The tourism industry

Description of the industry The tourism industry is one of the industries in the market. The industry is made of of key players such as hotels, and tourist attraction sites. The demand in the industry has increased because people need to travel and visit fascinating sites. Countries with attractive sites have experienced high growth in tourism.Advertising We will write a custom report sample on The tourism industry specifically for you for only $16.05 $11/page Learn More The industry has high returns, and countries with good attraction sites gain a lot of foreign exchange from the industry. The industry experiences seasonal demand because the tourists visit during holidays. A few tourists visit during normal periods. Countries with attractive sites experience a large inflow of tourists during the holiday seasons (Das, 61). The critical outputs (Q) The outputs of the tourism industry include foreign exchange earnings that are paid by the tourists. In addi tion, the output includes the improved image of the countries which have attractive sites. The critical inputs necessary to produce the output The critical inputs include hotels, fascinating sites and and attractive cultural artifacts. Identify technological processes involvedAdvertising Looking for report on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More The tourism industry requires the use of online promotions to advertise tourist attraction sites. The use of e-marketing has been applied to attract tourists from the global market. The appropriate market structure The industry has a perfect competitive market structure. This is because there are few barriers of entry and exit, and homogenous products. The forces of demand and supply determine the market prices in the industry. This shows that the market equilibrium is determined by the forces of supply and demand (Ferrell, and Hartline, 238). The shape of the demand curve Source: Author The critical factors influencing demandAdvertising We will write a custom report sample on The tourism industry specifically for you for only $16.05 $11/page Learn More The critical factors that influence demand in the market are security, attractive sites and the global image of the sites. In addition, security is an important factor that affects the demand of tourist attraction sites. Tourists fear places where there is a high crime rate or countries experiencing terrorism activities. The global image of a country with tourist attraction sites also determines the demand. There are countries which are famous for offering the best services, and they are preferred by most clients. The shape of the supply curve Source: Author Firms in the industry set prices The firms in the industry set their own prices. The prices are determined by the popularity of a certain tourist destination. The firms set prices depending on the level of dema nd. There are no restrictions on setting prices in the industry. Customers in the industry are willing to pay a premium price for the firms offering the best quality services. The industry experiences seasonal demand, and prices are higher during the peak season. However, during the low season, the prices are lower.Advertising Looking for report on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More Economic profits Economic profits are made in the industry because all firms get customers. The firms operate above the production cost, and this indicates that economic profits are made. Significant events that have recently impacted the market equilibrium, and their effect International terrorism has affected the market equilibrium recently. Countries affected by terrorism activities experience a declining number of customers. The terrorists cause fear, and the demand decline. The industry is very volatile because the demand depends on the willingness of people to visit tourist sites. If the people are not willing to visit the destinations, the demand declines. Terrorist attacks have affected many countries, and this has caused a tremendous decline in the number of tourists visiting countries experiencing such attacks. Works Cited Das, Gupta D. Tourism Marketing. Delhi: Pearson, 2011. Print. Ferrell, O C, and Michael D. Hartline. Marketing Strategy. Australia: South-Western Cengag e Learning, 2011. Print. This report on The tourism industry was written and submitted by user Helena Leonard to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Changing economies essays

Changing economies essays The mentality of todays worker focuses on not only providing what is necessary to survive for their own life as well as that of their family, but also thrives for a life of luxury and comfort. Society today is based upon principles that promote a strong work ethic that buys us comfort and satisfaction. A capitalistic society, spawned by a growth of industry and a driven force of consumers, is one that encourages luxury and self-fulfillment through material items. On the other end of the spectrum there exists a society of which a person accustomed to the life of free trade and open markets can barely comprehend. This is a life of self-sufficiency, a life in which a community may only produce what is absolutely necessary for survival. This is the self-reliant society where there is nothing to enjoy, the only goal in life is to merely stay alive. There is no surplus, there is no currency used as a means of trade, nor does this society have any consumers trading as they please. Free and open markets are considered to be the key elements in our current time of prosperity. One who is accustomed to such a life of luxury and wealth potential may find it difficult to understand a life of a worker during the medieval ages in Europe. This is a life of necessity, one in which an individual is not concerned with material wealth and general luxury; rather the concern is survival. Fundamentally, when comparing two different economies such as the current capitalistic economy with the economy of medieval Europe, the main representation must be expressed through understanding the life and mentality of the average worker. In an economy based on necessity, life is without luxury. There is neither a significant surplus of physical product nor is there a surplus of material holdings or wealth. On the contrary, a capitalistic society is based on entrepreneurship and the drive of the individual to reach a peak of financial wealth; in other word...

A Format for Case Conceptualisation

Many professional and personal challenges confront practicum students as they work with clients. For example, students must establish a counseling relationship, listen attentively, express themselves clearly, probe for information, and implement technical skills in an ethical manner. Those counseling performance skills (Borders Leddick, 1987) center on what counselors do during sessions. At a cognitive level, students must master factual knowledge, think integratively, generate and test clinical hypotheses, plan and apply interventions, and evaluate the effectiveness of treatment. Those conceptualizing skills, within the cognitive operations used to construct models that represent experience (Mahoney Lyddon, 1988), show how counselors think about clients and how they choose interventions. It is highly desirable for instructors of practica to have pedagogical methods to promote the development both of counseling performance skills and conceptualizing skills. Such methods should be diverse and flexible to accommodate students at different levels of professional development and with distinct styles of learning (Biggs, 1988; Borders Leddick, 1987; Ellis, 1988; Fuqua, Johnson, Anderson, Newman, 1984; Holloway, 1988; Ronnestad Skovholt, 1993; Stoltenberg Delworth, 1987). RATIONALE FOR THE FORMAT In this article, we present a format for case conceptualization that we developed to fill gaps in the literature on the preparation of counselors (Borders Leddick, 1987; Hoshmand, 1991). Although many existing methods promote counseling performance skills, there are few established methods for teaching students the conceptualizing skills needed to understand and treat clients (Biggs, 1988; Hulse Jennings, 1984; Kanfer Schefft, 1988; Loganbill Stoltenberg, 1983; Turk Salovey, 1988). We do not discount the importance of counseling performance skills, but we believe that they can be applied effectively only within a meaningful conceptual framework. That is, what counselors do depends on their evolving conceptualization of clients; training in that conceptualization matters. Given the large quantity of information that clients disclose, students have the task of selecting and processing relevant clinical data to arrive at a working model of their clients. Graduate programs need to assist students in understanding how to collect, organize, and integrate information; how to form and test clinical inferences; and how to plan, implement, and evaluate interventions (Dumont, 1993; Dumont Lecomte, 1987; Fuqua et al. , 1984; Hoshmand, 1991; Kanfer Schefft, 1988; Turk Salovey, 1988). Although systematic approaches to collecting and processing clinical information are not new, the case conceptualization format presented here, as follows, has several distinguishing features: 1. The format is comprehensive, serving both to organize clinical data (see Hulse Jennings, 1984; Loganbill Stoltenberg, 1983) and to make conceptual tasks operational (see Biggs, 1988). The components of the format integrate and expand on two useful approaches to presenting cases that are cited often and that are linked to related literature on supervision: (a) Loganbill and Stoltenbergs (1983) six content areas of clients functioning (i. . , identifying data, presenting problem, relevant history, interpersonal style, environmental factors, and personality dynamics), and (b) Biggss (1988) three tasks of case conceptualization (i. e. , identifying observable and inferential clinical evidence; articulating dimensions of the counseling relationship; and describing assumptions about presenting c oncerns, personality, and treatment). In addition, the format makes explicit the crucial distinction between observation and inference, by separating facts from hypotheses. It advances the notion that observations provide the basis for constructing and testing inferences. Thus, the format fosters development of critical thinking that is more deliberate and less automatic than the ordinary formation of impressions. The approach is compatible with recommendations that counselors receive training in rational hypothesis testing to reduce inferential errors (Dumont 1993; Dumont Lecomte, 1987; Hoshmand, 1991; Kanfer Schefft, 1988; Turk Salovey, 1988). 2. The format can be adapted to the developmental stage of students by its focus on stage-appropriate components and implementing those components in stage-appropriate ways (Ellis, 1988; Glickauf-Hughes Campbell, 1991; Ronnestad Skovholt, 1993; Stoltenberg Delworth, 1987). As an example, beginning students use the format to organize information and to learn the distinction between observation and inference, whereas more experienced students focus on using the format to generate and test hypotheses. 3. The format is atheoretical, thereby permitting students to ncorporate constructs from any paradigm into their case conceptualizations. In this sense, the format resembles the cognitive scaffolding described in the constructivist perspective (Mahoney Lyddon, 1988). Rather than being an explicit template through which observations are filtered to conform to an imposed representational model, the format provides an abstract set of cognitive schemas. With the schemas, the student actively fashions a conceptual framework from which to order and assign meaning to observations. Simply put, the format is a generic structure that the student uses to construct his or her reality of the case. COMPONENTS OF THE FORMAT The format has 14 components, sequenced from observational to inferential as follows: background data, presenting concerns, verbal content, verbal style, nonverbal behavior, clients emotional experience, counselors experience of the client, client-counselor interaction, test data and supporting materials, diagnosis, inferences and assumptions, goals of treatment, interventions, and evaluation of outcomes. Background data includes sex, age, race, ethnicity, physical appearance (e. . , attractiveness, dress, grooming, height, and weight), socioeconomic status, marital status, family constellation and background, educational and occupational status, medical and mental health history, use of prescribed or illicit substances, prior treatment, legal status, living arrangements, religious affiliation, sexual preference, social network, current functioning , and self-perceptions. Initially, students are overwhelmed by the data that they assume need to be collected. Guidance must be provided on how students are to differentiate meaningful from inconsequential information. In our program, for example, we ask students to evaluate the relevance of background data, for understanding clients presenting concerns and for developing treatment plans. We advise students to strive for relevance rather than comprehensiveness. Presenting concerns consist of a thorough account of each of the clients problems as viewed by that client. This task might begin with information contained on an intake form. We assist students in developing concrete and detailed definitions of clients concerns by showing them how to help clients identify specific affective, behavioral, cognitive, and interpersonal features of their problems. For example, the poor academic performance of a client who is a college student might involve maladaptive behavior (e. g. , procrastination), cognitive deficits (e. g. , difficulty in concentrating), negative moods (e. g. , anxiety), and interpersonal problems (e. g. , conflict with instructors). Counseling students should also explore the parameters of presenting concerns, including prior occurrence, onset, duration, frequency, severity, and relative importance. We further suggest that students explore how clients have attempted to cope with their concerns and that they examine what clients expect from treatment, in terms of assistance as well as their commitment to change. In addition, students should assess immediate or impending dangers and crises that their clients may face. Finally, we instruct students in identifying environmental stressors and supports that are linked to presenting concerns. Verbal content can be organized in two ways. A concise summary of each session is appropriate for cases of limited duration. Alternatively, verbal content can include summaries of identified themes that have emerged across sessions. Occasionally, those themes are interdependent or hierarchically arranged. For example, a client may enter treatment to deal with anger toward a supervisor who is perceived as unfair and, in later sessions, disclose having been chronically demeaned by an older sibling. We teach students to discriminate central data from peripheral data through feedback, modeling, and probing questions. Students need to focus their sessions on areas that are keyed to treatment. For instance, we point out that clients focal concerns, along with the goals of treatment, can serve as anchors, preventing the content of sessions from drifting. Verbal style refers to qualitative elements of clients verbal presentation (i. e. , how something is said rather than what is said) that students deem significant because they reflect clients personality characteristics, emotional states, or both. Those elements can include tone of voice and volume, changes in modulation at critical junctures, fluency, quantity and rate of verbalization, vividness, syntactic complexity, and vocal characterizations (e. g. , sighing). Nonverbal behavior includes clients eye contact, facial expression, body movements, idiosyncratic mannerisms (e. g. , hand gestures), posture, seating arrangements, and change in any of these behaviors over time and circumstances. Instructors can assist students in distinguishing relevant from unimportant information by modeling and providing feedback on how these data bear on the case. As an example, neglected hygiene and a listless expression are important nonverbal behaviors when they coincide with other data, such as self-reports of despair and hopelessness. Clients emotional experience includes data that are more inferential. On the basis of their observations, students attempt to infer what their clients feel during sessions and to relate those feelings to verbal content (e. g. , sadness linked to memories of loss). The observations provide insights into clients emotional lives outside of treatment. We caution students that clients self-reports are an important but not entirely reliable source of information about their emotional experience. At times clients deny, ignore, mislabel, or misrepresent their emotional experience. Students should note the duration, intensity, and range of emotion expressed over the course of treatment. Blunted or excessive affect as well as affect that is discrepant with verbal content also merit attention. To illustrate, a client may report, without any apparent anger, a history of physical abuse. Initially, students can be assisted in labeling their clients affect by using a checklist of emotional states. We have found it helpful to suggest possible affect and support our perceptions with observation and logic. Empathic role taking can also help students to gain access to clients experience. Instructors may need to sensitize students to emotional states outside of their own experience or that they avoid. Counselors experience of the client involves his or her personal reactions to the client (e. g. , attraction, boredom, confusion, frustration, and sympathy). We strive to establish a supportive learning environment in which students can disclose their genuine experiences, negative as well as positive. Students often struggle to accept that they might not like every client. But students should be helped to recognize that their experience of clients is a rich source of hypotheses about feelings that those clients may engender in others and, thus, about the interpersonal world that the clients partially create for themselves. The feel of clients often provides valuable diagnostic clues (e. g. , wanting to take care of a client may suggest features of dependent personality disorder). Sometimes students need assistance in determining whether their reactions to clients reflect countertransferential issues or involve normative responses. We draw on parallel process and use-of-self as an instrument to help clarify students feelings and to form accurate attributions about the origins of those feelings (Glickauf-Hughes Campbell, 1991; Ronnestad Skovholt, 1993). Client-counselor interaction summarizes patterns in the exchanges between client and counselor as well as significant interpersonal events that occur within sessions. Such events are, for example, how trust is tested, how resistance is overcome, how sensitive matters are explored, how the counseling relationship is processed, and how termination is handled. Thus, this component of the format involves a characterization of the counseling process. Students should attempt to characterize the structure of the typical sessionspecifically, what counselors and clients do in relation to one another during the therapy hour. They may do any of the following: answer questions, ask questions; cathart, support; learn, teach; seek advice, give advice; tell stories, listen; collude to avoid sensitive topics. Taxonomies of counselor (Elliott et al. , 1987) and client (Hill, 1992) modes of response are resources with which to characterize the structure of sessions. At a more abstract level, students should try to describe the evolving roles they and their clients play vis-a-vis one another. It is essential to assess the quality of the counseling relationship and the contributions of the student and the client to the relationship. We ask students to speculate on what they mean to a given client and to generate a metaphor for their relationship with that client (e. g. , doctor, friend, mentor, or parent). Client-counselor interactions yield clues about clients interpersonal style, revealing both assets and liabilities. Furthermore, the counseling relationship provides revealing data about clients self-perceptions. We encourage students to present segments of audiotaped or videotaped interviews that illustrate patterns of client-counselor interaction. Test data and supporting materials include educational, legal, medical, and psychological records; mental status exam results; behavioral assessment data, including self-monitoring; questionnaire data, the results of psychological testing, artwork, excerpts from diaries or journals, personal correspondence, poetry, and recordings. When students assess clients, a rationale for testing is warranted that links the method of testing to the purpose of assessment. We assist students in identifying significant test data and supporting materials by examining how such information converges with or departs from other clinical data e. g. , reports of family turmoil and an elevated score on Scale 4, Psychopathic Deviate, of the Minnesota Multiphasic Personality Inventory-2 [MMPI-2; Hathaway McKinley, 1989]). Assessment, as well as diagnosis and treatment, must be conducted with sensitivity toward issues that affect women, minorities, disadvantaged clients, and disabled clients, because those pe rsons are not necessarily understood by students, perhaps due to limited experience of students or the homogenized focus of their professional preparation. Diagnosis includes students impression of clients diagnoses on all five axes of the Diagnostic and Statistical Manual of Mental Disorders, fourth edition (DSM-IV, American Psychiatric Association, 1994). We guide students efforts to support their diagnostic thinking with clinical evidence and to consider competing diagnoses. Students can apply taxonomies other than those in the DSM-IV when appropriate (e. g. , DeNelsky and Boats [1986] coping skills model). Instructors demonstrate the function of diagnosis in organizing scattered and diverse clinical data and in generating tentative hypotheses about clients functioning. Inferences and assumptions involve configuring clinical hypotheses, derived from observations, into meaningful and useful working models of clients (Mahoney Lyddon, 1988). A working model consists of a clear definition of the clients problems and formulations of how hypothesized psychological mechanisms produce those problems. For instance, a clients primary complaints might be frequent bouts of depression, pervasive feelings of isolation, and unfulfilled longing for intimacy. An account of those problems might establish the cause as an alienation schema, early childhood loss, interpersonal rejection, negative self-schemas, or social skills deficits. We help students to elaborate on and refine incompletely formed inferences by identifying related clinical data and relevant theoretical constructs (Dumont, 1993; Mahoney Lyddon, 1988). We also assist students in integrating inferences and assumptions with formal patterns of understanding drawn from theories of personality, psychopathology, and counseling (Hoshmand, 1991). As with their instructors, students are not immune from making faulty inferences that can be traced to logical errors, such as single-cause etiologies, the representative heuristic, the availability heuristic, confirmatory bias, the fundamental attribution error, and illusory correlations; (Dumont, 1993; Dumont Lecomte, 1987). As an example, counselors tend to seek data that support their preexisting notions about clients, thus restricting the development of a more complete understanding of their clients. We alert students to the likelihood of bias in data gathering, particularly when they seek to confirm existing hypotheses. Furthermore, we demonstrate how to generate and evaluate competing hypotheses to counteract biased information ]processing (Dumont Lecomte, 1987; Kanfer Schefft, 1988). Instructors, therefore, must teach students to think logically, sensitizing them to indicators of faulty inferences and providing them with strategies for validating clinical hypotheses as well as disconfirming them (Dumont Lecomte, 1987; Hoshmand, 1991). The proposed format can accomplish this task because it separates inferences from the clinical data used to test inferences and thus deautomatizes cognitive operations by which inferences are formed (Kanfer Schefft, 1988; Mahoney Lyddon, 1988). We have found it beneficial to have students compare their impressions of clients with impressions that are independently revealed by test data (e. g. , MMPI-2); this exercise permits the correction of perceptual distortions and logical errors that lead to faulty inferences. Although students intuition is an invaluable source of hypotheses, instructors need to caution them that intuition must be evaluated by empirical testing and against grounded patterns of understanding (Hoshmand, 1991). We also model caution and support for competing formulations and continued observation. This approach fosters appreciation of the inexactitude and richness of case conceptualization and helps students to manage such uncertainty without fear of negative evaluation. With the development of their conceptualizing skills, students can appreciate the viability of alternative and hybrid inferences. Moreover, they become more aware of the occasional coexistence and interdependence of clinical and inferential contradictions (e. g. , the simultaneous experience of sorrow and joy and holistic concepts such as life and death). The increasingly elaborate conceptual fabric created from the sustained application of conceptualizing skills also enables students to predict the effect of interventions more accurately. Goals of treatment must be linked to clients problems as they come to be understood after presenting concerns have been explored. Goals include short-term objectives along with long-term outcomes of treatment that have been negotiated by the client and trainee. Typically, goals involve changing how clients feel, think, and act. Putting goals in order is important because their priorities will influence treatment decisions. Goals need to be integrated with students inferences or established theories and techniques of counseling. In their zeal, students often overestimate the probable long-term aims of treatment. To help students avoid disappointment, we remind them that certain factors influence the formulation of goals, including constraints of time and resources, students own competencies, and clients capacity for motivation for change. Interventions comprise techniques that students implement to achieve agreed-on goals of treatment. Techniques are ideally compatible with inferences and assumptions derived earlier; targets of treatment consist of hypothesized psychological structures, processes, and conditions that produce clients problems (e. g. , self-esteem, information processing, family environment). Difficulties in technical implementation should be discussed candidly. We provide opportunities for students to observe and rehearse pragmatic applications of all strategies. Techniques derived from any theory of counseling can be reframed in concepts and processes that are more congruent with students cognitive style. To illustrate, some students are able to understand how a learned fear response can be counterconditioned by the counseling relationship when this phenomenon is defined as a consequence of providing unconditional positive regard. In addition, we teach students to apply techniques with sensitivity as well as to fashion a personal style of counseling. Finally, legal and ethical issues pertaining to the conduct of specific interventions must be made explicit. Evaluation of outcomes requires that students establish criteria and methods toward evaluating the outcomes of treatment. Methods can include objective criteria (e. g. , grades), reports of others, self-reports (e. g. , behavioral logs), test data, and students own judgments. Instructors must assist students in developing efficient ways to evaluate progress over the course of treatment given the presenting concerns, clients motivation, and available resources. USES OF THE FORMAT We developed the :format for use in a year-long practicum in a masters degree program in counseling psychology. Instructors describe the format early in the first semester and demonstrate its use by presenting a erminated case; a discussion of the format and conceptualization follows. The first half of the format is particularly helpful when students struggle to organize clinical data into meaningful categories and to distinguish their observations from their inferences. The focus at that point should be on components of the format that incorporate descriptive data about the client. Later in their development, when students are prepared to confront issues that influence the counseling relationship, components involving personal and interpersonal aspects of treatment can be explored. As students mature further, components that incorporate descriptive data are abbreviated so that students can concentrate on the conceptualizing skills of diagnosis, inferences and assumptions, treatment planning and intervention, and evaluation. When conceptualizing skills have been established, the format need not be applied comprehensively to each case. Rather, it can be condensed without losing its capacity to organize clinical data and to derive interventions. The format can be used to present cases in practicum seminar as well as in individual supervision sessions. It can also be used by students to manage their caseloads. Also, the format can be used in oral and written forms to organize and integrate clinical data and to suggest options for treatment (cf. Biggs, 1988; Hulse Jennings, 1984; Loganbill Stoltenberg, 1983). For example, practicum seminar can feature presentations of cases organized according to the format. As a student presents the data of the case, participants can construct alternative working models. Moreover, the format compels participants to test their models by referencing clinical data. Written details that accompany a presentation are also fashioned by a student presenter according to the format. The student presenter can distribute such material before the presentation so that members of the class have time to prepare. During the presentation, participants assume responsibility for sustaining the process of case conceptualization in a manner that suits the class (e. g. , discussion, interpersonal process recall, media aids, or role play). Supervision and case notes can also be structured more flexibly with the use of the case conceptualization format to give students opportunities to relate observation to inference, inference to treatment, and treatment to outcome (Presser Pfost, 1985). In fact, supervision is an ideal setting to tailor the format to the cognitive and personal attributes of the students. In supervision, there are also more opportunities to observe students sessions directly, which permits instruction of what clinical information to seek, how to seek it, how to extract inferences from it, and to evaluate the veracity of students inferences by direct observation (Holloway, 1988). FUTURE APPLICATIONS AND RESEARCH The format is a potentially valuable resource for counselors to make the collection and integration of data systematic when they intervene with populations other than individual clients. Application of the format to counseling with couples and families might seem to make an already conceptually demanding task more complex. Yet counselors can shift the focus from individuals to a couple or a family unit, and apply components of the format to that entity. By targeting relationships and systems in this way, the format can also be used to enhance understanding of and improve interventions in supervision and with distressed units or organizations.

The Fish by Elizabeth Bishop Essay Example | Topics and Well Written Essays - 750 words

The Fish by Elizabeth Bishop - Essay Example But this initial impression of a sedentary, large old fish being caught with a struggle is belied when the poet sees the evidence of the tremendous battles the fish has already gone through in referring to it as â€Å"a five haired beard of wisdom trailing from his aching jaw.† The poem is therefore a tribute to the beauty and the miracle of survival. This is where the poet crates sympathy for the fish by combining both simile and metaphor as she mentions the five â€Å"old pieces of fish line† with their â€Å"five big hooks grown firmly in his mouth†, describing them as â€Å"medals with their ribbons frayed and wavering.† The fish with its aching jaw full of hooks, emerges as a symbol of pain and suffering, a battle embittered veteran of the waters. The poet has used the battered image of her boat and the grizzled old veteran fish of the waters, neither of which is particularly beautiful, in conjunction with an pool of oil bilge that produces a rainbow towards the end of the poem. â€Å"Rainbow, rainbow, rainbow!† before she lets the fish go at the end highlights the beauty that exists in the ugly old fish – it has survived. As the poet stares into its eyes, this is â€Å"the victory† that â€Å"filled up the little rented boat† and the realization of its beauty is highlighted t hrough the simile of the rainbow. Bishop has used the device of parallelism very effectively in this poem to enhance the beauty of sheer survival in this poem. She starts the poem with the parallelism of â€Å"didn’t fight, hadn’t fought at all† but hangs a dead weight, â€Å"battered and venerable and homely† and leads it into the repetition of â€Å"rainbow, rainbow, rainbow† to show the discovery of the beauty of the fish’s sheer struggle for survival, which is why she lets it go. While reading the poem initially, the reader gains the impression that the poet finds

Sammrize Essay Example | Topics and Well Written Essays - 500 words

Sammrize - Essay Example The role of homeowners as participants and victims of the financial crisis was proffered in terms of being appraised and evaluated wrongfully posing inability to pay for mortgages of overvalued homes. The ethical issues identified were dishonestly, fraud, and scam, as mortgage brokers’ interests over the homeowners took precedence to gain financial profits at the disadvantage of unsuspecting public. The presentation, likewise, pinpointed mortgage banks, brokers and the two government sponsored entities, Fannie Mae and Freddie Mac, that were supposed to regulate and monitor the credit worthiness and validity of all mortgage instruments of private banks, but failed due to greed, corruption and excessive bonuses accorded to senior management officers, despite the impending financial meltdown. In the end, the financial crisis was instigated by the financial system that is expected to apply due diligence and adhere to ethical standards and codes of discipline to ensure the safety a nd security of the funds invested by the public.

Post Freudian theorists and their theories Essay Example for Free

Post Freudian theorists and their theories Essay As indicated earlier, key personality developmental theories that were developed after Freud’s psychoanalytic theory were either directly derived of it or aimed at criticizing some of its major components. a) Erik Erickson i) Stages of development Barbara (2008) and Lieberman (2007) agree that the work of Eric Erickson was a direct derivative of Freudian considerations in human development. Eric Erickson theory of psychosocial development concurred with Freudian view that life, development and challenges develop in stages. Psychosocial theory further builds the notion of the ‘ego’ which was largely brought out by Freud as external reality inculcation to one’s mind. Particularly, the stages of Erickson psychosocial development strongly cohere with Sigmund’s work. Clara et al (2008) explain that stage one of Erickson’s theory of psychosocial development is reflected through ‘trust versus mistrust’ largely because the child is entirely dependent on the caregivers. Like Freud mentioned the pleasure a child derives from oral stimulation, Erickson emphasized on the resulting intimacy as a platform in propelling the child to the next stages. Therefore, Erickson’s first stage borrows the concept of external environment in creating enough force for the next stage. In the second stage of psychosocial development, Erickson equally borrows from Freud’s ‘anal stage’ which is a critical training factor. Nelson-Jones (2005) explains that from a higher consideration, Erickson argued that learning to go to the toilet gave a strong sense of control and therefore great independence. As Freud clearly brought out the notion of the ego, Erickson’s third stage of initiative versus guilt emphasizes the assertion of power and control which plays an important role in the later stages development. Erickson indicated that many children seek to assert their superiority among others but with careful considerations of the existing repercussions (Marrie and Janneke-van, 2007). Notably, Erickson agrees with Freud that parents and caretakers must step in to facilitate the needed reassurance and therefore avoid guilt to their young ones. It is however worth noting that Erickson strongly differed with Freud on how long development persists in an individual’s life. While Freud postulated that personality development only lasted to the genital stage when an individual starts getting interested in sexual relationship with those of the opposite sex, Erickson postulated that developed progressed to the old age (Busch, 2009). However, scholars appear to be strongly divided with one group considering the latter Erickson’s work to be based on criticism of the Freud’s work and therefore its advancement (Barbara, 2008). ii) The notion of fixation One resilient notion of Freud’s work is the notion of succession between different stages. Though they do not necessary cohere on time and expected repercussions, both theorists agree that people at different stages must go through them successfully or get fixated (Hayes, 2004). Fixation as Henry (2009) point out denotes the inability to progress since latter stages are entirely dependent on the previous stages success. Erickson argued that all stages present an individual with two negating outcomes; positive and negative. For example between year five to eleven, Erickson indicated that a successful individual will become industrious while the unsuccessful ones will suffer inferiority (Laura and Pam, 2007). b) Lacanian theory In his work, largely referred to as the return of Freud, Emile Lacan’s concepts appear to be fully defined by the former (Adam, 2008). Though Lacan strongly criticized the Freud’s separation of the conscious (ego) and unconscious (id), he largely employed the same concepts in his work. Lacan argued that the conscious and unconscious considerations of the mind were not different, but operated from a highly sophisticated and complex outline compared to Freud’s consideration. Locan mirror as Brickman (2009) and Gottdiener (2008) conclusions suggest is formative and a derivative of the experience an individual gets during development. Therefore, the paradigm of the imagery to be effective during the younger years as opposed to the old age which is more subjective fits the Freudian connotation of development persisting only to the genital stage.

george washington carver :: essays research papers

Links Related to this Entry Commemorating Carver Related Categories 1860-1920 1920-1960 Educators Entries A-F Entries A-L History People Listed By Name Political Activists Technology Archive Photos George Washington Carver at Tuskegee Institute In 1896 George Washington Carver, a recent graduate of Iowa State College of Agriculture and Mechanical Arts (now Iowa State University), accepted an invitation from Booker T. Washington to head the agricultural department at Tuskegee Normal and Industrial Institute for Negroes (now Tuskegee University). During a tenure that lasted nearly 50 years, Carver elevated the scientific study of farming, improved the health and agricultural output of southern farmers, and developed hundreds of uses for their crops. As word of Carver's work at Tuskegee spread across the world, he received many invitations to work or teach at better-equipped, higher-paying institutions but decided to remain at Tuskegee, where he could be of greatest service to his fellow African Americans in the South. Carver epitomized Booker T. Washington's philosophy of black solidarity and self-reliance. Born a slave, Carver worked hard among his own people, lived modestly, and avoided confronting racial issues. For these reasons Carver, like Booker T. Washington, became an icon for white Americans. George Washington Carver's interest in plants began at an early age. Growing up in postemancipation Missouri under the care of his parents' former owners, Carver collected from the surrounding forests and fields a variety of wild plants and flowers, which he planted in a garden. At the age of ten, he left home of his own volition to attend a colored school in the nearby community of Neosho, where he did chores for a black family in exchange for food and a place to sleep. He maintained his interest in plants while putting himself through high school in Minneapolis, Kansas, and during his first and only year at Simpson College in Iowa. During this period, he made many sketches of plants and flowers. He made the study of plants his focus in 1891, the year he enrolled at Iowa State College. After graduating in 1894 with a B.S. in botany and agriculture, he spent two additional years at Iowa State to complete a master's degree in the same fields. During this time, he taught botany to unde rgraduate students and conducted extensive experiments on plants while managing the university's greenhouse. These experiences served him well during his first few years at Tuskegee. When George Washington Carver arrived in Tuskegee in 1896, he faced a host of challenges.

Logical Fallacies

?TUDENT HANDOUT LOGICAL FALLACIES Explanation of Logical Fallacies * What is logic? * Logic is reasoning that is conducted according to strict principles. * How is logic related to expository writing? * When you write an expository essay, you are using logic to provide the layers of proof for your statements. * You are proving your thesis when you construct your topic sentences. * e. g. , answering the â€Å"Why†, â€Å"How†, â€Å"What are they† questions about the thesis * You are proving your topic sentences when you construct your primary supports * e. g. answering the â€Å"Why†, â€Å"How†, â€Å"What are they† questions about the topic sentence * You are proving/fleshing out your primary support when you construct your secondary supports. * e. g. , answering the â€Å"What do you mean†, â€Å"Tell me more†, â€Å"Why†, â€Å"How†, â€Å"What are they† questions about the primary supports * You can thi nk of logic/reasoning as the answers to the questions that prove the thesis, topic sentences, and primary supports. * What is a logical fallacy? * A logical fallacy (a. k. a. rhetorical fallacy) is an error in reasoning. In expository writing, it is the wrong answer to one of the questions.There are many reasons why people come up with the wrong answers. Some of the most common reasons are listed below (see Different Types of Logical Fallacies). * Logical fallacies in writing signal two assumptions about the writer: * The writer is not honest; * The writer is not smart. * Uses for Logical Fallacies * Writers of advertisements, editorials, and political propaganda will use logical fallacies to their advantage. Different Types of Logical Fallacies * Circular Logic (a. k. a. smoke and mirrors) – an argument in which the writer supports his/her position by partially restating it. Another effect of academic failure is negative feelings. Depression, resulting from academic failure, will lower a person’s self-esteem. Similarly, depression will increase based a person’s despondency about the lack of employment options available to them because of their academic setbacks. * The topic sentence states that one result of academic failure is negative feelings. Thus, the reader will expect the writer to explain HOW academic failure causes negative feelings. The reader may also expect the writer to explain WHAT the negative feelings are. Depression is one type of negative feeling.However, the writer does not show how academic failure causes depression. Instead, he/she states that depression will lower a person’s self-esteem, which is very similar to depression. In the next sentence, the writer states that depression will increase based on a person’s despondency about the lack of employment. Because despondency is the same as depression, the writer has said absolutely nothing by making that statement. Moreover, he/she has lost the direct con nection between academic failure and negative feelings when he/she chose to include employment. * Non Sequitur (a. k. a.Lying) – â€Å"It does not follow. † A statement in which the conclusion does not logically follow the premise. * Another problem with the current drinking age of 21 is that it results in abusive consumption. One way it results in abusive consumption is the long anticipation for the appropriate age, which is likely to create excessive drinking after it becomes available. A lot of young people who reach the legal age tend to go overboard when they are finally able to drink whenever they want. They do not care about their limits and the consequences of irresponsible drinking because nobody can tell them not to drink.As a result, they end up drinking too much. Another way it causes abusive drinking is that teenagers under the age of 21 are driven by the temptation of illegal activity. The age limit has not eliminated drinking for people under 21. Instead , it has pushed them to do it in private environments, where they can hide from parents and the law. * The topic sentence specifies that the current drinking age results in the abusive consumption of alcohol. In order to prove this topic sentence, the writer would have to answer the HOW question with regard to the topic sentence.To be specific, HOW does current drinking age lead to the excessive consumption of alcohol? Although the writer does answer the question, he/she provides incorrect answers. First, the writer contends that people who have to wait until a certain age to drink alcohol go overboard because they’ve waited so long. This is not true! People who are unable to control their behavior are likely a certain personality type, not a certain age. Even if the age were to change to eighteen (as the writer of this paper suggested), people with this particular personality type would still have the same problem.Second, the writer contends that people under the age of 21 a re driven by a temptation to participate in illegal activity. Again, this is not true! People who have an affinity for illegal activity can be any age. Unless the writer can cite several reputable studies that confirm his/her claim, it is entirely false. * Slippery Slope (a. k. a. Exaggerating) – assuming that one thing will cause something extremely drastic. * Smoking marijuana will lead to cocaine addiction. When young people smoke marijuana, they normally become addicted to the feelings of pleasure that they derive from the activity.Once people become used to those feelings, they will seek something stronger. Eventually, they will try harder drugs. Cocaine is one of the harder drugs and very addictive. As young people seek a harder drug that will allow them to feel the â€Å"high† that they seek, they are likely to try cocaine and, unfortunately, become addicted. * The topic sentence makes a claim that is REALLY PRESUMPTUOUS! What evidence does the author have that people normally become addicted to marijuana? Has a study proven that?Even if some people do become accustomed to the feelings of pleasure associated with marijuana, it is a big assumption to determine that they will â€Å"need something stronger†. It is an even bigger assumption to determine that they will try cocaine as the â€Å"stronger† drug. * Ad Hominem (a. k. a. low blows) – a personal attack on an opponent rather than dealing logically with the issue itself * Another reason why teenagers should not be allowed to drive is because they do not make good decisions. Teenagers have not developed the social skills needed to be ourteous drivers. They are self-centered people whose negative attitudes are clearly seen in the ways that the currently behave while on the road. * The topic sentence states that teenagers do not make good decisions.The writer’s first primary support does begin to prove the TS because it answers the WHY question about the TS. How ever, the secondary support is erroneous. Instead of providing more evidence about the PS (by answering one of the appropriate questions associated with it), the writer insults teenager by saying they have negative attitudes and poor behavior. Red Herring (the hidden ammunition) – an argument in which the writer introduces an irrelevant point * Another way that illegal immigrants contribute to the economy is by working. Despite doing back-breaking work, many of the immigrants are barely paid minimum wage.People who hire illegal immigrants can pay them lower wages than a regular U. S. worker because the illegal immigrant has no rights. Employers who hire illegal immigrants know they can save money if they hire them, and they know the immigrants will not tell anyone because of the fear of being deported. The writer has lost his/her focus. The topic sentence specifies that the illegal immigrant workers contribute to the economy. Thus, readers will expect to see the different way s that the workers do that (e. g. , the jobs they obtain and HOW those jobs contribute to the economy, perhaps the goods they buy and HOW they contribute to the economy). However, the writer spends the entire paragraph focusing on how the illegal immigrant workers are unfairly treated. Their unfair treatment has nothing to do with their contribution to the economy. Logical Fallacies ?TUDENT HANDOUT LOGICAL FALLACIES Explanation of Logical Fallacies * What is logic? * Logic is reasoning that is conducted according to strict principles. * How is logic related to expository writing? * When you write an expository essay, you are using logic to provide the layers of proof for your statements. * You are proving your thesis when you construct your topic sentences. * e. g. , answering the â€Å"Why†, â€Å"How†, â€Å"What are they† questions about the thesis * You are proving your topic sentences when you construct your primary supports * e. g. answering the â€Å"Why†, â€Å"How†, â€Å"What are they† questions about the topic sentence * You are proving/fleshing out your primary support when you construct your secondary supports. * e. g. , answering the â€Å"What do you mean†, â€Å"Tell me more†, â€Å"Why†, â€Å"How†, â€Å"What are they† questions about the primary supports * You can thi nk of logic/reasoning as the answers to the questions that prove the thesis, topic sentences, and primary supports. * What is a logical fallacy? * A logical fallacy (a. k. a. rhetorical fallacy) is an error in reasoning. In expository writing, it is the wrong answer to one of the questions.There are many reasons why people come up with the wrong answers. Some of the most common reasons are listed below (see Different Types of Logical Fallacies). * Logical fallacies in writing signal two assumptions about the writer: * The writer is not honest; * The writer is not smart. * Uses for Logical Fallacies * Writers of advertisements, editorials, and political propaganda will use logical fallacies to their advantage. Different Types of Logical Fallacies * Circular Logic (a. k. a. smoke and mirrors) – an argument in which the writer supports his/her position by partially restating it. Another effect of academic failure is negative feelings. Depression, resulting from academic failure, will lower a person’s self-esteem. Similarly, depression will increase based a person’s despondency about the lack of employment options available to them because of their academic setbacks. * The topic sentence states that one result of academic failure is negative feelings. Thus, the reader will expect the writer to explain HOW academic failure causes negative feelings. The reader may also expect the writer to explain WHAT the negative feelings are. Depression is one type of negative feeling.However, the writer does not show how academic failure causes depression. Instead, he/she states that depression will lower a person’s self-esteem, which is very similar to depression. In the next sentence, the writer states that depression will increase based on a person’s despondency about the lack of employment. Because despondency is the same as depression, the writer has said absolutely nothing by making that statement. Moreover, he/she has lost the direct con nection between academic failure and negative feelings when he/she chose to include employment. * Non Sequitur (a. k. a.Lying) – â€Å"It does not follow. † A statement in which the conclusion does not logically follow the premise. * Another problem with the current drinking age of 21 is that it results in abusive consumption. One way it results in abusive consumption is the long anticipation for the appropriate age, which is likely to create excessive drinking after it becomes available. A lot of young people who reach the legal age tend to go overboard when they are finally able to drink whenever they want. They do not care about their limits and the consequences of irresponsible drinking because nobody can tell them not to drink.As a result, they end up drinking too much. Another way it causes abusive drinking is that teenagers under the age of 21 are driven by the temptation of illegal activity. The age limit has not eliminated drinking for people under 21. Instead , it has pushed them to do it in private environments, where they can hide from parents and the law. * The topic sentence specifies that the current drinking age results in the abusive consumption of alcohol. In order to prove this topic sentence, the writer would have to answer the HOW question with regard to the topic sentence.To be specific, HOW does current drinking age lead to the excessive consumption of alcohol? Although the writer does answer the question, he/she provides incorrect answers. First, the writer contends that people who have to wait until a certain age to drink alcohol go overboard because they’ve waited so long. This is not true! People who are unable to control their behavior are likely a certain personality type, not a certain age. Even if the age were to change to eighteen (as the writer of this paper suggested), people with this particular personality type would still have the same problem.Second, the writer contends that people under the age of 21 a re driven by a temptation to participate in illegal activity. Again, this is not true! People who have an affinity for illegal activity can be any age. Unless the writer can cite several reputable studies that confirm his/her claim, it is entirely false. * Slippery Slope (a. k. a. Exaggerating) – assuming that one thing will cause something extremely drastic. * Smoking marijuana will lead to cocaine addiction. When young people smoke marijuana, they normally become addicted to the feelings of pleasure that they derive from the activity.Once people become used to those feelings, they will seek something stronger. Eventually, they will try harder drugs. Cocaine is one of the harder drugs and very addictive. As young people seek a harder drug that will allow them to feel the â€Å"high† that they seek, they are likely to try cocaine and, unfortunately, become addicted. * The topic sentence makes a claim that is REALLY PRESUMPTUOUS! What evidence does the author have that people normally become addicted to marijuana? Has a study proven that?Even if some people do become accustomed to the feelings of pleasure associated with marijuana, it is a big assumption to determine that they will â€Å"need something stronger†. It is an even bigger assumption to determine that they will try cocaine as the â€Å"stronger† drug. * Ad Hominem (a. k. a. low blows) – a personal attack on an opponent rather than dealing logically with the issue itself * Another reason why teenagers should not be allowed to drive is because they do not make good decisions. Teenagers have not developed the social skills needed to be ourteous drivers. They are self-centered people whose negative attitudes are clearly seen in the ways that the currently behave while on the road. * The topic sentence states that teenagers do not make good decisions.The writer’s first primary support does begin to prove the TS because it answers the WHY question about the TS. How ever, the secondary support is erroneous. Instead of providing more evidence about the PS (by answering one of the appropriate questions associated with it), the writer insults teenager by saying they have negative attitudes and poor behavior. Red Herring (the hidden ammunition) – an argument in which the writer introduces an irrelevant point * Another way that illegal immigrants contribute to the economy is by working. Despite doing back-breaking work, many of the immigrants are barely paid minimum wage.People who hire illegal immigrants can pay them lower wages than a regular U. S. worker because the illegal immigrant has no rights. Employers who hire illegal immigrants know they can save money if they hire them, and they know the immigrants will not tell anyone because of the fear of being deported. The writer has lost his/her focus. The topic sentence specifies that the illegal immigrant workers contribute to the economy. Thus, readers will expect to see the different way s that the workers do that (e. g. , the jobs they obtain and HOW those jobs contribute to the economy, perhaps the goods they buy and HOW they contribute to the economy). However, the writer spends the entire paragraph focusing on how the illegal immigrant workers are unfairly treated. Their unfair treatment has nothing to do with their contribution to the economy.

The Twilight Saga 2: New Moon Chapter 21 VERDICT

WE WERE IN A BRIGHTLY LIT, UNREMARKABLE HALLWAY. The walls were off-white, the floor carpeted in industrial gray. Common rectangular fluorescent lights were spaced evenly along the ceiling. It was warmer here, for which I was grateful. This hall seemed very benign after the gloom of the ghoulish stone sewers. Edward didn't seem to agree with my assessment. He glowered darkly down the long hallway, toward the slight, black shrouded figure at the end, standing by an elevator. He pulled me along, and Alice walked on my other side. The heavy door creaked shut behind us, and then there was the thud of a bolt sliding home. Jane waited by the elevator, one hand holding the doors open for us. Her expression was apathetic. Once inside the elevator, the three vampires that belonged to the Volturi relaxed further. They threw back their cloaks, letting the hoods fall back on their shoulders. Felix and Demetri were both of a slightly olive complexionit looked odd combined with their chalky pallor. Felix's black hair was cropped short, but Demetri's waved to his shoulders. Their irises were deep crimson around the edges, darkening until they were black around the pupil. Under the shrouds, their clothes were modern, pale, and nondescript. I cowered in the corner, cringing against Edward. His hand still rubbed against my arm. He never took his eyes off Jane. The elevator ride was short; we stepped out into what looked like a posh office reception area. The walls were paneled in wood, the floors carpeted in thick, deep green. There were no windows, but large, brightly lit paintings of the Tuscan countryside hung everywhere as replacements. Pale leather couches were arranged in cozy groupings, and the glossy tables held crystal vases full of vibrantly colored bouquets. The flowers' smell reminded me of a funeral home. In the middle of the room was a high, polished mahogany counter. I gawked in astonishment at the woman behind it. She was tall, with dark skin and green eyes. She would have been very pretty in any other companybut not here. Because she was every bit as human as I was. I couldn't comprehend what this human woman was doing here, totally at ease, surrounded by vampnes. She smiled politely in welcome. â€Å"Good afternoon, Jane,† she said. There was no surprise in her face as she glanced at Jane's company. Not Edward, his bare chest glinting dimly in the white lights, or even me, disheveled and comparatively hideous. Jane nodded. â€Å"Gianna.† She continued toward a set of double doors in the back of the room, and we followed. As Felix passed the desk, he winked at Gianna, and she giggled. On the other side of the wooden doors was a different kind of reception. The pale boy in the pearl gray suit could have been Jane's twin. His hair was darker, and his lips were not as full, but he was just as lovely. He came forward to meet us. He smiled, reaching for her. â€Å"Jane.† â€Å"Alec,† she responded, embracing the boy. They kissed each other's cheeks on both sides. Then he looked at us. â€Å"They send you out for one and you come back with two and a half,† he noted, looking at me. â€Å"Nice work.† She laughedthe sound sparkled with delight like a baby's cooing. â€Å"Welcome back, Edward,† Alec greeted him. â€Å"You seem in a better mood.† â€Å"Marginally,† Edward agreed in a flat voice. I glanced at Edward's hard face, and wondered how his mood could have been darker before. Alec chuckled, and examined me as I clung to Edward's side. â€Å"And this is the cause of all the trouble?† he asked, skeptical. Edward only smiled, his expression contemptuous. Then he froze. â€Å"Dibs,† Felix called casually from behind. Edward turned, a low snarl building deep in his chest. Felix smiledhis hand was raised, palm up; he curled his fingers twice, inviting Edward forward. Alice touched Edward's arm. â€Å"Patience,† she cautioned him. They exchanged a long glance, and I wished I could hear what she was telling him. I figured that it was something to do with not attacking Felix, because Edward took a deep breath and turned back to Alec. â€Å"Aro will be so pleased to see you again,† Alec said, as if nothing had passed. â€Å"Let's not keep him waiting,† Jane suggested. Edward nodded once. Alec and Jane, holding hands, led the way down yet another wide, ornate hallwould there ever be an end? They ignored the doors at the end of the halldoors entirely sheathed in goldstopping halfway down the hall and sliding aside a piece of the paneling to expose a plain wooden door. It wasn't locked. Alec held it open for Jane. I wanted to groan when Edward pulled me through to the other side of the door. It was the same ancient stone as the square, the alley, and the sewers. And it was dark and cold again. The stone antechamber was not large. It opened quickly into a brighter, cavernous room, perfectly round like a huge castle turret which was probably exactly what it was. Two stories up, long window slits threw thin rectangles of bright sunlight onto the stone floor below. There were no artificial lights. The only furniture in the room were several massive wooden chairs, like thrones, that were spaced unevenly, flush with the curving stone walls. In the very center of the circle, in a slight depression, was another drain. I wondered if they used it as an exit, like the hole in the street. The room was not empty. A handful of people were convened in seemingly relaxed conversation. The murmur of low, smooth voices was a gentle hum in the air. As I watched, a pair of pale women in summer dresses paused in a patch of light, and, like prisms, their skin threw the light in rainbow sparkles against the sienna walls. The exquisite faces all turned toward our party as we entered the room. Most of the immortals were dressed in inconspicuous pants and shirtsthings that wouldn't stick out at all on the streets below. But the man who spoke first wore one of the long robes. It was pitch-black, and brushed against the floor. For a moment, I thought his long, jet-black hair was the hood of his cloak. â€Å"Jane, dear one, you've returned!† he cried in evident delight. His voice was just a soft sighing. He drifted forward, and the movement flowed with such surreal grace that I gawked, my mouth hangmg open. Even Alice, whose every motion looked like dancing, could not compare. I was only more astonished as he floated closer and I could see his face. It was not like the unnaturally attractive faces that surrounded him (for he did not approach us alone; the entire group converged around him, some following, and some walking ahead of him with the alert manner of bodyguards). I couldn't decide if his face was beautiful or not. I suppose the features were perfect. But he was as different from the vampires beside him as they were from me. His skin was translucently white, like onionskin, and it looked just as delicateit stood in shocking contrast to the long black hair that framed his face. I felt a strange, horrifying urge to touch his cheek, to see if it was softer than Edward's or Alice's, or if it was powdery, like chalk. His eyes were red, the same as the others around him, but the color was clouded, milky; I wondered if his vision was affected by the haze. He glided to Jane, took her face in his papery hands, kissed her lightly on her full lips, and then floated back a step. â€Å"Yes, Master.† Jane smiled; the expression made her look like an angelic child. â€Å"I brought him back alive, just as you wished.† â€Å"Ah, Jane.† He smiled, too. â€Å"You are such a comfort to me.† He turned his misty eyes toward us, and the smile brightenedbecame ecstatic. â€Å"And Alice and Bella, too!† he rejoiced, clapping his thin hands together. â€Å"This is a happy surprise! Wonderful!† I stared in shock as he called our names informally, as if we were old friends dropping in for an unexpected visit. He turned to our hulking escort. â€Å"Felix, be a dear and tell my brothers about our company. I'm sure they wouldn't want to miss this.† â€Å"Yes, Master.† Felix nodded and disappeared back the way we had come. â€Å"You see, Edward?† The strange vampire turned and smiled at Edward like a fond but scolding grandfather. â€Å"What did I tell you? Aren't you glad that I didn't give you what you wanted yesterday?† â€Å"Yes, Aro, I am,† he agreed, tightening his arm around my waist. â€Å"I love a happy ending.† Aro sighed. â€Å"They are so rare. But I want the whole story. How did this happen? Alice?† He turned to gaze at Alice with curious, misty eyes. â€Å"Your brother seemed to think you infallible, but apparently there was some mistake.† â€Å"Oh, I'm far from infallible.† She flashed a dazzling smile. She looked perfectly at ease, except that her hands were balled into tight little fists. â€Å"As you can see today, I cause problems as often as I cure them.† â€Å"You're too modest,† Aro chided. â€Å"I've seen some of your more amazing exploits, and I must admit I've never observed anything like your talent. Wonderful!† Alice flickered a glance at Edward. Aro did not miss it. â€Å"I'm sorry, we haven't been introduced properly at all, have we? It's just that I feel like I know you already, and I tend get ahead of myself. Your brother introduced us yesterday, in a peculiar way. You see, I share some of your brother's talent, only I am limited in a way that he is not.† Aro shook his head; his tone was envious. â€Å"And also exponentially more powerful,† Edward added dryly. He looked at Alice as he swiftly explained. â€Å"Aro needs physical contact to hear your thoughts, but he hears much more than I do. You know I can only hear what's passing through your head in the moment. Aro hears every thought your mind has ever had.† Alice raised her delicate eyebrows, and Edward inclined his head. Aro didn't miss that either. â€Å"But to be able to hear from a distance† Aro sighed, gesturing toward the two of them, and the exchange that had just taken place. â€Å"That would be so convenient.† Aro looked over our shoulders. All the other heads turned in the same direction, including Jane, Alec, and Demetri, who stood silently beside us. I was the slowest to turn. Felix was back, and behind him floated two more black-robed men. Both looked very much like Aro, one even had the same flowing black hair. The other had a shock of snow-white hairthe same shade as his facethat brushed against his shoulders. Their faces had identical, paper-thin skin. The trio from Carlisle's painting was complete, unchanged by the last three hundred years since it was painted. â€Å"Marcus, Caius, look!† Aro crooned. â€Å"Bella is alive after all, and Alice is here with her! Isn't that wonderful?† Neither of the other two looked as if wonderful would be their first choice of words. The dark-haired man seemed utterly bored, like he'd seen too many millennia of Aro's enthusiasm. The other's hice was sour under the snowy hair. Their lack of interest did not curb Aro's enjoyment. â€Å"Let us have the story,† Aro almost sang in his feathery voice. The white-haired ancient vampire drifted away, gliding toward one of the wooden thrones. The other paused beside Aro, and he reached his hand out, at first I thought to take Aro's hand. But he just touched Aro's palm briefly and then dropped his hand to his side. Aro raised one black brow. I wondered how his papery skin did not crumple in the effort. Edward snorted very quietly, and Alice looked at him, curious. â€Å"Thank you, Marcus,† Aro said. â€Å"That's quite interesting.† I realized, a second late, that Marcus was letting Aro know his thoughts. Marcus didn't look interested. He glided away from Aro to join the one who must be Caius, seated against the wall. Two of the attending vampires followed silently behind himbodyguards, like I'd thought before. I could see that the two women in the sundresses had gone to stand beside Caius in the same manner. The idea of any vampire needing a guard was faintly ridiculous to me, but maybe the ancient ones were as frail as their skin suggested. Aro was shaking his head. â€Å"Amazing,†Ã¢â‚¬Ëœ he said. â€Å"Absolutely amazing.† Alice's expression was frustrated. Edward turned to her and explained again in a swift, low voice. â€Å"Marcus sees relationships. He's surprised by the intensity of ours.† Aro smiled. â€Å"So convenient,† he repeated to himself. Then he spoke to us. â€Å"It takes quite a bit to surprise Marcus, I can assure you.† I looked at Marcus's dead face, and I believed that. â€Å"It's just so difficult to understand, even now,† Aro mused, staring at Edward's arm wrapped around me. It was hard for me to follow Aro's chaotic train of thought. I struggled to keep up. â€Å"How can you stand so close to het like that?† â€Å"It's not without effort,† Edward answered calmly. â€Å"Butstillla tua cantante! What a waste!† Edward chuckled once without humor. â€Å"I look at it more as a price.† Aro was skeptical. â€Å"A very high price.† â€Å"Opportunity cost.† Aro laughed. â€Å"If I hadn't smelled her through your memories, I wouldn't have believed the call of anyone's blood could be so strong. I've never felt anything like it myself. Most of us would trade much for such a gift, and yet you† â€Å"Waste it,† Edward finished, his voice sarcastic now. Aro laughed again. â€Å"Ah, how I miss my friend Carlisle! You remind me of himonly he was not so angry.† â€Å"Carlisle outshines me in many other ways as well.† â€Å"I certainly never thought to see Carlisle bested for self-control of all things, but you put him to shame.† â€Å"Hardly.† Edward sounded impatient. As if he were tired of the preliminaries. It made me more afraid; I couldn't help but try to imagine what he expected would follow. â€Å"I am gratified by his success,† Aro mused. â€Å"Your memories of him are quite a gift for me, though they astonish me exceedingly. I am surprised by how it pleases me, his success in this unorthodox path he's chosen. I expected that he would waste, weaken with time. I'd scoffed at his plan to find others who would share his peculiar vision. Yet, somehow, I'm happy to be wrong.† Edward didn't reply. â€Å"But your restraint!† Aro sighed. â€Å"I did not know such strength was possible. To inure yourself against such a siren call, not just once but again and againif I had not felt it myself, I would not have believed.† Edward gazed back at Aro's admiration with no expression. I knew his face well enoughtime had not changed thatto guess at something seething beneath the surface. I fought to keep my breathing even. â€Å"Just remembering how she appeals to you† Aro chuckled. â€Å"It makes me thirsty.† Edward tensed. â€Å"Don't be disturbed,† Aro reassured him. â€Å"I mean her no harm. But I am so curious, about one thing in particular.† He eyed me with bright interest. â€Å"May I?† he asked eagerly, lifting one hand. â€Å"Ask her,† Edward suggested in a flat voice. â€Å"Of course, how rude of me!† Aro exclaimed. â€Å"Bella,† he addressed me directly now. â€Å"I'm fascinated that you are the one exception to Edward's impressive talentso very interesting that such a thing should occur! And I was wondering, since our talents are similar in many ways, if you would be so kind as to allow me to tryto see if you are an exception for me, as well?† My eyes flashed up to Edward's face in terror. Despite Aro's overt politeness, I didn't believe I really had a choice. I was horrified at the thought of allowing him to touch me, and yet also perversely intrigued by the chance to feel his strange skin. Edward nodded in encouragementwhether because he was sure Aro would not hurt me, or because there was no choice, I couldn't tell. I turned back to Aro and raised my hand slowly in front of me. It was trembling. He glided closer, and I believe he meant his expression to be reassuring. But his papery features were too strange, too alien and frightening, to reassure. The look on his face was more confident than his words had been. Aro reached out, as if to shake my hand, and pressed his insubstantial-looking skin against mine. It was hard, but felt brittleshale rather than graniteand even colder than I expected. His filmy eyes smiled down at mine, and it was impossible to look away. They were mesmerizing in an odd, unpleasant way. Aro's face altered as I watched. The confidence wavered and became first doubt, then incredulity before he calmed it into a friendly mask. â€Å"So very interesting,† he said as he released my hand and drifted back. My eyes flickered to Edward, and, though his face was composed, I thought he seemed a little smug. Aro continued to drift wnh a thoughtful expression. He was quiet for a moment, his eyes flickering between the three of us. Then, abruptly, he shook his head. â€Å"A first,† he said to himself â€Å"I wonder if she is immune to our other talents Jane, dear?† â€Å"No!† Edward snarled the word. Alice grabbed his arm with a restraining hand. He shook her off. Little Jane smiled up happily at Aro. â€Å"Yes, Master?† Edward was truly snarling now, the sound ripping and tearing from him, glaring at Aro with baleful eyes. The room had gone still, everyone watching him with amazed disbelief, as if he were committing some embarrassing social faux pas. I saw Felix grin hopefully and move a step forward. Aro glanced at him once, and he froze in place, his grin turning to a sulky expression. Then he spoke to Jane. â€Å"I was wondering, my dear one, if Bella is immune to you.† I could barely hear Aro over Edward's furious growls. He let go of me, moving to hide me from their view. Caius ghosted in our direction, with his entourage, to watch. Jane turned toward us with a beatific smile. â€Å"Don't!† Alice cried as Edward launched himself at the little girl. Before I could react, before anyone could jump between them, before Aro's bodyguards could tense, Edward was on the ground. No one had touched him, but he was on the stone floor writhing in obvious agony, while I stared in horror. Jane was smiling only at him now, and it all clicked together. What Alice had said about formidable gifts , why everyone treated Jane with such deference, and why Edward had thrown himself in her path before she could do that to me. â€Å"Stop!† I shrieked, my voice echoing in the silence, jumping forward to put myself between them. But Alice threw her arms around me in an unbreakable grasp and ignored my struggles. No sound escaped Edward's lips as he cringed against the stones. It felt like my head would explode from the pain of watching this. â€Å"Jane,† Aro recalled her in a tranquil voice. She looked up quickly, still smiling with pleasure, her eyes questioning. As soon as Jane looked away, Edward was still. Aro inclined his head toward me. Jane turned her smile in my direction. I didn't even meet her gaze. I watched Edward from the prison of Alice's arms, still struggling pointlessly. â€Å"He's fine,† Alice whispered in a tight voice. As she spoke, he sat up, and then sprang lightly to his feet. His eyes met mine, and they were horror-struck. At first I thought the horror was for what he had just suffered. But then he looked quickly at Jane, and back to meand his face relaxed into relief. I looked at Jane, too, and she no longer smiled. She glared at me, her jaw clenched with the intensity of her focus. I shrank back, waiting for the pain. Nothing happened. Edward was by my side again. He touched Alice's arm, and she surrendered me to him. Aro started to laugh. â€Å"Ha, ha. ha,† he chuckled. â€Å"This is wonderful!† Jane hissed in frustration, leaning forward like she was preparing to spring. â€Å"Don't be put out, dear one,† Aro said in a comforting tone, placing a powder-light hand on her shoulder. â€Å"She confounds us all.† Jane's upper lip curled back ever her teeth as she continued to glare at me. â€Å"Ha, ha, ha,† Aro chortled again. â€Å"You're very brave, Edward, to endure in silence. I asked Jane to do that to me oncejust out of curiosity.† He shook his head in admiration. Edward glared, disgusted. â€Å"So what do we do with you now?† Aro sighed. Edward and Alice stiffened. This was the part they'd been waiting for. I began to tremble. â€Å"I don't suppose there's any chance that you've changed your mind?† Aro asked Edward hopefully. â€Å"Your talent would be an excellent addition to our little company.† Edward hesitated. From the corner of my eye, I saw both Felix and Jane grimace. Edward seemed to weigh each word before he spoke it. â€Å"I'd rather not.† â€Å"Alice?† Aro asked, still hopeful. â€Å"Would you perhaps be interested in joining with us?† â€Å"No, thank you,† Alice said. â€Å"And you, Bella?† Aro raised his eyebrows. Edward hissed, low in my ears. I stared at Aro blankly. Was he joking? Or was he really asking me if I wanted to stay for dinner? It was the white-haired Caius who broke the silence. â€Å"What?† he demanded of Aro; his voice, though no more than a whisper, was flat. â€Å"Caius, surely you see the potential,† Aro chided him affectionately. â€Å"I haven't seen a prospective talent so promising since we found Jane and Alec. Can you imagine the possibilities when she is one of us?† Caius looked away with a caustic expression. Jane's eyes sparked with indignation at the comparison. Edward fumed beside me. I could hear a rumble in his chest, building toward a growl. I couldn't let his temper get him hurt. â€Å"No, thank you,† I spoke up in barely more than a whisper, my voice breaking in fright. Aro sighed. â€Å"That's unfortunate. Such a waste.† Edward hissed. â€Å"Join or die, is that it? I suspected as much when we were brought to this room. So much for your laws.† The tone of his voice surprised me. He sounded irate, but there was something deliberate about his deliveryas if he'd chosen his words with great care. â€Å"Of course not.† Aro blinked, astonished. â€Å"We were already convened here, Edward, awaiting Heidi's return. Not for you.† â€Å"Aro,† Caius hissed. â€Å"The law claims them.† Edward glared at Caius. â€Å"How so?† he demanded. He must have known what Caius was thinking, but he seemed determined to make him speak it aloud. Caius pointed a skeletal finger at me. â€Å"She knows too much. You have exposed our secrets.† His voice was papery thin, just like his skin. â€Å"There are a few humans in on your charade here, as well,† Edward reminded him, and I thought of the pretty receptionist below. Caius's face twisted into a new expression. Was it supposed to be a smiled. â€Å"Yes,† he agreed. â€Å"But when they are no longer useful to us, they will serve to sustain us. That is not your plan for this one. If she betrays our secrets, are you prepared to destroy her? I think not,† he scoffed. â€Å"I wouldn't,† I began, still whispering. Caius silenced me with an icy look. â€Å"Nor do you intend to make her one of us,† Caius continued. â€Å"Therefore, she is a vulnerability. Though it is true, for this, only her life is forfeit. You may leave if you wish.† Edward bared his teeth. â€Å"That's what I thought,† Caius said, with something akin to pleasure. Felix leaned forward, eager. â€Å"Unless† Aro interrupted. He looked unhappy with the way the conversation had gone. â€Å"Unless you do intend to give her immortality?† Edward pursed his lips, hesitating for a moment before he answered. â€Å"And if I do?† Aro smiled, happy again. â€Å"Why, then you would be free to go home and give my regards to my friend Carlisle.† His expression turned more hesitant. â€Å"But I'm afraid you would have to mean it.† Aro raised his hand in front of him. Caius, who had begun to scowl furiously, relaxed. Edward's lips tightened into a fierce line. He stared into my eyes, and I stared back. â€Å"Mean it,† I whispered. â€Å"Please.† Was it really such a loathsome idea? Would he rather die than change me? I felt like I'd been kicked in the stomach. Edward stared down at me with a tortured expression. And then Alice stepped away from us, forward toward Aro. We turned to watch her. Her hand was raised like his. She didn't say anything, and Aro waved off his anxious guard as they moved to block her approach. Aro met her halfway, and took her hand with an eager, acquisitive glint in his eyes. He bent his head over their touching hands, his eyes closing as he concentrated. Alice was motionless, her face blank. I heard Edward's teeth snap together. No one moved. Aro seemed frozen over Alice's hand. The seconds passed and I grew more and more stressed, wondering how much time would pass before it was too much time. Before it meant something was wrongmore wrong than it already was. Another agonizing moment passed, and then Aro's voice broke the silence. â€Å"Ha, ha, ha,† he laughed, his head still bent forward. He looked up slowly, his eyes bright with excitement. â€Å"That was fascinating!† Alice smiled dryly. â€Å"I'm glad you enjoyed it.† â€Å"To see the things you've seenespecially the ones that haven't happened yet!† He shook his head in wonder. â€Å"But that will,† she reminded him, voice calm. â€Å"Yes, yes, it's quite determined. Certainly there's no problem.† Caius looked bitterly disappointeda feeling he seemed to share with Felix and Jane. â€Å"Aro,† Caius complained. â€Å"Dear Caius,† Aro smiled. â€Å"Do not fret. Think of the possibilities! They do not join us today, but we can always hope for the future. Imagine the joy young Alice alone would bring to our little household Besides, I'm so terribly curious to see how Bella turns out!† Aro seemed convinced. Did he not realize how subjective Alice's visions were.' That she could make up her mind to transform me today, and then change it tomorrow? A million tiny decisions, her decisions and so many others', tooEdward'scould alter her path, and with that, the future. And would it really matter that Alice was willing, would it make any difference if I did become a vampire, when the idea was so repulsive to Edward? If death was, to him, a better alternative than having me around forever, an immortal annoyance? Terrified as I was, I felt myself sinking down into depression, drowning in it â€Å"Then we are free to go now?† Edward asked in an even voice. â€Å"Yes, yes,† Aro said pleasantly. â€Å"But please visit again. It's been absolutely enthralling!† â€Å"And we will visit you as well,† Caius promised, his eyes suddenly half-closed like the heavy-lidded gaze of a lizard. â€Å"To be sure that you follow through on your side. Were I you, I would not delay too long. We do not offer second chances.† Edward's jaw clenched tight, but he nodded once. Caius smirked and drifted back to where Marcus still sat, unmoving and uninterested. Felix groaned. â€Å"Ah, Felix.† Aro smiled, amused. â€Å"Heidi will be here at any moment. Patience.† â€Å"Hmm.† Edward's voice had a new edge to it. â€Å"In that case, perhaps we'd better leave sooner rather than later.† â€Å"Yes,† Aro agreed. â€Å"That's a good idea. Accidents do happen. Please wait below until after dark, though, if you don't mind.† â€Å"Of course,† Edward agreed, while I cringed at the thought of waiting out the day before we could escape. â€Å"And here,† Aro added, motioning to Felix with one finger. Felix came forward at once, and Aro unfastened the gray cloak the huge vampire wore, pulling from his shoulders. He tossed it to Edward. â€Å"Take this. You're a little conspicuous.† Edward put the long cloak on, leaving the hood down. Aro sighed. â€Å"It suits you.† Edward chuckled, but broke off suddenly, glancing over his shoulder. â€Å"Thank you, Aro. We'll wait below.† â€Å"Goodbye, young friends,† Aro said, his eyes bright as he stared in the same direction. â€Å"Let's go,† Edward said, urgent now. Demetri gestured that we should follow, and then set off the way we'd come in, the only exit by the look of things. Edward pulled me swiftly along beside him. Alice was close by my other side, her face hard. â€Å"Not fast enough,† she muttered. I stared up at her, frightened, but she only seemed chagrined. It was then that I first heard the babble of voicesloud, rough voicescoming from the antechamber. â€Å"Well this is unusual,† a man's coarse voice boomed. â€Å"So medieval,† an unpleasantly shrill, female voice gushed back. A large crowd was coming through the little door, filling the smaller stone chamber. Demetri motioned for us to make room. We pressed back against the cold wall to let them pass. The couple in front, Americans from the sound of them, glanced around themselves with appraising eyes. â€Å"Welcome, guests! Welcome to Volterra!† I could hear Aro sing from the big turret room. The rest of them, maybe forty or more, filed in after the couple. Some studied the setting like tourists. A few even snapped pictures. Others looked confused, as if the story that had led them to this room was not making sense anymore. I noticed one small, dark woman in particular. Around her neck was a rosary, and she gripped the cross tightly in one hand. She walked more slowly than the others, touching someone now and then and asking a question in an unfamiliar language. No one seemed to understand her, and her voice grew more panicked. Edward pulled my face against his chest, but it was too late. I already understood. As soon as the smallest break appeared, Edward pushed me quickly toward the door. I could feel the horrified expression on my face, and the tears beginning to pool in my eyes. The ornate golden hallway was quiet, empty except for one gorgeous, statuesque woman. She stared at us curiously, me in particular. â€Å"Welcome home, Heidi,† Demetri greeted her from behind us. Heidi smiled absently. She reminded me of Rosalie, though they looked nothing alikeit was just that her beauty, too, was exceptional, unforgettable. I couldn't seem to look away. She was dressed to emphasize that beauty. Her amazingly long legs, darkened with tights, were exposed by the shortest of miniskirts. Her top was long-sleeved and high-necked, but extremely close-fitting, and constructed of red vinyl. Her long mahogany hair was lustrous, and her eyes were the strangest shade of violeta color that might result from blue-tinted contacts over red irises. â€Å"Demetri,† she responded in a silky voice, her eyes flickering between my face and Edward's gray cloak. â€Å"Nice fishing,† Demetri complimented her, and I suddenly understood the attention-grabbing outfit she wore she was not only the fisherman, but also the bait. â€Å"Thanks.† She flashed a stunning smile. â€Å"Aren't you coming?† â€Å"In a minute. Save a few for me.† Heidi nodded and ducked through the door with one last curious look at me. Edward set a pace that had me running to keep up. But we still couldn't get through the ornate door at the end of the hallway before the screaming started.

Blood lactate and training to improve threshold

Blood lactate and training to improve threshold Type II muscle fibers oxidize lactate at a very fast rates. When muscle contraction produces a significant amount of lactate, it is then released into the central circulation of the blood, and within seconds it is made available to that muscle for energy. Therefore, 75% of the lactate produced from high intensity exercise is made available for energy production in type II muscle fibers. The remaining 25% of lactic acid is used for energy in the heart, the make up of liver glycogen, and the supply of energy to inactive muscles. A good example of this would be a runner who is exceeding his or her planned race pace in a 10k. The excess lactic acid accumulated in the contracting muscle from insufficient oxygen is then made available to inactive muscles (e.g., the arms) from the central circulation of blood.The remaining lactic acid that is not directly oxidized for fuels is sent to the liver, where it is stored as glycogen.English: Synthesis of unsaturated fatty acids by a...In the proce ss of exercise, glycogen is released into the blood stream to form glucose.Lactate is GoodAs coach and athlete you must learn how to teach the body to handle lactic acid. It is imperative, if you want successes in today's highly competitive field of athletics to train your muscles, body and mind to accomplish gains in performance even in the presence of lactic acid. Coaches and athletes should design training programs with this being a primary focus. This is done by two basic components of training.Long Slow Distance (LSD) training beyond the normal racing distance, will develop tissue enzyme adaptations that will rely upon the use of free fatty acids for energy production, which will result in less lactic acid being produced. LSD training will also increase the rate of lactic acid removal from...

Euro Currency Essay Example | Topics and Well Written Essays - 2500 words

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Fluoride Essay Example | Topics and Well Written Essays - 1500 words

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