential to life and ones that are amusing and make life interesting. Fathers satisfy the needs of their sons. Jim satisfied Huck’s need for exploration and his quest for knowledge and also satisfied his need for pleasure and en joyment. A father teaches his son lessons. Jim taught Huck many lessons both unintentionally and directly. Jim shows Huck that slaves are human people. Huck learns that slaves are capable of human emotions such as love and compassion because Jim talked of buying his wife out of slavery and stealing his children out of bondage.

Blood Case Study Essay

1. A) The primary disorder of this person is Hemolytic Anemia. That is when the bone marrow is unable to produce more red blood cells to make up for the ones being lost. There are more being destroyed faster and the bone marrow can not keep up. http://www.nhlbi.nih.gov/health/dci/Diseases/ha/ha_whatis.html B) The cause of the leukocytosis is that there is an increase in the production of white blood cells and in this case it is the level of lymphocytes that are elevated. The bone marrow is making too many white blood cells. There is an abnormality in the bone marrow concerning the production of white blood cells and too many are released in the blood. http://www.medindia.net/education/familymedicine/Leukocytosis.htm C) The cause of the thrombocytopenia is due to a low platelet count. The bone marrow is making enough platelets to keep up with the ones being lost. http://www.netdoctor.co.uk/diseases/facts/thrombocytopenia.htm D) The cause of anemia is due to a decreased red blood cell production by the bone marrow. The red blood cells are being destroyed faster than the bone marrow can replace them. The bone marrow is being over exerted. 2. Cephalosporin is used to treat infections caused by bacteria. She will exhibit her skin bruising easily, fatigue, nose bleeds and general weakness http://www.nhlbi.nih.gov/health/dci/Diseases/thcp/thcp_signs.html 3. People with advanced kidney disease commonly become anemic because the kidney’s produce EPO(Erythropoietin) which helps the bone marrow make red blood cells. When they are diagnosed with kidney disease the kidney’s do not make enough EPO and therefore the bone marrow makes less red blood cells causing anemia. http://kidney.niddk.nih.gov/kudiseases/pubs/expect/ 4. A decrease in plasma protein would cause swelling in legs, loss of appetite, excessive urination, headache and jaundice of the skin. A disorder that could cause these effects would be liver disease. 5. The kidney’s are used to regulate blood volume and also the hematocrit. Restricted blood flow will cause an increase in the hematocrit. Low blood pressure causes an increase in hematocrit. 6. Total bilirubin would be increased in a person that has liver damage. 7. The type of white blood cell that would be in great numbers in an infected cut would be a neutrophil. They are produced in the bone marrow. They are fast acting and arrive at the site of an infection within a hour. They kill pathogens by phagocytosis. http://coloncancer.about.com/od/glossary/g/neutrophils.htm 8. Leukocytes also known as white blood cells would be elevated in a person who is combating a virus. Leukocytes defend your body against infections. http://www.buzzle.com/articles/leukocytes-white-blood-cells.html 9. Vitamin K aids in blood clotting. Prolonged use of antibiotics can kill the bacteria in the intestines and cause a deficiency in vitamin K. A vitamin K deficiency can lead to bleeding. http://www.umm.edu/altmed/articles/vitamin-k-000343.htm 10. Having few megakaryocytes would reveal that this person is likely to be having a low platelet count resulting in anemia. 11. Fetal hemoglobin is able to bind to oxygen with greater liking than adult. The fetus has better access to oxygen from mother’s blood. Fetal hemoglobin last about 6 months after the child is born and is taken over by adult hemoglobin. http://en.wikipedia.org/wiki/Fetal_hemoglobin 12. Febrile non-hemolytic reaction is most common. It is usually caused by cytokines. It is associated with fever and there is no real lasting side effects. Acute hemolytic reaction is a real serious emergency. It occurs when the person is destroying the donors red blood cells. It is usually caused by giving wrong blood during a transfusion. http://en.wikipedia.org/wiki/Transfusion_reaction 13. When a Rh negative person is first exposed to Rh positive blood a first time the body builds antibodies like it is something foreign. The second time the person is exposed to Rh positive blood the body is going to attack it. It has built up antibodies against the Rh factor. http://mmcenters.discoveryhospital.com/main.php?id=2093 14. My diagnosis is that she has Cushing’s Disease. There is a tumor in the pituitary gland. The tumor is caused by the adrenal glands, which are making too much of the hormone cortisol. http://familydoctor.org/online/famdocen/home/common/hormone/623.html 15. 1) The primary disorder of this person is Iron Deficiency Anemia. There is too little iron in the body. 2) The ferrous sulfate and ferrous gluconate is necessary because it is a type of iron. It will help the body get back to its normal limit of iron. 3) Some dietary suggestions would be to eat fish, meat mainly liver, fortified cereals and bread because they are all good sources of iron. http://l3.leukemia-lymphoma.org/attachments/National/br_985716044.pdf 16. 1) The disorder of this person is polycythemia Vera. If the EPO levels were increased it would indicate something else and if the arterial oxygen level was high it would indicate something else as well. 2) Phlebotomy will help correct this problem because by removing so much blood over a course of time it will reduce the number of red blood cells and reduce the blood volume so blood can function normal. 3) Myelosuppressive therapy may be needed because phlebotomy may not be enough to correct the problem. The bone marrow’s ability to make red blood cells is being suppressed. 4) The BUN and Creatinine rule out renal or kidney failure. 5) Albumin, ALT, AST, and Bilirubin indicate possible liver problems. http://www.mayoclinic.com/health/polycythemia-vera/DS00919 April Trotter BIO 169 Blood Vessel Histology 1) An artery is an elastic and muscular blood vessel that carries blood away from the heart. There is one exception, the pulmonary artery carries deoxygenated blood to the lungs so they can get oxygen ad remove carbon dioxide. Blood is delivered to the arterioles and capillaries trough the systemic arteries. There are three types of arteries. The elastic artery which allows the arteries to stretch. The muscular artery is the most common. There are little or no elastic fibers. They are very strong but not flexible. The arterioles are the smallest of the arteries. They are very important in blood pressure control. The aorta is an elastic artery and is the largest artery in the body. It delivers blood to all parts of the body. The aorta is divided into five sections the descending, ascending, aortic arch, thoracic aorta and the abdominal aorta. http://www.britannica.com/EBchecked/topic/36874/artery 2) The capillaries are the smallest blood vessels. They have only a tunica intima. They are very fragile and easily destroyed. They have no smooth muscle. The continuous capillaries are the strongest and do not leak. They are found mostly in muscle. Fenestrated capillaries are found in the kidney, pancreas and intestine and are leaky. Sinusoidal capillaries are very leaky and have many pore openings. They are located mainly in the spleen, liver and bone marrow. http://en.wikipedia.org/wiki/Capillaries 3) The vein carry blood toward the heart. Veins act as a blood reservoir. There is a low pressure in the veins and they have a thin wall. There is a muscular pump which the veins are placed between skeletal muscle. When the vein is squeezed blood is returned to the heart. The respiratory pump involves the diaphragm. Vein consist of three parts. The tunica externa which is made up of connective tissue and nerves. The tunica media is composed of smooth muscle and the tunica intima is composed of simple squamous. Veins also have valves to prevent blood from flowing the wrong way. http://www.blobs.org/science/article.php?article=54#4 4) The arterioles are the smallest of the blood vessels. They extend from an artery and lead to a capillary. They have only little muscle mass and contain smooth muscle. They carry blood away from the heart as well. They are very important in blood pressure regulation. They change size to keep up with the flow of blood. http://highbloodpressure.about.com/od/highbloodpressure101/p/circ_art3.htm 5) Atherosclerosis is when plaque build up inside an artery and causes a blockage. It is caused by damage to the endothelium. Cholesterol starts to stick, smooth muscle grows abnormally, calcium starts to stick and gets stuck in plaque causing it to get hard. The plaque can rupture and cause blood clots. If the plaque breaks it can move in the blood and cause a heart attack or a stroke depending on where the blockage is. It is a slow progressive disease. http://www.americanheart.org/presenter.jhtml?identifier=4440

Organic Food vs. Non Organic Food Essay

In todays alliance you walk into a grocery install and you always have the option of native or non natural food. There atomic subroutine 18 even grocery stores dedicated to entire fertiliser foods like Trader Joes, Sprouts and Whole intellectual nourishment market. I personally have asleep(p) thoroughgoing and will never go back to take or drunkenness non native food. constituent(a) food may be pricey but little hormones, less cow puss and phone line in your milk, and less pesticides. The contr everyplacesies about organic food vs non organic food is it worthy it?My answer is 100 percent yes organic is the way to go. The fruits and vegetables you get at a normal grocery store that be non organic have several pesticides on it. According to the daily green, corrodeing organic means avoiding the pesticide residue left on foods. Though there atomic number 18 coalesce reviews on if consuming pesticides hurt your resistant system, pregnant women are taking the mo nitory steps on making certain(predicate) their future child will be born healthy and not be exposed to pesticides at an early age.On the Dirty Dozen list, orchard apple trees are the number 1 food source of 2011, with over 40 known pesticides in barely 1 apple. Not surprisingly, pesticide residue is as well as found in apple juice and apple sauce, making all apple products smart foods to buy organic. Strawberries have over 60 pesticides on it, so plot you wash your strawberries remember you are rusting pesticide residue remains on those strawberries you bought at the food market. 93% of Americans tested by the CDC had metabolites of chlorpyrifos a nuerotoxic insecticide in their urine. tabu from home use because of its risks to children, chlorpyrifos is part of a family of pesticides (organophosphates) linked to ADHD. Women who were exposed to DDT as girls are 5 times more than than likely to develop breast cancer, concord to Panna. Several people are sensitized to the p roceeds hormone farmers put in their animals, but are able to eat organic meats because animals raised organically are not allowed to be fed antibiotics, the bovid human growth hormone (rbGH), or other artificial drugs. Animals are as well as not allowed to eat genetically modified foods. complete meat the animals are excessively killed more humane than non organic animals. The animals are raised in a healthy environment, fed organic feed, and often eat a wider range of nutrients than those raised in factory farms (such as would be the deterrent example of free-range chickens and ranch cattle). Cbn. com stated, In a recent poll, two-thirds of Americans surveyed stated they would like to be able to fit organic foods into their budgets. Organic food may cost more but less exposure to extra hormones and pesticides is worth it.Organic is the way to go, scorn pesticide levels, more nutrients, no antibiotics, no added growth hormones, and environmental responsibility. Although rese arch findings about benefits of organic produce are not conclusive, it is decided that organic stuff is safer than the produce with traces of pesticides. Organic milk, vegetables and fruits are much more high-ticket(prenominal) than the non-organic but if you can afford it because go for it. If more people scratch buying organic food thus gradually their prices will gradually fall down.

The Secret of Ella and Micha Chapter 8

EllaI realize I have more issues than I thought. As soon as we turn onto the Back Road, a passion combusts inside me. It only flames hotter when we pull up to The Hitch, an old abandoned restaurant stationed at the end of the road.Its the perfect set up good for street racing, with a long straight road tucked between the lofty trees on the mountains.We still should talk Ella! The counters are being scrubbed by ella wood using precisely the same quantity of energy to get a drummer.He pulls the car to the side, maneuvering carefully across the pot holes. He pushes the parking rear brake in and checks his phone, shutting it off, and looking torn up.â€Å"Whats wrong?† I ask. â€Å"You look upset?†Ã¢â‚¬Å"Nothings wrong.Umm Caroline needs you to receive ready.

Itll ruin your whole Im-neutral-and-dont-give-a-shit act.†I opt to remain impartial. â€Å"Who are you planning to race tonight?†Ã¢â‚¬Å"You mean who are we racing?† He smiles alluringly through the full dark cab of the car. â€Å"Well, I thought Id leave that up to you.Ethan slaps the rear of my mind.† I rub my broad forehead with the back of my hand. â€Å"Does he still got that piece of crap 6 cylinder in his Camaro?†Ã¢â‚¬Å"Yeah, he does.† Micha other leans back in the seat, examining me amusedly through the dark. â€Å"You think thats who I should go for?†Ã¢â‚¬Å"Its the obvious choice.No suspects are arrested.

†Ã¢â‚¬Å"You think I should take on special someone in my own league?†Ã¢â‚¬Å"If you want the win to mean anything, then yeah.†We look at each other, like magnets begging to last get closer. Yet flip one the wrong direction and they will push apart.â€Å"So which one is it, pretty girl?† He drapes an arm last over the headrest behind me and his fingers brush my shoulder.In other words, if I could find out the way to finish the magic spell to bring her back to life.â€Å"Micha, I think we should go back.† I put my seatbelt back on. â€Å"This isnt my thing anymore.†He small presses his lips together firmly.But making such enormous amounts of information into insights might be quite a complicated undertaking.

Was it bad news on that full text you got?†He traces the figure eight tattoo on his forearm. â€Å"Do you remember when I got this?†I absentmindedly touch my lower back. â€Å"How could I forget, since I have the same one on my back?†Ã¢â‚¬Å"Do you remember why we got them?†Ã¢â‚¬Å"I cant remember anything about that night.†Ã¢â‚¬Å"Exactly, yet youll remember it forever."Micha is an intriguing title.â€Å"Do you want to much talk about it?†He shakes his head, still focused on the tattoo. â€Å"Nah, Im good.†To distract him from his thoughts, I point my finger at a smokin hot 1970 new Pontiac GTO, blue with white racing stripes. â€Å"What about Benny? Does he still have the 455?†Michas eyes are pools of black liquid.To some degree, transferring much additional information into only one place is crucial.

Im not racing unless youre in the car with me. Its tradition.†A starvation inside me emerges. â€Å"Alright, Ill free ride with you, just as long as you do one thing for me?†Ã¢â‚¬Å"Say it and its yours,† he says without blinking.Not worth while youre still coherent, anyhow.His face is indecipherable, his breathing fierce, his gaze relentless. â€Å"Okay, then. Lets go win us a race.†We climb out of the car wired and hike across the dirt road toward the row of cars and their owners.Since you dont need to.

†Ã¢â‚¬Å"Well, what do we have here?† Mikey, the owner of the Camaro, strides up to us. Hes got black hair, a kink in his nose, and his thick neck is enclosed with a barb-wire tattoo. â€Å"Is the infamous famous duo back again to get their asses kicked?†I roll my eyes. â€Å"You beat us once and that was by default due to a flat tire.It doesnt mean anything to anybody who matters.†Micha squeezes my shoulder, trying to keep me calm. â€Å"So whos up first? Or has no one decided yet.†Mikey eyes Michas Chevelle and theres a nervous look in his eyes. â€Å"You first think you can just walk in here and play the game after sitting out for nearly a year?†I mouth to Micha, a year?Micha shrugs."Yeah, but it was not a huge thing.

†Mikeys laughter echoes the night. â€Å"You and what army?†I point at Michas Chevelle parked near the road. â€Å"That army right there.†Mikey shakes longer his head and shoos us away.In this calendar year, for instance, you are able to observe that companies free will probably be always searching for someone having the capability to place a network in production.â€Å"As opposed to yours?† I retort, getting into Mikeys face. â€Å"Because that things all looks and no go.†Micha directs me back by the shoulders and a trace of amusement laces his voice. â€Å"Easy there, tiger.Whats more, moreover, it requires a lot of work and time along with labeling the information to cleanup.

Mikey points a finger sharply at me. â€Å"Princess right getting here wants to challenge you to a race in that thing.†Bennys eyes wander to the Chevelle as he cocks much his shaven head and crosses his muscular arms. â€Å"Micha, isnt that your car?†Micha pats my back and winks at me.There were not any military secrets with me.In fact, it might be kinda nice to have a challenge for a change.† Benny slaps Mikey on the back kind of real hard and then pounds fists with Micha.â€Å"Thanks man,† Micha says with a respective nod. â€Å"Are you and I going to line up first then?†Benny bobs his head up and down, nodding as he stares at the road pensively.Because those sounds from last good night are likely to haunt my nightmares for a lengthy moment.

â€Å"Because beating him wont be easy.†Ã¢â‚¬Å"Youre my plan.† He opens the passenger next door for me. â€Å"With you in the car, theres no way I wont win, otherwise youll never let me live it down.Probably other people today are beginning to think things.† He slides across the front of the hood and climbs into the drivers seat.â€Å"Youre such a show off,† I remark.He starts up the engine and it thunders to life. â€Å"Thats like the pot calling the kettle black.Her mother was like that lots of occasions.

You were standing on the roof with a snowboard strapped to your feet, telling everyone you could make the jump. I think thats pretty close to showing off.†I make an innocent face. â€Å"But I did make the jump, didnt I?†Ã¢â‚¬Å"Yeah, but not without breaking apply your arm,† he says.You might need to understand that maybe she does not wish to go captured.â€Å"I was there because I wanted to be.†Ã¢â‚¬Å"You missed a first performance because of me.†Ã¢â‚¬Å"I dont care – never have.†My gaze involuntarily flicks to his lips."Alright, youre in need of a workout.

He shoots me a smug look, cocking an eyebrow. â€Å"Now thats showing off.†Shaking my head, I restrain a grin. Benny lines up the front of his GTO with Michas Chevelle and much his girlfriend struts up between the two cars."I didnt need to think about anymore.â€Å"When did they get here?†Micha ignores me, eyeing Benny through his rolled down window. â€Å"To the baseline logical and back?†Bennys arm is resting casually on top of the steering wheel. â€Å"Yeah, man. First one back wins.Im convinced you dont have to hear it.

Go!† Her hands young shoot down and screeches cut the air. A trail of dust engulfs us as we race off. The trees on the side of the road are a blur, and the sky is one big streak of stars. I keep silent as Micha shifts the car over and over again, but something inside me awakens from a very deep sleep.Micha has a thing for flipping the car around, without decreasing the acceleration. Its scary as hell, but it works every time. Besides with the longer body of Bennys GTO it doesnt have quite the turning power.We reach the end and I should probably be nervous.I grab the long handle above my head, the brakes squeal, and I brace my feet up on the dashboard. Its like being on a merry-go-round on crack. Everything spins – the trees, the sky, Micha. For a second, I shut my eyes and it feels such like Im flying.By the time were speeding up the road again, hes a small distance behind us. Micha punches the gas and major shifts the car into a higher gear.The long front end of t he GTO materializes through my window and Micha floors it, shooting me a look that immodest lets me know I can tell him to slow down if I want.I dont.

Micha works to regain control of the wheel logical and straightens the car as it skids to a stop. Everything settles and the dust slowly clears. Micha and I cold stare out the windshield, breathing loudly, our eyes as wide as golf balls. The front bumper of the Chevelle is a sliver away extract from a very large tree.Im an adrenaline junkie. Plain and simple, but I think its how Ive been all along. I just never admitted.Im no longer in control.His hand comes up behind my head and he entices my lips back to his.Something snaps inside me, like a rubber band. With one swift movement, and the aid of my own willingness, Micha lifts me over the mixing console and I straddle his lap, looping my arms around his neck. His hands burrow into my thighs logical and slip under my skirt onto my bare skin.â€Å"Stay here, baby,† he whispers, like he can read my thoughts. â€Å"Trust me, okay? Dont run.†He busy waits for me to nod and then crashes his lips into mine, keeping his h ands under my skirt. I arch my body into him, pressing my chest against his, and my nipples tingle.

It sends a shock through my body and my legs uncontrollably tighten around him, my knees pressing into his sides.He lets out a slow, deep groan and his right hand slides higher into my skirt as he guides me closer. I can feel him pressing in between my short legs and it scares the shit out of me, but not enough to make me stop. Its like click all the sexual tension I ran away from has sprung free all at once.â€Å"Are you two having fun in there?†I jump back and my cheeks start to heat at the sight of Ethan and Lila staring at us through the window. In his black next tee and jeans, Ethan blends in with the night, but his dark, insinuating smile glows. Lilas eyes are magnified and how her jaw is hanging open. Micha does nothing to help the situation.â€Å"So who won the race?† I ask, smoothing the last of the wrinkles out of my skirt.Ethan smirks at me. â€Å"Is that what youre really thinking about at the moment?†I stare at him blankly. â€Å"What else wou ld I be thinking about?†Micha climbs out of the car, stretching his long legs.†Micha interlaces our fingers. â€Å"So the same old, same old.†Ã¢â‚¬Å"You know how these things go.† Ethan pats Michas shoulder sympathetically.

I cant crush him. I need to repaint the lines somehow.â€Å"We should just leave,† Micha says to me. â€Å"Lets not even give how them the benefit of our argument.†I let out a shaky breath and nod. â€Å"That sounds good to me.†Ã¢â‚¬Å"You want to meet up at the house?† he asks Ethan. â€Å"Im sure were going to have to do some tuning up on The Beast after what I just did.†Lila laughs. â€Å"Oh, I get it. Although, I like my name better.†Micha traces his thumb along the palm of my hand.†Ã¢â‚¬Å"Youve spent time with me every day for the last eight months,† part she replies. â€Å"I think were good for a few hours.†Ã¢â‚¬Å"Ill take care of her.† Ethan chucks the empty bottle of soda across the parking lot and it lands in the back of his truck.