Assignment 1 Self Managed Learning by P - 1734 Words

Unit 13 Personal Professional Development Self-Managed learning In the Context of Lifelong Learning Assignment Number 1 By Paula Andia (March, 2013) Student N º 2013211 Table of Contents 1. Introduction 2. The Self-Managed Learning Evaluation 2.1. Self-Directed Learning 2.2. Self-Regulated Learning 2.3. Self-Planned Learning 2.4. Learning Project 3. Ways to promoted of S-ML in Personal Professional Lifelong Term 4. Benefits of S-ML Inside Organization 5. Conclusion 1. Introduction In this assignment we can find the many different terms used to explain the Self-Managed Learning process, with the advantages and disadvantages of it. How this process can influence in a lifelong term, the personal and professional of an individual and†¦show more content†¦Based on Taylor‟s point of view, the S-D Learners are motivated and persistent, independent, self-disciplined, self-confident. 2.2 Self-Regulated Learning It is a reference to â€Å"thoughts, feelings and actions that are planned and adapted to the attainment of personal goals† (Zimmerman, 2000). The components of S-RL involves, as all the other terms, setting goals for learning, focus on training, using strong strategies to organize ideas, looking for researches effectively, managing performance and time, holding positive beliefs about one‟s capabilities (Schunk Ertmer, 2000). There are tasks that makes Learners more autonomous, being capable of create an environment of S-RL, some of them are authentic strategies, autonomy-based assignments, and portfolios. Self-Regulated Learners don‟t only need to understand the strategies but realize the importance of using them to achieve success. Self-Regulation processes focus on how learners can manage their feelings and motivations to learn. It can be improve with practice. However, stresses related with low income such as psychological distress on adults and low quality of childcare background can harm the development of the individual, like occupational rank inside the organizations. Self-control is one of the most important key/skill to success inside any organization, also in the personalShow MoreRelated1.1 Identify the Purposes of Different Types of Organizations844 Words   |  4 PagesHuman Resource Management Institute (HRMI) Edexcel BTEC HND in Business – HRM Unit No/Title: Unit 1/Business Environment Unit Code: Y/601/0546 Assignment No: 1/2 Assignment Title: Organization Purpose It’s Environment Grading Opportunities Available Date Set: 7th October , 2012 Due Date: 4th November 2012 Student ID: ______________________ Student Signature: ___________________ Outcomes/Grade Descriptors Achieved (Please Tick) Read MoreSelf Learning Managment2266 Words   |  10 PagesBusiness Administration Assignment 5 – Self-managed learning Assessor: Marc Gallagher ALESSANDRA FERREIRA DELORENTTE – STUDENT NUMBER: 2012696 TABLE OF CONTENTS 1. INTRODUCTION TO SELF-MANAGED LEARNING†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.............................. 3 2. PURPOSE OF THE ASSIGNMENT......................................................................... 3 3. APPROACHES TO SELF-MANAGED LEARNING†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..3 4. HOW TO PROMOTE AND ENCOURAGE LIFELONG LEARNING..................Read MoreEssay on Homework Performance: A Review of the Literature1506 Words   |  7 Pagesis recognized as an important component in a student’s education experience. I have recently observed a problem with some of the students in my 3rd grade class not completing and turning in homework assignments. The research topic stems from this classroom observation and raises several questions: 1. Does homework performance have a direct correlation to student academic performance? 2. What strategies can result in improvement in student homework performance? 3. Will these strategies haveRead MoreAcademic Skills 2400 Word Assement2193 Words   |  9 Pages†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.3 Self-managed Learning†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..3 Academic Writing†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 Deductive Reasoning†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 Inductive Reasoning†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Critical Thinking†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Communication†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Time management†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Introduction In this report I will be focusing on The benefits of self-managedRead MoreUnit 6 Business Decision Making Essay5294 Words   |  22 PagesPage 1 of 22 Centre Name/logo Programme Title Unit No Title QCF Level: Assignment No/Title Tutor/Assessor Written by Essex International College BTEC HND in Business Unit 6 Business Decision Making 5 Credit: 15 Y/601/0578 Acorn Research Consultants Please Provide Tutor Name Here /Assessor Panel Dr Keith Hoodless To meet LO 1 Assessment method To meet LO 2 To meet LO 3 Written Report not exceeding 4000 words covering all tasks To meet LO 4 Key dates: Assignment distribution date to learnersRead MoreSelf Care1408 Words   |  6 Pageswe continue to take more difficult classes in pursuit of becoming nurses, it is easy to forget about self-care. 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As a teacher when delivering any lessons planned we have to make sure that each students individual needs are met, so they will feel included in the lesson. â€Å"Inclusion is about creating interesting, varied and inspiring learning opportunities for all learners, ensuring all learners contribute and are never disadvantaged by methods, language or resources†Read MoreRole of Technology and the Information Age in Contemporary Leadership Communication884 Words   |  4 Pagesleadership. How age affects communication A review of literature indicates that normal communication changes in older adults (Busacco,1999).This fact coupled with the fact that younger adults and children (Verhoef de Boer, 2012) have a faster learning rates means that the way a leader communicates is dependent upon his or her age/generation. The age difference within the organization may cause a great deal of misunderstanding. This is the case because teenagers have their own forms of expressions

Book Report On The Future Of The Internet - 1072 Words

Book Report of The Future of the Internet and How to Stop It In the computer and technology book â€Å"The Future of the Internet and How to Stop It†, the author Jonathan L. Zittrain (2008, April 20) wants to alarm us that the internet world which we think is totally open and ruled by the users all over the world is actually controlled by some particular big companies and institutions. The openness and creativity of the Internet is a double-edged sword. Under the cover of a bloomed and wonderful development, today’s environment of the Internet is in danger. He suggests that more efficient methods and stricter requirements should be carried out to standardize the industry of the Internet. Mr. Zittrain writes the book in the way that associating today’s problems of the Internet with the history of the computer field. Firstly, the author shows the development of personal computer and the Internet in a unique way. He analyses the reasons of the success of the Microsoft company and the iPhone. Then he explains many of our current technical barriers and bottlenecks using the theory of generative and sterile. By using the examples like Wikipedia, Zittrain cleverly introduces us the obstacles that may be encountered in the development of the Internet in the future and many ethical issues such as network security and privacy. Focusing on these issues, the author voices his concerns and gives some feasible suggestions. The author Jonathan L. Zittrain is a respectful professor at HarvardShow MoreRelatedThe Pew Internet Report By Kathryn Zickhur1522 Words   |  7 PagesThe Pew Internet report I used was conducted by Kathryn Zickhur named â€Å"Reading, writing and research in the digital age†. I decided to use this report because I found it extremely shocking and intriguing. The report displayed the Internet usage amount for all ages and how it’s increased through the years. This study displays how society has become more technologically advanced. The report then goes into detail about the percentage of adults and teens that use social networks and mobiles in today’sRead MoreEvaluation Of The Enquiry Methods, Tools And Processes Used By Carrying Out The Tasks For The Managing People1438 Words   |  6 PagesDecember 2014 Introduction The purpose of this report is to evaluate all the enquiry methods, tools and processes used in carrying out the tasks for the Managing People in Organisations module. It will try to discuss the problems encountered during the research and enquiry process. It will also make attempt to give recommendations for future development of skills which have been identified in the report. 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This allowed the findings to be presentedRead MoreThe Internet versus The Library Essay1202 Words   |  5 PagesThe internet and the library , both are the considered to be a big depository of information .Library can be defined as [1]â€Å"A collection of literary documents or records kept for reference or borrowing† While Internet is defined as [2]â€Å"An electronic network providing access to millions of resources worldwide. University Libraries provide access to many periodical indexes through the Internet. 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The ability to retrieve quick facts and brief tutorials have displaced the need to research a subject or practice a skill. Any need to spend a night reading an instruction manual has been replaced by a short 5 minute tutorial on youtube. Buying or Renting books for research has been replacedRead MoreInformation Gathering for Business Analysis1121 Words   |  5 Pagescompany’s annual reports, newspaper, internet etc to make my analysis more comprehensive I used the following secondary sources to gather my information which enabled me to get the broad view of Lucky Cement’s Business and it helped me to make a better analysis of Lucky Cement’s Performance. Annual Reports and Books Lucky Cement’s annual reports for years 2008-2010 provided me with a bulk of information which I easily got them from Karachi Stock Exchange a company’s annual reports are undoubtedlyRead More Potential Impact of Blogs on Communication Essay1415 Words   |  6 PagesThe Potential Impact of Blogs on Communication The advent of weblogs as instruments of Web-based conversation shall surely increase the exchange of news-related and academic information; probably not to the extent that books or newspapers have, but certainly in an open and accessible way. Gradually as they gain in popularity, blogs shall transform the field of journalism from one of complacent reporting to a more competitive and less elitist industry. Motivated individuals, with the useRead MoreTerm Paper: Strategic Planning at the Chronicle Gazette1322 Words   |  6 Pagesthe billions of dollars. Or consider the fate of many dot-coms. One of the most spectacular dot-com stories – the rise and fall of AOL – illustrates how technology (telephone-based online computing) created a huge success story, and how technology (Internet email) led to a reversal of this success. A major goal of strategic planning is to anticipate environmental changes (economic, business, political, governmental, social) and prepare the o rganization for dealing with them. Clearly, in this age ofRead MoreEssay On Retail Sales855 Words   |  4 Pages Retail Sales report is the way to measure spending behavior of the customers based on durability and non-durability of the goods (Retail Sales, 2017). By measuring the demand for the finishes product purchased by the customers, retail sales report helps to feel the pulse of the economy (either expansion or contraction). Healthy sale figures show the financial stability of the customers whereas negative one points towards recession. This report is released by the government agencies like US Census

Hierarchy and Power are Intrinsic to the Current Health Care System

Question: Discuss about theHierarchy and Power are Intrinsic to the Current Health Care System. Answer: The current Australian health care system was established in 1984. The system enables the citizens are not charged to get treatment in all the public hospitals in the country and at the same time the citizens get subsidies to access other health care services (Hall, 2015). The health care system usually gets funding from the government whereby the general public pays for it through taxation. The system has borne fruits of the country since its life expectancy is positioned third globally. However, the country still has some health problems similar to other developed countries and the problems include management of the chronic diseases, obesity, majority of the population has aged, and mental illness (Apparri and Johnson, 2010). Funding the health care system has not been a simple responsibility to the Australian government because the country has a federal system of governance. The health care has been devolved to be under the different state government while on the other hand, the r ole of collecting revenue belongs to the national government (Commonwealthfund.org, 2017). As a result, the state government depends on the national government funding to run an effective health care system (Keleher, 2001). This makes the essence of this paper as it focuses on the importance of hierarchy and power in the Australian health care system. Hierarchy is important in the Australian health care system is important because it helps in giving responsibilities for each level of the government to the proper management of the system. Even though the health care system in Australia has been devolved, the leadership of the country ensured that all the levels of governance had a role to play (Smith et al, 2012). As a result, the commonwealth government, also known as the national government was given the role of ensuring that it made provision for the funds required to run an effective system. The national government, specifically makes provision for dental care, elderly health care, and basic health care (Kolehmainen-Aitken, 2004). Additionally, the national government caters for all the health care needs of people living in Torress Straight island and Aboriginal people. Furthermore, the national government has been given another hierarchical responsibility of ensuring that the health care providers have been financed. This includes offering them favorable working conditions through the provision of all their needs (Mossiolos et al, 2002). In other words, the commonwealth government must ensure that the health care providers have all the equipments that they require in order to deliver their services, which include of the drugs, syringes, gloves, and all other basic equipments (Almalki, FitzGerald, and Clark, 2011). Additionally, the national government has the responsibility of ensuring that the patients are comfortable when they access the hospitals to access the services. Hence, there should be provision of enough beds in the wards for the in-patients, enough number of health care providers, basic needs should be met such as availability of water in the hospital (Joumard, Andr, and Nicq, 2010). Also, the government should ensure that hospitals hav e all the machines that are required to diagnose different illness and also machines that are required in treating some of the diseases (Legido-Quigley, 2008). All the provisions are important in ensuring that the government has an effective health care system. Another hierarchical importance of the Australian government in delivering an effective health care system for all the patients, the federal government has been assigned the role of meeting the cost of all the outpatient Australians (Hu et al, 2008). Additionally, the federal government has also been assigned the role of meeting 40 percent of the cost of the patients that have been admitted in the public hospitals. The remaining 60 percent of the cost is usually covered by the national government (Hurley et al, 2002). Another role that has been assigned to the federal government is ensuring that the health care system is running smoothly in all the health institutions and all the patients get the health that they need. The federal government also has the role of identifying different areas that require some improvement in the health care system and propose the changes to the national government (Joumard, and Kongsrud, 2003). In case the proposals being made by the federal government are meant to improve the lives of the Australian citizens, then the national government has the role of debating whether there are some changes that should be implemented. The power of the national government in the health care system is manifested when there is some adjustment that requires to be made especially with the funding of the health care system. The aspect is important since it helps the health care system to be consolidated in one place (Palmer and Short, 2002). As a result, the entire country is empowered to get access of uniform health care services and under similar conditions such that there is no region that will be disadvantaged. Additionally, the commonwealth government ensures that the health care system has been channeled to all the areas of the country. Changes in the health care system in Australia cut randomly across all the states through directives from the national government (Porter and Teisberg, 2006). Additionally, the national government ensures that the health care system has been uniformly coordinated across all the country. As a result, when the government intends to upgrade the health care institutions, it does it thr oughout the country and all the hospitals are given equal treatment such that there is no group of people will be disadvantaged (Doctauer and Oxley, 2003). Functionalism is one of the sociological theories that is manifested by the health care system in Australia. The health system must be effective to ensure that the society experiences good health and as a result, the society will be more productive (Cockerham, 2014). For the theory to be manifested, the health care providers are given the responsibility of ensuring that the patients get the instructions, which they should adhere to. As a result, the practitioners therefore have to ensure that they deliver with efficiency when treating their patients. Another theory that manifests itself in the Australian health care system is the conflict theory. Usually the social class of people defines the quality of health care that a patient is likely to get (Tommey, 2009). However, the government of Australia has tried to solve this conflict and come up with a system that is all inclusive. As a result, the health practitioners must ensure that the patients get equal treatment regardless of thei r social class. The two theories require that health practitioners should be competent in the delivery of health services such that their knowledge and authority will be manifested. In conclusion, it should be noted that the health care system in Australia has its major challenges. For instance, it is difficult to identify the roles that each level of government has been assigned a specific task (Ducket and Willcockx, 2015). As a result, the Australians are denied a chance to come up with petitions that demands improvements in the delivery of a specific service, which they feel need to be improved.Yet,these improvements could affect the efficiency and effectiveness of the delivery of services to the Austalians In addition, it should be noted that the health care institutions in Australia lacks the presence of leaders due to the influence of the political forces (Leape et al, 2009).Leaders are helpful since they are the eyes on the ground and will therefore have an experience and thus have reforms that are sensitive to the people. As a result, it is likely that the similar programs can be implemented severally since there is no management in place and this is a w aste of the revenue (Gunter and Terry, 2005). However, the health care system in Australia is working for the good of the people who are able to access free or affordable medical services. The system has played a huge role in ensuring that the people have access to one of their basic need regardless of a persons financial status. Additionally, the system has played an important role of ensuring that the entire country enjoys access to uniform health care services. As a result, the patients do not have to travel long distances to access a service since similar services are offered.These is an important and thoughtful since all classes/status doesnt matter. The system has also ensured that the country has avoided the problems in the health care system that comes along with financial provision for the health care providers. References Almalki, M., FitzGerald, G., Clark, M. (2011). Health care system in Saudi Arabia:an overview/Aperu du systme de sant en Arabie saoudite. Eastern Mediterranean health journal, 17(10), 784. Appari, A., Johnson, M. E. (2010). Information security and privacy in healthcare:current state of research. International journal of Internet and enterprise management, 6(4), 279-314. Cockerham, W. C. (2014). Medical sociology. John Wiley Sons, Ltd. Commonwealthfund.org. (2017). Health Care System and Health Policy inAustralia. [online] Available at:https://www.commonwealthfund.org/grants-and-fellowships/fellowships/ australian-american-health-policy-fellowship/health-care-system-and-health-policy-in-australia [Accessed 9 Oct. 2017]. Docteur, E., Oxley, H. (2003). Health-care systems: lessons from the reform experience. Duckett, S., Willcox, S. (2015). The Australian health care system (No. Ed. 5).Oxford University Press. Gunter, T. D., Terry, N. P. (2005). The emergence of national electronic health record architectures in the United States and Australia: models, costs, andquestions. Journal of medical Internet research, 7(1). Hall, J. (2015). Australian health careThe challenge of reform in a fragmented system. New England Journal of Medicine, 373(6), 493-497. Hu, S., Tang, S., Liu, Y., Zhao, Y., Escobar, M. L., De Ferranti, D. (2008). Reform of how health care is paid for in China: challenges and opportunities. The Lancet, 372(9652), 1846-1853. Hurley, J., Vaithianathan, R., Crossley, T. F., Cobb-Clark, D. A. (2002). Parallel private health insurance in Australia: A cautionary tale and lessons for Canada. Joumard, I., Andr, C., Nicq, C. (2010). Health care systems: efficiency and institutions. Joumard, I., Kongsrud, P. M. (2003). Fiscal relations across government levels. OECD Economic Studies, 2003(1), 155-229. Keleher, H. (2001). Why primary health care offers a more comprehensive approach totackling health inequities than primary care. Australian journal of primaryhealth, 7(2), 57-61. Kolehmainen-Aitken, R. L. (2004). Decentralization's impact on the health workforce: Perspectives of managers, workers and national leaders. Human Resources for Health, 2(1), 5. Leape, L., Berwick, D., Clancy, C., Conway, J., Gluck, P., Guest, J., ... Pinakiewicz,(2009). Transforming healthcare: a safety imperative. Quality and Safety in Health Care, 18(6), 424-428. Legido-Quigley, H. (2008). Assuring the quality of health care in the European Union:a case for action (No. 12). World Health Organization. Mossialos, E., Dixon, A., Figueras, J., Kutzin, J. (Eds.). (2002). Funding health care:options for Europe. Palmer, G. R., Short, S. D. (2000). Health care and public policy: an Australian analysis. Macmillan Education AU. Porter, M. E., Teisberg, E. O. (2006). Redefining health care: creating value-based competition on results. Harvard Business Press. Runciman, W. B., Hunt, T. D., Hannaford, N. A., Hibbert, P. D., Westbrook, J. I., Coiera,W., ... Braithwaite, J. (2012). CareTrack: assessing the appropriateness of health care delivery in Australia. The Medical Journal of Australia, 197(2), 100-105. Smith, P. C., Anell, A., Busse, R., Crivelli, L., Healy, J., Lindahl, A. K., ... Kene, T. (2012). Leadership and governance in seven developed health systems.Health policy, 106(1), 37-49. Tomey, A. M. (2009). Nursing management and leadership. Elsevier, Missouri.

Juvenile offenders an Example of the Topic Government and Law Essays by

Juvenile offenders by Expert Tutor Maya | 22 Dec 2016 The idea of charging and trying juveniles as adults within the justice system directly involves the transfer and presentation of their cases from the juvenile to the criminal courts.Yet the very existence of the juvenile judicial system is based upon the developmental idea that minors psychological constitution differ significantly from that of an adult (Steinberg, 1). During the years of transition from childhood to adulthood, psychological development takes place and these developments affect the ability of the person to make informed decisions about actions that might be considered offensive (6). Need essay sample on "Juvenile offenders" topic? We will write a custom essay sample specifically for you Proceed The recent trend in prosecution has resulted in an increase in the number of juvenile cases that are tried in criminal courts, and this can be seen to have occurred as a direct result of a change in the focus of the prosecution. While in former times, court cases have been offender-based, recently the prosecutors of these cases have been more focused on the nature of the offence rather than on the psychological make-up of the person who has committed the offence. This, coupled with the fact that many states have a cut-off minor age of well below the 18-year mark has led to a situation in which many under-age persons are being wrongly tried as adults for offences. A persons age should be of immense importance when one considers where and how to try them, as age has a direct bearing on the persons ability to profit from the decision made by the court. Adult punishments are given under the assumption that the person who has committed the crime has done so with full awareness of the consequences. Even adults are sometimes allowed to plead in ways that portray them as being unaware of the consequences during the commission of the crime. Treating juveniles as adults places them at a disadvantage, as it is certain that many crimes are committed by some who have not reached a level of accountability and developmental maturity (Steinberg, 4). It cannot be considered justice when a juvenile is accorded a similar punishment to that given an adult, when that child could not have been in a similar position of understanding regarding the consequences of the actions he or she performed. Minor offenders should at least be uniformly granted consideration of t heir developmental disadvantages before being taken before a criminal court judge. The trauma that a child is likely to suffer from being confined and punished as an adult is of such a magnitude from which any young person can hardly be expected to recover fully. The immaturity of these minors intellect as well as their emotional under-development almost ensures that these inpiduals would buckle under the pressure of such punishment. Even for adults it has been shown that The adaptation to imprisonment is almost always difficult and, at times, creates habits of thinking and acting that can be dysfunctional in periods of post-prison adjustment (Haney, par. 12). When a psychologically under-developed child is exposed to conditions under which even adults have been shown to founder, this child cannot be expected to fare better than their older counterparts. It has also been expressed in several studies and by many researchers that the level of psychological taxation to which prisoners are exposed in prison has a direct and parallel effect on the extent to which these persons are harmed by the exposure. Haney goes on to write, most people agree that the more extreme, harsh, dangerous, or otherwise psychologically-taxing the nature of the confinement, the greater the number of people who will suffer and the deeper the damage that they will incur (par. 13). When children, who are at a lower developmental stage than adults, are tried and sentenced as adults, the pressure that the experience places on them is greater than that which would have been experienced by an adult. This produces the effect of situations being one of more psychological pressure. In such a situation, a child has a higher likelihood of suffering harm from punishment akin to that given to an adult, and therefore should not be treated as one by the courts. It is also the unfortunate reality that too many juvenile cases are being passed on to criminal courts without real regard for the psychological development of the inpidual in question. Many states do not regard offenders of ages 16 and 17 to be minors and therefore do not even consider them for charging and trial as juveniles (Steinberg, 2). This is true in states such as New York, where the jurisdiction for the juvenile courts do not go beyond 15 year olds (2). Therefore, a 16 year old child is automatically placed in the clutches of a system that treats him or her as an adult without regard for his or her mental or emotional condition. This, too, places the child at a disadvantage in a court system that was designed to handle adults. It forces the juvenile to face punishment as an adult when his or her emotional state is most likely not fit to handle the pressures of the adult penal system. The options that remain open to a child when being tried as an adult reduce the availability of helpful alternatives to incarceration that could otherwise be offered under the juvenile system. The process of adjudication under a criminal (adult) trial is so vastly different from that to which a child would be exposed in a juvenile trial that even the trial itself has the ability to place undue burden on the psyche of the child (Steinberg, 4). In juvenile trials, care is taken to treat the offender in a way that would preserve his/her psychological constitution. This option is unavailable in a criminal court, as little or no care is taken in a situation where a juvenile is being tried as an adult. Rather, the child (like an adult) is automatically assumed to be capable and competent to go through the rigors of trial (4). This should not be the case, as it is not to be assumed that adjudicative competence holds for juveniles, who, even in the absence of mental retardation or mental illness, may lack sufficient competence to participate in the adjudicative process (4). Furthermore, once tried as adults, children have a high likelihood of merely being turned over to prison warden. In fact, approximately 80% of all juveniles tried as adults are given prison sentences. If tried as juveniles, such children would have had other options such as house arrest, community service, or even just a shorter prison term (4). Many persons object to the view that juveniles should not be tried as adults. Many of them advocate the saying that juveniles who commit adult crimes should be subject to doing adult time (Steinberg, 2-3). These persons argue using the same psychological development platform, saying that any mind that is able to plan and execute crimes of such magnitude (as adult felonies) cannot be said to suffer from any developmental disadvantages. Such a mind, they say, proves itself to be fully developed to adult capacity and committed to violent, unethical and immoral actions (Brown, par. 2). These persons, therefore, ought to be punished in the same way that an older offender would be. These people point to such crimes as those committed at Columbine High and at many other schools around the country. These crimes have been demonstrated to be premeditated, and these children have even taken it upon themselves to invoke their own death penalties. In response to these arguments, it must be noted that the violent influences upon childrens minds have increased over the years with their exposure to violent movies and video games (Anderson & Bushman, 353). It is sometimes hard for these psychologically under-developed youth to make the right choices concerning their reactions to these influences. As a result of this consideration, the justice system should be even more understanding of the case of the juvenile offender. The treatment of juveniles as adults in the justice system represents a misapplication of the laws of the criminal justice system, as it considers persons who are developmentally inferior as being able to understand and cope with the consequences of their actions. Children are not as fully aware as adults of the seriousness of certain offences that they might have committed. This is due to the fact that during the years of transition from childhood to adulthood, much psychological development occurs along with the more obvious physical ones. Children who are subject to criminal trials and subsequent incarceration are placed at a disadvantage because they are predisposed to react adversely to these forms of punishment. Such children should remain in the juvenile justice system where more efforts are made at understanding their circumstances and where wider rehabilitation measures are available to them. Works Cited Anderson, C.A., Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: Ameta-analytic review of the scientific literature. Psychological Science, Vol. 12, 2001.pp. 353-359. Brown, Michael. Juvenile Offenders: Should they be Tried in Adult Courts? USA Today (Society for Advancement of Education.) January, 1998. May 1, 2007 http://findarticles.com/p/articles/mi_m1272/is_n2632_v126/ai_20301223 Haney, Craig. The Psychological Impact of Incarceration: Implications for Post-Prison Adjustment. From Prison to Home: The Effect of Incarceration and Re-entry on Children, Families, and Communities. U.S. Department of Health and Human Services, 2001. http://aspe.hhs.gov/HSP/prison2home02/Haney.htm Steinberg, Laurence. Should Juvenile Offenders Be Tried As Adults?A Developmental Perspective on Changing Legal Policies. Juvenile Crime: Causes and Consequences. Washington: Congress/Philadelphia: Temple University, 2000.

Phases of the moon Essay Essay Example

Phases of the moon Essay Essay During dark clip. the Moon is the clearest heavenly object that could be seen any topographic point on Earth. The Moon is considered as the closest heavenly thing on Earth and is the lone natural orbiter to the Earth ( Freudenrich. 2008 ) . As people noticed. the Moon nowadayss altering forms in the dark sky. There are cases when 1 could see a full disc form. other times it peaks a cabal of its face and sometimes it vanishes for a few yearss. These alterations in the bright side of the Moon are identified as the moon’s stages. Such happening in the Moon is non random at all instead the alterations happen in a monthly footing and occurs in a predictable mode ( Freudenrich. 2008 ) . The Moons stages are non the consequence of the earth’s shadow as many believe. The shadow of the Earth may do occultations but the happening of the Moons phases is a different instance. Phases of the Moon are dependent on its place in the alliance together with the Earth and Sun therefore the lighted portion in the moon’s face is caused by the contemplation of the visible radiation from the Sun ( Barrow. 2008. 1 ) . We will write a custom essay sample on Phases of the moon Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Phases of the moon Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Phases of the moon Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer During the 29 twenty-four hours travel of the Moon around its orbit. its place undergoes day-to-day alterations. There are times when the Moon is positioned between the Earth and the Sun. other times it is behind the Earth this is why people see the bright parts of the moon’s surface in different angles ( Freudenrich. 2008 ) . The eight stages of the Moon undergoes a rhythm which is proceeded by the new Moon. New Moon besides known as the dark Moon could be seen whenever the Sun and the Moon are likewise positioned on the same side of the Earth. The new Moon is basically non seeable because it is situated in between the Sun and the Earth therefore the portion which is lighted faces straight to the Sun while the other portion which is lost in the sun’s blaze is confronting the Earth ( Barrow. 2008. 1 ) . The 2nd stage of the Moon is identified as the waxing crescent. This appears during the 2nd or 3rd twenty-four hours. During this stage merely a small portion of the Moon is demoing up. It is characterized with a thin lunar splinter which is evident proceedingss after the sundown. Such stage is termed as waxing because every dark a portion of the Moon becomes more seeable in a longer clip ( The stages of our Moon: What can you see this evening. 2008 ) . By the clip the waxing crescent Moon grows in a half full. it has so reached the 3rd stage which is known as the first one-fourth. During this stage. half of the Moon is already seeable. However. its visibleness last during the first half of the eventide and finally goes down. It is besides of import to observe that the first one-fourth Moon reflect the sun’s visible radiation on the right manus side ( The stages of our Moon: What can you see this evening. 2008 ) . Waxing Gibbous Moon is a stage when most portion of the Moon is already seeable. At this point. the Moon is clearly seeable to any of its perceivers and merely a small splinter is non illuminated. The crookback Moon could be seen clearly even before the sundown and corsets in the dark sky until three in the forenoon ( Barrow. 2008. 1 ) . The full face of the Moon is evident during the 5th stage which is the full Moon. This stage takes topographic point whenever the Earth is positioned between the Moon and the Earth. Full Moon is the lone stage where the Moon is reflecting all throughout the dark. A full Moon will lift during the beginning of the dark and will finally put as forenoon stairss in ( Barrow. 2008. 1 ) . Just like the waxing crookback. the declining crookback which is the 6th stage of the Moon. shows all but a small portion of the Moon. However. in contrast with the waxing crookback where perceivers are seeing much of the heavenly body’s illuminated portion. the declining crookback is an indicant of seeing less of the Moon in the approaching darks. This is why it was coined as â€Å"waning† crookback ( The stages of our Moon: What can you see this evening. 2008 ) . Second to the last of the moon’s stage is the last one-fourth. Much like the first one-fourth. people see a half full of the moon’s illuminated face nevertheless ; the reflected visible radiation is set on the left manus corner of the Moon reverse to the first one-fourth stage which is reflected in the right manus side ( Barrow. 2008. 1 ) . Finally the waning crescent marks the concluding rhythm of the moon’s stage. During this period people would observer that merely small of the Moons face is seeable. By the following darks merely a smaller portion of the Moon can be seen in a lesser period. From there a new rhythm will so continue ( The stages of our Moon: What can you see this evening. 2008 ) . Obviously the moon’s stages are dependent upon the moon’s run alonging place in conformity to the Sun and Earth. It is besides notable that the sequence of the stages starts with the moon’s light light from right to left until it extends to the full Moon stage. Right after the said stage the lighted country of the Moon would withdraw from right to left until it reaches the new Moon stage which would tag another rhythm. The stages of the Moon are non complicated as it may look. By larning how. when and why it occurs enables an single to cognize that such event is non random but a predictable event.

An interview is the opportunity to organize your future and develop your carrier, so take your preparation for it very serious and do not miss the following things.

An interview is the opportunity to organize your future and develop your carrier, so take your preparation for it very serious and do not miss the following things. Score twice before you cut once on interview Searching for a job or just preparing for the after-graduating period? That’s wonderful you turned to set your attention at this writing. If you are only starting your new carrier, there should be some tips and secrets that you are to be aware of to avoid failure. No matter even if you’re not sure this is the very job role, train your behavior during the interlocution, which will definitely bring you the required success. Of course, we do not suggest or motivate you to lie. We just want to pay your attention to that fact that alternative representation of the information makes a difference. Thus, you should show your interest and emphasize all the possible positive aspects. So you are in your final year and occupied with writing your thesis or any other pre-graduating activities. And as it often occurs, you have not worked anywhere yet. The way you answer to the item concerning professional experience can be: â€Å"I have none† and that is one step to failure. More effective variant will be: â€Å"I have none, since I devoted all my time to study. But now I possess sufficient theoretical background and am eager to implement what I know, develop my skills and grow in respect of professional attitude.† Tell us about yourself This question is often to happen during any interview. It seems to be very easy with no pitfalls, but this question should not be underestimated. Do not retell the details of your resume, or other things that your interviewer already has at his or her disposal. It makes no use for you. Giving the respond to these words, convince the person you are talking to that you deserve to take this job position. Mention your personal qualities or appropriate experience that will definitely be required for this job. While preparing to interview, think over a couple of your achievements that show all your best features and can attract the attention of the employer. How did you find out about us? Seems to be a question with no traps? It's not all that simple. The resources investigating which you got to know about position can show your kind of personality and what intentions you have. Thus, in case you send resumes without the purpose concerning the job you strive to obtain, that won’t be appreciated in the interview. In case you discovered on one of the job search sites, look through the important info in regard to the company and mention that you follow the activities of the firm and concern yourself with this stream of business. If you learned about the job role here by your friend, who works at the company, it is even better to mention, since it is like some kind of recommendation for you. Why exactly you should be hired for this position? Within the interview you can be asked questions of the following sort, â€Å"Why do we need to hire you?† or â€Å"What distinguishes you among other candidates?†. Do not lose your courage by hearing this. Such questions grant you one yet another chance to show your interest and passionate desire to work exactly at this company. You can also one more time mention about your best skills, which will be very suitable for this position. Do not speak words of praise concerning you and your skills, just give reasonable but positive assessment of your knowledge, experience and abilities. Show your motivation and willingness to work and gain best results. What are your salary expectations? This is the distinctive part of the interview, for which you should also prepare, since the financial aspect is of great importance and you cannot make a slip. Before interview make a little investigation to find out the average salary rate within this sphere. Search on the sites like Payscale or Glassdoor, there you can get the required information. Orientate on these numbers and announce a bit higher salary. In such a way you will show that you appreciate your skills and deserve an appropriate reward. At the same time you can demonstrate your desire and pliancy to discuss details in order to get the position. Do not treat these advices unserious when getting ready for an interview. Think what you say and receive the best job. Good luck!

What is philosophy Essay Example | Topics and Well Written Essays - 250 words

What is philosophy - Essay Example This philosophy becomes the guidance that helps an individual in practicing as well as performing research relevant to his/her field of work. Philosophy has become an important course in various educational institutes that offer degrees and certifications for studies that focus on human behavior. Studying philosophy helps an individual in answering various queries that they have since birth. These questions are abstract in nature and mostly include questions regarding how human beings should spend their lives and what is the reason due to which they exist and who governs their behavior and various similar questions. Philosophy can be regarded as a motivator and promoter of research. Thinking in a philosophical manner can result in various questions that individuals have regarding occurrence of incidences. Human beings tend to develop various philosophies for these incidences and due to this they are promoted to perform research to identify concrete understandings of their beliefs and

Per3 Gene and Diurnal Preference Lab Report Example | Topics and Well Written Essays - 1000 words

Per3 Gene and Diurnal Preference - Lab Report Example The forward and reverse primers were chosen for PER3 gene and they were added to the PCR tubes along with crude DNA, polymerase buffer, Taq polymerase and DNTPs.   Forward and reverse primers are chosen based on the sequence of the PER3 gene. The primers must have the unique sequence region of each gene that is not present in any other gene.   The chance for primer – dimer formation is high because of many reasons. The annealing temperature may not be correct or the template may not be proper or the DNA may have contaminants. To prevent the primer – dimer formation, the above points must be taken care off. DNA polymerase buffer helps to increase the dNTPs binding with the DNA template. Taq polymerase enzyme polymerizes double stranded DNA formation. It acts as the catalyst for the amplification reaction.The master mix was prepared according to the instructions. The tubes were then placed in the PCR and the amplification was performed. To check the success of PCR amp lification, the amplified PCR product was run in the agarose gel electrophoresis. 1.2% agarose gel was preared and casted in the casting tray. The electrophoresis box was filled with the electrophoresis running buffer and the DNA products were loaded in the gel with the loading dye. DNA ladder was loaded in the first lane and the samples in the other lanes. The positive control was a readily avalilable one and the negative control was distilled water. The postive control enables us to make sure that the separation of the DNA bands.

Gegheis Khan Term Paper Example | Topics and Well Written Essays - 2000 words

Gegheis Khan - Term Paper Example He was successful in uniting many of the dispersed tribal groups and made the Mongol empire the largest during his life period. Major portions of central Asia and China were under the control of Mongolia during his tenure as the greatest Mongolian leader of all time. No other king or emperor in the history was successful in conquering major portions of Asia as did by Gegheis Khan. In fact Mongol Empire was the second largest Empire in the history of the world. Even though his life and contributions are well known to the world at present, details about his death and his burial place are still unknown to the world. This paper analyses his life, conquest and the ways or strategies through which he expanded the Mongol empire. One of the major problems associated with getting more details about Genghis Khan and his war tactics and contributions, is the fact that his history was not written by anybody during his life period. In fact the only book wrote about him was published around hundre d years after his death. Thus, exact date of birth of Genghis Khan is still unknown even though different historians marked it in different years like 1155, 1162, and 1167. In Mongolia, his birth year is accepted as 1162 even though the controversies regarding his birth date still persists elsewhere. He was born in a noble clan and his father was the clan leader, respected by all the members of his clan. Shortly before he was born, his father, Yesugei, killed a man from an enemy tribe. Yesugei and his wife named their first son Temujin after that vanquished rival. At the time of Temujin's birth, most Mongols were nomadic hunter gatherers who herded sheep and horses. They travelled in clusters of tribal clans and subclans (Wilmore, p.18) Mongolians including the females were excellent horse riders and hunters. In majority of their wars, they used their horse riding expertise and hunting skills judiciously and earned many famous victories. Since ancient Mongolia was a place of differe nt clans and ethnic groups, bloody clashes between different ethnic groups were common in there. Genghis Khan’s clan was one of the most powerful clans in Mongolia and it succeeded in uniting other clans under their wings. The inborn or inherited talents for conducting wars helped them immensely in expanding their territories. When Temujin reached his 10 years of age, his father was killed in a fight by another enemy clan. As per the existing traditions in his clan, he should have become the leader of his clan after the death of clan leader; his father. However, the he was too young to assume the clan leadership and the members of his clan had chosen another person as their leader by expelling him and his family. It was difficult for a young person like Temujin to lead a peaceful life after the expulsion from his own clan. Threats from enemy clans were always in place and Temujin struggled to save his life. Temujin was a brave boy and he was not ready to give up. He fought ha rd for his own survival and his family’s survival. Each battle of survival made him tougher and tougher and educated him many survival principles. He was decided to regain his lost place as his clan leader and the first fight conducted by Temujin was for his clan leadership. Slowly Temujin’s bravery and leadership skills were accepted by his clan and they made him the unquestionable leader of their clan. Immediately after assuming the leadership

Dyslexia Dyspraxia And Dyscalculia

Dyslexia Dyspraxia And Dyscalculia A specific Learning difficulty is a classification including several disorders in which a person has difficulty learning in a typical manner. Usually this is caused by an unknown factor. The unknown factor is the disorder that affects the brains ability to receive and process information. People with a learning disability have trouble undertaking specific types of tasks if they are not supported or if the task is not differentiated in order for them to complete the simplified version. A child with a specific learning difficulty is as able as any other child, except in one or two areas of their learning. For instance, they may find it difficult to recognise letters, or to cope with numbers or reading. There are many different types of specific learning difficulties, but the best known and publicised is dyslexia. With dyslexia, the child has difficulty with spelling and reading. It may be difficult for parents and teachers to realise that a child has this sort of problem, especially if their development has progressed without concern in their early years education. Often, the child will appear to understand, have good ideas, and join in activities, as well as other children and in some instances better than others. Sometimes it can take years for adults to realise that a child has a specific difficulty. Dyslexia The British Psychological Society (1999) has given a broad definition of Dyslexia: Dyslexia is evident when accurate and fluent word reading and/or spelling develops very incompletely or with great difficulty. This focuses on literacy learning at the word level and implies that the problem is severe and persistent despite appropriate learning opportunities. It provides the basis for a staged process of assessment through teaching Dyslexia is an inherited condition that makes it extremely difficult to read, write, and spell in their subject language. There are many persisting factors in dyslexia, which can appear from an early age. They will still be noticeable when the dyslexic child leaves school; these include good and bad days for no apparent reason in relation to their attitude and behaviour, short-term memory loss and sequencing, organisation and spoken language skills. It is thought that the reason people with dyslexia have problems with phonological processing is that some areas, their brain functions in a different way than people without the condition. There are number of different theories about the causes of Dyslexia which all tend to support each other. The main point is that it is a genetic condition that changes how the brain deals with information, and that it is passed on through families. Dyslexia is thought to be a genetic condition which means it runs in families. It is estimated that if you have dyslexia there is 40%-60% likelihood that your child will also develop the condition. There are different strategies used for teaching children with dyslexia. For example if you are at a secondary school in a science lab using diagrams it would be easier to label the equipment that is for use, so the students can use this information when writing up laboratory reports. Using computers for a dyslexic child is advantageous as it would be easier for them to type the work rather than writing the work on paper. To support a dyslexic child you need to make sure that messages and day to day classroom activities are written down, and never sent verbally. Also a daily check list for the pupil to refer to each evening would encourage a daily routine to help develop the childs own self-esteem and responsibilities and also encourage good organisational skills by the use of folders and dividers to keep work easily accessible and in an orderly fashion. Tasks need to be simplified down into small easily remembered pieces of information and if visual memory is poor, copying must be k ept to a minimum as notes or handouts are far more useful. Another way of supporting the condition of the child is to sit the child fairly near the class teacher so that the teacher is available to help if necessary so that any support required is not to a minimum. A structured reading scheme that involves repetition and introduces new words slowly is extremely important. This allows the child to develop confidence and self esteem when reading. If there is one or two dyslexics in the class, a short list of structure-based words for their weekly spelling test, will be far more helpful than random words. Three or four irregular words can be included each week to challenge the child and eventually this should be seen to improve their spelling and writing skills. Dyspraxia Dyspraxia is a specific learning difficulty that affects the brains ability to plan sequences of movement. It is thought to be connected to the way that the brain develops, and can affect the planning of what to do and how to do it. It is often associated with problems of perception, language and thought. Dyspraxia is often described as a hidden problem, because children with the condition appear no different to those who dont have it. Up to ten per cent of the population may show symptoms of dyspraxia, with around two per cent being severely affected. Males are four times more likely to be affected than females. Dyspraxia sometimes runs in families. (BBC website 2008) Students who have the learning difficulty dyspraxia will experience difficulties in gross motor skills meaning poor performance in sport, general clumsiness, poor balance, and difficulties in learning skills involving coordination of body parts, e.g. riding a bike or swimming. Also manual and practical tasks like using computer keyboards and mice will prove difficult, along with measuring accurately, slow or poor handwriting, messy presentation of work and problems with craft-work and cookery. During the early formative years, a child suffering from dyspraxia may have difficulty learning to walk, run, and jump. Walking up and down a flight of stairs and dressing up will not be an easy task for them. Developing the ability to speak and communicate effectively is very slow for these children. When the child attends school, mathematics and writing stories are often very difficult. Poor handwriting is among the most prevalent signs of dyspraxia. Other common symptoms include, short attention span, disorganisation, inability to tie shoelaces, tendency to avoid games in PE, and sluggishness in dressing themselves up. During their adult years, routine tasks become very difficult for them to perform. Driving, riding bicycles, personal grooming, and certain household chores are a cause for constant struggle. Dyspraxia sufferers walk in a clumsy manner and encounter problems with sports, especially those that involve the usage of bats. They often avoid work or things that are hard for them to do. Strategies for teaching children with dyspraxia is as follows for handwriting-using pencil grips for better control with the pencil, writing on lined paper so they can write in straight lines and also using stencils. Difficulties with dressing themselves a suggestion for this is to wear loose-fit easy on easy off clothing with Velcro fastenings for shoes. For Difficulties for walking in straight line and bumping into people, balance or wobble boards need to be provided. If a child is unable to remember or follow instructions you need to get the attention of the child before giving instructions, provide time to process the information to the child and use activities, demonstrations and pictures to get the message across. To raise and develop their Social skills you need to use techniques in order to explain the social rules and expected behaviour as a dyspraxia child finds it difficult to concentrate so a distraction free learning environment is essential. A Dyspraxia child has been used to failure repeatedly every effort must be made to raise their self-esteem. It is imperative that you use every opportunity to praise the child in order to raise their self-esteem. This will make the child feel better about themselves they are more likely to relax and learn. This is the obvious situation to strive towards making progress in their learning. It is important to remember that they have difficulty in absorbing information during lessons so allowing them extra time, teaching in small bursts, allowing opportunities to rest is very important and You will be able to tell when each the child requires a rest. However, this will change from day to day and from child to child. Ensure that the child has understood what is being taught, repeat if needed. Check that the student is not falling behind because they cannot copy from the blackboard, Teach on a one to one level, with few distractions, when appropriate. If there is a learning support worker available, allow them to assist the child so they are taught at the same pace alongside their peers. Therapy is a good way of alleviating dyspraxia. Speech and language therapists, occupational therapists, specialist teachers, and psychologists could be relied upon to help patients with dyspraxia. The specialists needed for therapy could vary, depending on the specific problem needs. A set of activities and exercises are given by these therapists to help patients in learning how to perform physical tasks. Reading and writing skills could also be developed with the help of therapists. Dyscalculia Dyscalculia learners may have difficulty understanding simple number concepts, and have problems learning number facts and procedures. Dyscalculia is like dyslexia for numbers. But unlike dyslexia, very little is known about the causes or treatment. Current thinking suggests that it is a congenital condition, caused by the abnormal functioning of a specific area of the brain. People with dyscalculia experience great difficulty with the most basic aspects of numbers. Dyscalculia children can usually learn the sequence of counting words, but may have difficulty going back and forth, especially in twos and threes when Dyscalculia children find learning and recalling number facts difficult and they often lack confidence even when they produce the correct answer. Dyscalculia children may find it difficult to grasp that the words ten, hundred and thousand have the same relationship to each other as the numerals 10, 100 and 1000. Dyscalculia children often have difficulty when handling money or telling the time. They may also have problems with concepts such as speed or temperature. Dyscalculia children may be particularly vulnerable where teachers follow an Interactive lesson especially in a whole-class method of teaching, when asking dyscalculia children to answer simple maths questions in the class it will lead to embarrassment and frustration especially when they peers are there or other children . Dyscalculia is a special need and requires diagnos is and appropriate counseling as well as support away from whole class teaching, however, compared with dyslexia, very little research has focused on dyscalculia and how to overcome it. Consequently, there is relatively little ready made support available. Strategies to support learners with dyscalculia is to allow extra time to complete a given task in class, encourage dyscalculia children to make use of calculators when necessary, using visual material to develop an understanding of maths concepts, make use of ICT as an aid to learning, encourage working with a partner to explain methods of working to each others in class. It is important to make the learning fun as dyscalculia children may have behaviour problems and some will resent doing extra math so it is better for teachers to be as upbeat and pleasant through activities as possible. Activities should be taught in short blocks of 10 minutes to maintain the attention of students. Parents should also be involved in the learning and encouraged to participate in the learning and use positive and encouraging language if the child finds it difficult to carry out the task. Children who have a problem with math should be taught in a multi sensory approach in which they say, hear, write and handle numbers simultaneously. Learning difficulties can be a lifelong condition, the best treatment is to provide special or differentiated education where needed. Once a difficulty has been recognised the best approach is to teach learning skills by building on the childs abilities and strengths whilst trying to correct the weaknesses. It is important to help the child learn by enhancing attention and concentration through various teaching strategies that best suit the need of the child ensuring progression is achieved and consistent throughout the subjects.

The Return: Nightfall Chapter 34

Elena had once fallen off that balcony and Stefan had jumped and caught her before she could hit the ground. A human falling from that height would be dead on impact. A vampire in full possession of his or her reflexes would simply twist in the air like a cat and land lightly on their feet. But one in Damon's particular circumstances tonight†¦ From the sound of it, he had tried to twist, but had only ended up landing on his side and breaking bones. Elena deduced the latter from his cursing. She didn't wait to listen for more specifics. She was off like a rabbit, down to the level of Stefan's room – where instantaneously and almost unconsciously, she sent out a wordless plea – and then down the stairs. The cabin had turned completely into a perfect duplicate of the boardinghouse. Elena didn't know why, but instinctively she ran to the side of the house that Damon would know the least: the old servant's quarters. She got that far before she dared whispering things to the house, asking for them rather than demanding them, and praying that the house would obey her as it had obeyed Damon. â€Å"Aunt Judith's house,† she whispered, thrusting the key into a door – it went in like a hot knife into butter and turned almost of its own volition, and then suddenly she was there again, in what had been her home for sixteen years, up until her first death. She was in the hallway, with her little sister Margaret's open door showing her lying on the floor of her bedroom, staring with wide-open eyes over a coloring book. â€Å"It's tag, sweetie!† she announced as if ghosts appeared every day in the Gilbert household and Margaret was supposed to know how to deal with it. â€Å"You go running to your friend Barbara's and then she has to be It. Don't stop running until you get there, and then go see Barbara's mom. But first you give me three kisses.† And she lifted Margaret and hugged her tightly and then almost threw her at the door. â€Å"But Elena – you're back – â€Å" â€Å"I know, darling, and I promise to see you again another day. But now – run, baby – â€Å" â€Å"I told them you would come back. You did before.† â€Å"Margaret!Run!† Choking on tears, but maybe recognizing in her childlike way the seriousness of the situation, Margaret ran. And Elena followed, but zagging toward a different staircase when Margaret zigged. And then she found herself confronted by a smirking Damon. â€Å"You take too long to talk to people,† he said as Elena frantically counted her options. Go over the balcony into the entry way? No. Damon's bones might still hurt a little but if Elena jumped even one story, she would probably break her neck. What else? Think! And then she was opening the door into the china closet, at the same time shouting out, â€Å"Great-aunt Tilda's house,† unsure if the magic would still work. And then she was slamming the door in Damon's face. And she was in her Aunt Tilda's house, but the Aunt Tilda's house of the past. No wonder they accused poor Auntie Tilda of seeing strange things, Elena thought, as she saw the woman turning while holding a large glass casserole dish full of something that smelled mushroomy, and screaming, and dropping the dish. â€Å"Elena!† she cried. â€Å"What – it can't be you – you're all grown up!† â€Å"What's the trouble?† demanded Aunt Maggie, who was Aunt Tilda's friend, coming in from the other room. She was taller and fiercer than Aunt Tilda. â€Å"I'm being chased,† cried Elena. â€Å"I need to find a door, and if you see a boy after me – â€Å" And just then Damon stepped out of the coat closet, and at the same time Aunt Maggie tripped him neatly and said, â€Å"Bathroom door beside you,† and picked up a vase and hit the rising Damon over the head with it. Hard. And Elena dashed through the bathroom door, crying, â€Å"Robert E. Lee High School last fall – just as the bell's rung!† And then she was swimming against the flow, with dozens of students trying to get to their classes on time – but then one of them recognized her, and then another, and while apparently she'd successfully traveled to a time when she wasn't dead – no one was screaming â€Å"ghost† – neither had anyone at Robert E. Lee ever seen Elena Gilbert wearing a boy's shirt over a camisole, with her hair falling wildly over her shoulders. â€Å"It's a costume for a play!† she shouted, and created one of the immortal legends about herself before she had even died by adding, â€Å"Caroline's house!† and stepping into a janitor's closet. An instant later, the most gorgeous boy that anyone had ever seen appeared behind her, and rocketed through the same doors saying words in a foreign language. And when the janitor's closet opened, neither boy nor girl was there. Elena landed running down a hallway and almost crashed into Mr. Forbes, who looked rather wobbly. He was drinking what seemed to be a large glass of tomato juice that smelled like alcohol. â€Å"We don't know where she's gone, all right?† he shouted before Elena could say a word. â€Å"She's gone right out of her mind, as far as I can tell. She was talking about the ceremony at the widow's walk – and the way she was dressed! Parents don't have any control over children anymore!† He slumped against the wall. â€Å"I'm so sorry,† murmured Elena.The ceremony. Well, Black Magic ceremonies were usually held at moonrise or midnight. And it was just a few minutes before midnight. But in those minutes, Elena had just come up with scheme B. â€Å"Excuse me,† she said, taking the drink out of Mr. Forbes's hand and dashing it directly into the face of Damon, who had appeared out of a closet. Then she shouted, â€Å"Some placetheir kind can't see!† and stepped into†¦ Limbo? Heaven? Some place their kind couldn't see.At first Elena wondered about herself, because she couldn't see much of anything at all. But then she realized where she was, deep in the earth, beneath Honoria Fell's empty tomb. Once, she had fought down here to save the lives of Stefan and Damon. And now, where there should have been nothing but darkness and rats and mildew, was a tiny, shining, light. Like a miniature Tinkerbell – just a speck, it hovered in the air, not leading her, not communicating, but†¦protecting, Elena realized. She took the light, which felt bright and cool in her fingers, and around her she traced a circle, big enough for a full-grown person to lie down in. When she turned back, Damon was sitting in the middle. He looked strangely pale for someone who had just fed. But he said nothing, not a word, just gazed at her. Elena went to him and touched him on the neck. And a moment later, Damon was again drinking deep, deep, of the most extraordinary blood in the world. Usually, he would be analyzing by now: taste of berry, taste of tropical fruit, smooth, smoky, woody, rounded with a silken aftertaste†¦But not now. Notthis blood, which far surpassed anything for which he had words. This blood that was filling him with power such as he had never known before†¦. Damon†¦ Why was he not listening? How had he come to be drinking this extraordinary blood that tasted somehow of the afterlife, and why was he not listening to the donor? Please, Damon. Please fight it†¦ He ought to recognize that voice. He'd heard it enough times. I know they're controlling you. But they can't controlallof you. You're stronger than they are. You're the strongest†¦. Well, that was certainly true. But he was getting more and more confused. The donor seemed to be unhappy and he was a past-master at making donors happy. And he didn't quite remember†¦he really should remember how this had started. Damon, it's me. It's Elena. And you're hurting me. So much pain and bewilderment. From the beginning, Elena had known better than to outright fight the tapping of her veins. That would only cause agony, and it wouldn't do her the slightest bit of good except to stop her brain from working. So she was trying to make him fight off the horrible beast inside him. Well, yes, but the change had to come from inside. If she forced him, Shinichi would notice and just possess him again. Besides, the simpleDamon, be strong gig wasn't working. Was there nothing to do but die, then? She could at least fight that, although she knew that Damon's strength would make it pointless. With every swallow he took of her new blood, he got stronger; he changed more and more into†¦ Into what? It washer blood. Maybe he would answer its call, which was also her call. Maybe, somehow inside, he could beat the monster without Shinichi noticing. But she needed some new power, some new trick†¦ And even as she thought it, Elenafelt the new Power moving in her, and she knew that it had always been there, just waiting for the right occasion to use it. It was a very specific power, not to be used for fighting or even for saving herself. Still, it was hers to tap. Vampires who preyed on her got only a few mouthfuls, but she had an entire blood supply filled with its enormous vigor. And calling upon it was as easy as reaching toward it with an open mind and open hands. As soon as she did, she found new words coming to her lips, and most strangely of all, new wings springing from her body, which Damon was holding bent sharply back from the hips. These ethereal wings were not for flying, but for something else, and when they fully unfurled they made a huge, rainbow-colored arch whose very tip circled back again, surrounding and enfolding Damon and Elena both. And then she said it telepathically.Wings of Redemption. And inside, soundlessly, Damon screamed. Then the wings opened slightly. Only one who had learned a great deal about magic would have seen what was happening inside them. Damon's anguish was becoming Elena's anguish as she took from him every painful incident, every tragedy, every cruelty that had ever gone into making up the stony layers of indifference and unkindness that encased his heart. Layers – as hard as the stone at the heart of a black dwarf star – were breaking up and flying away. There was no stopping it. Great chunks and boulders fractured, fine pieces shattered. Some dissolved into nothing more than a puff of acrid smelling smoke. There was something at the center, though – some nucleus that was blacker than hell and harder than the horns of the devil. She couldn't quite see what happened to it. She thought – she hoped – that at the very end even it blasted open. Now, and only now, could she call for the next set of wings. She hadn't been sure that she would live through the first attack; she certainly didn't feel as if she could live through this one. But Damon had to know. Damon was kneeling on one knee on the floor, with his arms clasped tightly around him. That should be all right. He was still Damon, and he'd be a lot happier without the weight of all that hatred and prejudice and cruelty. He wouldn't keep remembering his youth and the other young blades who'd mocked his father for being an old fool, with his disastrous investments and his mistresses younger than his own sons. Neither would he endlessly dwell on his own childhood, when that same father had beaten him in drunken rages when he neglected his studies or took up with objectionable companions. And, finally, he would not go on savoring and contemplating the many terrible things he'd done himself. He had been redeemed, in heaven's name and in heaven's time, by words put into Elena's mouth. But now†¦there was something that he needed to remember. If Elena was right. If only she were right. â€Å"Where is this place? Are you hurt, girl?† In his confusion, he couldn't recognize her. He had knelt; now she knelt beside him. He gave her a keen glance. â€Å"Are we at prayer or were we making love? Was it the Watch or the Gonzalgos?† â€Å"Damon,† she said, â€Å"it's me, Elena. It's the twenty-first century, now, and you are a vampire.† Then, gently embracing him, with her cheek against his, she whispered,†Wings of Remembrance.† And a pair of translucent butterfly wings, violet, cerulean, and midnight blue in color, sprouted from her backbone, just above her hips. The wings were decorated with tiny sapphires and translucent amethysts in intricate patterns. Using muscles she had never used before, she easily drew them up and forward until they curled inside out, and Damon was shielded within them. It was like being enclosed in a dim, jewel-studded cave. She could see in Damon's fine-bred features that he didn't want to remember anything more than he did right now. But new memories, memories connected with her, were already welling up inside him. He looked at his lapis lazuli ring and Elena could see tears come to his eyes. Then, slowly, his gaze turned on her. â€Å"Elena?† â€Å"Yes.† â€Å"Someone possessed me, and took the memories of the times I was possessed,† he whispered. â€Å"Yes – at least, I think so.† â€Å"And someone hurt you.† â€Å"Yes.† â€Å"I swore to kill him or make him your slave a hundred times over. Hestruck you. He took your blood by force. He made up ludicrous stories about hurting you in other ways.† â€Å"Damon. Yes, that's true. But, please – â€Å" â€Å"I was on his track. If I'd met him I might have run him through; might have ripped his beating heart out of his chest. Or I might have taught him the most painful lessons I've heard tales of – and I've heard a lot of tales – and at the end, through the blood in his mouth, he would have kissed your heel, your slave until he died.† This wasn't good for him. She could see it. His eyes were white all around, like a terrified colt's. â€Å"Damon, Ibeg you†¦Ã¢â‚¬  â€Å"And the one who hurt you†¦was me.† â€Å"Not you by yourself. You said it yourself. You werepossessed .† â€Å"You feared me so much you stripped yourself for me.† Elena remembered the original Pendleton shirt. â€Å"I didn't want you and Matt fighting.† â€Å"You let me bleed you when it was against your true will.† This time she could find nothing to say but, â€Å"Yes.† â€Å"I – dear God! – I used my powers to afflict you with terrible grief!† â€Å"If you mean an attack that causes hideous pain and seizures, then yes. And you were worse to Matt.† Matt wasn't on Damon's radarscope. â€Å"And then I kidnapped you.† â€Å"Youtried .† â€Å"And you jumped out of a speeding car rather than take your chances with me.† â€Å"You were playing rough, Damon. They had told you to go out and play rough, maybe even to break your toys.† â€Å"I've been looking for the one who made you jump from the car – I couldn't remember anything before that. And I swore to take out his eyes and his tongue before he died in agony. You couldn't walk. You had to use a crutch to get through the forest, and just when help should have come, Shinichi drew you into a trap. Oh, yes, I know him. You wandered into his snow globe†¦and would be wandering still if I hadn't broken it.† â€Å"No,† Elena said quietly. â€Å"I would have been dead a long time ago. You found me at the point of suffocation, remember?† â€Å"Yes.† A moment of fierce joy on his face. But then the trapped, horrified look returned. â€Å"I was the tormenter, the persecutor, the one you were so terrified of. I made you do things with – with – â€Å" â€Å"Matt.† â€Å"O God,† he said, and it was clearly an invocation to the deity, not just an exclamation, because he looked up, holding his clenched hands to heaven. â€Å"I thought I was being a hero for you. InsteadI'm the abomination. What now? By rights, I should be dead at your feet already.† He looked at her with wide, feral, black eyes. There was no humor in them, no sarcasm, no holding back. He looked very young and very wild and desperate. If he'd been a black leopard he'd have been pacing his cage frantically, biting at the bars. Then he bowed his head to kiss her bare foot. Elena was shocked. â€Å"I'm yours to do what you please with,† he said in that same stunned voice. â€Å"You can order me to die right now. After all my clever talk, it turns out that I'm the monster.† And then he wept. Probably no other set of circumstances could have brought tears to Damon Salvatore's eyes. But he had boxed himself in. He never broke his word, and he'd given his word to break the monster, the one who had done all this to Elena. The fact that he had been possessed – at first a little, and then more and more, until his entire mind was simply another of Shinichi's toys, to be picked up and put down at leisure – didn't make up for his crimes. â€Å"You know that I – I'm damned,† he told her, as if perhaps that might go a small way toward restitution. â€Å"No, Idon't ,† Elena said. â€Å"Because I don't believe that's true. And Damon, think of how many times you fought them. I'm sure they wanted you to kill Caroline that first night you said you felt something in her mirror. You said you almost did it. I'm sure they want you to kill me. Are you going to do it?† He bent toward her foot again, and she hastily grabbed him by the shoulders. She couldn't stand to see him in such pain. But now Damon was looking this way and that, as if he had a definite purpose. He was also twisting the lapis lazuli ring. â€Å"Damon – what are you thinking? Tell me what you're thinking!† â€Å"That he may pick me up as a puppet again – and that this time there may be areal birch rod. Shinichi – he's monstrous beyond your innocent belief. And he can take me over at a moment's notice. We've seen that.† â€Å"He can't if you'll let me kiss you.† â€Å"What?† He looked at her as if she hadn't been following the conversation properly. â€Å"Let me kiss you – and strip out that dying malach inside you.† â€Å"Dying?† â€Å"It dies a little more each time you gain enough strength to turn your back on it.† â€Å"Is – it very big?† â€Å"As big as you are by now.† â€Å"Good,† he whispered. â€Å"I only wish I could fight it myself.† â€Å"Pour le sport?† Elena answered, showing that her summer in France last year hadn't been entirely wasted. â€Å"No. Because I hate the bastard's guts and I'd happily suffer a hundred times its pain as long as I knew I was hurtingit. â€Å" Elena decided this was no time for delay. He was ready. â€Å"Will you let me do this one last thing?† â€Å"I told you before – the monster who hurt you is your slave now.† All right. They could argue about that point later. Elena leaned forward and tilted her head up, lips pursed slightly. After a few moments, Damon, the Don Juan of darkness, got the point. He kissed her very gently, as if afraid to make too much contact. â€Å"Wings of Purification,† Elena whispered against his lips. These wings were as white as untrammeled snow, and lacelike, barely existing in some places at all. They arched high above Elena, shimmering with an iridescence that reminded her of moonlight on frosted cobwebs. They encased mortal and vampire in a web made of diamond and pearl. â€Å"This is going to hurt you,† Elena said, not knowing how she knew. The knowledge seemed to come moment by moment as she needed it. It was almost like being in a dream where great truths are understood without needing to be learned, and accepted without astonishment. And that was how she knew thatWings of Purification would seek out and destroy anything foreign inside Damon and that the feeling could be very unpleasant for him. When the malach didn't seem to be coming out of its own accord, she said, prompted by her inner voice, â€Å"Take off your shirt. The malach is attached to your spine and it's closest to the skin at the back of your neck where it entered. I'm going to have to strip it out by hand.† â€Å"Attached to my spine?† â€Å"Yes. Did you ever feel it? I think it would have felt like a bee sting at first, as it entered you, just a sharp little drill and a blob of jelly that attached to your spine.† â€Å"Oh. The mosquito bite. Yes, I felt that. And then later, my neck began to ache, and at last my whole body. Was it†¦growing inside me?† â€Å"Yes, and taking over more and more of your nervous system. Shinichi was controlling you like a marionette.† â€Å"Dear God, I'msorry .† â€Å"Let's make him be sorry instead. Will you take off your shirt?† Silently, like a trusting child, Damon took off his black jacket and shirt. Then, as Elena motioned him into position, he lay across her lap, his back hard with muscle and pale against the dark ground on either side. â€Å"I'm sorry,† she said. â€Å"Getting rid of it this way – pulling it out through the hole where it entered – will really hurt.† â€Å"Good,† grunted Damon. And then he buried his face in his lithe, flat-muscled arms. Elena used the pads of her fingers, feeling at the top of his spine for what she was looking for. A squishy point. A blister. When she found it, she pinched it with her fingernails until blood suddenly spurted. She almost lost it then as it tried to go flat, but she was pursuing it with sharp nails – and it was too slow. At last she had it held firmly between thumbnail and two fingernails. The malach was still alive and aware enough to feebly resist her. But it was like a jellyfish trying to resist – only jellyfish broke apart when you pulled. This slick, slimy, man-shaped thing retained its shape as she slowly pulled it through the breach in Damon's skin. And it was hurting him. She could tell. She started to take some of the pain into herself, but he gasped, â€Å"No!† with such vehemence that she decided to let him have his way. The malach was much larger and more substantial than she had realized. It must have been growing a long time, she thought – the little blob of jelly that had expanded until it controlled him to the fingertips. She had to sit up, then scoot away from Damon and back again before it lay on the ground, a sickly, stringy, white caricature of a human body. â€Å"Is it done?† Damon was breathless – it really had hurt, then. â€Å"Yes.† Damon stood and looked down at the flabby white thing – barely twitching – that had made him persecute the person he cared most about in the world. Then, deliberately, he trampled on it, crushing it under the heels of his boots until it lay torn in pieces, and then trampling the pieces. Elena guessed that he didn't dare blast it with Power for fear of alerting Shinichi. At last, all that was left was a stain and a smell. Elena didn't know why she felt so dizzy then. But she reached for Damon and he reached for her and they went to their knees holding each other. â€Å"I release you from every promise you made – while in the possession of that malach,† Elena said. This was strategy. She didn't want to release him from the promise of caring for his brother. â€Å"Thank you,† Damon whispered, the weight of his head on her shoulder. â€Å"And now,† said Elena, like a kindergarten teacher who wants to move quickly on to another activity, â€Å"We need to make plans. But to make plans in utter secrecy†¦Ã¢â‚¬  â€Å"We have to share blood. But Elena, how much have you donated today? You look white.† â€Å"You said you'd be my slave – now you won't take a little of my blood.† â€Å"You said you released me – instead you're going to hold that over me forever, aren't you? But there's a simpler solution. You take some ofmy blood.† And in the end that was what they did, although it made Elena feel slightly guilty, as if she were betraying Stefan. Damon cut himself with the minimum of fuss, and then it began to happen – they weresharing minds, melting seamlessly together. In much shorter a time than it would take to speak the sentences aloud, it was done: Elena had told Damon of what her friends had found about the epidemic among the girls of Fell's Church – and Damon had told Elena everything he knew about Shinichi and Misao. Elena concocted a plan for scaring out any other possessed youngsters like Tami, and Damon promised to try to find out where Stefan was from the kitsune twins. And, finally, when there was nothing more to say, and Damon's blood had restored faint color to Elena's cheeks they made plans as to how to meet again. At the ceremony. And then there was only Elena in the room, and a large raven winging its way toward the Old Wood. Sitting on the cold stone floor, Elena took a moment to put all she now knew together. No wonder Damon had seemed so schizophrenic. No wonder he had remembered, and then forgotten, and then remembered that he was the one she was running from. He remembered, she reasoned, when Shinichi was not controlling him, or at least was keeping him on a very loose rein. But his memory was spotty because some of the things he'd done were so terrible that his own mind had rejected them. They had seamlessly become part of the possessed Damon's memory, for when possessed Shinichi was controlling every word, every deed. And in between episodes, Shinichi was telling him that he had to find Elena's tormentor and kill him. All very amusing, she supposed, for this kitsune, Shinichi. But for both her and Damon it had been hell. Her mind refused to admit that there had been moments of heaven mixed in with the hell. She was Stefan's, alone. That would never change. Now Elena needed one more magical door, and she didn't know how to find one. But there was the twinkling fairy light again. She guessed it was the last of the magic that Honoria Fell had left to protect the town she had founded. Elena felt a little guilty, using it up – but if it wasn't meant for her, why had she been brought here? To try for the most important destination she could imagine. Reaching for the speck with one hand and clenching the key in the other she whispered with all the force at her command: â€Å"Somewhere I can see and hear and touch Stefan.†

Differences Between Laptop and Netbook

What are the Difference between Laptop and Netbook? So what is the difference between laptop and netbook? A laptop (also called a notebook) is computer which has been designed to be made portable, featuring a screen hinged to a keyboard. A laptop includes a battery for portable power and a touchpad instead of a mouse for input. Mini laptops (also called a netbook, subnotebook or ultraportables) take these ideas further still, creating a new market above handheld computers, smartphones and personal digital assistants.The primary characteristic of these are smaller size and weight, which are pretty similar to the average diary, as well as costing less than a standard laptop with prices starting at around ? 150, an excellent solution during the credit crunch! Mini laptops aren't as powerful as bigger notebook computers, and lack the power for big, demanding programs as well as an optical disc drive – so no CDs or DVDs. None the less, connectivity is a central focus for netbooks. Internet downloads are quickly catching up on hard media products, so perhaps it's not such a loss.In short, the difference between laptop and netbook is a netbook is smaller, lighter, cheaper (on the whole) and simpler. New mini laptops are expected to sell in the region of 5. 2 million units by the end of 2008, 8 million during 2009 and up to 50 million by 2012 – a ten fold growth. Industry analysts are torn whether or not subnotebooks will cannibalize the laptop market, some suggesting that a mere 10% market share will be taken. However, in this economic downturn, people will always look for cheaper products and with mini laptops available from ? 150-200, perhaps there is a big market after all.So is it game over for the standard laptop and pc? Unlikely; whilst mini laptops can perform dozens of tasks to identical or similar standard of larger computers, they will (for the time being) be limited by battery size, processing power and storage space, the difference between la ptop and netbook is pronounced enough not to make the former obsolete. Furthermore, when using a computer over a prolonged period of time, it would make sense to use a bigger screen and a faster processor of a desktop replacement laptop or a PC, particularly for demanding programs' such as games.And finally, similarly priced but laptops, of varying quality, are available for around ? 200-300 leading some industry analysts to believe that the consumer focus will be on functionality and not merely size and weight. At the opposite end of the spectrum, mobile phone manufacturers and providers are tapping into the netbook market with the Samsung NC10, LG X110 and Carphone Warehouse launching the Webbook – a branded laptop made by Elonex. Vodafone has linked arms with Dell with its Inspiron Mini 9, offering 3G mobile broadband contracts. Orange have followed suit with by cosying up with Asus and the Eee PC 901.

Hitler (Why Little Opposition) essays

Hitler (Why Little Opposition) essays The period of time during the 1930s was a time of poverty and power. It was during this time that a man named Adolf Hitler came to power. But Hitlers power did not come easily. During his rise to power he faced much opposition such as the communists, colonies and other parties; even losing the election to Hindenburg was an obstacle that he faced. Despite these problems, Hitler used Consolidation measures, State Security Agencies, Domestic measures, Propaganda, Foreign Success and even the much hated Treaty of Versailles. The following paragraphs will look at how Hitler used these ideas to minimize the amount of opposition that he faced. One of the reasons of little opposition that Hitler faced was because of the consolidation measures that he put in place. Anti-intellectualism was one of Hitlers main consolation methods. Because of Hitlers personal hatred of Jews, much of his idea including anti-intellectualism was linked to his anti-Jewish beliefs. Through this, Hitler decided that he wanted Jews to be excluded from German academic life. He did this by attacking all sorts of intellectuals from the Jewish community and burning books from the libraries and schools (Book burning as seen above). Furthermore, all books that were to be published from the on had to be approved by the Ministry of Propaganda. This meant that: Any Jewish/Communist material was to be removed from all books. Paintings that were drawn by Jewish artists were removed. Anything that was considered Jewish/Communist was removed, destroyed or replaced with Nazi material. Much of anti-intellectualism was linked with Hitlers beliefs of anti-Jews and communists. Hitlers hatred of Jews could be clearly identified when he told Germanys catholic leaders that Jews were nothing but pernicious enemies of the state and church. (Quote: Source A, Page 78, Line 3). After propaganda of t...