An In-Depth Look at the The Sistine Madonna by Raphael

Essay on The History of Transportation - 1835 Words

Transportation has evolved significantly over the course of history, from the primitive body part known as the â€Å"foot†, to the molecular transporters we hope to have in the distant future. The idea of moving ourselves from one place to another has always been a prominent concept in our dinky little brains. Whilst that generalization seems simple, the amount of effort, determination, and engineering prowess that is implemented to achieve such a feat is in fact, the exact opposite of simple. The mechanical wonders (that can be classified as whimsical, in my eyes) that exist for the purpose of transporting anything and everything all derive from the same basic concept, â€Å"How can we move from here to there?† Without further ado, let’s travel†¦show more content†¦Now, Egypt is an impressive society as is, having invented papyrus, pictographs, and a social hierarchy, but the sailboat is going to be our main victim of scrutiny today. Back in the days of yore, the Egyptian sailboats were built from woven papyrus reeds, with linen acting as a sail. Why the Egyptians were the first to create the invention is obvious for two reasons, one because they had an innovative society, two because the Nile River was an obstacle they were obligated to traverse. The calm current of the Nile welcomed attempts at creating a working vessel, so the chances of success were quite high as they continued attempting to travel along the waters. In 3,500 BC, the predecessor for all modern civilizations was flourishing, Mesopotamia. Revolutionary contributions to society were being made, along with inventions that blew people’s minds. Cuneiform, irrigation, the first system of laws, all diminutive when put in comparison to one of the most important inventions of all time, the wheel. While the person who invented the wheel, and where it was invented in particular is shrouded in ambiguity, we’re certain as to how the wheel came to be. First, hum ans discovered that placing rollers under heavy objects allowed them to be pushed with ease. Second, humans began using sledges to decrease drag between heavy loads (sledges being a combination between a sled and a wedge). Third, humans combined the sledge and the roller. Fourth, humans beganShow MoreRelatedTransportation Throughout History: Pipeline Transportation1910 Words   |  8 PagesBeginning of the history, people had problems with transportation, from my point of view, transport is important because it enables trade between people, which is essential for the development of civilizations. The first transportation of humanity is walking and swimming. Everything about the transportation was just this and day by day transportation sector became changed because of the globalization and the needs which is the future brough to us. 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Chapter 14 The Unforgivable Curses Free Essays

The next two days passed without great incident, unless you counted Neville melting his sixth cauldron in Potions. Professor Snape, who seemed to have attained new levels of vindictiveness over the summer, gave Neville detention, and Neville returned from it in a state of nervous collapse, having been made to disembowel a barrel full of horned toads. â€Å"You know why Snape’s in such a foul mood, don’t you?† said Ron to Harry as they watched Hermione teaching Neville a Scouring Charm to remove the frog guts from under his fingernails. We will write a custom essay sample on Chapter 14 The Unforgivable Curses or any similar topic only for you Order Now â€Å"Yeah,† said Harry. â€Å"Moody.† It was common knowledge that Snape really wanted the Dark Arts job, and he had now failed to get it for the fourth year running. Snape had disliked all of their previous Dark Arts teachers, and shown it – but he seemed strangely wary of displaying overt animosity to Mad-Eye Moody. Indeed, whenever Harry saw the two of them together – at mealtimes, or when they passed in the corridors – he had the distinct impression that Snape was avoiding Moody’s eye, whether magical or normal. â€Å"I reckon Snape’s a bit scared of him, you know,† Harry said thoughtfully. â€Å"Imagine if Moody turned Snape into a horned toad,† said Ron, his eyes misting over, â€Å"and bounced him all around his dungeon†¦Ã¢â‚¬  The Gryffindor fourth years were looking forward to Moody’s first lesson so much that they arrived early on Thursday lunchtime and queued up outside his classroom before the bell had even rung. The only person missing was Hermione, who turned up just in time for the lesson. â€Å"Been in the -â€Å" â€Å"Library.† Harry finished her sentence for her. â€Å"C’mon, quick, or we won’t get decent seats.† They hurried into three chairs right in front of the teacher’s desk, took out their copies of The Dark Forces: A Guide to Self-Protection, and waited, unusually quiet. Soon they heard Moody’s distinctive clunking footsteps coming down the corridor, and he entered the room, looking as strange and frightening as ever. They could just see his clawed, wooden foot protruding from underneath his robes. â€Å"You can put those away,† he growled, stumping over to his desk and sitting down, â€Å"those books. You won’t need them.† They returned the books to their bags, Ron looking excited. Moody took out a register, shook his long mane of grizzled gray hair out of his twisted and scarred face, and began to call out names, his normal eye moving steadily down the list while his magical eye swiveled around, fixing upon each student as he or she answered. â€Å"Right then,† he said, when the last person had declared themselves present, â€Å"I’ve had a letter from Professor Lupin about this class. Seems you’ve had a pretty thorough grounding in tackling Dark creatures – you’ve covered boggarts, Red Caps, hinkypunks, grindylows, Kappas, and werewolves, is that right?† There was a general murmur of assent. â€Å"But you’re behind – very behind – on dealing with curses,† said Moody. â€Å"So I’m here to bring you up to scratch on what wizards can do to each other. I’ve got one year to teach you how to deal with Dark -â€Å" â€Å"What, aren’t you staying?† Ron blurted out. Moody’s magical eye spun around to stare at Ron; Ron looked extremely apprehensive, but after a moment Moody smiled – the first time Harry had seen him do so. The effect was to make his heavily scarred face look more twisted and contorted than ever, but it was nevertheless good to know that he ever did anything as friendly as smile. Ron looked deeply relieved. â€Å"You’ll be Arthur Weasley’s son, eh?† Moody said. â€Å"Your father got me out of a very tight corner a few days ago†¦.Yeah, I’m staying just the one year. Special favor to Dumbledor†¦.One year, and then back to my quiet retirement.† He gave a harsh laugh, and then clapped his gnarled hands together. â€Å"So – straight into it. Curses. They come in many strengths and forms. Now, according to the Ministry of Magic, I’m supposed to teach you countercurses and leave it at that. I’m not supposed to show you what illegal Dark curses look like until you’re in the sixth year. You’re not supposed to be old enough to deal with it till then. But Professor Dumbledore’s got a higher opinion of your nerves, he reckons you can cope, and I say, the sooner you know what you’re up against, the better. How are you supposed to defend yourself against something you’ve never seen? A wizard who’s about to put an illegal curse on you isn’t going to tell you what he’s about to do. He’s not going to do it nice and polite to your face. You need to be prepared. You need to be alert and watchful. You need to put that away, Miss Brown, when I’m talking.† Lavender jumped and blushed. She had been showing Parvati her completed horoscope under the desk. Apparently Moody’s magical eye could see through solid wood, as well as out of the back of his head. â€Å"So†¦do any of you know which curses are most heavily punished by wizarding law?† Several hands rose tentatively into the air, including Ron’s and Hermione’s. Moody pointed at Ron, though his magical eye was still fixed on Lavender. â€Å"Er,† said Ron tentatively, â€Å"my dad told me about one†¦.Is it called the Imperius Curse, or something?† â€Å"Ah, yes,† said Moody appreciatively. â€Å"Your father would know that one. Gave the Ministry a lot of trouble at one time, the Imperius Curse.† Moody got heavily to his mismatched feet, opened his desk drawer, and took out a glass jar. Three large black spiders were scuttling around inside it. Harry felt Ron recoil slightly next to him – Ron hated spiders. Moody reached into the jar, caught one of the spiders, and held it in the palm of his hand so that they could all see it. He then pointed his wand at it and muttered, â€Å"Imperio!† The spider leapt from Moody’s hand on a fine thread of silk and began to swing backward and forward as though on a trapeze. It stretched out its legs rigidly, then did a back flip, breaking the thread and landing on the desk, where it began to cartwheel in circles. Moody jerked his wand, and the spider rose onto two of its hind legs and went into what was unmistakably a tap dance. Everyone was laughing – everyone except Moody. â€Å"Think it’s funny, do you?† he growled. â€Å"You’d like it, would you, if I did it to you?† The laughter died away almost instantly. â€Å"Total control,† said Moody quietly as the spider balled itself up and began to roll over and over. â€Å"I could make it jump out of the window, drown itself, throw itself down one of your throats†¦Ã¢â‚¬  Ron gave an involuntary shudder. â€Å"Years back, there were a lot of witches and wizards being controlled by the Imperius Curse,† said Moody, and Harry knew he was talking about the days in which Voldemort had been all-powerful. â€Å"Some job for the Ministry, trying to sort out who was being forced to act, and who was acting of their own free will. â€Å"The Imperius Curse can be fought, and I’ll be teaching you how, but it takes real strength of character, and not everyone’s got it. Better avoid being hit with it if you can. CONSTANT VIGILANCE!† he barked, and everyone jumped. Moody picked up the somersaulting spider and threw it back into the jar. â€Å"Anyone else know one? Another illegal curse?† Hermione’s hand flew into the air again and so, to Harry’s slight surprise, did Neville’s. The only class in which Neville usually volunteered information was Herbology which was easily his best subject. Neville looked surprised at his own daring. â€Å"Yes?† said Moody, his magical eye rolling right over to fix on Neville. â€Å"There’s one – the Cruciatus Curse,† said Neville in a small but distinct voice. Moody was looking very intently at Neville, this time with both eyes. â€Å"Your name’s Longbottom?† he said, his magical eye swooping down to check the register again. Neville nodded nervously, but Moody made no further inquiries. Turning back to the class at large, he reached into the jar for the next spider and placed it upon the desktop, where it remained motionless, apparently too scared to move. â€Å"The Cruciatus Curse,† said Moody. â€Å"Needs to be a bit bigger for you to get the idea,† he said, pointing his wand at the spider. â€Å"Engorgio!† The spider swelled. It was now larger than a tarantula. Abandoning all pretense, Ron pushed his chair backward, as far away from Moody’s desk as possible. Moody raised his wand again, pointed it at the spider, and muttered, â€Å"Crucio!† At once, the spider’s legs bent in upon its body; it rolled over and began to twitch horribly, rocking from side to side. No sound came from it, but Harry was sure that if it could have given voice, it would have been screaming. Moody did not remove his wand, and the spider started to shudder and jerk more violently – â€Å"Stop it!† Hermione said shrilly.† Harry looked around at her. She was looking, not at the spider, but at Neville, and Harry, following her gaze, saw that Neville’s hands were clenched upon the desk in front of him, his knuckles white, his eyes wide and horrified. Moody raised his wand. The spider’s legs relaxed, but it continued to twitch. â€Å"Reducio,† Moody muttered, and the spider shrank back to its proper size. He put it back into the jar. â€Å"Pain,† said Moody softly. â€Å"You don’t need thumbscrews or knives to torture someone if you can perform the Cruciatus Curse†¦.That one was very popular once too. â€Å"Right†¦anyone know any others?† Harry looked around. From the looks on everyone’s faces, he guessed they were all wondering what was going to happen to the last spider. Hermione’s hand shook slightly as, for the third time, she raised it into the air. â€Å"Yes?† said Moody, looking at her. â€Å"Avada Kedavra,† Hermione whispered. Several people looked uneasily around at her, including Ron. â€Å"Ah,† said Moody, another slight smile twisting his lopsided mouth. â€Å"Yes, the last and worst. Avada Kedavra†¦.the Killing Curse.† He put his hand into the glass jar, and almost as though it knew what was coming, the third spider scuttled frantically around the bottom of the jar, trying to evade Moody’s fingers, but he trapped it, and placed it upon the desktop. It started to scuttle frantically across the wooden surface. Moody raised his wand, and Harry felt a sudden thrill of foreboding. â€Å"Avada Kedavra!† Moody roared. There was a flash of blinding green light and a rushing sound, as though a vast, invisible something was soaring through the air – instantaneously the spider rolled over onto its back, unmarked, but unmistakably dead. Several of the students stifled cries; Ron had thrown himself backward and almost toppled off his seat as the spider skidded toward him. Moody swept the dead spider off the desk onto the floor. â€Å"Not nice,† he said calmly. â€Å"Not pleasant. And there’s no countercurse. There’s no blocking it. Only one known person has ever survived it, and he’s sitting right in front of me.† Harry felt his face redden as Moody’s eyes (both of them) looked into his own. He could feel everyone else looking around at him too. Harry stared at the blank blackboard as though fascinated by it, but not really seeing it at all†¦. So that was how his parents had died†¦exactly like that spider. Had they been unblemished and unmarked too? Had they simply seen the flash of green light and heard the rush of speeding death, before life was wiped from their bodies? Harry had been picturing his parents’ deaths over and over again for three years now, ever since he’d found out they had been murdered, ever since he’d found out what had happened that night: Wormtail had betrayed his parents’ whereabouts to Voldemort, who had come to find them at their cottage. How Voldemort had killed Harry’s father first. How James Potter had tried to hold him off, while he shouted at his wife to take Harry and run†¦Voldemort had advanced on Lily Potter, told her to move aside so that he could kill Harry†¦how she had begged him to kill her instead, refused to stop shielding her son†¦and so Voldemort had murdered her too, before turning his wand on Harry†¦. Harry knew these details because he had heard his parents’ voices when he had fought the dementors last year – for that was the terrible power of the dementors: to force their victims to relive the worst memories of their lives, and drown, powerless, in their own despair†¦. Moody was speaking again, from a great distance, it seemed to Harry. With a massive effort, he pulled himself back to the present and listened to what Moody was saying. â€Å"Avada Kedavra’s a curse that needs a powerful bit of magic behind it – you could all get your wands out now and point them at me and say the words, and I doubt I’d get so much as a nosebleed. But that doesn’t matter. I’m not here to teach you how to do it. â€Å"Now, if there’s no countercurse, why am I showing you? Because you’ve got to know. You’ve got to appreciate what the worst is. You don’t want to find yourself in a situation where you’re facing it. CONSTANT VIGILANCE!† he roared, and the whole class jumped again. â€Å"Now†¦those three curses – Avada Kedavra, Imperius, and Cruciatus – are known as the Unforgivable Curses. The use of any one of them on a fellow human being is enough to earn a life sentence in Azkaban. That’s what you’re up against. That’s what I’ve got to teach you to fight. You need preparing. You need arming. But most of all, you need to practice constant, never-ceasing vigilance. Get out your quills†¦copy this down†¦.† They spent the rest of the lesson taking notes on each of the Unforgivable Curses. No one spoke until the bell rang – but when Moody had dismissed them and they had left the classroom, a torrent of talk burst forth. Most people were discussing the curses in awed voices – â€Å"Did you see it twitch?† â€Å"- and when he killed it – just like that!† They were talking about the lesson, Harry thought, as though it had been some sort of spectacular show, but he hadn’t found it very entertaining – and nor, it seemed, had Hermione. â€Å"Hurry up,† she said tensely to Harry and Ron. â€Å"Not the ruddy library again?† said Ron. â€Å"No,† said Hermione curtly, pointing up a side passage. â€Å"Neville.† Neville was standing alone, halfway up the passage, staring at the stone wall opposite him with the same horrified, wide-eyed look he had worn when Moody had demonstrated the Cruciatus Curse. â€Å"Neville?† Hermione said gently. Neville looked around. â€Å"Oh hello,† he said, his voice much higher than usual. â€Å"Interesting lesson, wasn’t it? I wonder what’s for dinner, I’m – I’m starving, aren’t you?† â€Å"Neville, are you all right?† said Hermione. â€Å"Oh yes, I’m fine,† Neville gabbled in the same unnaturally high voice. â€Å"Very interesting dinner – I mean lesson – what’s for eating?† Ron gave Harry a startled look. â€Å"Neville, what -?† But an odd clunking noise sounded behind them, and they turned to see Professor Moody limping toward them. All four of them fell silent, watching him apprehensively, but when he spoke, it was in a much lower and gentler growl than they had yet heard. â€Å"It’s all right, sonny,† he said to Neville. â€Å"Why don’t you come up to my office? Come on†¦we can have a cup of tea†¦.† Neville looked even more frightened at the prospect of tea with Moody. He neither moved nor spoke. Moody turned his magical eye upon Harry. â€Å"You all right, are you, Potter?† â€Å"Yes,† said Harry, almost defiantly. Moody’s blue eye quivered slightly in its socket as it surveyed Harry. Then he said, â€Å"You’ve got to know. It seems harsh, maybe, but you’ve got to know. No point pretending†¦well†¦come on, Longbottom, I’ve got some books that might interest you.† Neville looked pleadingly at Harry, Ron, and Hermione, but they didn’t say anything, so Neville had no choice but to allow himself to be steered away, one of Moody’s gnarled hands on his shoulder. â€Å"What was that about?† said Ron, watching Neville and Moody turn the corner. â€Å"I don’t know,† said Hermione, looking pensive. â€Å"Some lesson, though, eh?† said Ron to Harry as they set off for the Great Hall. â€Å"Fred and George were right, weren’t they? He really knows his stuff, Moody, doesn’t he? When he did Avada Kedavra, the way that spider just died, just snuffed it right -â€Å" But Ron fell suddenly silent at the look on Harry’s face and didn’t speak again until they reached the Great Hall, when he said he supposed they had better make a start on Professor Trelawney’s predictions tonight, since they would take hours. Hermione did not join in with Harry and Ron’s conversation during dinner, but ate furiously fast, and then left for the library again. Harry and Ron walked back to Gryffindor Tower, and Harry, who had been thinking of nothing else all through dinner, now raised the subject of the Unforgivable Curses himself. â€Å"Wouldn’t Moody and Dumbledore be in trouble with the Ministry if they knew we’d seen the curses?† Harry asked as they approached the Fat Lady. â€Å"Yeah, probably,† said Ron. â€Å"But Dumbledore’s always done things his way, hasn’t he, and Moody’s been getting in trouble for years, I reckon. Attacks first and asks questions later – look at his dustbins. Balderdash.† The Fat Lady swung forward to reveal the entrance hole, and they climbed into the Gryffindor common room, which was crowded and noisy. â€Å"Shall we get our Divination stuff, then?† said Harry. â€Å"I s’pose,† Ron groaned. They went up to the dormitory to fetch their books and charts, to find Neville there alone, sitting on his bed, reading. He looked a good deal calmer than at the end of Moody’s lesson, though still not entirely normal. His eyes were rather red. â€Å"You all right, Neville?† Harry asked him. â€Å"Oh yes,† said Neville, â€Å"I’m fine, thanks. Just reading this book Professor Moody lent me†¦Ã¢â‚¬  He held up the book: Magical Water Plants of the Mediterranean. â€Å"Apparently, Professor Sprout told Professor Moody I’m really good at Herbology,† Neville said. There was a faint note of pride in his voice that Harry had rarely heard there before. â€Å"He thought I’d like this.† Telling Neville what Professor Sprout had said, Harry thought, had been a very tactful way of cheering Neville up, for Neville very rarely heard that he was good at anything. It was the sort of thing Professor Lupin would have done. Harry and Ron took their copies of Unfogging the Future back down to the common room, found a table, and set to work on their predictions for the coming month. An hour later, they had made very little progress, though their table was littered with bits of parchment bearing sums and symbols, and Harry’s brain was as fogged as though it had been filled with the fumes from Professor Trelawney’s fire. â€Å"I haven’t got a clue what this lot’s supposed to mean,† he said, staring down at a long list of calculations. â€Å"You know,† said Ron, whose hair was on end because of all the times he had run his fingers through it in frustration, â€Å"I think it’s back to the old Divination standby.† â€Å"What – make it up?† â€Å"Yeah,† said Ron, sweeping the jumble of scrawled notes off the table, dipping his pen into some ink, and starting to write. â€Å"Next Monday,† he said as he scribbled, â€Å"I am likely to develop a cough, owing to the unlucky conjunction of Mars and Jupiter.† He looked up at Harry. â€Å"You know her – just put in loads of misery, she’ll lap it up.† â€Å"Right,† said Harry, crumpling up his first attempt and lobbing it over the heads of a group of chattering first years into the fire. â€Å"Okay†¦on Monday, I will be in danger of – er – burns.† â€Å"Yeah, you will be,† said Ron darkly, â€Å"we’re seeing the skrewts again on Monday. Okay, Tuesday, I’ll†¦erm†¦Ã¢â‚¬  â€Å"Lose a treasured possession,† said Harry, who was flicking through Unfogging the Future for ideas. â€Å"Good one,† said Ron, copying it down. â€Å"Because of†¦erm†¦Mercury. Why don’t you get stabbed in the back by someone you thought was a friend?† â€Å"Yeah†¦cool†¦Ã¢â‚¬  said Harry, scribbling it down, â€Å"because†¦Venus is in the twelfth house.† â€Å"And on Wednesday, I think I’ll come off worst in a fight.† â€Å"Aaah, I was going to have a fight. Okay, I’ll lose a bet.† â€Å"Yeah, you’ll be betting I’ll win my fight†¦.† They continued to make up predictions (which grew steadily more tragic) for another hour, while the common room around them slowly emptied as people went up to bed. Crookshanks wandered over to them, leapt lightly into an empty chair, and stared inscrutably at Harry, rather as Hermione might look if she knew they weren’t doing their homework properly. Staring around the room, trying to think of a kind of misfortune he hadn’t yet used, Harry saw Fred and George sitting together against the opposite wall, heads together, quills out, poring over a single piece of parchment. It was most unusual to see Fred and George hidden away in a corner and working silently; they usually liked to be in the thick of things and the noisy center of attention. There was something secretive about the way they were working on the piece of parchment, and Harry was reminded of how they had sat together writing something back at the Burrow. He had thought then that it was another order form for Weasleys’ Wizard Wheezes, but it didn’t look like that this time; if it had been, they would surely have let Lee Jordan in on the joke. He wondered whether it had anything to do with entering the Triwizard Tournament. As Harry watched, George shook his head at Fred, scratched out something with his quill, and said, in a very quiet voice that nevertheless carried across the almost deserted room, â€Å"No – that sounds like we’re accusing him. Got to be careful†¦Ã¢â‚¬  Then George looked over and saw Harry watching him. Harry grinned and quickly returned to his predictions – he didn’t want George to think he was eavesdropping. Shortly after that, the twins rolled up their parchment, said good night, and went off to bed. Fred and George had been gone ten minutes or so when the portrait hole opened and Hermione climbed into the common room carrying a sheaf of parchment in one hand and a box whose contents rattled as she walked in the other. Crookshanks arched his back, purring. â€Å"Hello,† she said, â€Å"I’ve just finished!† â€Å"So have I!† said Ron triumphantly, throwing down his quill. Hermione sat down, laid the things she was carrying in an empty armchair, and pulled Ron’s predictions toward her. â€Å"Not going to have a very good month, are you?† she said sardonically as Crookshanks curled up in her lap. â€Å"Ah well, at least I’m forewarned,† Ron yawned. â€Å"You seem to be drowning twice,† said Hermione. â€Å"Oh am I?† said Ron, peering down at his predictions. â€Å"I’d better change one of them to getting trampled by a rampaging hippogriff.† â€Å"Don’t you think it’s a bit obvious you’ve made these up?† said Hermione. â€Å"How dare you!† said Ron, in mock outrage. â€Å"We’ve been working like house-elves here!† Hermione raised her eyebrows. â€Å"It’s just an expression,† said Ron hastily. Harry laid down his quill too, having just finished predicting his own death by decapitation. â€Å"What’s in the box?† he asked, pointing at it. â€Å"Funny you should ask,† said Hermione, with a nasty look at Ron. She took off the lid and showed them the contents. Inside were about fifty badges, all of different colors, but all bearing the same letters: S. P. E .W. â€Å"Spew?† said Harry, picking up a badge and looking at it. â€Å"What’s this about?† â€Å"Not spew,† said Hermione impatiently. â€Å"It’s S-P-E-W. Stands for the Society for the Promotion of Elfish Welfare.† â€Å"Never heard of it,† said Ron. â€Å"Well, of course you haven’t,† said Hermione briskly, â€Å"I’ve only just started it.† â€Å"Yeah?† said Ron in mild surprise. â€Å"How many members have you got?† â€Å"Well – if you two join – three,† said Hermione. â€Å"And you think we want to walk around wearing badges saying ‘spew,’ do you?† said Ron. â€Å"S-P-E-W!† said Hermione hotly. â€Å"I was going to put Stop the Outrageous Abuse of Our Fellow Magical Creatures and Campaign for a Change in Their Legal Status – but it wouldn’t fit. So that’s the heading of our manifesto.† She brandished the sheaf of parchment at them. â€Å"I’ve been researching it thoroughly in the library. Elf enslavement goes back centuries. I can’t believe no one’s done anything about it before now.† â€Å"Hermione – open your ears,† said Ron loudly. â€Å"They. Like. It. They like being enslaved!† â€Å"Our short-term aims,† said Hermione, speaking even more loudly than Ron, and acting as though she hadn’t heard a word, â€Å"are to secure house-elves fair wages and working conditions. Our long-term aims include changing the law about non-wand use, and trying to get an elf into the Department for the Regulation and Control of Magical Creatures, because they’re shockingly underrepresented.† â€Å"And how do we do all this?† Harry asked. â€Å"We start by recruiting members,† said Hermione happily. â€Å"I thought two Sickles to join – that buys a badge – and the proceeds can fund our leaflet campaign. You’re treasurer, Ron – I’ve got you a collecting tin upstairs – and Harry, you’re secretary, so you might want to write down everything I’m saying now, as a record of our first meeting.† There was a pause in which Hermione beamed at the pair of them, and Harry sat, torn between exasperation at Hermione and amusement at the look on Ron’s face. The silence was broken, not by Ron, who in any case looked as though he was temporarily dumbstruck, but by a soft tap, tap on the window. Harry looked across the now empty common room and saw, illuminated by the moonlight, a snowy owl perched on the windowsill. â€Å"Hedwig!† he shouted, and he launched himself out of his chair and across the room to pull open the window. Hedwig flew inside, soared across the room, and landed on the table on top of Harry’s predictions. â€Å"About time!† said Harry, hurrying after her. â€Å"She’s got an answer!† said Ron excitedly, pointing at the grubby piece of parchment tied to Hedwig’s leg. Harry hastily untied it and sat down to read, whereupon Hedwig fluttered onto his knee, hooting softly. â€Å"What does it say?† Hermione asked breathlessly. The letter was very short, and looked as though it had been scrawled in a great hurry. Harry read it aloud: Harry – I’m flying north immediately. This news about your scar is the latest in a series of strange rumors that have reached me here. If it hurts again, go straight to Dumbledore – they’re saying he’s got Mad-Eye out of retirement, which means he’s reading the signs, even if no one else is. I’ll be in touch soon. My best to Ron and Hermione. Keep your eyes open, Harry. Sirius Harry looked up at Ron and Hermione, who stared back at him. â€Å"He’s flying north?† Hermione whispered. â€Å"He’s coming back?† â€Å"Dumbledore’s reading what signs?† said Ron, looking perplexed. â€Å"Harry – what’s up?† For Harry had just hit himself in the forehead with his fist, jolting Hedwig out of his lap. â€Å"I shouldn’t’ve told him!† Harry said furiously. â€Å"What are you on about?† said Ron in surprise. â€Å"It’s made him think he’s got to come back!† said Harry, now slamming his fist on the table so that Hedwig landed on the back of Ron’s chair, hooting indignantly. â€Å"Coming back, because he thinks I’m in trouble! And there’s nothing wrong with me! And I haven’t got anything for you,† Harry snapped at Hedwig, who was clicking her beak expectantly, â€Å"you’ll have to go up to the Owlery if you want food.† Hedwig gave him an extremely offended look and took off for the open window, cuffing him around the head with her outstretched wing as she went. â€Å"Harry,† Hermione began, in a pacifying sort of voice. â€Å"I’m going to bed,† said Harry shortly. â€Å"See you in the morning.† Upstairs in the dormitory he pulled on his pajamas and got into his four-poster, but he didn’t feel remotely tired. If Sirius came back and got caught, it would be his, Harry’s, fault. Why hadn’t he kept his mouth shut? A few seconds’ pain and he’d had to blab†¦.If he’d just had the sense to keep it to himself†¦. He heard Ron come up into the dormitory a short while later, but did not speak to him. For a long time, Harry lay staring up at the dark canopy of his bed. The dormitory was completely silent, and, had he been less preoccupied, Harry would have realized that the absence of Neville’s usual snores meant that he was not the only one lying awake. How to cite Chapter 14 The Unforgivable Curses, Essay examples

Human Resource Management for Global Healthcare - myassignmenthelp

Question: Discuss about theHuman Resource Management for Global Healthcare. Answer: Introduction Human resource management Human resource management is an approach that is used by business organisations in ensuring a proper management of their human resources. It uses a number of core and non-core functions, such a performance management, training and development, career development, etc. to optimise the performance of the workforce and to establish better workplace relations between employers and employees (Hendry, 2012) Human resource management has gained a lot of importance in the past few decades because of its ability to help business organisations in optimising the performance levels of their workforce. Recruitment and selection Recruitment and selection is a process in human resource management using which business organisations are able to forecast all those vacancies that they are likely going to encounter in their workplace in the near future and inviting job applications to fill up the vacancies identified (Searle, 2009). Recruitment and selection aims at hiring the right people for the right job at the right point of time so that an organisation can carry on its operations without a halt and can avoid shortage of staff. Global healthcare industry The global healthcare industry is one of the fastest growing industries in the world, which absorbs around 10% of gross domestic product of most of the developed nations. It comprises of a broad list of services offered by hospitals, physicians, nursing homes, pharmacies, diagnostic centres, etc. The global healthcare industry offers employment opportunities to millions of people throughout the world and because of the rise in health related problems, the industry is becoming one of the most important industries from a social point of view. In the United States alone, there are over 750,000 physicians and more than 5,200 hospitals, which is enough to describe the enormous size of the industry (Themedica, n.d.). Recruitment and selection issues in the healthcare industry As discussed above, the global healthcare industry is a major industry because of its enormous size and also because of the employment opportunities that it offers to the global population. The healthcare industry offers a wide variety of job types, such as doctors, assistants, receptionists, nurses, physicians, etc. but there are a number of challenges that the employers working in the healthcare industry encounter while carrying out recruitment and selection processes. The recruitment and selection issues encountered in the healthcare industry are discussed below: First of all, healthcare industry faces a major scarcity of qualified employees, which is one of the most pressing issue that is encountered by the healthcare employers during recruitment and selection of employees. The global population is increasing at an alarming rate and the numbers of physicians and nurses are dwindling in comparison to the population trends (Theundercoverrecruiter, n.d.). This very fact provides an upper hand to the candidates in the negotiation process and makes recruitment and selection decisions more difficult for the healthcare organisations. Secondly, making a selection choice is very difficult in the healthcare industry as there will always be a dilemma between education and experience that the candidates have on their resumes. For example, it will always be difficult for employers in the healthcare industry to choose between two candidates where one candidate has graduated from one of the top universities and has a work experience of one year and the other candidate has a work experience of 12 years but has attained his or her master degree from a low ranking institution (Hirsch, 2013). When such cases are encountered, it becomes difficult for the recruitment and selection personnel to take a decision as both the candidates have their own strengths and weaknesses and both of them are equally required in the industry. Thirdly, baby boomers or the people who were born in the range of 1940s to 1960s and have humungous experience in the field of healthcare, have started to leave the workforce as thousands of them are retiring on a daily basis. By an estimate, 10,000 baby boomers are retiring every day, which is creating a steep rise in human resource demand for the healthcare industry (Gamble, 2012). The attrition rates are having a huge impact on those healthcare organisations that have employed more baby boomers as these organisations are working hard to keep their workplaces staffed by continuously carrying out recruitment and selection programs. Fourthly, the shortage of talented candidates in the field of healthcare is creating a race amongst the healthcare organisations to recruit fresh graduates as it is cost-effective and invigorating. However, recruiting fresh graduates is never an easy task in the healthcare industry because the number of capable candidates are much lesser than the number of healthcare organisations. Hence, fresh graduates are easily and quickly recruited by the top healthcare organisations, making the recruitment and selection process more challenging for their competitors. Dealing with recruitment and selection issues To sustain in such a competitive environment, it is important for healthcare organisations to efficiently recruit, select and retain a large of talented pool of workforce as it is the only way that can help them in increasing their competencies and outperforming the competitors. Some strategies that can help healthcare organisations in dealing with the challenges associated with recruitment and selection in the industry are given below: First of all, healthcare organisations should work hard to establish a better reputation of their brand in the market and also amongst the fresh graduates. They should also revamp their approach towards hiring and recruitment processes and offer such benefits and compensation packages that the capable candidates look forward to work with them (Larimore, 2012). Becoming an employer of choice in the industry can help healthcare organisations in dealing with most of the recruitment and selection challenges. Secondly, healthcare organisations should try to maintain a balance between the number of baby boomers and fresh graduates working in their workplaces. It is important for healthcare organisations to have experienced personnel in various fields as well as fresh graduates from top class universities to offer better services to the clients. Thirdly, healthcare organisations can tie-up with local universities and medical colleges and can start offering job opportunities to the students even before they graduate or any other organisation approaches them (Flanagan, 2016). The selection process can be done before they complete their graduation and they can join their jobs as soon as they clear their graduation. Lastly, there is no way in which healthcare organisations can prevent baby boomers from retiring and leaving their organisations. To minimise the impact that the baby boomers can have on the recruitment and selection process, healthcare organisations can start to prepare for their departures and develop proactive recruitment strategies, which would help them in fulfilling the vacancies even before they are encountered. Conclusion Recruitment and selection of employees is an important process from a business point of view. It helps business organisations in keeping their workplace adequately staffed and fully operational. Thus, recruitment and selection strategies should be efficiently prepared and all the issues related to recruitment and selection of employees should be carefully dealt with. For the companies operating in the healthcare industry, the above strategies can come in handy while dealing with recruitment and selection challenges. References Hendry, C. (2012). Human Resource Management . Routledge. Searle, R. (2009). Recruitment and selection. In D. G. Collings, Human Resource Management: A Critical Approach . Themedica. (n.d.). Medican Industry Overview. Retrieved September 30, 2017, from www.themedica.com: https://www.themedica.com/industry-overview.html Theundercoverrecruiter. (n.d.). The 4 Challenges Facing Healthcare Recruitment in 2017 . Retrieved September 30, 2017, from theundercoverrecruiter.com: https://theundercoverrecruiter.com/challenges-healthcare-recruitment/ Hirsch, M. D. (2013, August 9). The 3 top healthcare industry staffing challenges--and how to solve them . Retrieved September 30, 2017, from www.fiercehealthcare.com: https://www.fiercehealthcare.com/healthcare/3-top-healthcare-industry-staffing-challenges-and-how-to-solve-them Gamble, M. (2012, February 27). 6 Unique Challenges of Healthcare Hiring . Retrieved September 30, 2017, from www.beckershospitalreview.com: https://www.beckershospitalreview.com/hospital-management-administration/6-unique-challenges-of-healthcare-hiring.html Larimore, R. (2012, April 10). Recruitment SelectionStep Two of Building the Right Healthcare Culture . Retrieved September 30, 2017, from www.wphealthcarenews.com: https://www.wphealthcarenews.com/recruitment-selection-healthcare-culture/ Flanagan, T. (2016, April 20). 3 Challenges Facing Healthcare Recruiters in 2016 . Retrieved September 30, 2017, from www.hcrnetwork.com: https://www.hcrnetwork.com/3-challenges-facing-healthcare-recruiters-2016/

Scavenger Hunt Worksheet Essays - Distance Education,

Scavenger Hunt Worksheet Assignment Background: The point of this assignment is to get you to search and become familiar with the GCU Learning Management System (LMS) LoudCloud and the GCU web site. These two sites have many resources to help you be a successful student. Assignment Instructions: Answer the following questions that require you to search the LoudCloud classroom and GCU web site. Feel free to search around the sites until you find the things you are looking for. LoudCloud Questions 1.After logging into the LoudCloud classroom, list the tabs and other items on the screen when you first enter a course in LoudCloud. Well there are a lot of things showing on the page such as; the monthly or weekly calendar, name of the class, days of the week?s showing the days assignments and DQs are due. In the tab area at the top is the calendar, tasks, resources, connect, reports and announcements. With the expectation of the calendar and announcements tab the other four have a drop down with other items. At the bottom of the page there are four blocks which include forums, assignments, announcements, and performance. Under performance also is the grade book. Each one of these keep us updated on information about our progress and information from the instructor. 2.From the course home page in LoudCloud, click on the ?Tasks? tab and then click on ?Forums?. Make notes on the various forums and their purposes. In the forums tab there is three forums. The first one listed is Main Forum which is the forum where the DQs are answered and where our participation is graded to responses to our classmates. The second one listed is Individual Forum. This is where if we need to ask the instructor questions privately we would submit our question here. The last forum is Questions to Instructor Forum, this is where we as the instructor questions relating to assignments that are seen by our classmates, who might be having the same problems. 3.Under the Resources Tab in LoudCloud, inside the Student Success Center, click on the Writing Center link. What writing style is required for most 500-level courses at GCU? If I am looking at this correctly 300 to 900 Level Courses (APA 6th Edition Style). 4.Under the Resources Tab in LoudCloud, inside the Student Success Center, click on the Resources tab at the top. List the resources available under this tab. Center for Learning and Advancement (CLA) Book a Tutor Library Library ? Webinars Tech Support ? Webinars Tutorial Videos Other links: Microsoft Tutorials (non-GCU) 5.Under the Resources Tab in LoudCloud, inside the Student Success Center, click on the Tools for Success tab at the top. What videos are available for students under the Success Webinars section? Effective Note Taking, Reading Strategies, Study Skills, Test Taking, and Time Management. 6.From the course home page in LoudCloud, click the Reports tab at the top of the screen. List the contents of this tab and what they allow students to do. The first one is the grade book. This allows the student to keep track of their grades starting from week 1 through week 7. It also shows cumulative points and grade to date. The second thing listed is reports. When you open it an area comes up called My Dashboard. There are six areas that keep track of your activity during the course. 7.Click on the Resources Tab in the LoudCloud classroom. List each section. Review each section and list what you find in it. Course Material ? We can find all the information about the course we are currently taking. There are Lecture notes, textbook, electronic resource, and other. Each one list the materials needed for the week you are in. Syllabus ? Gives the objectives of the week class, topic materials and any additional resources to read or do for class. There also is the gradable item which lists the assignments and downloads of any worksheets required to be done for the assignments. It also tells you how much each assignment is worth. Classroom Policies ? This is like the hand book of what is expected from the students while a student at GCU. It explains about Attendance, Discussion Questions and Participation, Doctoral Substantive Participation Posts, Late Policy, Assignment Submission, and Faculty Commitment. This page allows a student to refer back to

Free Essays on Family Integration And Children’s Self-Esteem

In the article Family Integration and Children’s Self-Esteem, the authors hypothesize that children and their development of self will benefit from the integration of their parents into the family. In the article, the authors attempt to â€Å"examine the impact of the family as a form of social organization on children’s self-esteem†. They begin by describing what they believe to be the two ideal types of family life. The highest level of the family mode of organization is when all of the individual’s social life is organized around the family. This includes production, resources, recreation, education, protection, associates, and all other social activities and relationships. The second mode of organization is the non-family mode. This is where all of an individual’s social activities are organized around non-family units. These units can be businesses, schools, and governmental agencies. The author’s explain that they understand that no one family’s organization matches either of these modes, however, most fall somewhere between the two. The authors quote Coopersmith by saying that â€Å"Self-Esteem is generally conceptualized as the central evaluative component of the self, and it reflects the extent to which individuals believe they are worthwhile and merit respect†. This means that the amount of Self-Esteem an individual possesses reflects upon their own definition of themselves as well as their interpretation of how others judge them. One of the empirical predictions that is stated in the article is that parental activities within the home can lead to increased Self-Esteem in the children. These activities include family eating, playing games together, helping with homework, and encouraging creative activities such as arts and crafts. Some affects of these activities on children may lead to the realization that they are needed and valued by their parents. The data for the analysis came from a panel ... Free Essays on Family Integration And Children’s Self-Esteem Free Essays on Family Integration And Children’s Self-Esteem In the article Family Integration and Children’s Self-Esteem, the authors hypothesize that children and their development of self will benefit from the integration of their parents into the family. In the article, the authors attempt to â€Å"examine the impact of the family as a form of social organization on children’s self-esteem†. They begin by describing what they believe to be the two ideal types of family life. The highest level of the family mode of organization is when all of the individual’s social life is organized around the family. This includes production, resources, recreation, education, protection, associates, and all other social activities and relationships. The second mode of organization is the non-family mode. This is where all of an individual’s social activities are organized around non-family units. These units can be businesses, schools, and governmental agencies. The author’s explain that they understand that no one family’s organization matches either of these modes, however, most fall somewhere between the two. The authors quote Coopersmith by saying that â€Å"Self-Esteem is generally conceptualized as the central evaluative component of the self, and it reflects the extent to which individuals believe they are worthwhile and merit respect†. This means that the amount of Self-Esteem an individual possesses reflects upon their own definition of themselves as well as their interpretation of how others judge them. One of the empirical predictions that is stated in the article is that parental activities within the home can lead to increased Self-Esteem in the children. These activities include family eating, playing games together, helping with homework, and encouraging creative activities such as arts and crafts. Some affects of these activities on children may lead to the realization that they are needed and valued by their parents. The data for the analysis came from a panel ...

Beginning Of Christianity Research Paper Example | Topics and Well Written Essays - 750 words - 1

Beginning Of Christianity - Research Paper Example ctions and ministries that the disciples themselves initiated as a means to fulfill this grand commission that they had received from Christ during his earthly ministry. Furthermore, the outpouring the Holy Spirit during Pentecost was merely a sign that the earliest beginnings of Christianity and the movement to become fishers of men had initiated as Christ noted during his earthly ministry that just such an occurrence would take place as a means to help spread the gospel message. The earliest history of the church relates how it grew from what could be described as a 1st century Jewish following to an inclusive religion that sought to engage gentiles within the ranks to the very same extent that Christ himself had focused upon the Jews within Israel. As the message was destined for all peoples, the gospel commission exhorted the disciples and fellow believers to engage with diverse peoples the world over and seek to engage them with the New Testament gospel that Christ imparted to the early church. As a function of this, the disciples spread out over various parts of the Middle East, Asia Minor, parts of Africa, and Southern Europe as a means to accomplish such an end. Although Christ spent almost all of his earthly ministry appealing to the Jewish community to accept the Savior that was sent to them, the disciples were charged with expanding upon the converts that they sought and therefore the dawn of Pentecost, the revelation of the Holy Spirit, and the ab ility to speak with different nations with the gift of tongues provided the clear break from the past that helped to define the early church and the beginnings of Christianity. Although the early apostles were themselves invariably ethnically Jewish, the great commission extended outside of the Jewish ethnicity and demanded that these apostles interact with and engage members of diverse groups outside of which they would not otherwise likely have any degree of contact. In this manner, the earliest church

Global and Sustainable Development Essay Example | Topics and Well Written Essays - 1750 words

Global and Sustainable Development - Essay Example The New European Division of Labor too coincided between 1450 and 1640 (actually he clubbed these two periods together), when social classes and ethnic groupings came into existence with bureaucratization, which is the "process aided the limited but growing power of the king. By increasing the state power to collect taxes, the kings eventually increased state power to borrow money and thereby further expand the state bureaucracy," http://www.fordham.edu/halsall/mod/wallerstein.html At the end of it all the supreme power vested in the absolute and greatly empowered monarchy. These periods also saw homogenization of the local population when minorities got expelled and capitalist groups without local standing were either hated or feared (e.g.: Jews, protestants). During this period, Catholic Church became strong and even threatened the States. Militia was established to protect the emperor's regime and the state from outside invasion. The kings were free from the earlier feudal laws and many enlightened emperors used the opportunity to inspire institutions, arts etc. and the local bourgeoisie got strengthened. Northwestern European states improved by 1640 while Spain, Italy and Liberian America declined and England became the most important state. Division of labor, fall in wages, Europe becoming the centre of capitalism, increase of politico-economic groups etc. happened during this time and finally, industrialization stepped in. The third and fourth stages occur in 18th century and beyond and this capitalism belongs to the industry and not to agriculture. This period is marked with exploration and exploitation of new markets, competitive world systems, shifting of core regions into industrial concerns and manufacturing. Division of labor between labor class and landowners became part of the development of capitalist world economy. He says political and economic conditions completely changed the north-western Europe after the end of feudalism. With the imperialistic policies Europe became a major power in the world. He traces the modernization of the world through the historical and economical happenings and he feels that modern society and world system have increased the disparity between haves and have-nots because the relationship between the core, peripheral and semi-peripheral remained relative and not constant. During these developments, other problems like sexism, racism, where biology defined the position and such positions are socially unchangeable, cropped up. World system commoditized everything and the politics for accumulation, struggle for benefits and truth as opiate crept in. Wallerstein has rendered powerful contribution to sociological practice. "What distinguishes the historical social system we are calling historical capitalism is that in this historical system capital came to be used (invested) in a very special way" Wallerstein (1983, p.14). The world system he has detailed still remains one of the best theories, an all-enveloping perspective. "A world-system is a social system, one that has boundaries, structures, member groups, rules of legitimation and coherence. Its life is made up of conflicting

Green Buildings in Hong Kong Essay Example | Topics and Well Written Essays - 500 words

Green Buildings in Hong Kong - Essay Example Energy competence and ecological with the aspire to endorse energy protection and improved building design. The study of "greener" and additional energy proficient buildings was also activating by the quest for improved recital and excellence in the construction industry. A demanding task of building designers and professionals today is to endorse green and energy competent buildings in a cost effectual and environmentally reactive way. This research shows Hong Kong Government is scheduling to set up a green building label system as a way of using market power to endorse ecologically aware buildings. In this regard a several-month consultancy study to expand the technique, identified as "complete ecological recital appraisal system for Buildings". It is supposed the knowledge of the obtainable appraisal methods against barriers will form a helpful surroundings of this study. At the similar time, appraisal of the building regulations is being conducted with the aim to take away barriers to original and green building designs. These initiatives focal point not only on latest buildings but also on redevelopment of old and decrepit buildings in the urban restoration process (ASHRAE. 2001). Barriers against energy efficiency in buildings are serious to attain sustainable development in a so

Planning, Delivering and Evaluating Teaching Session

Planning, Delivering and Evaluating Teaching Session A portfolio of evidence and in-depth critical reflection on the planning, preparation, delivery and evaluation of a teaching session. Introduction The title of the teaching session chosen was: â€Å"Pressure Ulcer Risk Assessment.† I have performed an in-depth critical reflection of the whole process of undertaking the teaching session and the details of this are presented below. I reflected upon factors (personal, interpersonal, contextual) that might have influenced the effectiveness of the teaching and learning utilising support and evidence from the literature. In particular I incorporated theories of teaching and learning including learning styles. The purpose behind this exercise was primarily for me, as a teacher, to become a more effective teacher. An added benefit was the teaching session provided which supplemented nurse education on an important topic which is likely to make a difference to the students (Clark 2005) and one which is incorporated into the process of clinical governance. There are a variety of learning styles and one of these – activist (Honey, 1982) – learns most effectively from actually performing the task. However performance of the task is relevant as a learning exercise for individuals with different learning styles. To improve the benefit gained, to me as a learner, from the teaching episode I have identified the key areas integral to the teaching session and have then reflected upon them. I have read and reflected upon theories of education with particular focus on how adults learn and have utilised some of this theory to enhance the usefulness of my reflection into how the teaching session took place. The portfolio of evidence follows in appendices. These are copies of the actual documents used. These are referenced within the reflective elements of the exercise presented below. The process follows a flexible but focussed teaching plan through the delivery of the teaching episode to feedback culminating in refection on feedback and subsequent plans for improvement in subsequent sessions. Rationale for choice of teaching session The topic was â€Å"Pressure Ulcer Risk Assessment.† This was chosen for the following reasons: It is an important area It has a high incidence. In a study in 1991 4.03% of admissions developed pressure sores. In orthopaedic wards 10.3% developed sores (Clark and Watts, 1994). Patients also develop pressure sores in the community; a study by Richardson (1993) found 284 patients out of 1 021 presented with a sore on admission to hospital. Once a pressure ulcer develops it is difficult to treat and care is costly both within medical and surgical specialities (Beckrich and Aronovitch 1999). In the Netherlands the cost of treating pressure sores is third after cancer and cardiovascular disease (Health Council of the Netherlands, 1999). Pressure ulcers are distressing to patients. They adversely influence length of stay which is one of the clinical governance outcome measures Increasing length of stay blocks beds and has the ultimate effect of lengthening waiting times for elective surgical procedures This has financial implications for the Trust Scare NHS resources are diverted away for treating pre-existing diseases The are medico legal effects (Moody, 1997) Pressure sore are largely preventable (Stephen-Haynes). Nursing on pressure relieving mattresses can be effective (Hofman et al, 1994) However treating everyone prophylactically can incur greater financial cost than treating the sores themselves (Touche Ross 1993) We can effectively predict which patients are at high risk although the Waterlow score does not perform well in the community (Edwards M (1996) and there are also concerns about its performance within the hospital setting (Schoonhoven,2006). We can target preventative treatment at those at high risk Prevention measures in the high risk group can make a difference (Cooper and gray, 2002) The risk factors need to be understood by all nursing staff on the ward (Moody et al, 1988). It is important to keep up to date with new ideas in the topic Planning based on a Teaching Plan (Quinn 2000) The purpose of the teaching plan is to be of assistance to the students. It helps to ensure that important information is not omitted. The teaching plan is different from the teacher’s notes. A copy of the teaching plan is presented in appendix 2. The aim of the teaching session was â€Å"to develop an understanding of the principles of pressure ulcer risk assessment.† The learning outcomes were â€Å"At the end of this teaching session students should be able to: Define the term ‘pressure ulcer’ and explain rationales for risk assessment. Understand the importance of clinical governance in relation to pressure ulcer risk assessment. Understand principles of presure ulcer risk assessment tool (Waterlow scale) (Waterlow, 1985, 1988, 2005). The seven learners were student nurses from the first to the third year of study. A written plan was set out as shown in appendix 2. This detailed the sequence and process of the session. Approximate timings were given in the first column. The content column detailed six items for teaching. The two remaining columns detailed teacher and student activity for each of the six items. For the first two items; definition of pressure ulcer and rationale for risk assessment consisted of teacher activity questioning students. The teacher, according to the session plan, explained and read from handouts the relationship between pressure ulcer risk assessment and Clinical Governance. For the Waterlow risk assessment scale the teacher activity planned was questioning the students and clarifying subsections and reading from handouts. In the conclusion the teacher activity according to the plan was summarising. The sequencing of the teaching points loosely corresponded to the Herbatian (Quinn, 2000) principles whereby the simplest concepts are dealt with first and there is progress on to newer more complex material. Preparation of self, subject material, students environment Self I ensured that I had no other commitments at the time of the teaching session and no other commitments in the session immediately before that could overrun. I ensured that my colleagues knew this portion of my time was committed to teaching. I ensured that there would be no interruptions for myself and also that I was not working the night before the teaching session. My advance preparation utilised time management skills. I went over the teaching material the day before the session. I was aware of the policy within the hospital about screening for pressure sore risk and subsequent management so that the contents of the presentation were likely to be appropriate in the day to day working context. Subject material I had thoroughly read up about the subject from a variety of resources including paper backed and electronic journals, National Electronic Library for Health and Internet websites. I had predicted some questions and formulated some draft answers to them. Students I already knew who they were and at what stage in their training they were. In advance of the teaching session I asked a number of them about what they already knew about the topic, what teaching they had already had on it and what they felt their learning needs were. I advertised the teaching session to the students beforehand. I choose a time and location which was convenient for the students as well as for myself. I considered how much preparation the students might do beforehand and I chose not to give out detailed information ahead of the teaching session in case only a proportion of the students would have more detailed knowledge and it would then make the group less homogenous which I thought would be more difficult to teach – some students may not follow what was going on whereas others may be bored. Environment A teaching room was obtained. The chairs were arranged in a semi-circular pattern in order for students and mentor to sit and face the teacher and overhead projector. I ensured that there was a clock an overhead projector and I took acetates and a portable table. I also ensured that there was no telephone in the room which might interrupt the session. I checked the temperature of the room beforehand and the means available of adjusting the temperature in the room during the teaching session. The room seemed overly hot and so I took a portable fan to the session. Delivery the process of undertaking the session The total time allocated for this teaching session was 20 minutes. The delivery of the teaching session was largely interactive although some of the students did not participate in the discussion. I utilised presentation skills (Power presentation info) and was already aware that appearance and body language affect the audience much more that does speech tone which in turn affects an audience more than the particular words spoken. I was already aware that the audience judges a speaker very early on in the presentation. I took account of the attributes of a good teacher (gp-training.net) incorporating the following aspects; Clarity of objectives and priorities Knowledge of the subject Knowledge of educational theory Communication skills Motivation The teaching was interactive because I asked the students questions whilst teaching to assess their knowledge and understandings about the topic. I used my awareness of what constitutes a good questioning style by asking open questions, starting at a more basic level and going onto questions which were reflective and probing. I tried to be clear and succinct in my explanations avoiding repetition. Overall I had in mind to make the session learner-centred. I used cue cards so that I did not need detailed notes. I gave out and used handouts in such a way that the students would not be distracted by looking at them. The process was not a lecture since I spent some time explaining the contents of some of the handouts. Some of the questions were combinations of closed and open questions such as, â€Å"what is †¦..?†, â€Å"can anybody explain or tell me what this†¦.. means please?†, â€Å"what do you understand by the term †¦Ã¢â‚¬ ¦?† I spent a preponderance of the available time asking questions, explaining and clarifying. Some students responded accurately to most of the questions whilst others just kept quiet or just watched me.Most of the time, they either responded to questions, studying their handouts, whispering or listening. I spent one occasion on one to one interaction with one of the students trying to explain how to calculate the BMI whilst others worked in pairs during this time. I was surprised that only one or two questions were asked by the students. Evaluation decisions relating to the process of evaluation and preparing evaluation materials I prepared beforehand an evaluation form. At the end of the session I gave each student an evaluation form and asked if they would complete it and then put them all together in a pile. I explained to the students that the purpose of the evaluation form was to get feedback from them which would be used to improve future teaching. In doing this I planned to convey my enthusiasm and trust in the process that it is the valued feedback from the students that is a very powerful driver for the continuous improvement in education. In advance I had already considered that it would be important to try and get a completed feedback form from all of the students. If students did not complete and return a form it might be because they did not gain anything from the teaching session and it would be the views of these people that it would be important to obtain. My strategy for achieving 100% return of the forms was to wait until the forms were handed back (I counted them) before giving out the attendance register to sign. I explained to the students that the session would be finished once the feedback forms and attendance register had been dealt with. The summary of the completed forms is shown in the appendix. The forms included an area for free text comments. However I appreciated that the feedback form was just one aspect of the feedback from this session (de Cossart and Fish, 2005). Once the session was drawing to a close and the feedback forms were being completed it was really too late to utilise any feedback from the forms for that session. The students would therefore give their feedback in such a way that they knew that they were not so likely to be taught me again in the near future therefore they could not make specific requests of me. This may lead to their feedback being of a much more general nature and hence less immediately useful for enhancing my own personal teaching style. To try and counteract this I attempted to gain some feedback during the session itself. I observed the body language of the students and also asked them whether they felt what they were learning was relevant and which aspects they would to concentrate on, I then tried to modify someway towards this without detracting too widely from the session plan. Feedback response to evaluation feedback (from learners/students) and self-evaluation Response to feedback from the students Self evaluation I felt that I had performed well in some areas. I felt I was proceeding at a pace that was appropriate for the students. I did feel slightly nervous whilst teaching although I do not think that this affected my tone of voice by making it too high. I felt that my interaction with the students was probably good. I felt that the topic was an appropriate one for most of the students. I had provided the students with a reference list for further reading and although I felt this was a good idea since according to educational theory adult learners need to be given direction and motivation to seek things out for themselves I felt that I had provided the direction but not so much of the motivation. I felt that there were some weak areas which could benefit from further action. I felt that the main disadvantage was that the students might not have achieved their learning outcomes due to the time constraint of the session only being 20 minutes and the small size of the room. I felt relieved at the end of the teaching session because the room was too small, the students were beginning to loose concentration, there was so much needing to be covered on the topic but the time was insufficient. Initially I felt strongly that I need to negotiate for a larger teaching room and more time to achieve better outcomes in the future. However on further reflection I now appreciate that I should not have to negotiate for a bigger teaching room I just need to state what the requirements of the room size are for the students. Certain resources are necessary in order for students to be taught. In retrospect it would have probably been advantageous to include on the evaluation form for the students a section on the teaching environment. Deficiencies in the physical space would probably have been highlighted by the students indicating the need for the location problem to be addressed by the allocater of rooms. More time will not necessarily improve effectiveness of teaching it may be necessary to make the subject matter fit the available time. Feedback from the students The feedback from the students contains combinations of both negatives and positive remarks.I felt overwhelmed about the large response but had mixed feelings about individual feedbacks. In addition the assessor gave me positive feedback after the teaching but was more critical about the whole teaching in private. Reflective practice (Schà ¶n, 1987) consists of two elements: reflection in action, this occurred at the time of the teaching session reflection on action, occurred following the session and involved thinking about what happened, what contributed to it and whether the actions were appropriate and how they might be improved. Action plan for future practice identify key points for future development Learn and utilise techniques for dealing with the students who are quiet (e.g. asking a generalised question). Assess my own learning style and adapt learning episodes to fit in with this. (Honey, 1982). Have a written teaching plan with space for my comments so these can be filled in immediately whilst still fresh in my mind. These notes can then be useful for the reflective process (Quinn, 2001). Have a space on the evaluation form for comments on the environment. Use photographs and pictures. Get the students to actually use the scale. Do less reading of handouts. Find out at the end what they know. According to Knowles (1984) it is a basic principle that adults learn best if they diagnose their own learning needs and this triggers their motivation to learn. Utilising the andragogy (Knowles, 1984) which is defined as the art and science of helping adults learn but now accepted more as guidance than a theory (Kaufman, 2003) adults value learning that integrates with their every day needs and are more interested in a problem centred approach therefore an interactive problem solving approach will be used for the teaching session in future. Consider a practical basis to the session for instance get the students to actually use the risk scoring system by applying it to examples. According to Knowles (1984) it is a basic principle that adult learning is facilitated by encouraging learners to identify resources and ways of using these to fulfil their learning needs. Direct them to how to search the literature for relevant information rather than providing a list of resources. Improving performance includes preparing well in advance, ensure appropriate room bookings, or choose a topic that is not too broad but enough to covered within the timeframe. Use of electronic resources saves on time, photocopying and subsequent student storage. Explore the use of the intranet for this. Conclusion It is now going to be particularly important to repeat the exercise without delay. It would probably be helpful to teach the same group of students for 20 minutes in a larger room on a topic of their choice. I could perhaps invite them to choose from a number of topics that I propose but they could also add suggestions of their own. It is going to be a worthwhile exercise for my own learning experience as a teacher to then perform the same evaluation exercise as done here to plan subsequent improvements since the process of teaching effectively can always be improved. It is going to be valuable to develop some effective means of archiving information with learning points and proposals for change. It would also be helpful to have some aspects of the teaching readily available at all times on a memory stick when an impromptu ten minute presentation could be given for instance if there is a delay in an audit meeting. Such action would add to my teaching experience and probably be much appreciated by the department. In the future evaluation of student feedback might be analysed statistically if it is obtained as a continuous variable for instance on a visual analogue scale which can then be converted to percentages. This would enable some measure of, hopefully, improvement to be readily apparent which will further motivate me as a teacher. Finally this exercise has very clearly demonstrated the cycle of think, plan, do, reflect which is integral to the learning cycle described by Cheek (2005) of a learner centred approach. References Beckrich K Aronovitch SA 1999 Hospital acquired pressure ulcers: a comparison of costs in medical vs. surgical patients. Nurs Econ 17:263-271 Cheek B 2005 The learning cycle in http://www.gp-training.net/training/restrain.htm accessed 10 March 2006 Clark M Watts S 1994 The incidence of pressure sores within a National Health Service Trust hospital during 1991. Journal of Advanced Nursing 1994 20 33-6. Clark M 2005 Enhancing the effectiveness of the teaching and learning of core clinical skills Hilton PA Pollard CL Nurse Education in Practice 5 289-95 Cooper P and Gray D 2002 Best practice statement for the prevention of pressure ulcers. British Journal of Nursing Supplement Vol 11 No 12 S38-48 de Cossart L and Fish D 2005 Cultivating a thinking surgeon. TFM Publishing Shrewsbury Edwards M (1996) Pressure sore risk: validating an assessment tool British Journal of Community Health Nursing Vol 1, No 5 282-8 Health Council of the Netherlands. Pressure ulcers. The Hague: The Health Council of the Netherlands, 1999. (Publication No 1999/23.) Hofman A Geelkerken RH Wille J et al 1994 Pressure sores and pressure-decreasing mattresses: controlled clinical trial Lancet.5;343(8897):568-71. Honey P 1982 The Manual of Learning Styles, Honey and Mumford, Maidenhead Peter Honey Learning. About the learning styles questionnaire. www.peterhoney.com/ls80/ accessed 9 March 2006 Kaufman D 2003 Applying educational theory in practice British Medical Journal 326:213-216 Knowles MS 1984 Andragogy in action: applying modern principles of adult learning. San Francisco: Jossey-Bass Moody BL Finale JE Thompson M et al 1988 Impact of staff education on pressure sore development in elderly hospitalised patients Archives Internal Medicine 148(10) :22412243 Moody M 1997 Fighting against pressure sores and a rise in legal suits British Journal of Health Care Management. 3(1): 41-41. Morrall P 2005 Quality assurance in nurse education- the social context of learning. Nurse education today vol 25 issue 8 620-4 Power presentation info http://www.powerpresentation.info/ accessed 10 March 2006 Quinn, F.N. (2000). Principles and practice of nurse education. 4th Edition. Cheltenham: Nelson Thornes. Richardson B (1993) Hospital versus community-acquired pressure sores. Should prevalence rates be separated? Journal of Tissue Viability 3(1): 13-15 Schà ¶n DA 1987 Educating the reflective practitioner: toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass Schoonhoven L Haalboom, JREBousema MT et al 2006 Prospective cohort study of routine use of risk assessment scales for prediction of pressure ulcers BMJ 2002;325:797 Stephen-Haynes J Pressure ulcer risk assessment and prevention British Journal of Community Nursing Vol 9, No 12 540-44 The attributes of a good teacher http://www.gp-training.net/training/intending_trainers_course/atttea.htm  Accessed 10 March 2006 Touche Ross 1993 Report to the Department of Health on the cost of  pressure sores to the Health Service. In: Department of Health Guidance Pressure Sores: A Key Quality Indicator. Health Publications Unit, Heywood Lancs Walsh K 2006 Are you a globalist or an analyst? BMJ2006;332:524 Waterlow J (2005) Pressure sores – Symptom (online). Available: http://www.judy-waterlow.co.uk/pressure-sore-symptoms.htm accessed 8 March 2006 Waterlow J (1985) A risk assessment card. Nursing Times 81: 48-55 Waterlow J (1988) Prevention is cheaper than cure. Nursing Times 84: 25

My Education Essay example -- School Education Background Essays

My Education When speaking of the topic of who a person is and their past, a massive part of this includes their educational background. Isn’t this what forms people, their education? Of course, this doesn’t always have to refer to their organized education. Everything that a person learns is something that educates them; these words being synonymous. Even something like first learning to tie your shoes is a part of your education. Which method works better for you: loop, swoop, and pull, or bunny ears? I of course, like any other well educated person, use loop, swoop, and pull; it’s just the best way, no bias has ever developed there. I started out as a twinkle in my father’s eye in the fall of 1982, and then on that fateful day of July 20, 1983 I was born in the small town of Seward, Alaska. Coming into a world of beauty and ruggedness, I soon learned how to interact with the things around me. Never being a small person, smash and grab always seemed to be a good theory for whatever activity I pursued. Even though I may have got a few small scrapes and such along the way, I never did lose my speed and intensity. This is still how I do it - fast and efficiently - always quick to get bored. Growing up in Alaska, I learned the outdoors, fishing, and hunting. These lessons I will never forget. Coming from the woods, you learn a lot about self-reliance and prioritization. It started out with parents that were always interested in education, mine and their own, whenever I learned something new; they were always interested in it also. I was taught from the beginning much about the things around me, outdoors and in. I remember when I was in high school my mother would actually want to work with me on calculus, b... ...l of many areas of my chosen field, and not get bored with what is happening around me. I have a tentative plan of getting my masters in marketing, then going corporate for a hospitality corporation. This way I can actually make and see changes in the whole company, instead of just one property. In a person’s life, they learn from everything around them, and take in everything that they see, and learn from all of it. Hopefully, they get a good result so that they may be able to make a difference in the world around them. I feel that I have to tools to make the changes that I want, and the knowledge to know how to make these changes. I look toward the future with a bright outlook, and know that to keep learning is the key to making my bright outlook the truth. For my future and the future of people younger and older than me, education will always be the key.

Life stages

Cognitive: at this stage children can think in language without fully understanding, Pigged said that from 2-7 years they will be unable to work things out or think about things in a logical way (pre- operational stage). From 7-11 years they will be able to work out simple problems known as â€Å"concrete operations†, this is what Pigged called the concrete-operational stage. Emotional It is in the childhood life stage where people develop an idea of self, they will start understanding self and others. They are likely to direct a large amount of their energy in to mastering skills and knowledge.Relationships with their parents, other relatives, friends and teachers will have an impact on the child's self-confidence and how they feel valued. The child may develop a permanent sense of confidence or of inferiority and failure. Social Childhood is where social learning first occurs, primary solicitation will take place which is where a child will learn social roles and behaviors f rom within their family context. This will provide a ‘safe base' from which children will explore relationships with other children and learn cooperation through play.As a child gets older they will become increasingly independent by making friendships with other children which will lead to them developing mutual trust. Towards the end of the childhood stage, children will develop a circle of friends and will begin to be able to understand another person's point of view. Adolescence (10-18 years) The physical changes that occur in the body during adolescence are mainly due to puberty, which is triggered by the hypothalamus in both genders. Puberty occurs generally between 11 and 13 years of age in females and between 13 and 15 years in males.Female puberty: The physical changes that will occur in adolescent females are; pubic hairs, breast growth, periods beginning and widening of hips. These changes occur in order for females to prepare for pregnancy and childbirth and are dr iven by the hormone estrogen. Male puberty: Male adolescents will develop reams. These changes occur to make them physically strong and is driven by testosterone. Intellectual It is within the adolescence stage of life where ‘adult thinking' will develop, this means thinking using logic and abstract thought processes and is called the formal operational stage in Piglet's stages of development.Logical thinking enables adolescents and adults to think scientifically and solve complex problems in their heads that they would not have previously been able to. Abstract thought processes allow adolescents and adults to think beyond the limits of everyday experience and wink through complicated problems without requiring to see concrete pictures to solve them. Emotional In adolescence the sense of self will continue to develop, in this stage adolescents will need to develop a secure sense of identity, this was first stated by Erikson.A clear understanding of self-identity will enable a person to feel secure when working with others and also to make a sexual loving attachment to another person. Self-esteem in adolescence may depend on the development of identity. Social In adolescence, secondary social learning will occur. An adolescent's self-worth will owe be more heavily influenced by other adolescents than by family. They will copy the behavior, clothing, interests, beliefs and cultural values from their own network of friends.Adulthood (18-65 years) Early adulthood: A person's physical performance will peak at 19-26 years, and at this age an adult will be optimistic about their future health. The main physical concerns are likely to be with diet, weight, exercise, addiction, reproduction, pregnancy and breastfeeding. Middle adulthood: this is when health concerns will begin to develop and sight is very likely to decline. An adult in this stage will also develop wrinkles and grey hairs. Men will experience a reduction of testosterone and women will experience menopause, this is a sharp reduction in estrogen, reduction of bone density and loss of fertility.Intellectual Adulthood is also included in Piglet's formal operational stage of intellectual development, which I have described in the adolescence intellectual development stage. A psychologist called Chase said that there is extending cognitive skills in adulthood, including; an achieving stage, a responsibility stage and an executive stage. Creativity peaks in adulthood in relation to lyrical poetry or theoretical math's or physics in an adults ass-ass, and in areas such as philosophy or history later in adulthood.Emotional A psychologist named Erikson gave much input in to the emotional development of adulthood, he said that in early adulthood there will be a conflict of intimacy vs.. Where an adult will be avoiding isolation learning to form an attachment to a partner, they will be trying to not be too self-centered or defensive. Middle adulthood: this is where an adult will be att empting to stay involved with their social life and legislations, but there will be a loss of interest in social issues which will create a risk of emotional stagnation.In early adulthood friendship networks will be very important and they will be forming adult, sexual relationships and starting a career which will have some form of career pathway. Adults will be thinking about and will be likely to experience marriage and parenthood. Mature adults may have a reduced amount of time socializing within friendship networks due to their time being priorities to child care, parent care, work and other family commitments. Older adulthood (65+ years) Older adults will be less active and are therefore likely to put on weight regardless of eating the same as they previously had.They will be more susceptible to disease and illness, for example; osteoporosis, arthritis, stroke and flu. Older adults will also be prone to falling over as their balance will moderately decrease, half of over ox's currently meet the equality act definition of disabled. It is in older adulthood where Chaises re-integrative stage occurs, this is where due to having a limited amount of energy older adults will only focus on tasks that are important to them. There will be a plasticity of cognitive skills in this life stage; this will be effected by a lack of stimulation, anxiety and disease, for example dementia.Older adults are likely to have a certain sense of wisdom, this will be shown by and due to experience, empathy and understanding. Emotional In older adulthood there will be a conflict of ego integrity vs.. Despair, meaning that in order to cope with aging and death an adult will need to have developed a secure sense of self. A failure to do this will result in despair. Older adults are likely to have heir emotions highly effected by experiencing different forms of loss, this could be of purposes and roles, health and/or death of friends and family.Retirement will have a large impact on a n older adult's social interaction as they will no longer be working, however an increasing number of over ass are working each year. Because of this, older adults will have much more free time but are likely to focus on existing relationships rather than search for new ones. A problem with the solicitation of the elderly is loneliness, 1 in 10 over ass say that they often or always eel lonely, this will link with older adulthood's emotional development. Australia, K. 2014.

Stefan’s Diaries: Bloodlust Chapter 10

I awoke next as dusk was settling over the city. From my window, I could see the goldfish-orange sun sinking low behind a white steeple. The entire house was silent, and for a moment, I couldnt remember where I was. Then everything came back: the butcher shop, the vampires, me being flung against the wall. Lexi. As if on cue, she glided into the room, barely making a sound as she pushed open the door. Her blond hair was loose around her shoulders, and she was wearing a simple black dress. If looked at quickly, she could be mistaken for a child. But I could tell from the slight creases around her eyes and the fullness of her lips that shed been a full-grown woman, probably around nineteen or twenty. I had no idea how many years shed seen since then. She perched on the edge of my bed, smoothing back my hair. â€Å"Good evening, Stefan,† she said, a mischievous glint in her eye. She clutched a tumbler of dark liquid between her fingers. â€Å"You slept,† she noted. I nodded. Until Id sunk into the featherbed on the third floor of the house, I hadnt realized that Id barely slept in the past week. Even on the train, Id always been twitching, aware of the sighs and snores of my fellow passengers and always,alwaysthe steady thrum of blood coursing through their veins. But here no heartbeats had kept me from slumber. â€Å"I brought this for you,† she said, proffering the glass. I pushed it away. The blood in it smelled stale, sour. â€Å"You need to drink,† she said, sounding so much like me speaking to Damon that I couldnt help but feel a tiny pang of irritation–and sorrow. I brought the tumbler to my lips and took a tiny sip, fighting the urge to spit it out. As I expected, the drink tasted like dank water and the scent made me feel vaguely ill. Lexi smiled to herself, as if enjoying a private joke. â€Å"Its goats blood. Its good for you. Youll make yourself sick, the way you were feeding. A diet made exclusively of human blood isnt good for the digestion. Or the soul.† â€Å"We dont have souls,† I scoffed. But I brought the cup to my lips once more. Lexi sighed and took the tumbler, placing it on the nightstand next to me. â€Å"So much to learn,† she whispered, almost to herself. â€Å"Well, we have nothing but time, right?† I pointed out. I was rewarded with a rich laugh, which was surprisingly loud and throaty coming from her waif-like body. â€Å"You catch on quickly. Come. Get up. Its time to show you our city,† she said, handing me a plain white shirt and trousers. After changing, I followed her down the creaking wooden stairs to where the other vampires milled about in the ballroom. They were dressed up, but all looked faintly old-fashioned, as if theyd stepped out of one of the many portraits on the wall. Hugo sat at the piano, playing an out-of-tune rendition of Mozart while wearing a blue velvet cape. Buxton, the hulking, violent vampire, was wearing a loose, ruffled, white shirt. and Percy had on faded britches and suspenders that made him look as though he were running late to play a game of ball with his schoolmates. When they saw me, the vampires froze. Hugo managed a slight nod, but the rest merely stared in stony silence. â€Å"Lets go!† Lexi commanded, leading our group out the door, down the slate path, through zigzagging alleyways, and finally onto a street marked Bourbon. Each entryway led to a dimly lit bar, from which inebriated patrons stumbled out into the night air. Suggestively clad women gathered in clumps beneath awnings, and revelers acted punch-drunk, ready to laugh or fight at a moments notice. I instantly knew why Lexi took us here. Despite our odd attire, we attracted no more attention than any of the other lively revelers. As we walked, the others flanked me, keeping me in the center of their circle at all times. I knew I was being watched sharply, and I tried to remain unaffected by the scent of blood and the rhythm of beating hearts. â€Å"Here!† Lexi said, not bothering to consult the rest of the group as she pushed open a saloon door that read M ILADIESin curlicue script. I was impressed by her boldness–back in Mystic Falls, only women of ill repute would ever enter a barroom. But as I was fast realizing, New Orleans wasnt Mystic Falls. The floor of Miladies was caked with sawdust, and I winced at the overwhelmingly acrid smell of sweat, whiskey, and cologne. The tables were packed shoulder to shoulder with men playing cards, gambling, and gossiping. One entire side of the room was filled with Union soldiers, and in another corner, a motley band consisting of players with an accordion, two fiddles, and a flute was playing a jaunty rendition of â€Å"The Battle Hymn of the Republic.† â€Å"What do you think?† Lexi asked, leading me to the bar. â€Å"Is this a Union bar?† I asked. The Union army had captured the city some months back, and soldiers stood sentinel on nearly every corner, maintaining order and reminding Confederates that the war they were fighting looked to be a losing cause. â€Å"Yes. You know what that means, right?† I scanned the room. Aside from the soldiers, it was a solitary crowd. Single men drowned their loneliness at wooden tables, barely acknowledging their neighbors. The bartenders filled glasses with a mechanical air, never seeming to register the people for whom they poured their wares. I understood immediately. â€Å"Everyone here is a stranger passing through.† â€Å"Exactly.† Lexi smiled, clearly pleased that I was catching on. Buxton cleared his throat in disapproval. I could tell he didnt like me–that he was waiting for me to slip up so he could stake me without incurring Lexis wrath. â€Å"Hugo, find us a table!† Lexi commanded. Hugo walked his hulkish frame over to a rough-hewn table next to the band. Before he could even open his mouth, the blue-coated soldiers at the table glanced at each other and stood up, leaving half-filled mugs behind. Lexi pulled out two chairs. â€Å"Stefan, sit next to me.† I sat, vaguely embarrassed that I was so compliant, like a child. But I reminded myself that even Hugo followed her lead. Lexi had Power, and she knew how to use it. Percy, Hugo, and Buxton also settled around. â€Å"Now,† Lexi said, taking one of the abandoned beer mugs and waving it around in the air, just as the waitress approached us. â€Å"Lets teach you how to behave in public.† My cheeks flushed with anger. â€Å"I am behaving,† I said through clenched teeth. â€Å"Despite the fact that there are so many people that its nearly impossible to concentrate.† Percy and Hugo snickered. â€Å"Hes not ready † Buxton said in a surly tone. â€Å"Yes, he is.† Lexis words were low and slightly menacing. Buxton clenched his jaw, clearly trying to rein in his temper. I shifted in my chair. I suddenly felt like I was ten years old again, with Damon protecting me from the Giffin brothers. Only this time it was a girl standing up for me. I was about to point out that I didnt need Lexi to answer for me when she placed a hand on my knee. The touch was gentle and calmed me. â€Å"It gets easier,† she said, briefly catching my eyes. â€Å"So, lesson one,† she stated, addressing the entire group. A kindness on her part, I realized, since I was the only one who didnt know the finer points of being a vampire. â€Å"Lesson one is learning how to compel without drawing attention to yourself.† She leaned back and eyed the band. â€Å"I dont like this song. Stefan, what song would you like to hear?† â€Å"Uh .† I glanced around the table, confused. Percy snickered again, but stopped when Lexi glared at him. â€Å",,God Save the South?† I said hesitantly. The first thing that came to my head, it was a tune Damon used to whistle when he was on leave from the army. Lexi scooted her chair back, the legs kicking up a layer of sawdust. She sauntered over to the band and looked each of the members in the eye as she said something I couldnt hear. The band stopped mid-chord and immediately switched to â€Å"God Save the South.† â€Å"Hey!† one soldier shouted. His comrades glanced at one another, clearly wondering why a band in a Union bar had suddenly been inspired to play a pro-Southern song. Lexi grinned, as if delighted by her trick. â€Å"Are you impressed?† â€Å"Very,† I said, meaning it. Even Percy and Hugo nodded in agreement. Lexi took a sip of her beer. â€Å"Your turn. Pick someone,† she said. I glanced around the bar, my eye catching on a dark-haired barmaid. Her eyes were deep brown, and her hair was tied in a low knot at the nape of her neck. Her lips were parted, and she wore a cameo pendant that nestled in the notch of her neck. In the split second between seeing and knowing, I was reminded of Katherine. I thought of my first glimpse of Miss Molly, and how Id mistaken her for Katherine as well. It felt as though my maker were intent to haunt me in New Orleans. â€Å"Her,† I said, nodding toward the girl. Lexi looked at me sharply, as if she knew there was a story behind this decision. But she didnt pry. â€Å"Clear your mind,† she said instead, â€Å"and allow your energy to enter her.† I nodded, remembering the moment on the train when my thoughts had touched Lavinias. I fixed my gaze on the barmaid. She was laughing, her head tilted back toward the ceiling, but as soon as my focus locked on her, her eyes lowered to mine, almost as if Id bidden her to do so. â€Å"Good,† Lexi murmured. â€Å"Now, use your mind to tell her what you want from her.† That was the piece I had missed. When Id tried to compel the conductor, Id had thousands of thoughts about possible scenarios that could happen during our interaction, but I had not asked for any of them. Come here, I willed, staring into her liquid chocolate eyes.Come to me.For a moment she held her place behind the bar, but then she took a hesitant step forward.Yes, keep going.She stepped forward again, more confidently this time, making her way toward me. I had expected her to look dazed, almost as though she were sleepwalking. But she didnt appear to be in a trance. To any bystander, she could have simply been coming to our table to take our drink orders. â€Å"Hello,† I said when she reached us. â€Å"Dont break eye contact,† Lexi whispered. â€Å"Tell her what you want her to do now.† Sit down,I thought. And, almost instantly, the girl wedged herself between me and Buxton, her thigh warm against mine. â€Å"Hello,† she said unblinkingly. â€Å"Its the strangest thing, but suddenly I just knew that I needed to sit here with you.† â€Å"Im Stefan,† I said, shaking her hand. My fangs elongated, and the sides of my stomach knocked together. I wanted her. Badly. â€Å"Dont embarrass us,† came Lexis final words before she turned from me to face the band. It was clear that while she wasnt condoning any of my subsequent actions, she wasnt necessarily condemning them. Invite me outside, I thought, placing my hand on the barmaids thigh. But even as I thought the words, I glanced at Lexi, breaking my connection with the girl. The girl shifted, pulled her hair up, then dropped it down on her back. She glanced at the band, rubbing her forefinger on the rim of a glass. Invite me outside, I thought again, refocusing my attention fully on her. Sweat prickled my temple. Had I lost the connection for good? But then she gave a slight nod. â€Å"You know, its awfully loud in here, and I want to speak with you. Would you mind if we went outside?† she asked, staring at me. I stood up, my chair scraping against the floor. â€Å"Id like that very much,† I said, offering her my arm. â€Å"Bring her back alive, boy, or youll be answering to me,† said a voice so low that I wondered if Id imagined it. But when I turned back, Lexi merely smiled and waved.