Effects of health education intervention on patients knowledge, Essay

Effects of health education intervention on patients knowledge, attitude and health behaviour in asthma - Essay Example However, findings are unlikely to be generalizable to patients with asthma in whom a complex interplay of factors complicate management and who are therefore often excluded from or fail to attend standard research. Asthma is the most common medical chronic disease in western society. Despite advances morbidity rates are increasing. According to a study from Harty et al (2003), in 1996 a threefold increase in prevalence over a decade was demonstrated in Irish schoolchildren aged four to nineteen years of age that reflect the early childhood years when asthma tends to be more prevalent and hospital add mission rate tend to be higher. Otherwise, deaths due to asthma are uncommon and most of the deaths occurred in people over 65 years. In the 5 to 34 year age group, there was a rise in the death rate in the early to mid 1980s, peaking in 1986, and then decreasing (Glasgow et al, 2003). However, Asthma is a chronic inflammation of the bronchial tubes (airways) that causes swelling and narrowing (constriction) of the airways (Bell et al, 2000). The result is difficulty breathing. The bronchial narrowing is usually either totally or at least partially reversible with treatments. Bronchial tubes that are chronically inflamed may become overly sensitive to allergens (specific triggers) or irritants (non-specific triggers). The airways may become twitchy and remain in a state of heightened sensitivity. It is likely that there is a spectrum of bronchial hyperreactivity in all individuals. However, it is clear that asthmatic patients and allergic individuals (without apparent asthma) have a greater degree of bronchial hyper reactivity than non-asthmatic and non-allergic people. In sensitive individuals, the bronchial tubes are more likely to swell and constrict when exposed to triggers such as allergens, tobacco smoke, or exercise (Butz et al, 2006). Moreover, the frequency and severity of asthma is a serious health issue over the entire world, crossing all national, cultural, social, and economic boundaries (Johnson, 2003). Health education interventions should be a major component of treatment, as they have the ability to make significant impacts both in terms of public and practitioner policy as well as personal suffering (Cote et al, 2006). The symptomatic and lifestyle effect of asthma upon the patients can be debilitating. Accordingly, when assessing, planning and evaluating the care of the asthma patient, nurses and healthcare providers must be especially aware of the conditions, quality of life issues, and therapies associated with the disease. Further, because asthma involves significant patient self-help behaviour associated with most chronic diseases, education is vital. Accordingly, the issue of both practitioner and patient awareness is particularly significant: A health education initiative will have a positive impa ct upon these individuals. The fact that the onset of physiological responses can happen very quickly and, in severe cases, cause asphyxiation, means patient assessment should be based upon symptomatic presentation and observable behaviours. The frequency and

The European Union Essay Example for Free

The European Union Essay The decisions and procedures of the institutions of the EU have failed to achieve the objective of the European Union to promote democracy in Europe and there is a lack of legitimacy and accountability. Moreover, the proposed European Constitutional Treaty was rejected in referendums conducted in France and the Netherlands. Opinion polls have clearly indicated that citizens of Europe are showing indifference and hostility towards the functioning of the European Union’s institutions and its policies . The principal decision making institutions of the EU are the European Parliament and the European Commission, whose members are elected democratically. Legislations proposed by the Commission to the Council are carried out in order to implement the policies of the EU . The Commission dominates over the other institutions of the EU due to its exclusive competence in the executive. National Parliaments face considerable difficulty in complying with the controls and regulations of the EC. In addition, most of the technical and intricate issues have to comply with regulations made by the committees, which consist of technocrats rather than democratic institutions. Moreover, interpretation of the directives and regulations issued by the EC is difficult and requires a deep understanding of the ECJ’s case law. Furthermore, Community law overrides national legislation and national courts have to seek the ECJ’s intervention, while interpreting EU law. In addition, the EU law supersedes primary legislation . The European Commission implements its policies and legislative acts through the process of comitology in which experts from Member States and representatives of the Commission participate. The goal of this process is to enforce supranationalism . However, comitology fails to provide decisional autonomy to the Member States, does not interact with the affected parties who do not have any representation. The net effect is that comitology impedes legitimate governance . Without scrutiny and review of the affected parties’ representations, there can be no compliance with the democratic spirit . The European Parliament was endowed with deliberative qualities and represents the entire European population, which rendered it undemocratic. The European Union is an intricate combination of several frameworks such as the parliamentary system and the regulatory structure. The ECJ, which was instrumental in establishing the EU, strives hard to promote democracy in the EU . BIBLIOGRAPHY 1.Democracy within the European Community, 11 October, 2007, http://www. revision-notes. co. uk/revision/892. html. 2. Erik Oddvar Eriksen and John Erik Fossum, Democracy through strong publics in the European Union? , 11 October, 2007, http://www. arena. uio. no/publications/wp01_16. htm. 3. Joerges, C. and Vos, E. EU Committees: Social Regulation, Law and Politics, Oxford: Hart Publishing, 1999. 4. Professor Vernon Bogdanor, Legitimacy, Accountability And Democracy, January 2007, 11, October, 2007, http://www. fedtrust. co. uk/admin/uploads/FedT_LAD. pdf.

Gary Hammontree :: Free Essay Writer

Orwell’s Elephant On Shooting an Elephant Officer Blair received a report of a run away elephant within his jurisdiction. Leaving in response to the emergency, he is followed. The crowd following him swells to the thousands, all intent on witnessing the killing of the elephant and profiting from the carcass. As they grew nearer to the beast, the crowd grew more agitated. They were expecting him to shoot the elephant. Oddly, the nearer Blair/ Orwell came to the elephant the less he wanted to shoot the beast. The elephant had not intentionally caused harm; he was just being an elephant. The villagers had, by now whipped themselves into some kind of vigilante frenzy, hell-bent for the elephant’s execution. Orwell felt as though he had no choice but to kill the giant. If not, all respect for the territorial police and authority would be lost. The sahib, as he expresses it must maintain the allusion of authority and respect. He had to shoot the elephant now. To fail at this would seal his fate as any type of authority figure. Orwell eventually shoots the elephant and watches as the elephant reacts. Not mortally wounded, Orwell shoots repeatedly. Each time he fires at the elephant there is a different and violent reaction by the elephant; a reluctance to die. Orwell empathizes with the elephant’s suffering. There is no reason for this animal to suffer like this except ego and crowd rule. Orwell could just as easily not killed the elephant. His position, one of authority, shielded him to a degree; He could have just made a proclamation in favor of sparing the animal, showing an imperial largess, and mercy in sparing the elephant. These animals were after all; extremely valuable as work animals being able to move huge loads and pull whole trees out of the ground. Orwell continues to justify his action. He sought validation through the members of the village. Polling the older men then the younger ones there is a difference of opinion. The older men approve of the killing, the younger ones see the value of the beast and the possibility of some other solution. Eventually Orwell succeeded in justifying his action to himself. His conscience is clear, although he expresses no remorse for the coolie that was killed by the elephant. Orwell had alternatives available. He was the authority in this Gary Hammontree :: Free Essay Writer Orwell’s Elephant On Shooting an Elephant Officer Blair received a report of a run away elephant within his jurisdiction. Leaving in response to the emergency, he is followed. The crowd following him swells to the thousands, all intent on witnessing the killing of the elephant and profiting from the carcass. As they grew nearer to the beast, the crowd grew more agitated. They were expecting him to shoot the elephant. Oddly, the nearer Blair/ Orwell came to the elephant the less he wanted to shoot the beast. The elephant had not intentionally caused harm; he was just being an elephant. The villagers had, by now whipped themselves into some kind of vigilante frenzy, hell-bent for the elephant’s execution. Orwell felt as though he had no choice but to kill the giant. If not, all respect for the territorial police and authority would be lost. The sahib, as he expresses it must maintain the allusion of authority and respect. He had to shoot the elephant now. To fail at this would seal his fate as any type of authority figure. Orwell eventually shoots the elephant and watches as the elephant reacts. Not mortally wounded, Orwell shoots repeatedly. Each time he fires at the elephant there is a different and violent reaction by the elephant; a reluctance to die. Orwell empathizes with the elephant’s suffering. There is no reason for this animal to suffer like this except ego and crowd rule. Orwell could just as easily not killed the elephant. His position, one of authority, shielded him to a degree; He could have just made a proclamation in favor of sparing the animal, showing an imperial largess, and mercy in sparing the elephant. These animals were after all; extremely valuable as work animals being able to move huge loads and pull whole trees out of the ground. Orwell continues to justify his action. He sought validation through the members of the village. Polling the older men then the younger ones there is a difference of opinion. The older men approve of the killing, the younger ones see the value of the beast and the possibility of some other solution. Eventually Orwell succeeded in justifying his action to himself. His conscience is clear, although he expresses no remorse for the coolie that was killed by the elephant. Orwell had alternatives available. He was the authority in this

Doctor Who vs. Back to the Future Essay

People always love a good science fiction film or show, because even though it can have the same basic idea, they can be completely different. Doctor Who and Back to the Future are two of the world’s most beloved franchises, however, even though they are both based on time travel, they completely different but have some key similarities. Both of these franchises have a basis of time travel. Doctor Who is about an all-knowing alien named The Doctor, who travels through time and space in his time machine called the TARDIS. He is normally accompanied by a friend or a companion that he picks up along his travels. With Back to the Future, it revolves around a seventeen-year old kid named Marty McFly who, after crazy circumstances, winds up taking the time machine his best friend, Doc Brown or Doc, had invented. Marty is accompanied by Doc from different points in Doc’s time line. The extent of time travel is different for these franchises. Time is one of the most complicated ideas in all of history. When it comes to the time travel perspective Doctor Who is much more complicated than the simple Back to the Future model of time travel. In Back to the Future, Marty accidentally goes back in time and stops his parents from ever meeting. Throughout the movie he tries to get his parents to fall in love. When he begins to fail at getting them to fall in love, he starts to fade away. This idea seems to be pretty straightforward. However, you need to take into account the fact if Marty was never born how did he travel back and stop them from meeting. In Doctor Who it goes much more in-depth and time travel gets more difficult to understand. If the Doctor was faced with the same situation as Marty, a paradox would occur and he would have been from a different time stream where his parents got married, and he wouldn’t have faded away. One of the most immense trademarks that define these franchises is the characters. The trademark characters define this genre of film. The Doctor is an alien from the planet Gallifray, who has been traveling for about 900 years. Marty, is a teenager who gets thrown into a time travel with no foreknowledge about the subject. Marty is a naive teenager who doesn’t know the first thing about time travel, whereas the Doctor knows all about time travel, history, science and, most importantly, what not to mess with. Even though they don’t share the same knowledge, their personalities have some similarities. They both show bravery when needed and are willing to rip through time just to help someone dear to them. However, what shines the most about these two characters are their flaws. Whenever someone calls Marty a chicken, he loses all control of himself and does whatever he can to prove he isn’t. The Doctor, on the other hand, has a dark side. If someone breaks the Doctor enough, who is already damaged, he will show no mercy, and that is the scariest thing about him. Even though no one likes them, the antagonist of each franchise is just as important as the protagonist. In Back to the Future the antagonist is Biff Tannen. Biff Tannen bullied Marty’s dad as a kid and continues to bully him into adulthood. With Doctor Who the main antagonist, among many, are the Daleks. They are a robotic alien race that wants nothing more than to destroy anything that isn’t Dalek and will do anything to survive. Both of these enemies only care about can benefit themselves. Neither of them cares if they hurt anyone, or the disaster they can cause in their quest for power or wealth. The Daleks, however, aren’t the same as Biff. The Daleks are very loyal to their own race, whereas Biff isn’t loyal to anyone. In Back to the Future Biff is thought of as a pain that Marty has to deal with whereas when the Doctor has to deal with the Daleks, he is frightened. The Daleks are pure hate and have no sympathy. Biff is a human being so therefore he does have humanity somewhere in him. The science fiction genre is one of the most celebrated genres in all of history. It is so vast and so loved by many. Even though there are so much science fiction, even though some have the same basic idea, they can be so different with a few key things in common that makes it spectacular. Doctor Who and Back to the Future are two enchanting franchises in their own ways, even with both of them revolving around time travel.

Ikea Case

The market was primarily split between low-en and high-end retailers. Low-end retailers primarily focused on offering a wide array of merchandise including furniture on the basis of low prices. Aside from tight margins as part of a low-pricing strategy, there were also several â€Å"small-store retailers† targeting college students and other consumers with constricted budgets.Most of these stores were inconsistent with the environment ND displays portrayed, further contributing to poor inventory management practices and below-par customer service. On the other hand, high-end retailers carried either single brands or multiple brands as part of their product portfolio. Most high-end retailers employed expensive sales executives and focused more on offering value-added services including (but not limited to): measurement and product selection, customizable designs for complete makeovers, product delivery and installation, high number of SKU stemming from a base product, and even relocation of old furniture.Quality and service was the basis or these types of sellers, constantly reminding customers that their products would last a lifetime and that going through the installation hassle could easily be avoided. 2. When furniture titan KEA finally consolidated its business strategy in the US by the mid-ass, customers where typically defined as well-traveled, sophisticated yet practical in taste, likely risk-takers, technologically-savvy, and connoisseurs of fine food and wine. Customers at KEA look for a shopping experience that fulfills and exceeds their expectations by finding multiple types of furniture and other compliments (I. . Technician, decorations, etc) that are practical and can accommodate a â€Å"good-living† standard. Aside from fulfilling the need for new furniture, customers at KEA also valued complimentary services offered at the stores such as childcare facilities, on-site Scandinavian restaurants, and customer-service help desks for sh opping assistance. KEA open-ended states to its customers that they won t find a wide variety of same product SKI-I s in different colors or finishes, instead they have room only for what is considered necessary to furnish homes in unique, modern, and stylish ways. . KEA s competitive advantage features a well-defined supply chain strategy that allows for cost-saving opportunities when sourcing raw materials, streamlining packaging and shipping, negotiating In bulk with manufacturers, and promoting a self-service concept at store level. All these Initiatives translate Into lower prices for finished goods that customers prefer. The main disadvantages of KEA are centered on lower-quality furniture that doses ‘t last as long as other high-end more expensive products.Also, KEA furniture is not suitable for people who plan on moving or relocating as the pieces that make a perfect example of what W. Chain Kim and Rene ©e Unbroken coined a â€Å"Blue Ocean† company. The comp any's target market is considered to be niche but at the same time oriented at covering the masses and being high-volume, low-price retailers. The customer experience is unique and cannot be easily copied by other competitors. Sticking to Scandinavian-styled furniture helps distinguish KEA from traditional furniture stores while at the same time being distinctive and predictable.Blue Ocean companies such as KEA employ Continuous Improvement practices that allow for ewe styles and designs of furniture to be made available while on the lookout for cost reductions and price saving opportunities for consumers. 5. In order for KEA to continue and sustain its growth strategy and high success worldwide they have to place special emphasis to the following recommendations: a. Expand the customer base outside of established markets such as Europe and North America and target emerging economies that are also looking for inexpensive, practical and stylish ways of equipping their homes and offic es. . Offer complimentary assistance for assembling furniture at an additional cost in order to attract higher-end customers who do not want to partake in the tedious task but are willing to pay a premium for the service. Specialized carpenters and contractors should be carefully selected and trained according to company standards. This allows for furniture to last longer and survive relocation needs. C. Continue growing in POS (points of sale) in order to cover less-populated areas in current operating countries while increasing market share and widening the consumer's preference for the brand. Ikea Case The market was primarily split between low-en and high-end retailers. Low-end retailers primarily focused on offering a wide array of merchandise including furniture on the basis of low prices. Aside from tight margins as part of a low-pricing strategy, there were also several â€Å"small-store retailers† targeting college students and other consumers with constricted budgets.Most of these stores were inconsistent with the environment ND displays portrayed, further contributing to poor inventory management practices and below-par customer service. On the other hand, high-end retailers carried either single brands or multiple brands as part of their product portfolio. Most high-end retailers employed expensive sales executives and focused more on offering value-added services including (but not limited to): measurement and product selection, customizable designs for complete makeovers, product delivery and installation, high number of SKU stemming from a base product, and even relocation of old furniture.Quality and service was the basis or these types of sellers, constantly reminding customers that their products would last a lifetime and that going through the installation hassle could easily be avoided. 2. When furniture titan KEA finally consolidated its business strategy in the US by the mid-ass, customers where typically defined as well-traveled, sophisticated yet practical in taste, likely risk-takers, technologically-savvy, and connoisseurs of fine food and wine. Customers at KEA look for a shopping experience that fulfills and exceeds their expectations by finding multiple types of furniture and other compliments (I. . Technician, decorations, etc) that are practical and can accommodate a â€Å"good-living† standard. Aside from fulfilling the need for new furniture, customers at KEA also valued complimentary services offered at the stores such as childcare facilities, on-site Scandinavian restaurants, and customer-service help desks for sh opping assistance. KEA open-ended states to its customers that they won t find a wide variety of same product SKI-I s in different colors or finishes, instead they have room only for what is considered necessary to furnish homes in unique, modern, and stylish ways. . KEA s competitive advantage features a well-defined supply chain strategy that allows for cost-saving opportunities when sourcing raw materials, streamlining packaging and shipping, negotiating In bulk with manufacturers, and promoting a self-service concept at store level. All these Initiatives translate Into lower prices for finished goods that customers prefer. The main disadvantages of KEA are centered on lower-quality furniture that doses ‘t last as long as other high-end more expensive products.Also, KEA furniture is not suitable for people who plan on moving or relocating as the pieces that make a perfect example of what W. Chain Kim and Rene ©e Unbroken coined a â€Å"Blue Ocean† company. The comp any's target market is considered to be niche but at the same time oriented at covering the masses and being high-volume, low-price retailers. The customer experience is unique and cannot be easily copied by other competitors. Sticking to Scandinavian-styled furniture helps distinguish KEA from traditional furniture stores while at the same time being distinctive and predictable.Blue Ocean companies such as KEA employ Continuous Improvement practices that allow for ewe styles and designs of furniture to be made available while on the lookout for cost reductions and price saving opportunities for consumers. 5. In order for KEA to continue and sustain its growth strategy and high success worldwide they have to place special emphasis to the following recommendations: a. Expand the customer base outside of established markets such as Europe and North America and target emerging economies that are also looking for inexpensive, practical and stylish ways of equipping their homes and offic es. . Offer complimentary assistance for assembling furniture at an additional cost in order to attract higher-end customers who do not want to partake in the tedious task but are willing to pay a premium for the service. Specialized carpenters and contractors should be carefully selected and trained according to company standards. This allows for furniture to last longer and survive relocation needs. C. Continue growing in POS (points of sale) in order to cover less-populated areas in current operating countries while increasing market share and widening the consumer's preference for the brand.

Treating the Side-Effects of Unemployment

Treating the Side-Effects of Unemployment While tips on networking and crafting the perfect resume and cover letter appear online day in and day out, the elements of self-care that go into a job search are no less important! Writer Amy-Louise Goldberg proffers up her â€Å"6 Ps† for managing job-search stress. Briefly, they are â€Å"planning, persistence, perspective, positivity, physical attentiveness and ‘phriends and phamily.’ â€Å" Planning is not only a great tool for mapping out the logistics of your job search strategy–finding open positions, preparing your materials, applying and following up appropriately–but is also a terrific way to alleviate anxiety and that feeling of helplessness that often pervades a period of unemployment. There’s something about writing out a to-do list with checkboxes that leads to a feeling of relief. Don’t be afraid to write out even the smallest steps on a bad day–checking off â€Å"take a shower† and â€Å"eat breakfastà ¢â‚¬  can give you that little jolt of accomplishment you need tackle the bigger tasks of the day. Plan long-term for the next few months, and short-term for the next few days; when one list stymies you, you can find something on the other to get you moving again.Be persistent in your search; Goldberg suggestions managing your expectations by â€Å"[assuming] a conservative average ‘hit’ rate of one interview per 15 resumes sent, and one interview per 15 contacts generated. On the positive side, assume that half that number–1 in 8-interviews–may yield an offer (since you already made it to the interview stage).† Hold on to your sense of perspective as well–it’s a tough climate, but not an impossible for a tenacious job-seeker. Instead of beating yourself up for each setback or letdown, each unanswered email or awkward interview, focus on what each experience has taught you. You can even practice developing narratives about â€Å"a ti me you overcame an obstacle† to bring out in future interviews.Taking care of yourself physically is as important as preparing yourself on paper; make sure you’re getting enough sleep, good nutrition, and exercise to keep your spirits up and your body healthy. Something as simple as weekly yoga, a daily walk, or a break to stand up and stretch every hour may help keep you tuned up.Another element of being unemployed that takes a toll is the feeling of isolation; everyone else is going off to work at more or less regular hours, and it’s easy to feel left behind. That’s why Goldberg recommends â€Å"phriends and phamily† as the final piece of the pie–stay in touch with friends and former colleagues. Even an article with â€Å"read this and thought of you† can help you feel connected and keep conversations ongoing. Find â€Å"running buddies† among your freelancing and fellow job-seeking friends; meet up for â€Å"apply-athonsâ₠¬  in local cafes or take turns hosting one another at home. You aren’t alone, and this isn’t forever. Take good care of yourself and the job search will follow!

Classroom Rules for High School Students

Classroom Rules for High School Students Rules are an important aspect of every classroom, especially when youre working with high school students. Teenagers- with their budding hormones and complex social lives- can be easily distracted, and though many are mature and highly capable, they can still benefit from structure and rules. Classroom rules provide guidelines that allow students to know what is expected of them. Ideally, they should be simple, easy to follow, and posted somewhere for all of your students to see. One of the keys to writing effective classroom rules is to keep them general enough to cover a variety of situations but also specific to your students, classroom, and school. Key Takeaways: Classroom Rules for High School Students Classroom rules provide the structure and guidelines needed to create a productive learning environment.You can create a set of classroom rules yourself or solicit input from your students and work together to make a list of rules. At the beginning of each school year or semester, go over the rules in class with your students, leaving time for questions and discussion. Students are more likely to follow the rules when they understand the purpose behind them; rules that seem excessive or unnecessary are more likely to be ignored. For this reason, it is important to communicate why you have established certain rules and how those rules will help create an effective, well-run classroom. Sample Classroom Rules for High School Students There are a number of different ways to create a list of classroom rules. You could do it all yourself, setting the rules however you see fit. Another way is to solicit suggestions from your students; you might even have them vote on which rules they prefer. The benefit of this method is that it allows you to learn more about what kind of classroom environment your students favor. Some possible rules for a high school classroom include: Arrive on Time: To keep the classroom running smoothly, everyone needs to be on time and ready to start class. Students  outside the door and rushing in after the bell has begun to ring will be considered tardy. You must be in your seat when the bell rings to be counted present.Turn Off Cell Phones and Electronic Devices: When class is in session, cell phones and other electronic devices (mp3 players, tablets) must be turned off. If they are not turned off, they will be confiscated.No Food or Drinks: Eating and drinking should be reserved for lunchtime and breaks between class. (However, exceptions should be made for students with medical needs.)Attend to Personal Needs Before Class: Use the restroom or stop at your locker before class to avoid causing disruption for your fellow students. Hall passes are limited, so please do not ask for a pass unless you have a true emergency.Bring Required Materials Every Day: Unless you have been instructed otherwise, come to class prepared with all of the required materials you were advised to bring at the beginning of the school year. Do not interrupt the teacher or other students to ask to borrow items you forgot to bring to class. Start Your Assignment When the Bell Rings: Directions will be posted on the board or on the projection screen when you arrive for class. Please do not wait to be reminded to begin your assignment.Use Polite Speech and Body Language: Always behave in a way that is respectful to your teacher and fellow students. Unkind teasing and impolite behavior are unacceptable  at all times and may lead to disciplinary actions. Be respectful of other students when they are speaking. Any form of bullying will not be tolerated.Speak When Permitted: Most of the time, you must raise your hand in class and wait to be called on before speaking. There may be times during group work when quiet talking is permitted. Be aware of when talking is and isnt allowed. It is important that students remain quiet during exams until all students have finished.No Cheating: Students caught cheating will receive a zero and a phone call home. Both the student who shares his work and  the person who copies it will suf fer the same consequences. Be mindful of accidental cheating by covering your paper during exams and preparation of other graded assignments. Listen and Follow Directions: It is important for you to pay attention in class and follow the teachers directions. You will be a more successful student if you listen in class and follow instructions.Never Pack up Before Its Time to Leave: It may be tempting to pack up early when its getting close to the end of class. Nevertheless, you should wait until the teacher has dismissed you before preparing to leave.Turn in Work on Time: Unless you have been given an extension, always turn in your work on time. Late assignments will receive a lower score.Use Technology for Learning: If the class is using a form of technology such as computers or tablets for a lesson, use the technology for its intended purpose- learning. Dont browse the web or use social media.Make up Missed Work: If you have missed a lesson or an assignment, make arrangements with your teacher to complete the work.If You Have a Question, Ask for Help: If something is confusing- such as assignment instructions or something in your reading materials- ask your teacher or another student for help.

The Advantage of Marginal Analysis for Decision Making

The Advantage of Marginal Analysis for Decision Making From an economists perspective, making choices involves making decisions at the margin that is, making decisions based on small changes in resources: How should I spend the next hour?How should I spend the next dollar? In fact, economist Greg Mankiw lists under the 10 principles of economics in his popular economics textbook the notion that rational people think at the margin.  On the surface, this seems like a strange way of considering the choices made by people and firms. It is rare that someone would consciously ask themselves How will I spend dollar number 24,387? or How will I spend dollar number 24,388? The idea of marginal analysis doesnt require that people explicitly think in this way, just that their actions are consistent with what they would do if they did think in this way.    Approaching decision making from a marginal analysis perspective does have some distinct advantages: Doing so leads to the optimal decisions being made, subject to preferences, resources and informational constraints.It makes the problem less messy from an analytic point of view, as we are not trying to analyze a million decisions at once.While this does not exactly mimic conscious decision-making processes, it does provide results similar to the decisions people actually make. That is, people may not think using this method, but the decisions they make are as if they do. Marginal analysis can be applied to both individual and firm decision making. For firms, profit maximization is achieved by weighing marginal revenue versus marginal cost. For individuals, utility maximization is achieved by weighing the  marginal benefit versus marginal cost. Note, however, that in both contexts the decision maker is performing an incremental form of cost-benefit analysis. Marginal Analysis: An Example To gain some more insight, consider the decision regarding how many hours to work, where the benefits and costs of working are designated by the following chart:Hour - Hourly Wage - Value of TimeHour 1: $10 - $2Hour 2: $10 - $2Hour 3: $10 - $3Hour 4: $10 - $3Hour 5: $10 - $4Hour 6: $10 - $5Hour 7: $10 - $6Hour 8: $10 - $8Hour 9: $15 - $9Hour 10: $15 - $12Hour 11: $15 - $18Hour 12: $15 - $20The hourly wage represents what one earns for working an extra hour - it is the marginal gain or the marginal benefit.The value of time is essentially an opportunity cost   it is how much one values having that hour off. In this example, it represents a marginal cost what it costs an individual to work an additional hour. The increase in marginal costs is a common phenomenon; one usually doesnt mind working a few hours since there are 24 hours in a day. She still has plenty of time to do other things. However, as an individual starts to work more hours, it reduces the number of hours she has for other activities. She has to start giving up more and more valuable opportunities to work those extra hours.It is clear that she should work the first hour, as she gains $10 in marginal benefits and loses only $2 in marginal costs, for a net gain of $8.By the same logic, she should work the second and third hours as well. She will want to work until the time at which the marginal cost exceeds the marginal benefit. She will also want to work the 10th hour as she receives a net benefit of #3 (marginal benefit of $15, marginal cost of $12). However, she will not want to work the 11th hour, as the marginal cost ($18) exceeds the marginal benefit ($15) by three dollars.Thus marginal analysis suggests that rational maximizing behavior is to work for 10 hours. More generally, optimal outcomes are achieved by examining marginal benefit and marginal cost for each incremental action and performing all of the actions where marginal benefit exceeds the  marginal cost and none of the actions where marginal cost exceeds the  marginal benefit. Because marginal benefits tend to decrease as one does more of an activity but marginal costs tend to increase, the  marginal analysis will usually define a unique optimal level of activity.

Relationship between Cooperative Learning and Social Emotinal Learning Research Paper

Relationship between Cooperative Learning and Social Emotinal Learning - Research Paper Example This process happens in stages and does not take place in one instance. This entails that it happens in defining stages that are dependant Brackett, (Kremenitzer, & Maurer, 2011). For the process to be successful, there must be proper mechanisms that ensure that each stage is followed. After successfully undergoing through this process, change is usually experienced Corporative learning is addressed based on two aspects. Academic and social learning, these are then organized based on classroom activities. Corporative learning differs from group work, therefore, it takes structural interdependence. Practically, it involves students that take up tasks collectively towards a particular academic goal. This mode of learning is considered to be better placed than individual learning since individual learning takes up a competitive edge. When students are involved in a group, each one capitalizes on the resource presented. A corporative learning setup enables students to ask for information and also evaluate the one at hand. The corporative learning mode has been credited by numerous authors. Its accreditation is drawn from the numerous benefits that have been resultant. Proper adoption of this mode of learning makes the success of a group to become shared amongst the members. In this model, workload is decreased as a result of role adjustments. Teachers are seen as facilitators, their normal role as information givers changes to facilitators. This model was first introduced by social theorists, before world war two. Notable authors that contributed to its establishment include Allport, Shaw, Watson, and Mead. This group established corporative learning after prior research that indicated that corporative learning is more effective with regards to quantity, quality and the general productivity. Social emotional learning is an all-inclusive term that covers all aspects pertaining to life skills. This covers other

African Drum Essay Example | Topics and Well Written Essays - 1000 words

African Drum - Essay Example At the core of African music are several handcrafted instruments with very significant importance to the culture, the traditions and the tribe. The drum is one of these instruments. However, more than instruments, the drums are objects of art and they have religious, social and communication functions. Relying on the shape of the drums, we can divide the instruments into three categories: the goblet-shaped drums (usually called the djemb), the hour-glass shaped drums and the kettledrums.The Goblet drum or djemb consists of a membrane (goatskin is the most commonly used to produce this membrane) stretched on top of a wooden base shaped as a goblet (cylinder on top of a conical stem). This drum is so popular that it is commonly referred to as the African drum and it is found in several different countries all around Africa.We can find the earlier origins of the Djemb in the Mali Empire of the 12th century. Among all the different types of African drums, the Djemb has become extremely s ought after in the Western world and is regarded as the most popular of the African drums. It is played only with the hands, and it produces a wide range of sounds, depending on where you hit the membrane and how you hit it i.e. the angle of approach made by the hand.The talking drum or hour-glass shaped drum, with its tensions straps around the drum shell, is considered to be a communication tool as much as a musical instrument. Africans say it is used for "talking" because it reproduces tones of African speech. African drum language is a very specific language - a form of expressing words through instruments - as the drums imitate different tones of voice and they build a rhythmic pattern that can be seen as corresponding to letters. One of the most practical examples of its use as a communication tool is the way the drum calls the dancers and invites them to dance. This communicative use of the drum was especially useful to the African slave population during colonialism because they could communicate safely and at the same time they could preserve their African traditions. Western men did not understand the language of the drum and even more than preserving their African traditions, this very specific use of the drum is one of the aspects that made him so popular in the Western World, trend that we can identify as an equivalent to the Gospel. The kettledrums are usually drums that have two membranes stretched over various shaped and sized kettles. Unlike the Djemb or the talking drum, the kettledrums have carvings on them, usually female or male figures and they are considered to be very important ceremonial objects. The ornaments can connote power, status, they can refer to a deity or ancestors; each type of carved drum has a very specific use in a very specific ritual. The kettledrum, through it shape and its use, can be considered as the most spiritual drum - as the two other ones are rather used for musical or communication purposes. You can see an African drum of any category in celebrations such as weddings, baptism, full moon, harvest time or full moon can be examples of events. The celebration will be conducted through the rhythm of the African drum. As Bishop Sebastian Bakare explains: "In villages throughout the country, the sound and rhythm of the drum express the mood of the people such is the power of the drum to evoke emotions, to touch the souls of those who hear its rhythms, that the earliest Christian missionaries to Africa forbade its use in church services" (Bakare cited by Wheeler, year:2). Communicative, musical, spiritual, the African drum is more than an instrument. It has embodied the

Teams and teamwork receive more and more attention in the study of Essay

Teams and teamwork receive more and more attention in the study of Organizational Behavior. Why is that so What are the characteristics of a high performing - Essay Example ior studies and applies knowledge about how individuals and groups act in organizations, taking a system approach: people-organization relationships are interpreted in terms of the person, group, organization, and the whole social system, with the purpose of improving the relationships through achieving human, organizational and social objectives simultaneously (Clark 2005). Buckley, Beu, Novicevic, and Sigerstad (2001) in their article devoted to the management of generation next, as they call it, note, that the modern workplace is characterized by such factors as growth of technology, service orientation, work flexibility, and empowered teams. Teams, consisting of individuals with various specializations and competencies, have become an important and integral element of organizations. Teams are used for complex tasks, integrating diverse groups into the work force. Whereas organizations develop a leader approach to staffing, teams move toward self-management, and the number of management positions available for promotion decreases. These changes in organization have put new tasks in front of managers and common workers. The manager of today has to have cross-functional competencies corresponding to all the roles fulfilled by the teams he guides. He should know how to gather and lead such cross-functional and global teams in order to make them work eff ectively. New entrants to work should be ready to continuously develop strong team skills and learn how to be an effective team member, develop the network of professional relationships matching all the roles one needs for teamwork, learn the politics of tolerance and be able to employ â€Å"a soft communication and hard negotiation style†, to keep one’s domain feeling virtually unemployed and in demand. These are some of the advices the authors give, revealing to us the important notions of the modern organization and workplace. This article is not the only one. Teams and teamwork in the conditions of global

Project Management Essay Example | Topics and Well Written Essays - 1750 words - 1

Project Management - Essay Example There is a great time lag between the conception of a facility and the actual construction and startup. Operating at designed capacity can cause rapid wear and breakdowns. Generally, operating at design capacity basically means operating at the organization’s productive limits. The designed capacity is 20,000 kg. Effective capacity Effective capacity of a facility is important in determining the extent to which a facility can produce. It is therefore defined as the ratio between design capacity and the expected capacity of the intended facility.It is worth noting effective capacity is affected by a firm’s production schedule, production mix, maintenance standards and age of equipment’s. The formula for effective capacity is given by: Effective capacity=expected capacity/design capacity. Effective=16000/20000=0.8=80% The effective capacity=16000 Actual output A production facility can produce a certain amount of product at a given time period. The actual amount of product that can be produced by a production facility at given time period is called actual output. This is different from amount that the facility could produce if it were to run at full theoretical capacity. Specifically, the actual output is given by: 60/100X20000=12000 kg Utilization Utilization is the percent of design capacity. It is given by actual output/design capacity =12000/20000=60% Efficiency Effective capacity is the actual output as a percent of effective capacity. It is given by the formula: actual output/effective capacity =12000/16000=75% B) Capacity of a system is its ability to produce goods or enhance the delivering of services over some time period. For a system to realize its full potential a proper capacity planning is inevitable. That is, the long term and short term plans to help the system achieve its full potential. Short term concerns relate to the variations in capacity requirements as a result of random, seasonal and irregular fluctuations in demand; while long term considerations relate to the overall level of capacity. There are several factors that affect a firm’s productive capacity. Some of these factors are within management’s control while others are not. Factors such as physical resources and utilization of labor are within the management’s control. Organization capacity also faces management challenges such as personal issues, technological maximization and output controls. A firm can profit significantly from efficient resources management. The actual output may be even less than the system capacity since it is affected by short-range factors such as actual demand. Therefore, managing actual output is important for effective production of a firm. As a project manager, I will advice the human resource manager to undertake the following strategies in managing the actual output and to cope with major changes in products and services. These options include; developing a new product line, expanding exis ting facilities and construction or phase out production plants. In some instance, the firm may be forced to use phase-in-strategy for introducing the next model of the same product or service to retain and/or improve its actual output. In general, the firm should be comfortable producing between 80 to 90% capacity utilization because of low fixed costs per unit and there is some scope to meet new orders or carry out maintenance and training. Efficiency should hold a more vital role as it can

ARABIC CULTURE Essay Example | Topics and Well Written Essays - 2500 words

ARABIC CULTURE - Essay Example The Semitic people are said to have originated from the Arab peninsula, gaining the bulk of the people of Mesopotamia from the Jazirat al-Arab or the island of the Arabs which is the place between the Red Sea and the Persian Gulf (Goodspeed, p. 54). The Hadramawt forms in the southern border reaching northward to the east of the Dead Sea (Craig, p. 13). The non-Arab Semitic settlers were Arameans, Akkadians, Amorites, Israelites, Eblaites, and Canaanites; and they established their communities in Mesopotamia and the Levant. These people gradually came to intermix and intermarry with each other (Hammer, et.al., p. 6769). They gradually lost their domination of the near east due to internal issues. The first time that the label â€Å"Arab† came into being was in an Assyrian inscription of 853 BCE where King Gindibu was defeated in the Battle of Karkar. At this time accounts of these defeated groups include Assyrian texts which later translated to â€Å"Arab†. These people were considered desert-dwelling Semitic groups (History World, p. 3). War would later break out between the Assyrians and the Arabs during Ashurbanipal’s time. The medieval genealogists divided the Arab people into three groups: first are the ancient Arabs who vanished; second are the pure Arabs of South Arabia; and last are the Arabized Arabs from North Arabia who were considered descendants of Ishmael, son of Abraham (Nydell, p. 53). There are various terms used to define the Arabs, and some of them define Muslims to be nomadic Arabs, formerly nomadic Arabs (Egyptians and Yemenis), and the Saracens as defined by the Christians (Goodspeed, p. 56). The Qur’an does not have the term Arab, instead it uses the term ‘arabiy,’. After the 8th century Islamic conquest, Arabic language was defined as the pure and uncontaminated language of the

The Risks of Sports Doping on Weight Lifters Research Paper

The Risks of Sports Doping on Weight Lifters - Research Paper Example However, doping is rampant some athletes have taken upon themselves and their managers to deceive the doping tests and have a competitive advantage over other athletes. Despite testing being done without advance notification and having a long list of banned substances, cheating by athletes has been rampant and more effective than in the past. It is with the understanding of the rampant cases of doping in sports that this study aims at understanding the risks of sports doping on weightlifters (Saugy et al., January 01, 1996). According to Thieme and Hemmersbach (2010), doping as a word first mentioned in the English dictionary in 1889 despite the attempts at enhancing performance by athletes have been a much older activity. Doping has its origins 5,000 years in China when the use of Ma Huang (an extract from the Ephedra plant) was used to suppress coughing and stimulate circulation (Thieme & Hemmersbach, 2010). Further, eating of testicles was recommended by Indian Physician Sutruta and used by the Huns around 300 BC, hallucinogenic mushrooms in 3 BC show the development of doping in sports. Strong stimulants like cocaine, alcohol, caffeine, and strychnine would later be used by cycles and other athletes to promote endurance (Baron et al., January 01, 2007). Mariani wine that would lead to the conferring of a gold medal to Vin Mariani was also used widely but was banned by Germany in 1920. Start of human tests to reduce athlete doping revealed numerous cases of doping and the start of banning by The Inter national Athletic Federation (IAAF).  

ARABIC CULTURE Essay Example | Topics and Well Written Essays - 2500 words

ARABIC CULTURE - Essay Example The Semitic people are said to have originated from the Arab peninsula, gaining the bulk of the people of Mesopotamia from the Jazirat al-Arab or the island of the Arabs which is the place between the Red Sea and the Persian Gulf (Goodspeed, p. 54). The Hadramawt forms in the southern border reaching northward to the east of the Dead Sea (Craig, p. 13). The non-Arab Semitic settlers were Arameans, Akkadians, Amorites, Israelites, Eblaites, and Canaanites; and they established their communities in Mesopotamia and the Levant. These people gradually came to intermix and intermarry with each other (Hammer, et.al., p. 6769). They gradually lost their domination of the near east due to internal issues. The first time that the label â€Å"Arab† came into being was in an Assyrian inscription of 853 BCE where King Gindibu was defeated in the Battle of Karkar. At this time accounts of these defeated groups include Assyrian texts which later translated to â€Å"Arab†. These people were considered desert-dwelling Semitic groups (History World, p. 3). War would later break out between the Assyrians and the Arabs during Ashurbanipal’s time. The medieval genealogists divided the Arab people into three groups: first are the ancient Arabs who vanished; second are the pure Arabs of South Arabia; and last are the Arabized Arabs from North Arabia who were considered descendants of Ishmael, son of Abraham (Nydell, p. 53). There are various terms used to define the Arabs, and some of them define Muslims to be nomadic Arabs, formerly nomadic Arabs (Egyptians and Yemenis), and the Saracens as defined by the Christians (Goodspeed, p. 56). The Qur’an does not have the term Arab, instead it uses the term ‘arabiy,’. After the 8th century Islamic conquest, Arabic language was defined as the pure and uncontaminated language of the

Can it Explain why the United States has Higher Crime Rates Than Other Essay

Can it Explain why the United States has Higher Crime Rates Than Other Countries - Essay Example In criminology, the Social Bonding Theory (which was earlier known as the Social Control Theory) proposes that exploiting the process socialization and social learning builds self-control and reduces the inclination to indulge in such behavior that is considered and recognized as antisocial. The Social Bond Theory proposes that "people's relationships, commitments, values, norms, and beliefs encourage them not to break the law." ("Wikipedia", 2006). The Social Bond Theory has evolved dramatically throughout the years, not only with its titled name, but through the separately distinguished proposals of different persons, and also by the way it has been accepted and understood by not only criminologists themselves, but also the world in general. The evolution of this theory is of particular importance, and the originality of it must be recognized and understood just as much as the modern day from of the theory. The Social Bond Theory is a topic of great discussion and even greater importance, in that its assistance and propositions in regards to criminology have aided the field in many ways. There are several different forms of the theory itself, which have been proposed by several persons over the years, and yet each theory's basis remains the same - to understand the ways in which it is possible to reduce the likelihood of criminality developing in individuals, which is, of course, a dramatically new stance in criminology altogether. The purpose of this paper is to review and understand the different perspectives and proposals which have been taken on the Social Bond Theory, the importance of the theory itself, and to thoroughly discuss each of the assumptions, propositions, empirical findings, and other primary key elements of the Social Bond Theory. This is what will be dissertated in the following. Literature Review: Out of the many different assumptions taken on the Social Bond Theory, there are six which are especially prominent. These six persons consist of (in chronological order): Albert J. Reiss, Jackson Toby, F. Ivan Nye, Walter Reckless, David Matza, and Travis Hirschi. The earliest form of the theory was proposed by Albert J. Reiss, who proposed that delinquency was "behavior consequent to the failure of personal and social controls." (Reiss, 1951: 196). Reiss believed that the failure to internalize socially accepted and prescribed norms of behavior, as well as the lack of social rules that prescribe behavior in the family, the school, and other important social groups; are all also evidently important in the proposal of the Social Bond Theory. Reiss also proposed that the main factor was that personal control problems stemmed from a juvenile's inability to refrain from meeting their needs in a psychiatric sense. Reiss' theory launched a series of studies into insulation and vulnerability factors affecting delinquency. Jackson Toby was another early theorist with his own separate take on the Social Bond Theory. He was the first to introduce the concept of 'stakes in conformity', which in the simplest terms dealt with how much a person has to lose when he or she breaks the law. Toby (1957)

Authority in One Flew over the Cuckoos Nest Essay Example for Free

Authority in One Flew over the Cuckoos Nest Essay On the surface, Loneliness of the Long Distance Runner and One Flew Over the Cuckoo’s Nest seem like two very different films. Loneliness is filmed in black and white and takes place in an English borstal school; Cuckoo’s Nest takes place in an American psychiatric ward and is presented in color. Dig a little deeper, however, and it is clear that these films are actually quite similar. Each film depicts the rebellious protaganists—Colin and McMurphy—attempting to overcome the oppressive figures of authority—the Governor and Nurse Ratched. Because of the nature of the films, viewers are lead to consider Colin and McMurphy heroes and to despise the authorities. While it is hard to deny that the Governor and Nurse Ratched don’t at times take advantage of their jurisdiction, it is also unfair to argue against the fact that they are just two people doing their jobs. Both Loneliness of the Long Distance Runner and One Flew Over the Cuckoo’s Nest depict rebels who are doomed. The authorities at the psychiatric ward and the borstal have strict rules and expect Randle Patick McMurphy and Colin Smith to conform to these rules, just as every other patient or student has done. The differences between the tone and outcome of these two films are a result of the differences between the types of characters who represent authority. In Loneliness of the Long Distance Runner, authorities are shown to be invasive and aggressive. As Colin mentions in the opening line of the film, his family is always running from the police. Further into the film, a flashback shows a detective tracking Colin down at his house after he steals from a bakery. Before finally catching him, the detective is very persistent in his efforts to catch Colin. This surly man provides a search warrant but is unsuccessful in his attempts to locate the stolen money, so he tells Colin that he will be watching him. The true authority figure in Loneliness, though, is the Governor at Ruxton Towers. The Governor is a nice man with absolute power. At the borstal he runs everything by the book. He holds the boys to very strict rules and standards, from having to wear uniforms to having a monitored sleeping schedule. With the boys living and going to school in the same place, there is really no way of escaping the watch of the Governor. In fact, he even comes into the locker room and has conversations with the boys while they are in the shower. Throughout the film, there are also several religious undertones present in the representation of authority, shown primarily in the singing of the English hymn â€Å"Jerusalem. † The Governor uses conformity as a tool to strengthen his school. His main goal is recognition for the school and for himself. In Cuckoo’s Nest, Nurse Ratched is depicted as a very cold figure. She runs the psychiatric ward with an iron fist. Yes, she answers to the head doctors and has a large staff to help her, but she runs the place. The nurse takes advantage of the vulnerability of her patients. In group ‘therapy’ sessions, she often pushes the men to talk about experiences that they are unwilling to talk about. She uses her friendship with Billy’s mother as a threat in order to get him to cooperate with her. Instead of listening to what McMurphy and the other patients want to do, she pushes her own agenda. When McMurphy and the others want to watch a game of baseball, she won’t let them for the sole purpose of not giving McMurphy what he wants. It seems as though the head doctors (the people who should really be the authority) are oblivious to the actions of Nurse Ratched. In fact, they praise her work and there is no one capable of arguing with them. It is interesting to note that in terms of authority, there is no religious imagery in thie film like in Loneliness. Instead, it is McMurphy who appears Christ-like and takes on ‘disciples. ’ Nurse Ratched uses conformity to get her patients to do as she says. Her goal is to try to ‘fix’ each of them. The Governor is mostly respected by the boys. He’s a nice man, but everyone is afraid of him because of his power, just as employees fear their bosses. They don’t mess with him because they know they can only get so far. He has total control over them because they eat, sleep, and go to school all under his watch. Ruxton Towers is the type of place a teenage boy would want to escape from, but the Governor has made the boys feel as though escape is beyond reality. Nurse Ratched, on the other hand, is not respected by her patients. This is a direct result of her concern with getting people to do as she says rather than gaining their respect. Though she demands to be taken seriously, she rarely is. Her patients are all tired of her oppression but lack the physical and mental capacity to do anything about it. Also, like in Loneliness, her authority is not challenged simply because her subjects are afraid of her. Randle McMurphy and Colin Smith are game-changers. Their arrivals empower their cohorts to act out against the system. We see the authority of the Governor challenged in the food fight scene and the authority of Nurse Ratched challenged in the fishing scene. However, Colin and Randle doom themselves in their final acts of defiance. Colin throwing the race results in his contemptment by the borstal; Randle throwing a party and chocking Nurse Ratched results in his lobotomy. In going against authority, these protagonists are left worse off than they were before. Nurse Ratched and the Governor each bring down the antihero. But does that warrant them heroes? No. It doesn’t make them good or bad. Yes, Nurse Ratched seems evil and the Governor seems overbearing, but we are only viewing them through a lens. They lead a system bad enough for people to want to rebel against it, but maybe that rebellion is against the system and not the characters. These are two characters merely doing their jobs. Their borstal and psychiatric ward are not ones that I would want to be in, but I wouldn’t want to be in any borstal or psychiatric ward. Loneliness of the Long Distance Runner and One Flew Over the Cuckoo’s Nest contain similar themes and represent similar figures of authority. Nurse Ratched and the Governor are not the most likeable characters. They desire order and take advantage of their power, and that makes us dislike them. But none of their actions are unprovoked. They have tough jobs and they made mistakes. They’re human.

English legal system †statutory interpretation

English legal system – statutory interpretation Task 1: It can be argued that the role of statutory interpretation is to ensure that judges uphold the intention of Parliament. With reference to the approaches used by judges, critically assess whether the rules of statutory interpretation fulfil this argument. While Parliament decides what the law is it is ultimately down to judges to give effect to it in its application in realistic situations. Words in statutes may be designed to cover all possible contingencies in which case the meaning becomes extremely broad as in Brock v DPP [1993], the phrase: any dog of the type known as the pit bull terrier in the Dangerous Dogs Act 1991 was disputed over. Other situations are where a particular word causes ambiguity and its not clear which meaning should be used. There could have been drafting errors and new developments over time make Acts incapable of covering new scenarios or technologies. For their aid the Interpretation Act 1978 states that: unless the contrary appears, he includes she, and singular includes plural (Martin: 2007: 86). Three non-obligatory so-called rules (methods) have been developed by judges. Under the literal rule words are given their exact and pure dictionary meaning but it is severely criticized for resulting in injustices and absurdity. In the case of London North Eastern Railway v Berriman [1946] a claim failed on the grounds that the deceased died while oiling points along the railway line and not while relaying or repairing it. Tindal CJ in the Sussex Peerage Case (1844) stated: †¦the only rule for the construction of Acts of Parliament is that they should be construed according to the intent of the Parliament which passed the Act. If the words of the statute are in themselves precise and unambiguous, then no more can be necessary than to expound those words in their natural and ordinary sense. The golden rule is an alternative, active process where words can be modified only to avoid an absurd or repugnant situation. Applying the narrow version in R v Allen [1872], the court held that the word marry not only covers legal marriage but extends to going through a ceremony of marriage to avoid the absurd situation of the accused circumventing the wishes of the legislature by advancing the literal definition that a second marriage cannot be legal as the first marriage will invalidate it. In its wider application the court in Re Sigsworth [1935] prevented a murderer son benefitting from the proceeds of his crime even though the word could result in one possible outcome and shows that the literal rule, if applied, would have caused public outrage and indecency. The mischief rule derives from Heydonss Case (1584) with the aim of finding out what the law was before the passing of an Act and seeks to eliminate the mischief by advancing the remedy (Martin: 2007) and was applied in Royal College of Nursing v DHSS [1981], where the Abortion Act 1967 makes in lawful for a pregnancy to be terminated by a registered medical practitioner (Martin: 2007: 91). The court held that it is legitimate for nurses to carry out the second stage of the procedure because the mischief Parliament sought to suppress were dangerous backstreet abortions in unhygienic conditions (Ingman: 2008) The literal approach is being abandoned in favour of the more modern purposive approach. Since Britain has become a member of the EU judges are becoming accustomed to its methodology, finding themselves obliged to interpret legislation in conformity with Section 3 of the Human Rights Act 1998. While the mischief rule considers contemporary issues the purposive approach goes further in giving effect to the purpose of the Act prospectively. Such a case is R (Quintavalle) v Secretary of State for Health [2003], where CNR could not have been envisaged by Parliament at the time the Act was enacted as it did not exist at the time. Minor rules of language such as the ejusdem generis maxim means general words which follow specific ones are taken to include things of the same kind (Elliott: 2009: 61). This technique was employed in Powell v Kempton Park [1899] where an outdoor place known as Tattersalls Ring was excluded from the words house, office and room as they were all indoor places. The expressio unius alterius method means the mention of one thing excludes others and can be seen applied in Tempest v Kilner [1846]. The final rule is noscitur a sociiis meaning that a word is known by the company it keeps. In IRC v Frere [1965] it was held that because other annual interest was mentioned, interest could only apply annually. Intrinsic aids suggestive of Parliaments intentions are the preamble stating why the Act is being enforced but equally useful are extrinsic sources: previous Acts on the same subject; historical setting, earlier case law and dictionaries of the time. Pepper v Hart [1993] was a landmark case enabling judges to consult the debates that took place in Parliament prior to the Act being implemented. Lord Browne-Wilkinson: the purposive approach to construction now adopted by the courts in order to give effect to the true intentions of the legislature. Task 2: In the following situations, use your knowledge of statutory interpretation to explain whether or not the following defendants would be guilty of an offence under section 1 of the Street Offences Act 1959 where: it shall be an offence for a common prostitute to loiter or solicit in a public street or public place for the purposes of prostitution. (a) Fiona was waving and banging on the window of her flat to attract the attention of a friend walking by on the street below. As she live above a busy street, her action caught the attention of people including a police officer called out to investigate complaints under s 1 of the Street Offences Act Certain presumptions available to judges can be instrumental in deciding cases. These are: a presumption against the change in common law; that the Crown is not bound by any statute unless the statute expressly says so; that legislation does not apply retrospectively and in this case there is a presumption that mens rea is required to convict in criminal cases and when judges construct the intention of legislation they will consider this along with the actus reus. In B (a minor) v DPP [2000], Lord Nicholls emphasised: the common law presumes that, unless Parliament indicated otherwise, the appropriate mental element is an unexpressed ingredient of every statutory offence. Fionas actions might be misconstrued by the public and the officer as that for the purposes of prostitution given the context and public awareness of prostitutes manner in gaining attention. It appears this is the case here. At trial the true relationship between Fiona and her friend can be established. If the literal rule is applied and the imperativeness of mens rea is discarded then there is the possibility of her being convicted unjustly. However, in Sweet v Parsley [1970], although the defendant was the proprietor of a house where cannabis was being smoked by the renters, the House of Lords decided the defendant was not guilty since she had no knowledge of the inhabitants activities so she lacked mens rea and, therefore, could not be convicted (Martin: 2008). With a purposive approach and reference to the Sweet case the court is bound to acquit her as Fionas actions were not for the purposes of prostitution and Parliament will not have intended for the innocent to be punished. L ord Denning advocated this method strenuously, saying: we sit here to find the intention of Parliament and we do this better by filling in the gaps than opening up enactment to destructive analysis. (b) Moji is charged with soliciting from the balcony of her flat Moji is trying to elude the Street Offences Act by not being in the street when soliciting for clients. Applying the literal rule Moji will be acquitted and It is obvious parliament could not have intended for their enactments to cause such ineffective results. However, Lord Esher argues: the court has nothing to do with the question whether the legislature has committed an absurdity but it is plainly obvious that such an approach is mechanical and divorced from the realities of the use of language (Martin: 2007: 88) and negates the true spirit of the law. In Smith v Hughes [1960] six women were convicted under this Act for soliciting from their flats, windows and balconies and argued their convictions were wrong because, although they accepted they were engaged in prostitution, they did not contravene the legislations wording which states in a street or public place for the purposes of prostitution (www.opsi.gov.uk on 21/12/09). However, their convictions were upheld, Lord Parker giving judgement: Everybody knows this was an Act to clean up the streets. viewed in this way it can matter little whether the prostitute is standing in the street or in the doorway or on the balcony, or at a window, or whether the window is shut or open or half open. In Eastbourne Borough Council v Stirling [Times, 16th November 2000] a taxi driver was convicted because, although he was on private land, he targeted for hire people on the street. Bound by these judgements Moji will be convicted as the mischief the Act sought to eliminate was prostitution targeted on streets. This effectively re-writes law and criticism follows that it is an encroachment on the sovereignty of parliament; undermines the separation of powers and allows judges to arbitrarily decide cases. However, under the doctrine of judicial precedence this can be restricted (Slapper and Kelly: 2009). (c) Rosalyn is charged with soliciting from the high street In some cases application of the literal rule leads to an absurdity such as Whiteley v Chappell [1868] where the defendant was charged in accordance with the words to impersonate any person entitled to vote. He was acquitted because a dead person is not literally entitled to vote. Another case illustrating the problem with the literal rule is Cheeseman v DPP [Times, 2nd November 1990] where a defendant was acquitted because police officers were not passengers. Had the mischief rule been used it wouldve produced correct verdicts according to common sense and the intentions of Parliament as the Acts aimed to bring to justice those committing fraud and indecency. In some situations though, the literal rule suffices to deliver the intentions of a statute. The Street Offences Act 1959 section 1(4) defines street, amongst other definitions, as for the time being open to the public shall be treated as forming part of the street. A high street is, according to the Oxford English Dictionary 2005, catering to the needs of the ordinary public. With such an interpretation Rosalyn will be convicted.

Gender Roles in Ancient Greek Society Essay -- Greek Gender Roles

Gender Roles in Ancient Greek Society Throughout history, the roles of women and men have always differed to some degree. In ancient Greece, the traditional roles were clear-cut and defined. Women stayed home to care for children and do housework while men left to work. This system of society was not too far off the hunter gatherer concept where women cared for the house and the men hunted. Intriguingly enough, despite the customary submissive role, women had a more multifaceted role and image in society as juxtaposed with the rather simple role men played. Morals for the two were also different. Men obviously had the upper hand with women being the traditional passive. For an example, it was quite acceptable for a man to commit adultery- however a woman was to remain chaste. The only exception to this was if the lover in question was a god. For some odd reason, it seemed that men were allowed to be philanderers while their wives stayed at home. This is evidenced in the Odyssey quite well- Odysseus the ?hero? is free to sample all the pretty ladies he cares to, whereareas Penelope his wife is expected to fend off all the suitors at home. Predictably, Penelope melts into his arms when she realizes it is her long lost husband without pausing to consider what he has done in his absence. This reaction portrays the unequal morals of Greek society regarding gender. Euripides?s Medea portrays women who are not quite as lucky as Penelope: ?Oh, unfortunate one, Oh cruel! Where will you turn? Who will help you? What house or what land to preserve you from ill can you find? Medea, a god has thrown suffering upon you in waves of despair.? In this play, Medea?s husband Jason has left her and their children to fend fo... ...ing his daughter is excusable. Men and women lived in completely dissimilar spheres, until the time of marriage. Even after marriage, they still retained strong ties to their own spheres by Achilles and Patrocleus. This is aspect of young life is depicted by Sappho in her poems. Apparently alternative lifestyles were commonly accepted in youth and continued throughout adulthood. This passive encouragement of homosexuality further strengthened ties between the separate genders and emphasizing the differences. Human society does not really change. The roles each gender plays in society has not changed drastically since the time of the ancient Greeks, and this goes to suggest that these roles are deeply rooted and possibly genetic. However chauvinistic Greek myths are telling the truth, which explains why they have influenced modern culture to the extent it has.

Educational Quotes Applied to Music Education Essay

Have you ever had a moment where you found yourself struggling to understand a difficult concept on your own when all of the sudden, â€Å"click,† and it all made sense? You could consider this to be like a light bulb turning on inside your head, and now the understanding is all clear. Now imagine a kind person giving you a source of light to make everything clear, rather than you trying to formulate a light bulb all by yourself. This is exactly how educators work and is what this wonderful quote is trying to address. By consuming their own knowledge and experience, they ignite a light that shines for their students to use to guide them to their future success. Before explaining its relevance to the music educational world, I will first clarify the symbolic use of the candle. As educators, we grow in our knowledge and mastery of the art in which we choose to pursue. By attaining more wisdom and skill, the foundations we build will carry over to our workplace and allow us to succeed to higher degrees. This can be closely related to the build of a candle. The stronger and better the wax or oil is made, the more brilliant the candle will illuminate when ignited. A stronger light means for a better view. Others may use this strong light to guide them through many dark challenges that face them. Although the candle cannot be used as a tool for direct protection, it offers a brighter understanding of what the individual may face, and from there they can make the correct judgment. Teachers serve as this candle, while students serve as the lost individual. If a teacher has a strong foundation in what they know, their wisdom can be passed on to their student so that they may make their way successfully to their future. Although the educator cannot be there to sit in the student’s chair and take the exam for them, they may deepen the student’s understanding of the concept and allow for them to make the right choices based upon their understanding. The candle does not walk for the holder, but it will light the way so they know where to walk and what to avoid. The wonderful thing about candles is that their light does not diminish at all until all the wax or oiled is consumed. Educator will always have lessons to teach their student until all of their wisdom is consumed by the student. The only thing that can extinguish its flame otherwise is the carelessness of the holder allowing it to defuse. Music educators do not stray much at all to academic educators when it comes to comparing their impact upon students. The more knowledge and skill a music educator has will impact how bright their student’s future will be and how well they will master the art of their instrument. This is why it is important for music teachers to receive great education in all elements of music education. Then maybe one day, the student may grow up to become a well-made candle for another ambitious student to light the way to their future.

Adolescents in Education

Studying in college means new life. It allows new experiences and challenges. This can be exciting but it can also be stressful and make someone feel sad as well. The role of guide counselor is of great importance regarding the student’s adaptation in academic environment. The realization of student’s professional and personal skills depends a lot on the degree of the success of counselor’s activities.The main aim of this research is to show that today the counselors’ practices still are not perfect. They are some narrow-directed and are composed mostly as the instructions for dealing with a student who is already in stress. Also, the scheme of organization of counselor’s activities which is suggested to make their work more efficient will be proposed.As Kenneth W. Merrel says in his â€Å"Helping students overcome depression and anxiety: a practical guide† (2001): â€Å"Depression, anxiety, and related â€Å"internalizing† problems o f children and adolescents have been the focus of increased professional concern during the past two or tree decades. During the majority of the 20th century, relatively little attention was given to these problems†.Meanwhile, recently depression and stress have become rather a common phenomenon of students’ life. For many young adults, the transition from high school to college is one of the most exciting periods of their lives. Normative developmental tasks, such as moving away from home, learning new academic material, forming adult relationships, and managing time and money, can create feelings of independence and generate a sense of mastery and competence unparalleled in earlier adolescence.As educators are well aware, however, these critical tasks can become a source of chronic stress, especially during the freshman year. If left unchecked, such stress can uncover or lead to more serious psychological disorders, which can, in turn, cause social isolation, school f ailure, and self-destructive behaviors.The Nation’s Voice on Mental Illness (2005) affirms that: â€Å"Most illnesses develop between the ages of 17 to 25, but that's not to say it can't start sooner or later than that.†Ã‚   Speaking about American students, NYU Child Study Center (2004) shows also that:â€Å"- depression affects over 19 million American adults annually, including college students. At colleges nationwide, large percentages of students are feeling overwhelmed, sad, hopeless and so depressed that they are unable to function†¦Ã‚  -eating disorders affect 5-10 million women and one million men nationwide, with the highest rates occurring among college-aged women.   -suicide was the eighth leading cause of death for all Americans, the third leading cause of death for those aged 15-24 years, and the second leading killer in the college population in 1998.   -nearly 50% of American teenagers of high-school age are currently, or have been, sexually a ctive. Everyday, 8,000 teenagers in the United States become infected by a sexually transmitted disease (STD)†¦ †The transition to student life has always been unsettling but being a student is quite different now from 20 years ago. Today we have a mass higher education system, so universities tend to be much larger and less personal.  It's very rare for students to go through a degree program with the same 20 or 30 people – instead they take different modules with large numbers of different people so it's hard for them to build up support networks.   And one don't just have finals now, one have exams twice a year, every year, so the pressure is on from the moment one start until the moment he finishes.The causes of depression are complex. Very often a combination of genetic, psychological and environmental factors is involved in the onset of clinical depression.Common stressors in college life include: greater academic demands, being on your own in a new envir onment, changes in family relations, financial responsibilities, changes in your social life, exposure to new people, ideas, and temptations, awareness of your sexual identity and orientation, preparing for life after graduation. At times, however, depression occurs for no apparent reason.Whatever the cause is, depression is almost always treatable. But the problem is not only to get rid of the stress but to learn how to manage with it or (what would be the best solution) how to prevent it.The problem is also not only in a great threat for student’s health which is issued by stress but in making a student unable to develop his skills. Hundreds of students, sometimes very gifted ones, suffer because of depression which is a great obstacle on the way of their development as personalities.It must be said that nowdays the net of guide counselors is developed quite well and practically all educational establishments of famous have among their personnel professional psychologists w ho make a great deal of work. But it also must be noted that in recent years the intensity of so-called â€Å"students’ stress† hasn’t decreased but quite the contrary, it has increased a lot.Therefore, the main task of guide counselors is to learn to reveal the symptoms of depression at its early stage, identify the students who are especially vulnerable to stress form the very beginning of their education and direct their behavior to the safe path.So, as it was already said, the first step in defeating depression is recognizing it. It's normal to have some signs of depression some of the time. But five or more symptoms for two weeks or longer, or noticeable changes in usual functioning, are all factors that should be evaluated by a health or mental health professional.Depressive illnesses come in different forms. The following are descriptions of the three most prevalent, though for an individual, the number, severity, and duration of symptoms will vary:Major depression is manifested by a combination of symptoms that interfere with one’s ability to work, sleep, eat, and enjoy once pleasurable activities. These episodes can occur once, twice, or several times in a lifetime.Symptoms include: sadness, anxiety, or â€Å"empty† feeling, decreased energy, fatigue, being â€Å"slowed down†, loss of interest or pleasure in usual activities, appetite and weight changes (either loss or gain) ,sleep disturbances (insomnia, oversleeping, waking much earlier than usual), feelings of hopelessness, guilt, and worthlessness, thoughts of death or suicide, or suicide attempts difficulty concentrating, making decisions, remembering, irritability or excessive crying, chronic aches or pain not explained by other physical condition.A less intense type of depression- dysthymia, involves long-term, chronic symptoms that are less severe, but keep you from functioning at your full ability and from feeling well. In bipolar illness (also known as manic-depressive illness), cycles of depression alternate with cycles of elation and increased activity, known as mania.Bipolar disorder is a type of depressive illness that involves mood swings that go from periods of depression to periods of being overly â€Å"up† and irritable. Sometimes the mood swings are dramatic or rapid, but most often they occur gradually, over several weeks.The â€Å"up† or manic phase can include increased energy and activity, insomnia, grandiose notions and impulsive or reckless behavior, including sexual promiscuity. Medication usually is effective in controlling manic symptoms and preventing the recurrence of both manic and depressive episodes.When the depression lasts for two weeks and more or interferes with academic or social functioning it may be clinical depression. Clinical depression is a common, frequently unrecognized illness that can be effectively treated. Clinical depression can affect your body, mood, thoughts, and behavio r.It can change your eating habits, how you feel and think, your ability to work and study, and how you interact with people. Clinical depression is not a passing mood, a sign of personal weakness, or a condition that can be willed away.Clinically depressed people cannot â€Å"pull themselves together† and get better. Depression can be successfully treated. With the right treatment, 80 percent of those who seek help get better. And many people begin to feel better in just a few weeks.The notion of stress or depression is connected tightly with alcohol and drugs and suicide intentions. A lot of depressed people, especially teenagers, also have problems with alcohol or other drugs. Sometimes depression comes first and people try drugs as a way to escape it.Other times, the alcohol or other drug use comes first, and depression is caused by the drug itself, or withdrawal from it, or the problems that substance use causes. And sometimes one can't tell which came first. The importa nt point is that when one has both of these problems, the sooner he gets treatment, the better.Thoughts of death or suicide are usually signs of severe depression. Talking to a professional in this case can get student past those intense feelings and save his life. Suicidal thoughts, impulses, or behaviors always should be taken seriously.   It is necessary to contact someone he or she trusts: a good friend, academic or resident advisor.All the above mentioned problems referred to students’ stresses and depressions are suggested to be treated by counselors. The counselor is a teacher and psychologist at the same time. The relationship between teacher and learner essentially poses problems of human relations. Teachers bring more than knowledge to the relationship: they are motivators, experts, judges.Teachers and learners share responsibility for learning, and some question whether â€Å"teaching† has occurred if no â€Å"learning† occurred.Studies of teaching that produces the most learning suggest that â€Å"effective† teachers use an analytical and synthetic approach to the subject matter, organize the material well to make it clear, and establish rapport with their students.Most studies identify enthusiasm as important in promoting students' learning. The key seems to be to make college courses challenging but not threatening.Many stress models emphasize a â€Å"mismatch† between the individual and his or her environment. Both too little and too much stress inhibits learning. Stress is difficult to define because individuals react to it very differently, and a situation that is stressful for one person may not be for another. Further, stressed individuals vary widely in the effectiveness of their coping.The professional or academic adaptation is a kind of social adaptation. Academic adaptation consists of professional and psychological components. The psychological aspect has the leading role as it is the base for all th e other stages of human’s socialization.The academic adaptation is an intensive, dynamic and complex process in the course of which the individual elaborates constant skills of adaptation within the demands of his new environment. At the very beginning there is an adaptation to the social environment of high school, and on the senior rates – to the elected trade and profession.Thus, professional adaptation of the student at each subsequent stage includes adaptable abilities and the skills received at the previous stage as a basis. Each subsequent stage is the result of the development of the previous one with qualitatively new formations.It is necessary to point out a number of the initial subjective factors which negatively influence on the process of adaptation and underlying typical difficulties: 1. An insufficient level of actual readiness for the high school program, neglect of many knowledge from rates of school disciplines what leads to backwardness of diligence and inquisitiveness, deficiency of the personal responsibility and educational activity, a low level of spiritual and intellectual potentials. 2. Feebly marked studies skills, insufficiently advanced verbal (abstract) thinking, backwardness of concentration and distribution of attention, ignorance of effective mnemonic receptions, weakness of strong-willed regulation. 3. A low level of culture and moral shown on a background limited life experience and a social maturity; world outlook and social infantilism. 4. Uncertainty in one’s own forces, doubt in an opportunity of successful training in high schoolConsidering professional adaptation of the person as process, using concept â€Å"professional adaptation â€Å", we designate result of this process. Thus, professional adaptation is a result of personal changes during the coordination of professional intentions, qualities of the person and requirements of concrete professional work at adequate reaction to own changes, cha nges of professional work and the professional environment under influence of the factors generated at inclusion of the person in system of continuous education.Hence, professional adaptation of the person of the student forms a psychological basis of his vocational training. The challenges while getting education are especially important for gifted students. Many gifted youngsters have a heightened sensitivity to their surroundings, to events, to ideas, and to expectations. Some experience their own high expectations for achievement as a relentless pressure to excel. Constant striving to live up to self-expectations-or those of others-to be first, best, or both can be very stressful. With every new course, new teacher, or new school questions arise about achievement and performance, since every new situation carries with it the frightening risk of being mediocre.Striving becomes even more stressful when unrealistic or unclear expectations are imposed by adults or peers. The pressur e to excel, accompanied by other concerns such as feeling different, self-doubt (the â€Å"imposter† syndrome), and the need to prove their giftedness can drain the energy of gifted students and result in additional stress.Stress occurs even when everything is going well. Youngsters get tired from their constant efforts and may secretly fear that next time they will not be as successful.Many gifted students accept responsibility for a variety of activities such as a demanding course load; leadership in school activities, clubs, or sports and part-time jobs. Even if it were humanly possible, doing everything well would be physically and emotionally stressful.

The Twilight Saga 5: Midnight Sun 19. Baseball

As I pounced on Bella I brought her into my arms and held her there securely while flying through the room at a ferocious velocity. When we collided with the couch it went flying across the room until it settled against the wall with a large crashing blast. She was breathing in large heavy gasps of air and her heart was drumming madly. She tried to move out of my protective arms and I refused. I moved her closer into my embrace letting her warm my body. She eyed me suspiciously and a playful grin spread across my face without my permission. It was just something I did naturally when I was around her. â€Å"You were saying?† I pretended to growl. â€Å"That you are a very, very terrifying monster,† her voice was sagging with sarcasm under her heavy panting. â€Å"Much better,† I agreed. She looked up at me, still a little jarred by my sudden movement, â€Å"Um†¦Ã¢â‚¬  she paused and continued to struggle, â€Å"Can I get up now?† she asked. â€Å"What the hell was that noise?† Jasper asked Alice. â€Å"Ha-ha. Edward is wrestling with Bella.† Alice answered cheerily. Oh my, Jasper began thinking, but his thoughts turned frenzied. I began laughing at Bella and Jaspers now frantic thoughts. â€Å"Can we come in?† Alice asked from the hall. Bella continued to struggle in my arms but I refused to let her go. I repositioned her so she was on my lap. I could feel the warmth of Bella's blood as it raced up her cheeks when she realized that Alice and Jasper were in the door way. â€Å"Go ahead,† I barked a laugh. How can he get that close to her? It seriously blows my mind, Jasper was panicking mentally. Jasper had a strong belief that being this close to a human was impossible without feeding. His belief was now being thrown out the window. Alice's thoughts were just a humming of approval. She was radiating with glee as she moved fluidly into the room, dropping to the ground and crossing her legs with a gleaming smile across her face. Jasper continued to stay in the door way. His thoughts were still fanatically stunned. â€Å"It sounded like you were having Bella for lunch, and we came to see if you would share,† Alice said while she failed extravagantly at trying to suppress laughter. Bella stiffened like a board in my arms but met her gaze unflinchingly and I couldn't help but grin at both of them. When Bella saw my face she relaxed. I looked at Alice and answered back playfully, â€Å"Sorry, I don't believe I have enough to spare.† I tightened my arms around her. Her heart was still humming quickly and her blush was still pronounced on her cheeks. Jasper finally got his thoughts out of a tangle as the mood of the room finally hit him. Wow, I've never felt Edward feel so†¦happy†¦and†¦in love. A smile spread across Jaspers face automatically at the cheerfulness in the room. â€Å"Actually, Alice says there's going to be a real storm tonight, and Emmett wants to play ball. Are you game?† he asked while walking into the room. Playing ball did sound fun. I knew Emmett would be thoroughly pissed if I didn't show up this time. I remembered the vampires that are visiting in the area and without thinking about it I looked at Bella and realized I would never leave her for a moment with those creatures at large. Before I could respond Alice chimed in, â€Å"Of course you should bring Bella.† What? Jasper looked mildly surprised and sent Alice a quick look but turned back so quickly I wasn't sure if Bella caught it. Once again I had to remind myself that it was always her choice, â€Å"Do you want to go?† I asked as excitement burst through me. She looked at me and without hesitating she said, â€Å"Sure. Um, where are we going?† This is going to be so much fun! Alice's thoughts flitted through my mind. I can't believe this. Oh well this should be†¦interesting. Jasper thought while curiosity was willing inside him. â€Å"We have to wait for thunder to play ball ?C you'll see why,† I smiled at her. A sign of nervousness was evident on her face when she bit her lower lip. She didn't realize she was doing it when she looked at me and asked anxiously, â€Å"Will Ineed an umbrella?† We all started laughing but I was relieved because I was finally aware of what her sudden apprehension was. â€Å"Will she?† Jasper asked with a most peculiar expression. â€Å"No. The storm will hit over town. It should be dry enough in the clearing.† Alice said while the vision of the clearing ran through her head. Jasper was so full of happiness and joyfulness from the situation happening in the room that he couldn't contain his smile, â€Å"Good, then,† he exclaimed. Being around Alice was always a little strange because I was constantly seeing the future. This time it was just the coming minutes going through her mind. I saw her going to Carlisle and asking about playing ball. â€Å"Let's go see if Carlisle will come,† Alice jumped off the ground and headed toward the door with a wink in Jaspers direction. â€Å"Like you don't know,† Jasper teased. Jasper closed the door behind him, Have fun bro. Bella turned in my lap, her heart fluttering at our closeness, â€Å"What will we be playing?† she wondered. I laughed at the thought of letting her hold a bat, or worse, letting her try to hit a ball with a bat. â€Å"You will be watching,† I clarified, â€Å"We will be playing baseball,† I explained. She rolled her eyes at me, â€Å"Vampires like baseball?† she asked in disbelief. â€Å"It's the American pastime,† I said in mock seriousness. Some very annoying sound was in my ear. I was driving down Bella's street when little droplets of rain began splattering onto the windshield. That was not what was bothering me. Billy Black was waiting for Charlie in his driveway so he could tattle tale like a little kid on Bella's new found relationship with me. â€Å"Damn Quileute legends,† I muttered so low that Bella couldn't hear me. Jacob and his father were taking shelter on Bella's front porch and I was instantly tense. Can't she tell there is something wrong with that kid? His cold white skin, his aversion to the sun†¦I will settle this though. Charlie will listen to me and force her to stop seeing the Cullen kid. Billy Black thought with a sneer and a curse in each thought with my name. Charlie isn't even here, why are we waiting here in the rain like idiots? Jacob thought until he saw Bella, Oh, well†¦maybe this wasn't a wasted trip after all. I had heard enough. The thoughts radiating off of them were about to drive me to let the monster free. I couldn't let that happen when Bella was around. â€Å"This is crossing the line,† I said vehemently. Bella's eyes found mine and they were worried. â€Å"He came to warn Charlie?† she asked horrified. I gave her a grave look and nodded. I turned toward Billy then and I was seeing red. My eyes were narrowed into tiny slits. I can just get out of the car and scare them off. Or maybe I could†¦ â€Å"Let me deal with this,† Bella interrupted my internal rage. I didn't want to let her leave my side. To think of the things she was going to hear from Billy's mouth. His thoughts continued to get snippier and nastier each time he glared in my direction. I knew if I left the vehicle now and released my anger that I would lose Bella, so I quickly agreed, â€Å"That's probably best. Be careful, though. The child has no idea.† â€Å"Jacob is not that much younger than I am,† she reminded me crisply. I turned my gaze on her because she pulled me from my anger. She always knew exactly what to say to calm my nerves and bring me back to earth. I grinned at her, â€Å"Oh, I know,† I assured her. She looked exasperated. She reached for the door handle and sighed. I needed to leave here before my temper came back. What the hell are they doing? What is taking so long? Billy thought angrily. â€Å"Get them inside so I can leave. I'll be back around dusk,† I commanded. Her eyes met mine again, â€Å"Do you want my truck?† she asked. Hasn't she learned better by now? I rolled my eyes, â€Å"I could walk home faster than this truck moves.† A sad look entered her eyes, â€Å"You don't have to leave,† she said longingly. She had no idea how difficult it was for me to leave while there were vampires lurking in the vicinity and the Blacks were here to cause trouble. I looked at her expression realizing she didn't want me to leave just as much as I didn't want to leave her. â€Å"Actually, I do. After you get rid of them,† I glared in the Blacks direction, â€Å"you still have to prepare Charlie to meet your new boyfriend,† a smile spread across my face. She groaned loudly, â€Å"Thanks a lot.† Her face was so adorable when she was upset or angry. I couldn't help but smile at her. â€Å"I'll be back soon,† I promised. If she doesn't exit that truck in one minute I am going to go over there and make sure she is okay, Billy swelled ominously. I turned my glare back in the direction of the porch at the last thought. I wanted to taunt Billy just a little bit and Jacob too. I leaned down and slowly brought my lips to Bella's jaw. I kissed lightly and her heart jumped up in her chest. Her blood was pulsing quickly and the scent made me go wild. The kiss was all flames and electricity down my throat. When I moved away from her, she looked towards the porch and could see the same thing I could. Billy had a death grip on his wheel chair and his thoughts were in frantic disarray. Oh, how†¦ oh, goodness. I†¦ Well†¦disgusting! Billy's thoughts were choked. Bella realized how panicked Billy was now and she was suddenly in a rush, â€Å"Soon,† she ordered while opening the door to the truck and stepping out into the rain. When the rain droplets ran down her face I could see them evaporate while the wind blew her rainy scent in my direction. I gripped her steering wheel so tightly I almost broke it off. She shut the door quickly and ran to the porch for protection from the rain. I decided to keep my attention on the Blacks and not on the way Bella's scent was covered in a delicious sweetness. â€Å"Hey, Billy. Hi, Jacob,† Bella greeted them in a incredibly false pleased voice, â€Å"Charlie's gone for the day ?C I hope you haven't been waiting long.† Right, right, I don't believe she is worried about our wait at all. Billy thought with disappointment etched in every sagging line of his face. â€Å"Not long,† Billy replied dully, â€Å"I just wanted to bring this up,† he pointed to a brown paper sack in his lap. I wonder when Charlie will be home. I still can't believe what I saw in her truck. Billy thoughts continued to curse me. â€Å"Thanks,† Bella responded in a confused voice, â€Å"Why don't you come in for a minute and dry off?† she offered. She doesn't seem scared or nervous†¦not at all like she was just with a vampire. Billy was alight with a feverous fanatical burn. Bella opened the door and showed them in. Before the door was shut I was out of the truck and pelting through the woods. Each step dragged as I was contemplating going back and scoping up Bella and running for it. The only reason I didn't was because Billy was right about everything. She shouldn't be with me. She should realize the appalling creature that I am and run away screaming. But she didn't; she continued to pull herself ever closer to me and I allowed it. I embraced her and wanted her in my arms. The love I was feeling for her was overwhelming. If anything were to happen to her†¦ I stopped running in the forest to take several unneeded deep breaths. When the fear and anxiety finally dulled I swiftly made my way back home. For the first time in ages Alice wasn't waiting for me at the porch steps; Emmett was. â€Å"Hey! I heard that you and Bella are coming out to play ball tonight!† Emmett laughed loudly while his face twisted with glee. â€Å"No, Bella will not be playing,† I said with a grim smile. â€Å"Oh, damn it. I was hoping to see Bella with a bat in her hand,† Emmett smiled sinisterly. â€Å"Please, like I would place a bat in her hands!† Yeah, yeah I get it. You just don't understand how funny it is when she does something human, Emmett chortled a wild little laugh as he walked into the house. Alice walked over the threshold then, You know this is going to be a good game. There will be a tie breaker. Do you remember what happened last time between Jasper and Emmett? Esme is going to have to come up with a better idea for tie breaking. I smiled at her, â€Å"So are you pitching?† Of course, you can't let Carlisle do it; he's just not that good at pitching. Alice thought. We were both silent for a few seconds and I could tell what topic of conversation Alice really wanted to cover, â€Å"Go ahead, ask me,† I suggested. When can I take Bella shopping? Please let me take her soon! Have you seen the dreadful attire she was wearing? Just wait until you see what she is wearing tonight. Ugh! Alice pouted. â€Å"We'll see,† I replied. Fine, okay†¦ Want to throw the ball around? Alice asked, bored. â€Å"Sure.† Alice flew through the house, grabbed a baseball and flew to the backyard. I was already waiting for her. We threw the ball back and forth for several minutes until Jasper and Emmett came outside to join us. Emmett and Jasper decided that throwing the ball back and forth was ‘boring' and needed some spice. They began throwing the ball as far as they could to see who would be the first to not catch it. This went on for several long minutes. I sat on the grass watching the sun slowly descending behind the trees. I got up in a hurry to pick Bella up. Take Emmett's Jeep. Trust me. Alice sent a vision of us running through the forest, She would appreciate it if part of the way there wasn't on your back, she giggled. â€Å"Hey, Emmett, I'm taking your jeep,† I informed him. â€Å"Okay, bring it back in one piece, oh, and you better help Bella get into the Jeep. I wouldn't want to see her get hurt trying to get in it,† Emmett's bellowing laugh echoed and reverberated off of the trees. â€Å"Funny,† I muttered. I could hear Charlie and Bella's conversation from a mile down the road. I caught the very end of it. Bella had informed Charlie that we were going on a date and Charlie was having a hard time comprehending the match. â€Å"Where is he taking you?† he asked protectively. I could hear Bella groan loudly, â€Å"I hope you're getting the Spanish Inquisition out of your system now. We're going to play baseball with his family,† she explained. Baseball? Hum, maybe I had things all wrong with this Edward kid, Charlie mumbled in his thoughts, But, Bella, playing ball? A loud chuckle erupted from him. â€Å"You're playing baseball?† he asked in disbelief. I was extremely pleased that she finally told Charlie the truth about our plans. â€Å"Well, I'll probably watch most of the time,† she responded. All of the time, I amended in my mind. â€Å"You must really like this guy,† Charlie observed suspiciously. I heard Bella sigh as I parked in the driveway. I heard the water going in the kitchen. â€Å"Leave the dishes, I can do them tonight. You baby me too much,† said Charlie. I promptly made my way to the front door and lightly pressed the door bell. Bells began ringing throughout the house. I heard Charlie's footsteps followed by Bella's coming towards the door. He opened the door swiftly sending their scent flying out into the rain. Every particle of air around me began soaking up Bella's scent instantly. Charlie's scent could have been non-existent compared to hers. I could almost catch her taste on the saturated air. â€Å"Come on in, Edward,† Charlie greeted me. Bella exhaled a large gust of air sending another tantalizing scent ripping down my throat and sending my stomach into knots at the fragrance. â€Å"Thanks, Chief Swan,† I replied respectfully. â€Å"Go ahead and call me Charlie. Here, I'll take your jacket,† he reached for it. I pulled it off quickly and replied, â€Å"Thanks, sir,† before handing it over. â€Å"Have a seat there, Edward,† he ordered while pointing to the seat. I saw Bella's face in my peripheral vision and she looked like she was going to be sick with anxiety. I sat down in the only chair. Bella and Charlie sat on the sofa. Bella glared at me with her arms folded around her stomach. Her kittenish out-rage was comical at best and so I winked when Charlie's back was turned. Her cheeks turned bright pink – in horror or embarrassment I wasn't sure. â€Å"So I hear you're getting my girl to watch baseball,† Charlie mused. â€Å"Yes, sir, that's the plan,† I answered courteously. â€Å"Well, more power to you, I guess,† he said incredulously and we both broke into hooting laughs. Blood had boiled to the surface of Bella's face and rage flowed out of her mouth. She stood up, â€Å"Okay. Enough humor at my expense. Let's go,† she ordered. I waited for Charlie to stand up and then followed him. We met Bella in the hall while she angrily pulled her jacket over her flannel shirt. I don't care what Alice said, the flannel looks pleasant on her. When she flipped her hair it sent a wave of her bouquet my direction and I inhaled deeply at the pleasurable pain that was echoing in my throat. â€Å"Not too late, Bell,† Charlie instructed. â€Å"Don't worry, Charlie, I'll have her home early,† I promised. What he didn't know was that I would be staying the night in his daughter's room†¦again. Holding her tightly against my body and tracing every line of her face, arms, and shoulders. I imagined her trembling under my touch when Charlie finally distracted me. â€Å"You take care of my girl, all right?† Charlie ordered and I could hear the mental humming of his love for his only daughter spilling from his mind in large waves crashing into me all at once. I wondered briefly if this is what Jasper felt like when he absorbed someone's mood. Bella groaned again but we both ignored her. â€Å"She'll be safe with me, I promise, sir.† There was no doubt that she would always be safe with me, that I would never let any harm come to her. Charlie's thoughts became muffled like they did at times but I could still tell that he believed me. I grabbed my jacket and watched Bella walk angrily down the hall. Bella, still in her kittenish rage, turned to look at me and then marched out of the house. Charlie and I both laughed and I followed her. When she reached the porch her jaw almost dropped to the ground when she caught sight of the Jeep. Charlie came into view of the Jeep too and whistled. â€Å"Wear your seat belts,† he stammered. Bella finally got her act together after taking in the whole jeep. Her eyes had roamed from the monster tires to the metal guards over the headlights and the crash bar. She stalked forward and I followed her, opening the passenger side door. I saw her look at the ground and then at the seat while her eyes slightly popped. She crouched like she was about to spring up into the seat. I sighed remembering Emmetts taunts and I carefully grabbed her around the waist and lifted her into the Jeep with one hand. It was pouring down rain and her scent was teasing me by swirling around my nose and deep in my lungs as I inhaled. I walked around to the front of the Jeep while watching Bella struggle with the seat belt. I suppressed a chuckle. I opened the driver's side door and she looked at me confused, â€Å"What's all this?† she asked pointing to the buckles. â€Å"It's an off-roading harness.† â€Å"Oh-oh,† she looked nervous. I watched her struggle some more, delighting in the blood flushing her face at her frustration. She wasn't going to give up the fight and I finally sighed, reaching over her to help. I brought the seat belt over her neck caressing her lightly and brought my finger tips across her collarbone. Her hands went limp in her lap and her heart was like a humming bird's wings. She began breathing heavily. The scent of her breath hit me like a ton of bricks, sweet and delicious. I pulled away once she was buckled. I did enjoy dazzeling her. I turned the key in the ignition and the engine roared the life. Bella was looking rather nervous. â€Å"This is a†¦um†¦big Jeep you have.† â€Å"It's Emmett's,† I informed her, â€Å"I didn't think you'd want to run the whole way.† She was still breathless, â€Å"Where do you keep this thing?† â€Å"We remodeled one of the outbuildings into a garage,† I explained. She looked at me with one eyebrow raised, â€Å"Aren't you going to put on your seat belt?† I threw her a disbelieving look. She was being ridiculous. She continued to stare at me and her look suddenly became horror struck, â€Å"Run the whole way? As in, we're still going to run part of the way?† her voice rose a few intervals. I tried to prevent a grin from spreading across my face but it was a hopeless attempt. My lips turned up at the corners no matter how hard I tried to suppress it, â€Å"You're not going to run.† â€Å"I'm going to be sick,† she pulled her lips together tightly like she was preventing herself from getting sick right then. Again, I tried to prevent a smile from appearing and yet there it was. â€Å"Keep your eyes closed, you'll be fine.† With her normal nervous gesture she began biting at her lower lip. When she did this it always made me a little anxious that she might hurt herself, but she never did. I watched her carefully as the panic was racing through her veins. Her pulse was hammering and her breath was heavy on the air. Her hair was slightly wet from the rain and I couldn't help it – I brought my nose to her head and kissed her hair. A groan came out of my throat without my permission. I pulled away and she gave me a questioning look. â€Å"You smell so good in the rain,† I explained. I took more air into my lungs, a whirl wind of her warm scent swirled into them. I held it there for a second before exhaling and doing it all over again; reveling in her aroma. â€Å"In a good way or a bad way?† she gave me a furtive look. I sighed, â€Å"Both, always both.† Once our journey took us off the paved road and into the forest conversation became impossible for Bella because she was bouncing up and down. I swear I could see her eyes rattling around. I couldn't help but smile at her look. It was hilarious and no matter how hard I tried to hide my smile, it was brilliant and brightly plastered across my face. The end of the path loomed into view and we could no longer drive any farther. I stopped the Jeep turning the key as the engine became silent. â€Å"Sorry, Bella, we have to go on foot from here,† I explained. â€Å"You know what? I'll just wait here,† she answered sarcastically. â€Å"What happened to all your courage?† I asked with a smile, â€Å"You were extraordinary this morning.† Her face started draining of all color, â€Å"I haven't forgotten last time yet.† I wrenched the door open and hopped out of the Jeep and in less than a second I was on her side of the Jeep unbuckling her seat belt. She stared at me indignantly. â€Å"I'll get those, you go on ahead,† she protested. I finally unbuckled all of the straps and decided teasing was the best way to go, â€Å"Hmmm†¦,† I mused, â€Å"It seems I'm going to have to tamper with your memory.† I pulled her into my arms and sat her gently on the ground. â€Å"Tamper with my memory?† she asked anxiously. â€Å"Something like that,† I teased. It was no longer raining and the mist was falling into her hair sending the sweet seductive scent evaporating into every particle of air around us. I took in a generous amount of the air in between us. I decided a distraction was needed so I could get her into the clearing. She was leaning against the Jeep and I took two hasty steps until I trapped her there by placing both of my hands on either side of her. I brought my body ever closer to hers. She backed away slightly but didn't seem to mind my closeness. Her warm body enveloped me as I brought my face ever closer to hers. I wanted to place my lips to hers. I was nervous to see what her reaction would be this time. â€Å"Now,† I breathed, â€Å"what exactly are you worrying about?† â€Å"Well, um, hitting a tree -† she gulped, â€Å"?C and dying. And then getting sick.† I remembered both times when she got sick; at school and after running with me. I couldn't help but smile at the memories but quickly smoothed my face. I moved the few extra inches until her warm breath was now in my mouth. I brought my lips to the hollow at the base of her throat. I kissed lightly moving my nose under her jaw lightly. â€Å"Are you still worried now?† I breathed on her skin making her tremble in pleasure. â€Å"Yes.† her voice quivered in bliss, â€Å"About hitting trees and getting sick.† Apparently I wasn't distracting her enough though I was thoroughly distracted. I was euphoric. I trailed the tip of my nose up her throat and down her jaw line to the tip of her chin. â€Å"And now?† I whispered while breathing in her every breath. â€Å"Trees,† she inhaled, â€Å"Motion sickness.† I brought my lips to her eyes and kissed her eye lids, â€Å"Bella, you don't really think I would hit a tree, do you?† â€Å"No, but I might,† her confidence failing extravagantly. I began my journey to her mouth. I kissed slowly down her cheek letting her skin warm them. I brought my lips to the corner of her mouth. Gently, I let my bottom lip softly brush against hers. â€Å"Would I let a tree hurt you?† My lips were barely touching her. A curious sensation crawled up my throat. With every touch of our lips electricity shot through my body sending a joyous feeling through my veins. Her bottom lip was trembling in absolute pleasure. I took in several generous gulps of her breath. â€Å"No,† she breathed against my lips. â€Å"You see,† I said my lips touching hers as I spoke, â€Å"There's nothing to be afraid of, is there?† â€Å"No,† she sighed and she became limp against the Jeep, giving up. I pulled her face into my hands a little rougher than usual and brought my lips to hers fiercely. Our lips were moving together and we were both panting heavily at the sensations shooting through our bodies. She brought her arms around my neck bringing me closer to her. We embraced frantically while our bodies were welded together. My hands moved eagerly to her back bringing her closer to my chest while bowing her body against mine. She was quivering with delight as her lips parted slightly and she sighed heavily bringing her breath deep in my lungs. Excitement exploded in the pit of my stomach. I let go and staggered back several steps, flustered, realizing this was the only sensible course of action. I couldn't believe I let myself get so out of control. â€Å"Damn it, Bella!† I was gasping, â€Å"You'll be the death of me, I swear you will.† I watched as she leaned forward placing her hands on her knees and panting. â€Å"You're indestructible,† she mumbled while continuing to breathe heavily. I was so angry at myself for letting it get that far. I monster inside me wanted me to lose control and I couldn't let that happen. â€Å"I might have believed that before I met you. Now let's get out of here before I do something really stupid,† I growled. I pulled Bella onto my back while trying to be as gentle as possible. She secured herself to me by wrapping her legs around my waist and pulling her arms around my neck. The warmth rippled down my body. â€Å"Don't forget to close your eyes,† I reminded her. She lodged her face into my shoulder and it sent a jolt of electricity through me. I could feel her warm breath. I broke into a run and her pulse picked up, her heart beating out large palpitations. It only took a matter of minutes before we arrived just outside the clearing where my family was already preparing to play ball. Bella did not move as I stood there waiting for her to let go. I was terrified that she had opened her eyes and fallen sick like before. I reached behind me and ran my fingers through her silky hair gently. â€Å"It's over, Bella,† I said softly. She sighed in relief and she was suddenly no longer wrapped around me. I heard a pulpous noise that was followed by, â€Å"Oh!† I turned around swiftly worried she had hurt herself. I did the smallest of double takes before I saw her expression and the tension finally broke between us. Her face was screwed up in embarrassment. I was trying my hardest to hold in laughter but I was unable to. I barked out a laugh. Her expression had twisted into indignation and chagrin. She pushed herself off the ground while brushing dirt and bracken off of her backside. She turned, muttering silently, and marched off in the wrong direction. A smile was still on my face as I wrapped my arm around her waist. â€Å"Where are you going, Bella?† â€Å"To watch a baseball game. You don't seem to be interested in playing anymore, but I'm sure the others will have fun without you,† she said bitterly. â€Å"You're going the wrong way,† I said coolly. She turned on her heal with a firm and purposeful tread in the opposite direction. I shook my head back and forth at her and grabbed her around the waist a second time. â€Å"Don't be mad, I couldn't help myself. You should have seen your face,† I tried to explain but a chuckle broke through my composure. She looked at me haughtily. â€Å"Oh, you're the only one who's allowed to get mad?† she asked while raising her eyebrows. I paused for a moment and studied her face. â€Å"I wasn't mad at you.† â€Å"‘Bella, you'll be the death of me'?† she quoted crisply. â€Å"That was simply a statement of fact,† I said while still trying to hold in my amusement. She gave me a look of pure abhorrence and turned to stride away again. In a quick motion I pulled her to my chest. I couldn't take it if she left me now. â€Å"You were mad,† she persisted, her face stricken. â€Å"Yes.† â€Å"But you just said ?C† she began. â€Å"That I wasn't mad at you. Can't you see that, Bella?† I asked patiently. â€Å"Don't you understand?† I felt completely exasperated. She was so sweet, loving†¦fragile; there was nothing she could do to make me upset at her. She pursed her lips. â€Å"See what?† she insisted with a confused expression. â€Å"I'm never angry with you ?C how could I be? Brave, trusting†¦warm as you are,† I explained. â€Å"Then why?† she asked softly. I analyzed her face, trying to read her mind once again. I reached the barrier I always did while trying to probe her mind, the silence persisted. She looked just as confused as ever. I sighed and pulled her delicate face in my cold palms. Her cheeks instantly warmed my whole body. I looked her straight in the eyes. â€Å"I infuriate myself,† I said quietly. â€Å"The way I can't seem to keep from putting you in danger. My very existence puts you at risk. Sometimes I truly hate myself. I should be stronger; I should be able to ?C† She placed her warm palm over my mouth touching my lips softly. â€Å"Don't.† She stared into my eyes, the depth of her eyes were communicating with mine. I put my hand over hers and moved it to my cheek. The warmth radiated off of her skin and deep into my body. I felt the sudden urge to bring our lips together and tell her how much I loved her. The words were exiting my mouth before I made the decision to do so. â€Å"I love you,† I stated. â€Å"It's a poor excuse for what I'm doing, but it's still true.† Her face softened at my words. â€Å"Now, please try to behave yourself,† I pleaded as I slowly bent down and brushed my lips lightly across hers. She didn't move but her heart raced and she parted her lips with a sigh. I inhaled copious amounts of her breath into my lungs letting it send flames down my throat. â€Å"You promised Chief Swan that you would have me home early, remember,† she whispered against my lips. â€Å"We'd better get going.† My insides were twisting in pleasure at our touch but I finally got my act together. â€Å"Yes ma'am,† I replied while continuing to smile. I released all of her but her hand. I showed her the way through the forest. It was only a few feet until we reached the clearing. I was feeling radiant with glee. Esme, Rosalie and Emmett were sitting on a large rock. When they caught sight of us they all three rose. Alice and Jasper were in the distance throwing the ball back and forth and Carlisle was marking bases. Right on time! Alice thought. I'll just hold my breath if she gets too close, Jasper contemplated. I thought I heard them, Esme thought while walking in our direction. Rosalie strode off in the other direction without a single glance behind her. Oh great†¦the human's here, Rosalie sneered, alight with malice. Come on! Jeez, not this again†¦ Emmett stared at the back of Rosalie as she marched away from us. Whatever, I'm not missing this. Emmett followed behind Esme. â€Å"Was that you we heard, Edward?† Esme asked as she approached us. Yeah, that weird gurgling noise. â€Å"It sounded like a bear choking.† Emmett chortled. A small timid smile was on Bella's face. â€Å"That was him.† Oh, I see how it is, I thought internally. â€Å"Bella was being unintentionally funny,† I explained with a wide grin. Alice came running towards us. Five seconds, she thought as she stopped in front of us. â€Å"It's time,† she announced. Lightning flashed through the dark cloudy sky while thunder rippled overhead shaking the ground around us. Bella's eyes grew wide in wonder. Her face is hilarious, Emmett thought. â€Å"Eerie, isn't it?† he winked at Bella hoping for her to make another ‘human' face. â€Å"Let's go.† Alice grabbed Emmett's hand and they speed swiftly away toward the field. I'll take care of her. Go play now, Esme vested. Excitement was flowing in my veins. It had been a long time since I had felt so light and buoyant. â€Å"Are you ready for some ball?† I asked eagerly. Her face showed a mix of awe, bewilderment, and perplexity at the game. She seemed extremely intimidated. â€Å"Go team!† she said enthusiastically. A chuckle came through my lips as I fluffed her hair up in a frenzy and bounded after Alice and Emmett. Another crash of lightning sent a rumble of thunder through the earth at our feet. All the amazing feelings shooting through my body were making me exceedingly intoxicated with bliss. In this moment I felt like I had everything I could ever want. I flew past Alice and Emmett. Show off, Emmett thought. I just chuckled at his expression as I turned to run backwards, stopping in the outfield next to Carlisle. I peered over Emmett's shoulder to see Esme and Bella walking toward the field. â€Å"Same teams?† Carlisle asked. Everyone nodded in agreement. My team members, Carlisle and Alice, left to go to their positions. Carlisle went to stand between first and second base while Alice went to the pitcher's mound. I darted toward the outfield. Edward, you are such a gentleman, Esme commended. I hadn't been paying attention to their conversation and listened to the end of it as they finally reached the outside of the playing field. â€Å"You don't mind, then? That I'm†¦all wrong for him?† Bella asked Esme incredulously. She's not all wrong for me, I'm all wrong for her. I amended internally. â€Å"No.† Esme began. I'd never want to take Bella away from Edward, I just couldn't imagine†¦ â€Å"You're what he wants. It will work out, somehow.† He needs to change her but I know if he never will, Esme was thinking wistfully. The ground shook below us as thunder rumbled overhead. Get ready, Edward! Emmett chortled internally. He was swinging the bat back and forth. He'll miss the first one, Alice snickered. â€Å"All right,† Esme called out. â€Å"Batter up.† Emmett raised his bat, ready to strike. Alice continued to snicker internally as she pictured Emmett missing the first pitch. She brought the ball to her waist. In a swift stealthy move she brought the ball into flight. It flew past Emmett at amazing speeds as Jasper caught it. He's going to hit the next one, Edward. Be prepared, though, there is a ninety-seven percent chance you'll catch it. Alice mused in her mind. Jasper threw the ball back at Alice and she showed her gleaming teeth at him. Damn she is so attractive when she pitches, Jasper thought. I began ignoring Jasper's thoughts quickly after that. I didn't need to be distracted from the game. Alice brought the ball back to her waist. She threw it with great force again and I was prepared. Emmett hit the ball with such strength that the aluminum smashed into the ball making a sound so fierce that it reverberated off the trees. It sounded just like the thunder. I caught a glimpse of Bella before I took off running. Her face looked stunned. The ball suddenly flew toward me at a ferocious velocity. It went whizzing by me at lethal speeds and I was afraid I wouldn't be able to catch it. Bella had distracted me with yet another one of her expressions. I hurtled through the woods, jumping over downed trees, hopping over rocks until I caught up with the ball. I put all my strength into my leap as I jumped and caught the ball while grabbing onto a branch and swinging down to the ground. With immense speed I ran back to the clearing, ball raised high and a smile prominent on my face. â€Å"Out!† Esme yelled to Emmett's disappointment. Don't worry, I'll get you back†¦ he threatened. Bella had a bewildered expression. I heard Esme explaining what happened. â€Å"Emmett hits the hardest, but Edward runs the fastest.† Jasper was next to bat. He already knew that throwing one towards me would be a mistake and was going for a ground ball. He hit the ball and it bounced off the ground. Carlisle caught it and started running to beat Jasper to first base. They collided and sent another thunderous noise through the night's air. Bella was sitting on the grass and jumped up with a look of concern on her face. I laughed harder than ever at her expression. â€Å"Safe.† Esme called out. We continued to play until the other team had three outs. We switched positions and I was at Bella's side in a quick motion that she almost didn't see. â€Å"What do you think?† I asked in excitement. â€Å"One thing's for sure, I'll never be able to sit through dull old Major League Baseball again,† she smiled widely. â€Å"And it sounds like you did so much of that before,† I laughed. The thrill of the game and the desire I felt when I was around Bella had me feeling high. â€Å"I am a little disappointed,† she said teasingly. â€Å"Why?† I asked, perplexed. â€Å"Well,† she grinned, â€Å"it would be nice if I could find just one thing you didn't do better than everyone else on the planet.† She thought I was better than everyone else on the planet. I was soaring. I didn't think anything could remove the smile that seemed to be permanently plastered on my face. I'm going to have to have a talk with her about filling your head with non-sense, Emmett guffawed stupidly. You're oozing love over here. You're up lover boy, Jasper joked. â€Å"I'm up!† I told Bella while heading to the plate. We continued to play for several innings when several things happened simultaneously. I had bent down to get into the catching position, Carlisle had walked up to bat and Alice gasped in horror while she shrieked in alarm in her mind. I brought my eyes to hers as I saw what she was seeing. Terror rose inside me as a large dead weight fell through my chest and into my stomach. Three vampires were running in our direction, curious about playing ball. The next series of visions had me scrambling to Bella's side in terror. Edward, no! Alice thought while her vision continued as one tall vampire caught Bella's scent on the wind and attacked. In her vision Bella didn't die because we prevented him from sucking her dry but she had been bitten. Only a part of a second had passed and I was at Bella's side. Get her out of here now! Alice bellowed from her mind. My brain was in limbo because I saw the other outcomes too. Everyone was saying Alice's name alarmingly in their heads but Esme was the first to break the silence. â€Å"Alice?† she asked, her voice strained. â€Å"I didn't see ?C I couldn't tell,† she mouthed almost soundlessly. I felt Bella tense up as everyone flew rapidly to her side in protection. Bella knew – she had to know. She was always so observant. Everyones thoughts were jumbled in confusion and alarm. Panic burst inside me like poisonous gas. â€Å"What is it, Alice?† Carlisle asked in a business like tone. It's too late, Edward. I'm sorry. â€Å"They were traveling much quicker than I thought. I can see I had the perspective wrong before,† Alice's eyes were blank yet horror struck. They'll have to go through me before they get to Alice, Jasper thought protectively. He moved closer to her. â€Å"What changed?† She looked up at him in absolute horror. I could see how split second decisions were altering her visions. None of them looked promising. â€Å"They heard us playing, and it changed their path,† she explained with pure agony in her voice. It's my fault, she thought feebly. We all looked at Bella and saw that her face was shocked. Her heart drummed madly as she comprehended our words. I saw through seven pairs of eyes Bella's expressions from every angle. Each of their thoughts were ricocheting in my head. Was this the punishment I would suffer for being selfish? Losing her? I cried internally. My heart was screaming in protest. â€Å"How soon?† Carlisle asked me. Alice was in a stunned stupor. I read through each line of her thoughts as they flitted across her mind. â€Å"Less than five minutes. They're running ?C they want to play.† I frowned at him. Take Bella and run! â€Å"Can you make it?† Carlisle asked me nervously. I brought her scent into my lungs. It was just another reminder of how weak and fragile she was. â€Å"No, not carrying ?C† I cut short. â€Å"Besides, the last thing we need is for them to catch the scent and start hunting.† It was one of the many visions that had gone through Alice's mind: Bella being hunted. Each decision we made turned the outcome into something different. Some were more devastating than others. As soon as I decided it I saw the reaction of the vampires. They would hunt ?C we would lose. I couldn't run with her. This isn't good, Carlisle thought. All right, a fight! Emmett exclaimed in his head, completely unperturbed. I glowered at him. He shrugged, I'm sorry. I don't want them to hurt Bella any more than you do. â€Å"How many?† Emmett asked Alice. â€Å"Three,† she clipped in a muffled wail. â€Å"Three!† That will be too easy. â€Å"Let them come.† Emmett scoffed and began flexing his muscles. Everyone's thoughts were in such a frantic state of mind I couldn't listen anymore. They were coming at me from all angles. Bella's name was coming up in every single thought. I began dissolving in misery. It was entirely fault. â€Å"Let's just continue the game,† Carlisle finally decided. â€Å"Alice said they were simply curious.† This is ludicrous! I can't believe this crap†¦all for a human girl. Rosalie muttered reproachfully. Now that the decision is made what is the outcome? Carlisle asked me. I shrugged because there were too many situations where decisions have yet to be made. I knew my face was screwed up in concentration and I knew that worry lines were etched into every crease of my face. I could see myself perfectly in Carlisle's mind as he stared at me. Everyone began walking out onto the field to continue the game. Their minds were somewhere else though. Forest is clear here, Emmett thought. I nodded in his direction. Esme grabbed my arms and pulled me just a few feet away from Bella. The short distance felt like miles. I was so horrified that I had brought her to danger. Anguish was ripping through my body. A knot formed in the pit of my stomach. â€Å"Are they thirsty?† Esme whispered. I shook my head. That's good to hear. Esme was relieved. I headed back to Bella quickly. â€Å"You catch, Esme. I'll call it now.† I stood in front of Bella protectively. I would die to save her if I had to. She didn't deserve any fate but life. My insides were plummeting sickeningly with each aching second before the crimson eyed creatures were to come into view. I won't let anything happen to her, I swear. Alice tried to assure me. She had refused to go back onto the field, staying at Bella's side in a protective stance. I knew that in this moment Alice showed her loyalty to me. The space between her and Jasper made him relatively nervous and he, too, was staying closer to Alice because of the situation. Emmett and Rosalie were staying in the infield. Chaos was filling everyone's minds around me. The wind blew across Bella's neck sending her sultry scent down my lungs. â€Å"Take your hair down,† I commanded. Her face looked positively terrified as she obediently slid her rubber band out of her hair and shook it out. She could tell that eminent danger was around the corner. The smell assaulted my lungs again. â€Å"The others are coming now,† she stated. I knew she could understand. Her knowing mind always amazed me. For a fleeting second I thought about what it would do to me if she were no longer around. Pain ripped through my chest leaving large angry scratches. â€Å"Yes, stay very still, keep quiet, and don't move from my side, please,† I pleaded. The billowing wind blew her scent towards me again. Each time it was a reminder of how easily this could go wrong. The knot in my stomach tightened. I pulled her hair forward and tried to wrap it as closely to her neck as possible. Edward†¦Edward. Edward! Alice was shouting my name from her head but I was too preoccupied to notice. â€Å"That won't help,† she whispered, â€Å"I could smell her from across the field.† â€Å"I know,† I said, frustrated. Bella was like a gazelle in a sea of lions. I didn't want to scare her but you wouldn't respond. Alice sighed in her thoughts. The rest of my family began playing baseball again. This time they were lightly bunting the ball and barely running at top speeds. We weren't interested in the game anymore. The waves of terror continued emitting from everyone's mind. I felt Bella's heat against me. She had moved within inches of my body. â€Å"What did Esme ask you?† she whispered. I wasn't going to tell her but I realized that I had too. I hesitated for only a second. â€Å"Whether they were thirsty,† I was thoroughly discomposed. This is the dumbest idea ever. I don't know what the hell Edward is thinking keeping her human. Grr. So frail and†¦mortal. Rosalie wailed in a real temper. I ignored her because I was too busy looking for the minds of strangers in the forest. I wonder how many there are. An unknown ‘voice' flitted through my head. My eyes snapped up to the edge of the tree line. I couldn't believe I had put Bella in this kind of danger. I was constantly putting her in harm's way. â€Å"I'm sorry Bella,† I cried, â€Å"It was stupid, irresponsible, to expose you like this. I'm so sorry.† I couldn't expect forgiveness because I didn't deserve it. This should be interesting. I heard an unfamiliar female's mind. I heard them in the distance and so did the rest of my family. There was a quivering silence cutting through the air as my family peered out at the darkening forest in the direction of the coming doom. They were just lurking out of sight. I was convinced for a whole shining second that they had changed their minds until three dark figures emerged from the forest.