Country Lovers: a Reader’s Response

Country Lovers, Nadine Gordimer TLC 25 November 2012 ? Nadine Gordimer dramatically depicts the theme of forbidden love in Country Lovers, but more than just the depth of this love, the forbidden relationship between races during the years of apartheid. Gordimer brings forward very early the fact of racial division, â€Å"the black children are making along with the bodily changes common to all, an easy transition to adult forms of address, beginning to call their old playmates missus and baasie little master†. Gordimer, 1975) This short story powerfully demonstrates the ever present desire for that which is taboo and the often very tragic end for all concerned in an overtly subjugated society, race notwithstanding. She sets the story in South Africa on the farm owned by the white Eysendeck Family, early in the childhood of their son Paalus and the young black girl, Thebedi.The vivid descriptions or Local Color are depictions of culture and landscape within this setting allow the author to depict the atmosphere that shaped the characters moral values of individuals in a particular region. (Clugston, 6. 4) The use of setting, in this case the time and place of the story also illustrates Milhauser’s opinion, â€Å"†¦ if you concentrate your attention on some apparently insignificant portion of the world, you will find, deep within it, nothing less than the world itself.The author also cleverly uses foreshadowing to allude to issues the characters may deal with, â€Å"The trouble was Paalus Eysendeck did not seem to realize Thebdi was now simply one of the crowd of farm children down at the kraal†. (Gordimer, 1975) The overwhelming sense of cultural taboo was evident throughout the story and was recognized by both characters in their need to be secretive in their meetings. The use of foreshadowing and setting strongly supported the themes in the story, allowing Gordimer to bring the reader closer to the heart to the story.Although Nadine Gordimer grew up in South Africa during the enforcement of apartheid and attempted throughout her years of writing to bring attention to the under privileged; she and many other writers did not have the ability or desire to discuss the unfortunate issues that generations of the often over-indulged and morally corrupt class also had to face, â€Å"I will try and carry on as best I can to hold my head up in the district. † (Gordimer, 1975) The characters throughout this story were strong and richly developed.Both Paalus and Thebedi were similarly portrayed as equally developing young people in the illustrations of their interactions with classmates and friends, an example being the gifts they exchanged on holidays and the joy they gained admiration of them. (Gordimer) Ms. Gordimer expertly executed the account of two young people that were lifelong friends and eventually secret lovers and the on pressures that society, class and race can have on those individuals.An incredible sense of despair is exposed in the passages discussing the issues faced by the characters, Thebedi and Paalus, both showed a feeling of loss of control of the situation when he stated, â€Å"I feel like killing myself†; she could not help but feel sadness for a man she likely still loved, â€Å"her eyes began to glow, to thicken with tears†. (Gordimer, 1975) This effort to bring the ominous mood to the reader is astonishingly effective. In the last portion of the story the dialogue of the main characters demonstrates the deliberate change in the characters.Paalus becomes very aware of the potentially catastrophic outcome of his and Thebedi’s indulgences. The shift in characterization was brilliantly executed with the seemingly formidable white man becoming the pariah in the district where his family was well respected. The conflict or struggle within both characters became what to do with the baby who was the product of forbidden love in an unaccepting society. Lastly, the reader is made aware of several shifts that have shift occurred. The first shift being for Paalus and the Eysendeck family by being lowered in status â€Å" left with his mother’s raincoat shielding his face from photographers†.The next obvious shift of the Judge in his statement in court actually raised Njabolu’s status, †by commending the honorable behavior of the husband†¦ and even provided clothes for the unfortunate infant out of his slender means. † (Gordimer, 1975) The final line of the story provides insight on the outcome by bringing to light the fact that the girl â€Å"in her own language stated that â€Å"it was a thing of our childhood and they don’t see each other anymore’’ The symbolic nature of this last line demonstrated the eventual movement forward of the young woman and her embracing her life as it was set in motion by time and society to be. REFERENCES: Clugston, R. W. (2010). Journey into literature. San Diego, CA: Bridgepoint Education, Milhauser, S. (2008). The Ambition of the Short Story. The New York Times. Retrieved from: http://www. nytimes. com/2008/10/05/books/review/Millhauser-t. html

From Nature and Culture in the Iliad: the Tragedy of Hector Bibliography

From Nature and Culture in the Iliad: The Tragedy of Hector. Copyright 1975 by The University of Chicago. The University of Chicago Press. In his Chicago University Press article Nature and Culture in the Iliad: The Tragedy of Hector, James M. Redfield describes how â€Å"A Homeric community consists, in effect, of those who are ready to die for one another†, and the heroic role that the warriors from such a â€Å"tight-knit community† must achieve through action. He continues to mention how society contributes to the encouragement of this certain social task and the desire for the status of heroism.Among these nations and warriors, there is â€Å"a double meaning of combat: Defensive yet aggressive and altruistic yet egotistic†. The lengths these men go to in order to attain what they seek is imperative to the negative effects it also has. The heroes of these communities are praised by society and they are portrayed as being god-like, but â€Å"All of this is o nly a social illusion; the hero may appear god-like but he is only mortal. †Their people put them onto a pedestal, and that praise alone gives them privileges over the average citizen.Knowledge of these privileges puts pressure on someone who is defending their nation. Their job is to protect their people, however; if a nation isn’t at war then the warriors wouldn’t be able to prove themselves. So they are then obligated to seek out another nation and use force against that land, which can have a detrimental outcome. This creates a â€Å"paradox†. â€Å"To die for something, he says, is better than to die for nothing – and that is, after all, the alternative. † These warriors legitimize themselves by showing off the virtues that are of necessity on and off the battlefield.On the battlefield they, without hesitation, instinctively act in the way needed to survive. Yet, simultaneously, they’re capable of analyzing the situation and absor b the fact that, ultimately, the cost of their duty is indeed with their own lives. When on the battlefield, the warrior is able to see past society’s â€Å"solid and enduring† culture for what is truly is. In the soldiers’ perspective, the things valued in culture among society are â€Å"secondary†. â€Å"For the warrior, culture appears as a translucent screen against the terror of nature. † Living a meaningless life isn’t going to give onor, privileges, or most importantly remembrance. Regardless, if their army started the war or not, they will be remembered by their people. To these men, it is more honorable to go down fighting rather than to stand for nothing. These are the very things that cause the people to esteem the warriors and what separates society from the men engaged in war. These men become heroes because of their mere mortality and they â€Å"can choose to die well†. It is perceived by me, that Redfield recognizes thi s and holds a great level of respect for the men of valor during that age.I can acknowledge how great these men were and what they did for their people. I also realize how we can closely relate them to the soldiers in our lives that come home from stints at war, and how being on the battlefield changes their mentality towards certain things. In my opinion, there was a miniscule yet substantial message hidden here that we can all learn from. In today’s society, we do not hold enough respect for the men and women who put in so much dedication to protecting their country’s people and how life-threateningly dangerous it is.

Reverse Sexual Harassment

Reverse Sexual HarassmentFebruary 28, 2012AbstractIn what is perceived to still be a male-dominated society, one of the most ambiguous topics to broach is that of reverse sexual harassment. Reverse sexual harassment refers to the sexual harassment of a male by a female. While it is not perceived as the norm, there are several instances of this occurring annually. It is generally supposed the actual number is greatly underreported due to the nature of the offence. Both sexual and reverse sexual harassment are forms of discrimination. These acts of discrimination are against federal and state law. An individual who is the subject of reverse sexual harassment in the workplace can register a complaint with the Equal Employment Opportunity Commission (EEOC). They can file the complaint under the sexual harassment section of the Title VII of the Civil Rights Act of 1964. In 2004, 15% of all sexual harassment charges received by the EEOC were filed by men (Anderson and Trimings 2006:2). The rubric of reverse sexual harassment may be regarded as a facetious incident between a female superior or female co-worker against her male counter-part; however; this is still an act of discrimination which warrants reporting of this incident to management. Before filing a complaint or contacting a lawyer, make sure there is documented evidence compiled on the inappropriate actions of the individual. In the event that the sexual harassment complaint advances to the judicial process, this will support the chances of prevailing in court and with the EEOC.Introduction EmploymentLaw is the legal specialty that regulates the operation of the labor market, in general, and the employment relationship between employers and employees in particular. Examples include the hiring process, suspension from work, maternity rights, layoff, wages and overtime pay, defamation, breach of employment contract, retaliation, freedom of speech in the workplace, military re-hires, unemployment compensatio n, and discrimination. Employment law is governed by numerous laws, regulations and ordinances at he Federal, State and sometimes, the local ordinance level. In a Nut Shell, there are numerous Federal Laws which are generally tailored to protect societal interests such as the Anti-Discrimination provisions embodied in Title VII. Generally speaking, Title VII protects employees from discrimination based on sex, gender, race, ethnic background, religion and retaliation. In the realm of Employment Law, sexual discrimination is one of the most prevalent topics in today’s society. There are various types of sexual discrimination. When the lay person is asked which type of sexual discrimination is documented the most in the business world, to coin a phrase from the game show Family Feud â€Å"Survey says†¦Ã¢â‚¬ , that discrimination towards women in business is the number one answer. To further divvy down to a specific discrimination, would be that of male-on-female sexual harassment in the workplace. This specific discrimination is one of the most widely known and reported cases in a place of business. Albeit, this type of discrimination continues to be a difficult case to prove within what many would consider still a male-dominated business world. However, this exposition of sex discrimination in the workplace will prove that the most challenging discrimination case to prove is that of woman-on-male sexual harassment. Methodology A qualitative evaluation shall be utilized for this research paper leveraging subjective methods such as actual case studies and various scholarly observations to collect substantive and relevant data. The review consists of actual cases filed with the EEOC involving female-on-male sexual harassment cases and multiple interpretations of male sexual harassment cases from legal professionals, business professionals, and academic scholars. Such a qualitative approach is valuable here due to the uncommonness of this type of sex discrimination within contemporary professional situations. Upon collecting the qualitative data derived from said case studies and various scholarly observations, careful analysis shall be done to prepare a valid insight into reverse sexual discrimination rulings and the reporting of these cases at the workplace. Recent research on current workplace cultural and the rise of women in hierarchy positions within companies has yielded validity in the argument of female-on-male sexual harassment in the office. Yet, there are seldom, if any, cases reported to the EEOC by men for sexual harassment. The argument of a cultural base depicting the male role as that of a dominant one; which, leads many to believe that any approach by a woman towards her male co-worker or male subordinate, may be warranted by her male counter-part. Conversely, the governing act of Title VII enforces the rights of men, the same as women, in reporting any wrong-doing within the office. The methodology of this paper will help to substantiate the legitimacy of male sexual harassment in the workplace by a female superior or female co-worker and how employers should implement preventive strategies to minimize risks of sexual harassment in the workplace as well as avoiding costly and timely litigation. There are several different kinds of sexual harassment which will also be conversed within this paper. The methodology is derived from intellectual journals, book excerpts, articles, and on-line resources. Review of the Literature When an offer for employment is made by an employer to an employee, the law governing the relationship between an employee and an employer begins. In terms of employee complaints against other employees and/or management, the employer should implement a form of risk management. This risk management process will adhere to rules and policies set in place by the employer to manage complaints such as sexual harassment. However, the reality for most companies is how much respect is given to reports of woman-on-male sexual harassment by a co-worker or superior. Eve Tahmincioglu (2007) expresses the reality of how male sexual harassment in the workplace may be overlooked in the article, â€Å"Male Sexual Harassment is not a joke. † The author indicates, â€Å"But for quite a few men, sexual harassment is indeed becoming a serious issue, and some men are deciding not to just brush aside the unwelcome advances from women. (2007). Tahmincioglu interviewed a human resources expert, Roberta Chinsky Matuson, who disclosed insight from the human resources’ perspective, â€Å"Many people mistakenly believe that harassment is limited to females,† Roberta Chinsky Matuson added, â€Å"The truth is that this type of experience is just as damaging to men† (Tahmincioglu, 2007). David Grinberg, a spokesman for the EEOC, states â€Å"sexual harassment filings by men have consistently inc reased, doubling over 15 years† (Tahmincioglu, 2007). The vast majority of the EEOC’s sexual harassment suits are filed by women; however, male filings are becoming â€Å"a bigger piece of the pie, with nearly 2000 filing charges last year (2006),† as reported by Tahmincioglu (2007). Unfortunately, the cases which reach the EEOC do not represent the actual number of male sexual harassment filings which may go unreported due to fear of being â€Å"mocked† by coworkers (2007). In some cases, men working in a majority female office may be subject to unprovoked jokes pertaining to men or the male sexual anatomy around the break room, water cooler, or via forwarded emails. This is considered male sexual harassment. Fear of retaliation and mocking may prompt men to not file a complaint. An argument of retaliation is discussed by Tahmincioglu (2007) as the first ever court case involving sexual harassment of a man in the workplace was in 1995. The EEOC sued Domino Pizza after a female supervisor of a male store manager sexually harassed him and then fired him. â€Å"She would caress his shoulders and neck, and pinched his buttocks,† the EEOC said in a statement. The case went to trial in Tampa and the male manager was awarded $237,000 in damages (2007). In this groundbreaking case, the male employee was retaliated against by his superior; however, he pursued his case and eventually won in the court ruling against Domino Pizza and the store manager. In comparison, the U. S. Equal Employment Opportunity Commission discloses information about a case where two male employees were subject to racial and sexual harassment by their female manager and one employee was fired out of retaliation. In the EEOC lawsuit against Austin Foam Plastics, the company was charged with violating Title VII of the Civil Rights Act of 1964 by subjecting two African-American male employees to a sexually and racially hostile working environment and for the firing of one employee as a result of opposing and reporting the incidents. The male employees were harassed vehemently by their female manager through discriminatory intimidation, ridicule, insults, racially offensive comments and jokes, cartoons and images which denigrated African-Americans. The EEOC also charged that a female manager sexually harassed male employees by subjecting them to unwelcome sexual comments and unsolicited physical contact of a sexual nature and that she conditioned more favorable terms of employment on acquiescence to her sexual advances and overtures. The acts of sexual harassment, racial harassment, and retaliation all violate Title VII of the Civil Rights Act of 1964. The lawsuit was settled in 2010 and Austin Foam Plastics pays out $600,000 in damages. The preceding case signifies the reason why employers should implement preventive strategies to minimize risks of costly litigation. If the company adheres to strict policies regarding the development and auditing of its management team, some complaints may be avoided. In the article Sexual Harassment in the Workplace written by Karina L. Schrengohst, Esq. , the author indicates that the supervisor has a significant role in prevention. Schrengohst employs information from Massachusetts state statutes regarding sexual harassment in the workplace: â€Å"Massachusetts law and federal law prohibit sexual harassment in the workplace. Employers have an obligation to take reasonable steps to prevent sexual harassment before it arises and to create a harassment-free workplace. Toward this end, supervisors play an important role in identifying, preventing, and reporting sexual harassment. And in Massachusetts, supervisors have even more incentive to be vigilant because they can be held individually liable for inaction when they have knowledge of sexual harassment but fail to act† (2011). There are two types of sexual harassment: (1) quid-pro-quo harassment, and (2) hostile-work-environment harassment which are detailed by Schrengohst: â€Å"Quid-pro-quo harassment occurs when an employee’s submission to or rejection of sexual advances, requests, or conduct impacts a condition of his or her employment such as receiving or being denied a raise, a promotion or demotion, continued employment or termination, or a change of duties, hours, or compensation. Hostile-work-environment harassment occurs when unwelcome sexual advances, requests, or conduct are severe and pervasive enough to alter an employee’s working conditions or to interfere with work performance† (2011). The author discusses the necessity of â€Å"preventative steps† in the workplace to avoid such sexual harassment cases. Although most employers have written policies regarding sexual harassment in the workplace, enforcement and dissemination of these policies remains another area of discussion. Schrengohst also details the sexual harassment policies as listed by the Massachusetts Commission Against Discrimination: â€Å"A statement that sexual harassment in the workplace is unlawful;A definition and examples of sexual harassment; A reporting procedure, with several individuals identified as authorized to receive complaints;A statement of potential consequences for employees who are found to have committed sexual harassment;A statement that it is unlawful to retaliate against an employee who has complained about sexual harassment, filed a lawsuit, or participated in an investigation;Information about state and federal employment-discrimination enforcement agencies.This policy should be presented to all new employees at the start of employment and posted in the workplace. The policies for sexual harass ment are clearly written; however, a strict policy of training employees and management on the rigors of sexual harassment in the workplace must be employed. Discussion Employment law is a complex, ever-evolving specialty in the practice of law. Employees are well advised to seek competent professional legal advice when an employment law issue arises. Employment Law has many strict deadlines as it pertains to filing of claims, as such, it is imperative for employees to assert their rights as soon as possible. Oftentimes, it is advisable to seek legal representation before the adverse employment action occurs, such as, while the employee is still employed with the employer. Discrimination is one of the most prominent complaints handled by the EEOC. Each State, as a sovereign entity, is entitled to give additional protections for discrimination than those afforded by Federal Regulations. Sexual harassment is a form of sex discrimination, which includes unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature. The federal and state level jurisdictions instituted anti-retaliation provisions which prevent an employer from retaliating against an employee for filing a sexual discrimination case. In quoting the definition of â€Å"Sexual Harassment† as listed on the EEOC website: â€Å"It is unlawful to harass a person (an applicant or employee) because of that person’s sex. Harassment can include â€Å"sexual harassment† or unwelcome sexual advances, requests for sexual favors, and other verbal or physical harassment of a sexual nature. Harassment does not have to be of a sexual ature, however, and can include offensive remarks about a person’s sex. For example, it is illegal to harass a woman by making offensive comments about women in general. Both victim and the harasser can be either a woman or a man, and the victim and harasser can be the same sex. Although the law doesn’t prohibit simple teasing, offhand comments, or isolated incidents that are not ver y serious, harassment is illegal when it is so frequent or severe that it creates a hostile or offensive work environment or when it results in an adverse employment decision (such as the victim being fired or demoted). The harasser can be the victim's supervisor, a supervisor in another area, a co-worker, or someone who is not an employee of the employer, such as a client or customer. † Conclusion Because many unusual laws exist and there are many requirements exclusions, it is imperative that an employee who believes they have been wronged, or an employer seeking to comply with all employment laws, to seek the advice of competent counsel. In addition to the governmentally enacted laws, the employment relationship may be governed by written contracts (so long as the clauses do not violate inalienable rights). The employer and employee both share rights when a sexual harassment case is filed. If well-documented and filed in a timely manner, each sexual harassment case must be taken seriously.References:BARRON, L. G. (2009). SEXUAL ORIENTATION EMPLOYMENT ANTI-DISCRIMINATION LEGISLATION AND HIRING DISCRIMINATION AND PREJUDICE. Academy Of Management Annual Meeting Proceedings, 1-6. doi:10. 5465/AMBPP. 2009. 44243452 Leighton, P. , ; Wynn, M. (2011). Classifying Employment Relationships—More Sliding Doors or a Better Regulatory Framework?. Industrial Law Journal, 40(1), 5-44. MSNBC. msn. com, by Eve Tahmincioglu, http://www. msnbc. msn. com/id/19536167/ns/business-careers/t/male-sexual-harassment-not-joke/#. T0z7OPWyFEM www. eeoc. gov, http://www. eeoc. gov/eeoc/newsroom/release/10-15-10a. cfm Posthuma, R. A. , Roehling, M. V. , ; Campion, M. A. (2011). Employment discrimination law exposures for international employers. International Journal Of Law ; Management, 53(4), 281-298. doi:10. 1108/17542431111147792

Personal Retirement Assignment Example | Topics and Well Written Essays - 1250 words

Personal Retirement - Assignment Example The personal retirement planning is a disciplined and step-by step procedure that ensures a secured future retirement life. Problem Formulation and Determination of Objectives The first step in planning personal retirement is to determine the current and future objectives. For instance, among many options that are available, the most preferable option is the growth in income. On the contrary, others might consider the safety of principal investment and they prefer investment in less risky assets. Sometimes situations might require fixed periodical earnings. There is another option left for personal retirement and that is adapted by many smart individuals who prefer to invest in a basket of securities in order to diversify investment rather than concentrating the entire investable fund in single option (Goetzmann & Kumar, 2008, pp.1-10). Some individuals with higher risk appetite might also prefer investment in relatively risky securities in order to earn higher returns in future (Sta tman, 2004, pp.50-51). Hence, it is possible that the requirement on one individual will not be the same as other thus the requirement objectives are likely to vary from one individual to another (Grinold & Kahn, No Date, p.2). So, if I prefer higher current consumption assuming that the future is uncertain, others might like to create a safer future for their family and children (Montana State University, 2010) and the reverse scenario is also applicable. For my personal retirement problem I plan to efficiently balance and allocate current consumption and future consumption by vesting the available investible fund in various retirement options and thus bring certainty in future earnings. Determination of Investible Funds My post retirement income may come from sources such as pensions, social security, trusts, or annuities. The remaining required amount that I might fall short of (for purchasing assets or sudden contingent requirements etc.) may be covered by accumulated savings be fore retirement or through investment. In order to formulate my personal retirement plan I need to make two important assumptions as follows: Assuming that I have a fixed investible amount of $50,000 and my current earnings are $2000; Assuming that I would not require consuming any part of fixed investible fund unless there is an emergency requirement. Hence, according to this basic framework it can be said that I would like to carry out my daily activities financed by my current income and for any other purpose such as asset purchase, medical treatment, education fee payment, etc. will be funded through investment or owed funds. Determination of Retirement Age and Expected Future Earnings According to the RES (Retirement Eligibility and Services) and Federal Employee Retirement System that assesses the eligibility criteria for the annuity benefits for individual, the social security administration (SSA) benefits will be available to an individual as and on the day he or she retires . So, from the above discussion and eligibility criteria I would prefer my minimum age of retirement to be 60 years in the personal retireme

Murdering Heroism The Advent of Immoral Heroes In Graphic Novels (the Essay

Murdering Heroism The Advent of Immoral Heroes In Graphic Novels (the cause and effects of graphic novels and manga which employ the use of immoral heroes (i.e - Essay Example By telling her story in this way, Childress is able to strip away her characters' self-deceptions and balance every plausible accusation against an equally plausible countercharge. The novel begins with Benjie's description f his neighborhood. It is a dismal place: Poverty and drugs are everywhere; rampant crime makes young and old alike afraid to leave their homes; most families have been torn apart by divorce or death. It is important for the reader to see Benjie's world through this character's own eyes and to develop sympathy for him at the very beginning f the novel. If Childress did not structure the plot in this way, the reader might be tempted to dismiss Benjie as merely a thief and an addict. As the author suggests, however, Benjie's situation is quite complicated. While he is, admittedly, a drug user, he also has a number f admirable qualities that make him a likable character. (Koppleman 20-25) In the second monologue, Butler Craig indicates that Benjie's use f drugs is more extensive than Benjie has indicated. Butler mentions that Benjie is now "into stealin" and has sold items belonging to his own family in order to support his habit. Though Butler does not condone Benjie's behavior, he does express genuine affection for the boy. One by one, all the characters interpret Benjie's problem in terms f their own relationship to him. Jimmy-Lee Powell reflects upon the close friendship that he and Benjie once had; he regrets that Benjie's use f heroin has caused a gulf to form between them. Benjie's grandmother feels that the use f drugs can only be cured through prayer and intense religious faith. Nigeria Greene, one f Benjie's teachers, sees addiction as resulting from the oppression imposed by whites upon all African Americans. Benjie's mother is saddened by her son's inability to speak openly about his problem; at the same time, she reveals her own inability to convey her true feelings to Benjie. (Killens 20-21) All the characters grasp some part f Benjie's situation, but none f them sees it in its entirety. Childress wants the reader to understand that many factors have caused Benjie to experiment with drugs. While he cannot solve his problems until he admits his own responsibility, the poverty and violence f his neighborhood have also been a major factor in making drugs available to him. When Benjie arrives at school one day obviously under the influence f drugs, Nigeria Greene and Bernard Cohen set aside their personal differences in order to help the boy. They take Benjie to the principal f the school and arrange for Benjie to enter a drug-treatment program. This quick action brings about a temporary improvement in Benjie's situation. Nevertheless, Benjie still finds it difficult to accept Butler as a replacement for his natural father. He regards Butler as a failure and treats him with contempt. The two f them quarrel, and Benjie again begins to think about buying heroin. Finding no money in the house, he pawns Butler's only overcoat and suit. This theft proves to be the last straw for Butler. He leaves Rose and moves into a different apartment in the same building. This decision deprives Benjie f one f the few male role models from whom he could

Ethical Issues Affecting Businesses Today Term Paper

Ethical Issues Affecting Businesses Today - Term Paper Example There exists a direct correlation between ethics and businesses, with the long-term benefits associated with the interaction between the two being sustainable businesses. To understand what constitutes a responsible business, it is essential to consider morally acceptable business practices. In this regard, a responsible business behaves ethically and ethics are the moral precepts that determine the acceptable code of behavior (Riley 2012). The responsible business practice entails making decisions that are both legal and morally sound, basing on general standards of acceptable behavior in society. The other notions that work in conjunction with business ethics include corporate social responsibility, corporate responsibility, sustainable business and social enterprise, whereby it is hardly possible to separate these concepts, as they are highly interrelated. This is because an ethical business must be socially responsible, and similarly, a socially responsible business must be ethic al; therefore, these concepts are interlinked. Social responsibility is a broad concept as it covers the relationship between businesses and all the stakeholders involved and this relationship is defined with ethical principles and obligations. Every business is obliged to operate responsibly, and this entails doing what is morally acceptable and right all times; this calls for the establishment of principles that act as guidelines for the business. These principles define how the business relates to other stakeholders in the society such as consumers, suppliers, the surrounding communities and the government at large. Businesses must be careful to maintain good relationships with all these stakeholders for if they have to operate within the financial markets; this has both long term and short-term benefits. Businesses that are able to maintain such effective relationships are thus said to be socially responsible;  a socially responsible  business meets its  obligations to soc iety. For instance, businesses are expected to treat their employees with the utmost respect especially concerning employee privacy and protect employee rights such as entitlement to decent wages (Patil 2012); businesses that breach this obligation are bound to face criticism. Many businesses today have signed the UN Global Compact that obliges them to be socially responsible especially concerning environmental protection, human rights and labor standards (â€Å"From Fringe to mainstream† 2012). There has been a global drive to help firms become more socially responsible, especially with the initiatives of B- Lab, a non-profit organization that helps private firms be socially responsible (â€Å"B Lab's Bart Houlahan† 2012). Corporate responsibility entails being accountable to the society in general, by engaging in healthy business practices that promote the wellbeing of the world at large. In this case, businesses must take responsibility for their actions, as a form of responsible business behavior as opposed to being insensitive and unresponsive. Both excellent and awful corporate responsibility influences not only on the local communities of operation but also on the world at large. For instance, corporate responsibility has socio-economic and environmental effects in the world, and these can be either positive or negative.

Globalization and Inequality in Developing Nations Research Paper

Globalization and Inequality in Developing Nations - Research Paper Example However, globalization has progressively changed these aspects thereby introducing a new view and ways of governance, conducting business and living. It has been argued that gradually, globalization leads to a rising tide of income for particular groups in developing nations thereby creating inequality (Yusuf 32). Opponents of globalization, on the other hand, argue that while the aspect does improve overall income standards (in the eventual long run); such benefits are however not shared equitably, amongst a nation’s citizenry population (Yusuf 34). Moreover, they are concerned with the fact that widening income disparities, do not only raise both social and welfare concerns but that they also do limit the pertinent drivers of growth and industry. This is informed by the fact that the various opportunities created by the process, may not necessarily become fully exploited especially by the low-income earning bracket (Yusuf 36). Thus ultimately, they envisage the sustainability of the process (globalization), being adversely affected by the rising standards of inequality. This is despite its dependence on the maintenance of broader support across not only state but also global populations (Yusuf 37). This is perhaps the main reason why there continues to exist, continuous heated debate, on the need and importance of the process of human development. Without doubt, the process of globalization has benefited mankind and at the same time brought a cost to overall social contexts through inequalities.

The Actual Reasons for the Perpetuation of Internet Crimes Essay

The Actual Reasons for the Perpetuation of Internet Crimes - Essay Example Nevertheless, despite security measures and laws against cyber crimes, such a situation of clear and present danger persists for a number of reasons. The reasons why Internet crimes remain despite the law enforced against them include the ease in which they can be committed, poor security measures, and carelessness on the part of the victims. One reason why Internet crimes persist is the mere fact that they are relatively easy to commit. A teenage hacker, Nicholas Webber, is the brains behind the ?16.2M-credit card theft at Ghostmarket.net in 2009. This is roughly $25.3M of stolen consumer money from an estimated 8,000 members of Ghostmarket.net all over the world. Webber was only 18 and his accomplice Ryan Thomas was only 17. They were imprisoned for 8 and 4 years respectively for channeling the money of the consumers to an offshore bank account located in Costa Rica (Malik, 2012). Therefore, teenagers like Webber and Thomas who simply know hacking and banking basically already have all the means to easily carry out an Internet crime. They can do this easily especially with anonymous programs. In fact, according to the December 2000 report by McConnell International, the occurrence of Internet crimes is caused by the following factors: â€Å"They are easy to learn how to commit; they require few resources relative to the potential damage caused; they can be committed in a jurisdiction without being physically present in it; and they are often not clearly illegal† (â€Å"Cyber Crime,† 2000). There is clearly a problem with Internet crimes when it comes to legalities. In fact, according to the report, there are still 33 countries which have not had their laws updated – like Egypt, Italy, Norway, New Zealand and France. Moreover, there are only 52 which have definitely stated laws against Internet crimes (â€Å"Cyber Crime,† 2000). However for the 33 countries, the vague and confusing laws simply translate as a difficult due process an d a possibility of the suspect being exonerated. Another reason why it is relatively easy to commit Internet crimes is that the suspect knows that he can simply make a plea on invasion of privacy and may claim that for the government to pry on his own private transactions is against his freedom and right. The reason for this is definitely a confusing system of legalities governing Internet crimes, making such crimes irreconcilable with the idea of freedom of speech and the right to privacy. For example, How different is it if libelous and malicious statements are written on private accounts in social, in March 2006, a British woman named Tracy Williams was accused of and charged with libel by the British court for â€Å"posting false sexual allegations† at an unnamed online social networking site about a Parliamentary candidate that the police believed she had issues with (Darlington, 2010). It is therefore really unclear which part of the Internet crime merely expresses free dom and which part violates the law. Due to these problems with legalities, only a mere 30% of an estimated 1,600 identity thieves in the United States alone end up prosecuted and even in relatively less jail time despite the fact that 8.3M victims have been harassed, according to the FBI. Moreover, only about 1,400 cases are given attention from around 300,000 complaints about

Knowlege and atitude of saudi health professionals towards using Essay

Knowlege and atitude of saudi health professionals towards using technology at workplace - Essay Example Consequently, the study will be done through the use cross-sectional survey design. Basically, cross-sectional survey design is crucial in the study because it will be used to collect data on a given sample of participants who will be chosen from a cross section of health professionals. Moreover, the study will have data analysis to ascertain what has been researched. In a general sense, the analysis will give a clear cut on the knowledge and attitudes of health professionals towards technology. Health institutions are some of the most crucial institutions in most countries across that world. They are known to work in accordance to the medical rules and regulations that govern specific countries. Saudi Arabia is one of the numerous countries that has continuously sort to improve the quality of healthy through educating its professionals on the expected knowledge and attitudes particularly pertaining to the use of technology in hospitals and other health facilities (Huber, 2009). Apparently, it has been documented that in 2007during the customary five year strategic health plan for the country, the Ministry of Health in Saudi published numerous main challenges that the health institutions were facing. To begin with, it was noted that there was lack of efficiency in the service delivery system which was as a result of poor coordination between the institution and other stakeholders. In addition, there was lack of health care planning that culminated to immeasurable lack of integration among the three health care systems; primary, secondary and tertiary. Similarly, it was noted that there was absence of modern incentive based payment systems. As such, it was argued that there was a necessity to embrace technology to ensure that these issues were dealt with accordingly. Of most important was to reduce the absence of data that is mandatory in policy and decision making. Consequently, the presence of data improves coordination in health

Educating immigrant students Essay Example for Free

Educating immigrant students Essay A Study Critic of â€Å"Made in America: Immigrant students in our pubic schools† The dispute over sending immigrant students into public schools in the United States has continued to separate Americans. Its proponents advance the educational rights of qualified foreign students who have left their respective countries and faced being â€Å"Americanized† just to be able to learn American civilization as their second culture. Those opposing the system, however, argue that the white Americans should still be the priority since immigrant students are only second rate compared to them despite the immigrants earnest efforts to fit into the American society. It was also stressed that in order to be a part of the real American community, the immigrant students must set aside their native cultures and be ready to be customized as a true-blooded American. In so doing, however, it would be inevitable to expose problems or issues related to educating immigrant students. These include their differences with the Native Americans and hardships in allowing themselves to be made as American citizens. In addition, educating immigrant students in the U. S. present bigger issues such as racial discrimination, cross-cultural conflict and unfair learning system which are detrimental to the overall personality of an immigrant student. The problems mentioned above are what the book, â€Å"Made in America: Immigrant students in our pubic schools† by Laurie Olsen, has accurately presented. A qualitative study book that looks into the system of educating immigrant students in American public schools, it is a concrete proof that such problems and conflicts indeed exist. It is good to note, however, that the system is still salvageable. All it needs is honest to goodness solid training of teachers, additional support programs for the immigrant students and ultimately, an environment that allows them to keep to their native cultures while at the same time keeping at par with their white American classmates (Olsen, 1997). An Overview of the Study. The 1997 study book by Olsen is a survey on the lives of the immigrant students who are being educated and Americanized in an urban high school institution. It likewise presents the relationships of the immigrants with their teachers who are responsible for the immigrants learning program and Native American classmates who pose a challenge into their goal to adapt the American culture. The study was presented under a circumstance that the students with varying cultures are studying in a California high school wherein the promise and challenge of diversity are significantly increasing in a multinational society. The book shows that, because of their poor English speaking skills, the immigrant students are deprived of chances to seriously study and interact with their counterparts. Moreover, the immigrant students are classified or categorized according to their varying complexions and social classes which have definitely affected their chances in their future lives (Olsen, 1997). Meanwhile, majority of the teachers promote combination of multicultural students as well as the practice of justice and equal chances by having the students liberty to join in school. However, the teachers do not realize that exclusion and classification among students actually exist and is being practiced by the native white Americans against the immigrant students who originated from other races such as the Asians, Europeans and even the black Americans. In effect, the study presented in the book revealed the continuity of an unbalanced American community (Olsen, 1997). However, it likewise showed the potentialities of having dragging but specified changes. By studying the life stories of immigrant students and their interactions with their teachers and classmates, one can learn the modern interpretation or way of Americanizing multicultural students. It also reveals a complicated procedure that in the end necessitates them to surrender their respective culture as well as national recognitions and native dialects just to fit into a theoretical and cultural domain. Such a world ironically refuses the total involvement of immigrant students in the real American culture. The author depicts immigrant students as ones being made or created in America only to realize that to be Americanized is to endure being placed on the American racial map (Olsen, 1997) Methodology of the Study In the study book, Olsen (1997) carried out her research by centering on Madison High, the first American public high school wherein more than 20 percent of the students population is composed of natives of other countries. This is in addition to a significant number of students who are not fluent in English language or are part of households in which English is totally not used. The exploration was done so that the public outside the school can look into what it feels like studying and teaching in a school which is characterized by escalating complicated or multicultural relations (Olsen, 1997). Utilizing regular ethnographic procedures, Olsen (1997) recorded her functions as narrator, anthropologist, and proponent in three official journals. The author interviewed not only the main subjects (immigrant students) but their parents, teachers, and officials of the school as well. In this manner, Olsen was able to investigate several issues concerning the diversities and complexities of multilingual learning as well as having a population of multinational students. She was also able to discover other equally related issues such as racial discrimination, social conflicts, and unfair education practices accorded to the different sets of students who are the immigrant students and native white Americans (Olsen, 1997). In particular, Olsen (1997) stayed or allotted two and a half years in the said public high school where she actually attended classes and made the interviews. Madison High was chosen as the venue of the study because it has witnessed some sociological changes for the last 20 years such as an upsurge of Latino enrollees and a rise in the number of students whose second language is English or what is called the ESL population. During the period of study, Olsen noted that the school population is composed of 33 percent white Americans, 26 percent Spanish-American or the Latinos, 14 percent black Americans and the 26 percent is a combination of immigrants coming from the Pacific Islands, Philippines, Japan, and China. The author also took into consideration that various native languages aside from English are spoken by around one half of the population (Olsen, 1997). Relative to the above composition, Olsen (1997) further noted the apparent positioning or mapping of students according to their races. Upon arrival in Madison High, new immigrant students are correctly placed or positioned to their respective racial structures. Based from these racial maps, Olsen (1999) learned the various indicators or factors that led foreign students to study in Madison High and their corresponding implications. The study then proceeded by asking the students the reasons why they chose to study in the U. S. and what prompted them to study the English language and eventually adapt the American culture or be Americanized. Thereafter, the research also unveiled that the white Americans actually perceive that the system rob them of opportunities which they believe are for them. They blatantly expressed that immigrant students take away their chances of having a good quality of education and eventually getting a good job. In the end, Olsen (1999) summarized her study by recognizing that new immigrant students undergo the Americanization process based on theoretical classifications, the need to speak fluent English against all odds, requirement to surrender their local dialect so that one can be involved in Madison Highs academic and cultural life, and repetitive force to have a place in the American racial map (Olsen, 1997). Analysis of the Study Olsens study showed immigrant students tales which are abundant with sociological items and which have enabled the readers the chance to look into the challenges of studying in an escalating diverse society. The research has proven to be a very rich material for Olsen to come up with her study book. This is because it was done taking into consideration the perspective of the concerned immigrant students as well as their relationship with their teachers and classmates. The study book has effectively analyzed the difficulties of the immigrant students and the efforts of the teachers to accommodate the students which turned out to be not enough. The study can also be credited with its flexibility by also considering the roles performed by the teachers and school officials in offering a fair treatment and comprehensive curriculum for the immigrant students. Although the overall result of the study did not achieve much, its effort to open to the public the real educational condition of immigrant students is enough for Olsen and her research to earn recognition. Conclusion The issues concerning bilingual education that accommodated multicultural set-up and dialect diversity as well as the advent of immigrant students into American education system have encouraged separation among students which can be a threat to the learning structure. The study of Olsen is inclined towards a future wherein American immigration and cross cultural policies seem to fight it out with the educational system and institutions catering to immigrant students. Although the research did not totally achieve its ultimate goal, the fact that it enabled the awakening of the public with the existing educational condition is a turning point in which the government can take its clue to take action. Despite the grim reality wherein new immigrant students who are not fluent in English are placed in racial map and subjected to unjust learning practices, there are still ways to overcome the situation. It is in this manner that the study book of Olsen has proven to be of value because it alerts the public to the demands and instead invigorate the readers of the potential of having a fairer and more flexible American public education system. Reference Olsen, L. (1997). Made in America: Immigrant students in our pubic schools. New York: The New Press.

Essay Of Benefits Of Technology In Education English Language Essay

Essay Of Benefits Of Technology In Education English Language Essay Using the new technology in education has become a center point of many researches and studies. Modern education has to combine with modern technology to come up with best results. The teacher and the student both can use the technology to enhance the teaching and learning strategies. On the other hand, many people are worried of the possible harmful effects of using technology in the classroom or at home. Will children lose their ability to relate to other people? Will they become dependent on technology to learn? Will they find inappropriate materials? The same was probably said with the invention of the printing press, radio, and television. All of these can be used inappropriately, but all of them have given humanity unlimited access to information which can be turned into knowledge. Appropriately used- interactively and with guidance- they have become tools for the development of higher order thinking skills. To begin with, TV the invention that helps us to get useful information in easiest way. I think, the most important advantage of television is that it is a huge source of informations, knowledge and entertainment. (wojtas Dodano, 2003). Although TV is not a new invention, people try to find many new ways to use it as a communication tool. Some of the TVs benefits that it may help the learners in different ways. For example, the learner of English Language -or any other language- can find a collection of programs, movies, series, documentary and educated programs and channels that they can use to learn the language they want. Moreover, TV is an easy, cheap, and available tool to communicate with all over the world and know the latest news anytime anywhere. To focus more on language learning, TV can help in many ways. For example, the learner can watch the movie while reading the subtitles, or watch a simple language program to strengthen the listening skills. TV can also present many different shows, not only entertainment, but also News, documentary programs, educated programs, historical and scientific movies. Secondly, the internet, which become the most popular technology these days. It can be consider as the best way to keep in touch with friends from all countries over the world. In other words, the internet makes our earth as a small village. It actually has so many benefits; we can mention here the use to search for information and data for academic purposes. Students can always use the internet to get more information for their researches. It also became a popular way to communicate, you can send emails, use chat, voice chat, or even video chat with your friends and family. If we take a closer look, internet is playing an essential role in education nowadays. In his article, Muthukumar said that the Internet is a complex storage area containing a huge maze of information from a variety of sources. It has become a famous source of information for many people worldwide. The Internet wave has also hit the educational landscape in many big ways. The use of technologies such as the Inter net as a teaching tool in schools is not the issue now since it is pervasively used. Relatively, the issue is how to effectively employ such technologies and harness fully the new opportunities created by them to promote positive student learning experiences. Computer assisted learning is being widely used by teachers and studied by researchers. Teachers use computers inside classrooms and give the students assignments to integrate the technology with the homework. A number of studies have been done concerning how the use of computer for language learning affects the development of language learners four skills (listening, speaking, reading and writing). Most report significant gains in reading and listening and most CALL programs are geared toward these accessible skills because of the current state of computer technology. However, most reading and listening software is based on drills.  On the other hand, using current CALL technology, even with its current limitations, for the development of speaking abilities has gained much attention. There has been some success in using CALL, in particular computer-mediated communication, to help speaking skills closely linked to communicative competence (ability to engage in meaningful conversati on in the target language) and provide controlled interactive speaking practice outside the classroom.  Using chat has been shown to help students routines certain often-used expressions to promote the development of automatic structure that help develop speaking skills. This is true even if the chat is purely textual. The use of videoconferencing gives not only immediacy when communicating with a real person but also visual cues, such as facial expressions, making such communication more real. However, when it comes to using the computer not as a medium of communication (with other people) but as something to interact with verbally in a direct manner, the current computer technologys limitations are at their clearest. Right now, there are two fairly successful applications of automatic speech recognition (ASR) (or speech processing technology) where the computer understands the spoken words of the learner. The first is pronunciation training. Learners read sentences on the screen and the computer gives feedback as to the accuracy of the utterance, usually in the form of visual sound waves.  The second is software where the learner speaks commands for the computer to do. However, speakers in these programs are limited to predetermined texts so that the computer will understand them. Finally, Cell phones are having a great influence in our live and are very convenient to keep with us. Cell phones are a faster and more effective way to transfer information. Indeed, it is a resource that gives its users great advantages. (Gupta, 2010). mobile phones are the fastest way to communicate with people, and it can save many things with its pocket size. Mobiles are mainly used as a tool to make calls and send short messages. However, nowadays they have been developed so much to be a device with multi-purpose use. As example, we can connect to the internet through mobiles. We can also use some applications in the system like GPS, dictionary, entertainments, and others. Mobile phones with cameras are now very popular also that anyone can use the camera to take pictures and videos when they have special events. These were the benefits of using the cell phones in general. However, if we want to narrow down the usage to the learning part, we can find many examples on how we ca n use our mobile phones in language learning. As example, many cell phones nowadays have special applications for learning and communication. We can use our cell phones as a dictionary if needed, while we can also use the cellphone to access to the internet anytime anywhere. A powerful tool to improve their education is already in kids hands.  Cell phone  delivery of knowledge to learn could richly supplement traditional book/print methods obsolete very soon. The two key factors are: 1. The students already have the cell phones in developed countries and are getting them very fast even in the least developed parts of the world. 2. Multimedia technology is maturing quickly on the  cell phone  screens. A very immediate and practical way to improve education for kids right now is to push getting learning material to the  cell phone  screens!   To sum up, technology has many faces and means, and we should choose the appropriate use of technology to get the most benefits of it. We have to lead the technology, and dont let the technology leads us. TV, Internet, and mobiles are some examples of technologies we cant ignore using them in our daily life, and to follow the speed track you need to follow the speed of the technology. Using technology in education has become a fact in our lives. Advantages and disadvantages are issues to be further investigated in future researches.

Six History Shaping Beverages History Essay

Six History Shaping Beverages History Essay Tom Standage states in A History of the World in Six Glasses that the course of human history has been shaped by six beverages that are commonplace today. The roles of these beverages beer, wine, spirits, coffee, tea, and Coca-Cola are explained in roughly chronological in the book. Although all of these drinks have helped advance culture, some were more important than others in this respect. In order of importance, the arrangement of the drinks would be quite different. Beer, the most important, was discovered long before the emergence of civilization, when people lived as hunter-gatherers. The transition to farming was a major step towards civilization, and while the reason for it is still controversial, beer seems to have been a factor. One theory suggests that the popularity of beer necessitated a steady supply of grain, which was required to make beer, and brought about the cultivation of it. Because beer was drunk prehistorically while still fermenting and rich in protein and vitamins, it allowed farmers to consume less meat, thus assisting the switch to farming. Furthermore, the Ancient Mesopotamians and Egyptians regarded beer as a drink given by gods, which contributed to the conversion of storehouses for surplus food into temples where offerings were made to these gods. Beer was a crucial factor contributing to the conversion to farming, and as a result, the beginning of civilization; it was undoubtedly a major catalyst for advancing cultur e. Coca-Cola, often associated with commercialization and globalization, is the second most important catalyst, especially since globalization is viewed today as an indicator of a high degree of advancement. The beverage evolved from being a strictly American product to its now internationally famous status in just over a century. As its popularity spread throughout the world, it brought many American values, such as liberty, with it. In fact, Coca-Cola was the very embodiment of these values in World War II, during which the Axis countries of Japan and Germany used the drink to portray the United States and the Allies negatively, denouncing the concepts associated with it. Bottles of Coca-Cola contained more than a soft drink; they contained complex ideas that entire governments have been based upon. Next in importance in the line of beverages that influenced history is coffee. Coffee originated in the Arab world, but it had a much greater impact on Europe. More important than the drink, itself was the place that it was often served in: a coffeehouse. In coffeehouses throughout Europe, discussion and debate, as well as gossip, took place. Many people learned of current events in coffeehouses, and others made scientific advancements after academic discussions occurred there. Inevitably, political ideas were also spread in coffeehouses, as in the case of France, in which a revolutionary war for fair rights started at a cafà ©. Coffee, which sharpens the mind, promoted new ideas and discoveries through discussion, and even helped start a revolution. Though not as powerful as beer, Coca-Cola, or coffee were, tea assisted the development of culture. The Industrial Revolution in 18th-century England caused the introduction of numerous factories, and tea, served to the workers of these factories, kept them alert and prevented illness. It also increased the demand for crockery, fueling commerce even more. Tea had a large effect on Asia, specifically China and India. The Opium Wars, the result of the trade of opium because of the demand for tea, ended with China engaging in wider trade with other countries. In India, the cultivation of tea started by the East India Company created a new industry and eventually made India the largest producer of tea in the world. Tea contributed to the advancement of culture by furthering industrialization in several modern-day nations, as well as increasing international trade. In the Mediterranean basin, wine played a moderate role in shaping history, evident in its representation of sophistication in the area at the time. In Greek symposia, wine accompanied intellectual discussion in subjects like literature and philosophy. At some symposia, kottabos, a less academic drinking game, took place instead. Wine was associated with art as well as academics; the amphorae in which wine was stored contained motifs that are now symbols of Greek culture. Additionally, wine became widely drunk in Ancient Rome, where convivia, the Roman counterpart of symposia, took place. In both Greece and Rome, wine helped to differentiate classes higher classes consumed higher-quality wine. This widespread alcoholic drink took the place of beer, promoting intellectual thinking in casual assemblies and emphasizing differences between social classes. Spirits were the least significant beverage discussed by Standage, but nonetheless, they were indispensable drinks that aided the advancement of culture. For instance, grog protected British sailors against scurvy; this helped Britain establish its supremacy at sea. For the English colonies, rum lowered dependence on European imports, as it could be distilled from inexpensive leftover molasses. The Molasses Act of 1733, passed by England to stop the importation of molasses from the French into the colonies, produced negative feelings toward England, and was one of the factors leading to the American Revolution. On the other hand, rum was one of the main currencies involved in the slave trade from Africa, a step backwards in the development of culture. Spirits affected human history both positively and negatively, and while it assisted the advancement of culture, it also hindered it. Beer, Coca-Cola, coffee, tea, wine, and spirits have all had considerable effects on human history. These beverages, which are frequently consumed even now, can tell the story of the progress of civilization solely through their respective roles in it. Some have played a more important part than others in shaping world history, but they have all unquestionably served as catalysts for advancing culture.

Democracy Essay -- Politics Voters Voting Essays

Democracy In the 2000 presidential election, less than 59% of our population saw fit to even vote. 80.5% of those voting were white, that's roughly 60% of the white population. Of the meager 19.5% of the vote the non-white population represented, less than 51% of non-whites able to vote actually did (Census). What does this mean? How can democracy – a republic like ours – correctly function without a more complete representation of opinion from its people? Former UCLA Law professor Julian Eule argued in his essay â€Å"Judicial Review of Direct Democracy† that the framers of our constitution set up the republic to in effect protect us from ourselves, to protect us from this sort of majority rule.(Eule) I believe that this misrepresentation is responsible for racist legislation and legislators. A recent NAACP resolution stated "The American people deserve political leaders who make clear, concise and well-reasoned decisions based on fact and clearly informed by all people involved, not leaders that perpetuate erroneous assumptions and ill-informed deductions based on racial and ethnic stereotypes," in reference to North Carolina Representative Howard Coble's remarks supporting former president Roosevelt's internment of the Japanese during World War II. (NAACP) The japanese internment has long been a dark blot on American history, but this legislator, this elected legislator seems to not represent a majority opinion of the people he represents. As well, NAACP president Kweisi Mfume remarked "President Bush continues to nominate right-wing extremists to the federal bench," in reference to the proposed confirmation of Jeffrey S. Sutton as a 6th Circuit Appeals Court judge, a position that demands a truly neutral position. Jeffrey S. ... ... the Total Voting-Age Population, by Sex, Race, and Hispanic Origin, for States: November 2000 US Census Bureau 27 Feb. 2002 <http://www.census.gov/population/socdemo/voting/p20-542/tab04a.txt> Julian N. Eule, â€Å"Judicial Review of Direct Democracy, â€Å" 99 Yale Law Journal 1503 1990. Anti-Affirmative Action Proposition Passes In California CNN AllPolitics 6 Nov. 1996 <http://www.cnn.com/ALLPOLITICS/1996/news/9611/06/ballots. california.209/index.shtml> University of California Engineering Enrollment Rates (Undergraduate) Career Recruitment Media, Inc. 2003 <http://www.graduatingengineer.com/articles/minority/05- 01-01-t1.html> ACLU Says Expected White House Brief Opposing Minority Equality in College Admissions Shows Lack of Commitment to Racial Justice ACLU 15 Jan. 2003 <http://www.aclu.org/RacialEquality/RacialEquality.cfm?ID= 11620&c=134>

What Astronomy Really Is :: Astronomy Solar Systems Roman Gods Essays

What Astronomy Really Is What is astronomy? Astronomy consist of a lot of things that make up our solar system such as: the nine planets, asteroids, meteorites, the moon and the sun. Astronomy is also a fascinating hobby that can be followed by anyone. You do not need to be, as some people seem to imagine, à ¢Ã¢â€š ¬Ã‹Å"mathematically-mindedà ¢Ã¢â€š ¬Ã¢â€ž ¢ , in order to start, or even to become a very experienced observer. Yet astronomy is one of the few hobbies where not only can you gain great enjoyment, but if you feel want to can very easily make observations of great scientific value. I know that astronomy is getting more popular by the day since the comet came and all those people got killed. But that really did not have anything to do with astronomy, so I am not going to get into that. To me astronomy is really cool. If you have a telescope and it is a clear night you can see different constellations such as: Andromeda, Cassiopeia, Hercules, Pegasus, Perseus there are many more that is so cool. But it is even cooler to look up and see them in the sky. To do all of that you first have to be in the correct place. What you can do first is look for the north star, when you find that then you are all set. If you cannot find it just simply face north and look for the brightest star in that direction. If you still cannot find it buy a compass then hopefully you will find it. If you still cannot find it ask somebody, I made no grantee that you would find it these ways. That is really all I know about astronomy, but after this paper I bet you I will know a whole lot more. THE SUN The Sun is a huge, bright sphere that is mostly made up of gas that is about 5 billion years old. The Sun is the closest to the Earth, it is 145 million km distant (this distance is called an Astronomical Unit). The next closest star is 300,000 times further away. There are probably millions of similar stars in the Milky Way galaxy (and even more galaxies in the Universe), but the Sun is the most important to us because it supports life on Earth.

Creative Writing: All Around the Corner

Mornings would normally be a 7 o'clock rise, day beginning at 8:30, released at 3:20. Today, being the holidays, I can drag myself away from all this for a blissful lie in. A bliss broken by the ‘bring'ing of the phone. â€Å"Yeah right† I thought to myself. â€Å"Answer, don't answer? Give up my wings, stay in heaven?† The choice being obvious, I returned to my daydreaming. However, the rarity of a phone call for me rather than anyone else in the house made me answer the second time round. What a mistake. It was Katie, the definition of moron, ringing for a ‘chat'. I gave up my warm bed to hear her wining voice wine in my ear. â€Å"Yeah† I said. I could have been agreeing to a heart transplant for all I knew but I thought I'd better show I was still on the other end of the line Unfortunately yes was the wrong answer. It then took me a while of bluffing to find out I'd agreed to go for a drink. Catch up. I no longer felt worthy of my blankets. Sasha was my remedy. The friendship Sasha and I shared could not be described as ‘life long', simply because I only met her 6 months ago when she moved here. However, I don't see how time can predict how good a friends you are. We click, and we have fun, We're there for each other, and we give each other space when needed. Sounds like a great friendship to me. A best friend always knows what you need. In my case, my best knows my great need of the retail variety. All life's troubles can be thrown aside in a good few hours at the shops. â€Å"Wait! How superb.† The frock Sasha was admiring could only be described as a Sasha dress. Only she could pull off such extravagant styles and colours and yet still appear so modest and respectable. It makes you wonder who else buys these things. Maybe there's a bigger population of Sashas out there than first thought. And so we hit the shops. The trick is, not to let them know you have absolutely no money whatsoever. Give the illusion that you have it, you just see no need to spend it. However, the small amount of cash we do posess usually goes on the much-needed hourly revival break. We took the seats unoccupied, partially shared with two mid-thirties women. The gossip they didn't mind sharing with the world was amazing. Law suits, affairs, bribery, all coming from one woman's life. Of course this left the other woman to demonstrate listening techniques far too challenging for an average human being. By the look on her face, she seemed to be thinking of something soothing. Chocolate perhaps. It was hard to have our own conversation while still listening to this woman's life story, and so drank silently, occasionally attempting short conversations to cover the fact that, lets face it, the world is a nosy place. A nudge on my leg from Sasha made my leg really sore, but also made me realise who it was standing behind me. I arrived with Sasha for support. I knew that if Katie showed her real mutant self then I'd need back up. Sasha had said she didn't mind, so if she was lying she should learn to tell the truth. I turned round to Katie. She sat down, taking the place of the really good listener who had now left with her friend. Katie's mouth opened, and my ears shut, if they could do such a thing. Its not even as if my concentration span is normally this small. I began to think, â€Å"which do I really prefer. Galaxy or Cadburys?† â€Å"So how are you all?† Katie's manner can be described as nothing but ‘chirpy'. This was a pointless question from the start. We're obviously still living or else we'd have given drinks a miss. â€Å"Not really been up to much have we Sasha.† Usually the case. Boredom seeps round every corner. What is there to do when you're this age? Your either too old to do what you used to, or too young to move on. Never any money, allowance doesn't go anywhere near far enough. â€Å"Family's been doing my head in at the moment. Acting like I still need the potty training.† Sasha always uses these chats to get her family problems off her chest. â€Å"They just give me no respect. The other day I began to tell them of the trip we may plan. Do you have any idea how tormenting they can be. Yeah, perhaps they do ‘have my best interests at heart' but come on, I can look after myself.† With this I have to agree. I've met Sasha's family, and the independence they give her, though very loving, is invisible, simply because it doesn't exist. It was hard not to notice how Katie, even with her chirpy attitude, had managed to dampen our spirits so much. â€Å"Got the energy for another shop Sash?† I personally didn't have the energy to lift my feet, but I wanted to move on from this subject. I didn't feel the same way about my family. Only last month I became a great grandma. It isn't all bad.

Preventive Vigilance

Vigilance:- Vigilance means to be watchful to be alert what is happening and what can happen. There are traces of concept of vigilance in our olden literature like Atharva Veda. Originally, it was Henry Fayol who listed out awareness and security which was later referred as ‘Vigilance’. Importance of Vigilance :- Vigilance makes preparedness to be watchful always and sense the happening around oneself. People always have wrong approach towards vigilance as they perceive vigilance as enquiry, fixing responsibility etc.Vigilance is not investigation but it is prevention. To punish and not to prevent is like pumping the water through a pump without arresting the leakages which result in wastage of water, energy and time. Why do organizations need vigilance:- An organization protects itself from external dangers through creating security and posting manpower to guard against such threats. The role of vigilance is to protect organization from internal dangers which are more s erious than external threats.Responsibility of Employees in Vigilance Matters: Vigilance is not confined to a particular individual or set up. All public servants should be honest. They also have a responsibility towards the nation to help the organization to discharge vigilance functions effectively by bringing to the notice of organization about the activities of dishonest employees. Need for Preventive Vigilance Preventive vigilance plays an important role in strengthening the vigilance set up of any organization.There has been a wide spread realization that punitive vigilance alone cannot be the foundation of an efficient vigilance machinery. In punitive vigilance, the vigilance wing reacts to complaints or information of specific instances of mala fide action, verifies such information and then proceeds against the erring officials. On the other hand, the preventive vigilance sets up procedures and systems to restrain the acts of wrong doing and misconduct in the various areas of the functioning of the department.Preventive vigilance is thus more effective than punitive vigilance. It has several advantages: †¢It is global in its impact and affects the working of the department as a whole. †¢It is less costly and does not require elaborate specialized machinery like punitive vigilance. †¢It is impersonal and does not act as a fetter upon the rightful exercise of authority. †¢It is not directed against an individual. †¢It cannot be misused for vindictive purposes. Tools of Preventive Vigilance 1. Standardization:Laying down clear cut conditions/ procedures in order to reduce discretion and scope of granting undue favors. 2. Automation: The computerization’s of procedures help in reducing interface between officials and taxpayers. 3. Transparency: The taxpayers need to be educated about their rights and responsibilities. Transparency can also be extended to performing official functions in public view and across counter tops r ather than in covered enclosures. 4. Accountability: Accountability should extend to all levels and every person must be held accountable for his action or inaction.For decisions made with improper motives, penalty should be swift and decisive. 5. Control and supervision: The success of the above methods depends on effective control and supervision. Right persons should be put in key positions. The personnel policy should discourage long tenures in one post. 6. Conducive work environment This would involve focus on the following items: Appropriate logistical support including sanction of adequate funds †¢Adequate manpower †¢Meaningful and relevant job assignment Frequent, supportive and instructive interaction between supervisor and subordinates †¢Transparency in transfer and placement. †¢Institutional selection for foreign assignment, training and deputation. †¢Objective performance appraisal and formal recognition of competence. †¢Promotion of mutual trust. Role of individual to Fight against Corruption Individual person have a vital role in fight against Corruption. Every man can stop corruption, fist that individual must say stop to Pay & Take Bribe to anyone. Every man must be watchful abut what is going around and must complaint

The Vampire Diaries: The Awakening Chapter Two

Elena was surrounded the instant she stepped into the high school parking lot. Everyone was there, the whole crowd she hadn't seen since late June, plus four or five hangers-on who hoped to gain popularity by association. One by one she accepted the welcoming hugs of her own group. Caroline had grown at least an inch and was slinkier and more like aVogue model than ever. She greeted Elena coolly and stepped back again with her green eyes narrowed like a cat's. Bonnie hadn't grown at all, and her curly red head barely came up to Elena's chin as she flung her arms around Elena. Wait a minute-curls? thought Elena. She pushed the smaller girl back. â€Å"Bonnie! What did you do to your hair?† â€Å"Do you like it? I think it makes me look taller.† Bonnie fluffed up the already fluffy bangs and smiled, her brown eyes sparkling with excitement, her little heart-shaped face alight. Elena moved on. â€Å"Meredith. You haven't changed at all.† This hug was equally warm on both sides. She had missed Meredith more than anyone, Elena thought, looking at the tall girl. Meredith never wore any makeup; but then, with perfect olive skin and heavy black lashes, she didn't need any. Right now she had one elegant eyebrow raised as she studied Elena. â€Å"Well, your hair is two shades lighter from the sun†¦ But where's your tan? I thought you were living it up on the French Riviera.† â€Å"You know I never tan.† Elena held up her hands for her own inspection. The skin was flawless, like porcelain, but almost as fair and translucent as Bonnie's. â€Å"Just a minute; that reminds me,† Bonnie interjected, snatching one of Elena's hands. â€Å"Guess what I learned from my cousin this summer?† Before anyone could speak, she informed them triumphantly: â€Å"Palm reading!† There were groans, and some laughter. â€Å"Laugh while you can,† said Bonnie, not at all disturbed. â€Å"My cousin told me I'm psychic. Now, let me see†¦Ã¢â‚¬  She peered into Elena's palm. â€Å"Hurry up or we're going to be late,† said Elena a bit impatiently. â€Å"All right, all right. Now, this is your life line-or is it your heart line?† In the crowd, someone snickered. â€Å"Quiet; I'm reaching into the void. I see†¦ I see†¦Ã¢â‚¬  All at once, Bonnie's face went blank, as if she were startled. Her brown eyes widened, but she no longer seemed to be staring at Elena's hand. It was as if she were lookingthrough it-at something frightening. â€Å"You will meet a tall, dark stranger,† Meredith murmured from behind her. There was a flurry of giggles. â€Å"Dark, yes, and a stranger†¦ but not tall.† Bonnie's voice was hushed and faraway. â€Å"Although,† she continued after a moment, looking puzzled, â€Å"he was tall, once.† Her wide brown eyes lifted to Elena's in bewilderment. â€Å"But that's impossible†¦ isn't it?† She dropped Elena's hand, almost flinging it away. â€Å"I don't want to see any more.† â€Å"Okay, show's over. Let's go,† Elena told the others, vaguely irritated. She'd always felt psychic tricks were just that-tricks. So why was she annoyed? Just because that morning she'd almost freaked out herself†¦ The girls started toward the school building, but the roar of a finely tuned motor stopped them all in their tracks. â€Å"Well, now,† Caroline said, staring. â€Å"Quite a car.† â€Å"Quite a Porsche,† Meredith corrected dryly. The sleek black 911 Turbo purred through the parking lot, searching for a space, moving as lazily as a panther stalking prey. When the car came to a stop, the door opened, and they glimpsed the driver. â€Å"Oh, my God,† Caroline whispered. â€Å"You can say that again,† breathed Bonnie. From where she stood, Elena could see he had a lean, flat-muscled body. Faded jeans he probably had to peel off at night, tight T-shirt, and a leather jacket of unusual cut. His hair was wavy-and dark. He wasn't tall, though. Just average height. Elena let out her breath. â€Å"Whois that masked man?† said Meredith. And the remark was apt-dark sunglasses completely covered the boy's eyes, shielding his face like a mask. â€Å"That maskedstranger ,† someone else said, and a babble of voices rose up. â€Å"Do you see that jacket? That's Italian, as in Roma.† â€Å"How would you know? You've never been farther than Rome, New York, in your life!† â€Å"Uh-oh. Elena's got that look again. The hunting look.† â€Å"Short-Dark-and-Handsome had better be careful.† â€Å"He isn't short; he's perfect!† Through the chatter, Caroline's voice suddenly rang out. â€Å"Oh, come on, Elena. You've already got Matt. What more do you want? What can you do with two that you can't do with one?† â€Å"The same thing-only longer,† drawled Meredith, and the group dissolved into laughter. The boy had locked his car and was walking toward school. Casually, Elena started after him, the other girls right behind her in a close-knit pack. For an instant, annoyance bubbled up inside her. Couldn't she goanywhere without a parade on her heels? But Meredith caught her eye, and she smiled in spite of herself. â€Å"Noblesse oblige,† Meredith said softly. â€Å"What?† â€Å"If you're going to be queen of the school, you have to put up with the consequences.† Elena frowned at this as they entered the building. A long corridor stretched before them, and a figure in jeans and leather jacket was disappearing through the office doorway up ahead. Elena slowed her pace as she walked up to the office, finally stopping to glance thoughtfully at the messages on the cork bulletin board by the door. There was a large window here, through which the entire office was visible. The other girls were openly gazing through the window, and giggling. â€Å"Nice rear view.† â€Å"That isdefinitely an Armani jacket.† â€Å"You think he's from out of state?† Elena was straining her ears for the boy's name. There seemed to be some kind of trouble in there: Mrs. Clarke, the admissions secretary, was looking at a list and shaking her head. The boy said something, and Mrs. Clarke lifted her hands in a â€Å"What can I say?† gesture. She ran a finger down the list and shook her head again, conclusively. The boy started to turn away, then turned back. And when Mrs. Clarke looked up at him, her expression changed. The boy's sunglasses were now in his hand. Mrs. Clarke seemed startled by something; Elena could see her blink several times. Her lips opened and closed as if she were trying to speak. Elena wished she could see more than the back of the boy's head. Mrs. Clarke was fumbling through piles of paper now, looking dazed. At last she found a form of some kind and wrote on it, then turned it around and pushed it toward the boy. The boy wrote briefly on the form-signing it, probably-and returned it. Mrs. Clarke stared at it a second, then fumbled through a new pile of papers, finally handing what looked like a class schedule to him. Her eyes never left the boy as he took it, inclined his head in thanks, and turned to the door. Elena was wild with curiosity by now. What had just happened in there? And what did this stranger's face look like? But as he emerged from the office, he was settling his sunglasses in place again. Disappointment coursed through her. Still, she could see the rest of his face as he paused in the doorway. The dark curly hair framed features so fine that they might have been taken from an old Roman coin or medallion. High cheekbones, classical straight nose†¦ and a mouth to keep you awake at night, Elena thought. The upper lip was beautifully sculpted, a little sensitive, a whole lot sensual. The chatter of the girls in the hallway had stopped as if someone had thrown a switch. Most of them were turning away from the boy now, looking anywhere but at him. Elena held her place by the window and gave a little toss to her head, pulling the ribbon out of her hair so that it fell loose around her shoulders. Without looking to either side, the boy moved on down the hallway. A chorus of sighs and whispers flared up the moment he was out of earshot. Elena didn't hear any of it. He'd walked right by her, she thought, dazed. Right by without a glance. Dimly, she realized the bell was ringing. Meredith was tugging her arm. â€Å"What?† â€Å"I said here's your schedule. We've got trig on the second floor right now. Come on!† Elena allowed Meredith to propel her down the corridor, up a flight of stairs, and into a classroom. She slid into an empty seat automatically and fixed her eyes on the teacher at the front without really seeing her. The shock still hadn't worn off. He'd walked right by. Without a glance. She couldn't remember how long it had been since a boy had done that. They all looked, at least. Some whistled. Some stopped to talk. Some just stared. And that had always been fine with Elena. After all, what was more important than boys? They were the mark of how popular you were, of how beautiful you were. And they could be useful for all sorts of things. Sometimes they were exciting, but usually that didn't last long. Sometimes they were creeps from the beginning. Most boys, Elena reflected, were like puppies. Adorable in their place, but expendable. A very few could be more than that, could become real friends. Like Matt. Oh, Matt. Last year she'd hoped that he was the one she was looking for, the boy who could make her feel†¦ well, something more. More than the rush of triumph at making a conquest, the pride in showing your new acquisition off to the other girls. And shehad come to feel a strong affection for Matt. But over the summer, when she'd had time to think, she'd realized it was the affection of a cousin or sister. Ms. Halpern was passing out trigonometry books. Elena took hers mechanically and wrote her name inside, still wrapped in thought. She liked Matt more than any other boy she'd known. And that was why she was going to have to tell him it was over. She hadn't known how to tell him in a letter. She didn't know how to tell him now. It wasn't that she was afraid he'd kick up a fuss; he just wouldn't understand. She didn't really understand herself. It was as if she were always reaching for†¦ something. Only, when she thought she'd got it, it wasn't there. Not with Matt, not with any of the boys she'd had. And then she had to start all over again. Fortunately, there was always fresh material. No boy had ever resisted her successfully, and no boy had ever ignored her. Until now. Until now. Remembering that moment in the hall, Elena found that her fingers were clenched on the pen she held. She still couldn't believe he'd brushed by her that way. The bell rang and everyone flooded out of the classroom, but Elena paused in the doorway. She bit her lip, scanning the river of students flowing through the hall. Then she spotted one of the hangers-on from the parking lot. â€Å"Frances! Come here.† Frances came eagerly, her plain face brightening. â€Å"Listen, Frances, you remember that boy this morning?† â€Å"With the Porsche and the-er-assets? How could I forget?† â€Å"Well, I want his class schedule. Get it from the office if you can, or copy it from him if you have to. But do it!† Frances looked surprised for a moment, then grinned and nodded. â€Å"Okay, Elena. I'll try. I'll meet you at lunch if I can get it.† â€Å"Thanks.† Elena watched the girl go. â€Å"You know, you really are crazy,† Meredith's voice said in her ear. â€Å"What's the use of being queen of the school if you can't pull a little rank sometimes?† returned Elena calmly. â€Å"Where do I go now?† â€Å"General Business. Here, take it yourself.† Meredith thrust a schedule at her. â€Å"I've got to run for chemistry. Later!† General Business and the rest of the morning passed in a blur. Elena had hoped to catch another glimpse of the new student, but he was in none of her classes. Mattwas in one, and she felt a pang as his blue eyes met hers with a smile. At the lunch bell, she nodded greetings right and left as she walked to the cafeteria. Caroline was outside, posed casually against a wall with chin up, shoulders back, hips forward. The two boys she was talking to fell silent and nudged each other as Elena approached. â€Å"Hi,† Elena said briefly to the boys; and to Caroline: â€Å"Ready to go in and eat?† Caroline's green eyes barely flickered toward Elena, and she pushed glossy auburn hair out of her face. â€Å"What, at theroyal table ?† she said. Elena was taken aback. She and Caroline had been friends since kindergarten, and they had always competed with each other good-naturedly. But lately something had happened to Caroline. She'd begun to take the rivalry more and more seriously. And now Elena was surprised at the bitterness in the other girl's voice. â€Å"Well, it's hardly as if you were a commoner,† she said lightly. â€Å"Oh, you're so right about that,† said Caroline, turning to face Elena fully. Those green cat-eyes were slitted and smoky, and Elena was shocked by the hostility she saw there. The two boys smiled uneasily and edged away. Caroline didn't seem to notice. â€Å"A lot of things changed while you were gone this summer, Elena,† she continued. â€Å"And just maybe your time on the throne is running out.† Elena had flushed; she could feel it. She struggled to keep her voice steady. â€Å"Maybe,† she said. â€Å"But I wouldn't buy a scepter just yet if I were you, Caroline.† She turned and went into the lunchroom. It was a relief to see Meredith and Bonnie, and Frances beside them. Elena felt her cheeks cool as she selected her lunch and went to join them. She wouldn't let Caroline upset her; she wouldn't think of Caroline at all. â€Å"I got it,† said Frances, waving a piece of paper as Elena sat down. â€Å"And I have some good stuff,† said Bonnie importantly. â€Å"Elena, listen to this. He's in my biology class, and I sit right across from him. And his name is Stefan, Stefan Salvatore, and he's from Italy, and he's boarding with old Mrs. Flowers on the edge of town.† She sighed. â€Å"He isso romantic. Caroline dropped her books, and he picked them up for her.† Elena made a wry face. â€Å"How clumsy of Caroline. What else happened?† â€Å"Well, that's all. He didn't really talk to her. He's ver-r-ry mysterious, you see. Mrs. Endicott, my biology teacher, tried to get him to take off his glasses, but he wouldn't. He has a medical condition.† â€Å"What kind of medical condition?† â€Å"I don't know. Maybe it's terminal and his days are numbered. Wouldn't that be romantic?† â€Å"Oh, very,† said Meredith. Elena was looking over Frances's sheet of paper, biting her lip. â€Å"He's in my seventh period, History of Europe. â€Å"Anybody else have that class?† â€Å"I do,† said Bonnie. â€Å"And I think Caroline does, too. Oh, and maybe Matt; he said something yesterday about how it was just his luck, getting Mr. Tanner.† Marvelous, Elena thought, picking up a fork and stabbing at her mashed potatoes. It looked as if seventh period was going to beextremely interesting. Stefan was glad the school day was almost over. He wanted to get out of these crowded rooms and corridors, just for a few minutes. So many minds. The pressure of so many thought patterns, so many mental voices surrounding him, was making him dizzy. It had been years since he had been in a swarm of people like this. One mind in particular stood out from the others. She had been among those watching him in the main corridor of the school building. He didn't know what she looked like, but her personality was powerful. He felt sure he'd recognize it again. So far, at least, he'd survived the first day of the masquerade. He'd used the Powers only twice, and then sparingly. But he was tired, and, he admitted ruefully, hungry. The rabbit hadn't been enough. Worry about that later. He found his last classroom and sat down. And immediately he felt the presence of that mind again. It glowed at the edge of his consciousness, a golden light, soft and yet vibrant. And, for the first time, he could locate the girl it was coming from. She was seated right in front of him. Even as he thought it, she turned around and he saw her face. It was all he could do not to gasp in shock. Katherine! But of course it couldn't be. Katherine was dead; no one knew that better than he did. Still, the resemblance was uncanny. That pale golden hair, so fair it almost seemed to shimmer. That creamy skin, which had always made him think of swans, or alabaster, flushing faintly pink over the cheekbones. And the eyes†¦ Katherine's eyes had been a color he had never seen before; darker than sky blue, as rich as the lapis lazuli in her jeweled headband. This girl had those same eyes. And they were fixed directly on his as she smiled. He looked down from the smile quickly. Of all things, he did not want to think about Katherine. He didn't want to look at this girl who reminded him of her, and he didn't want to feel her presence any longer. He kept his eyes on the desk, blocking his mind as strongly as he knew how. And at last, slowly, she turned around again. She was hurt. Even through the blocks, he could feel that. He didn't care. In fact, he was glad of it, and he hoped it would keep her away from him. Other than that, he had no feelings about her at all. He kept telling himself this as he sat, the droning voice of the teacher pouring over him unheard. But he could smell a subtle hint of some perfume-violets, he thought. And her slender white neck was bowed over her book, the fair hair falling on either side of it. In anger and frustration he recognized the seductive feeling in his teeth-more a tickling or a tingling than an ache. It was hunger, a specific hunger. And not one he was about to indulge. The teacher was pacing about the room like a ferret, asking questions, and Stefan deliberately fixed his attention on the man. At first he was puzzled, for although none of the students knew the answers, the questions kept coming. Then he realized that that was the man's purpose. To shame the students with what they didn't know. Just now he'd found another victim, a small girl with clusters of red curls and a heart-shaped face. Stefan watched in distaste as the teacher badgered her with questions. She looked wretched as he turned away from her to address the entire class. â€Å"You see what I mean? You think you're pretty hot stuff; you're seniors now, ready to graduate. Well, let me tell you, some of you aren't ready to graduate kindergarten. Like this!† He gestured toward the red-haired girl. â€Å"No idea about the French Revolution. Thinks Marie Antoinette was a silent film star.† Students all around Stefan were shifting uncomfortably. He could feel the resentment in their minds, and the humiliation. And the fear. They were all afraid of this thin little man with eyes like a weasel, even the husky boys who were taller than he was. â€Å"All right, let's try another era.† The teacher swung back to the same girl he'd been questioning. â€Å"During the Renaissance-† He broke off. â€Å"Youdo know what the Renaissance is, don't you? The period between the thirteenth and seventeenth centuries, in which Europe rediscovered the great ideas of ancient Greece and Rome? The period that produced so many of Europe's greatest artists and thinkers?† When the girl nodded confusedly, he continued. â€Å"During the Renaissance, what would students your age be doing at school? Well? Any idea at all? Any guesses?† The girl swallowed hard. With a weak smile she said, â€Å"Playing football?† At the ensuing laughter, the teacher's face darkened. â€Å"Hardly!† he snapped, and the classroom quieted. â€Å"You think this is a joke? Well, in those days, students your age would already be proficient in several languages. They would also have mastered logic, mathematics, astronomy, philosophy, and grammar. They would be ready to go on to a university, in which every course was taught in Latin. Football would be absolutely the last thing on-† â€Å"Excuse me.† The quiet voice stopped the teacher in midharangue. Everyone turned to stare at Stefan. â€Å"What? What did you say?† â€Å"I said, excuse me,† Stefan repeated, removing his glasses and standing up. â€Å"But you're wrong. Students in the Renaissance were encouraged to participate in games. They were taught that a healthy body goes with a healthy mind. And they certainly played team sports, like cricket, tennis-and even football.† He turned to the red-haired girl and smiled, and she smiled back gratefully. To the teacher, he added, â€Å"But the most important things they learned were good manners and courtesy. I'm sure your book will tell you that.† Students were grinning. The teacher's face was red with blood, and he was sputtering. But Stefan continued to hold his eyes, and after another minute it was the teacher who looked away. The bell rang. Stefan put his glasses on quickly and gathered his books. He'd already drawn more attention to himself than he should, and he didn't want to have to look at the blond girl again. Besides, he needed to get out of here quickly; there was a familiar burning sensation in his veins. As he reached the door, someone shouted, â€Å"Hey! Did they really play football back then?† He couldn't help throwing a grin over his shoulder. â€Å"Oh, yes. Sometimes with the severed heads of prisoners of war.† Elena watched him as he went. He'd deliberately turned away from her. He'd snubbed her on purpose, and in front of Caroline, who'd been watching like a hawk. Tears burned in her eyes, but at that moment only one thought burned in her mind. She'd have him, even if it killed her. If it killed both of them, she'd have him.