Green Marketing Critique

NANYANG TECHNOLOGICAL UNIVERSITY AB 0501 Green Marketing Individual Critique Report Word Count: 1,079 By Desmond Leong The Subject Matter The subject matter of the article revolves around the benefits of purchasing an electric car over conventional fuel powered cars.The article also addresses the various aspects beyond the traditional debate on whether electric cars are simply a greener alternative to fuel powered cars, it dwells, albeit not too deeply, at the political perspective of sustainability, the economic advantages and convenience for consumers, the security provided with the shifting of reliance from fuel to electricity as electricity comes from a multitude of sources, being very well diversified in terms of their sources and the various kinds of pollution that electric cars reduce which include noise pollution and air pollution.These aspects discussed all have an intertwined relationship in the complex debate on whether electric cars are indeed better than fuel powered car s, for example, the political perspective of sustainability is intertwined with the security provided with the shift from fuel to electricity, especially for countries like the US. This is because in terms of sustainability, the US looks first at how their country can be sustainable, ergo, reducing their reliance on middle-east oil, and this involves attaining security in terms of diversity of sources of electric energy.Also, the economic advantages for consumers are intertwined in a relationship with the amount of pollution produced and the political agenda supporting the purchases of electric cars, as the economic advantages don’t only come in cheaper fuel, but also a generous tax rebate of up to US$7,500 from the purchase price per electric car. Hence, the various aspects on arguments for purchasing a car have an incredibly intertwined relationship amongst each other in their united front against fuel powered cars.First Argument However, there are always two sides to a coi n. For the political perspective of sustainability and the security provided with the shifting of reliance from oil to electricity, there is a counter-argument. The electricity generated to charge the cars are largely from power plants that require fossil fuel to work. There is a debate that gallon for gallon, electric cars are only 21% efficient compared to fuel powered cars (Minkoff, 2012).While it is true that electricity does come from multiple sources, the bulk of it still comes from burning fossil fuel and hence, doesn’t go a long way to ensuring sustainability in the long run. The evidence on the counter-argument points are true as they do cite information from government research (â€Å"Electric Vehicles,† n. d. ). However, there is the assumption that electric cars will not improve in efficiency over the years which due to the rapid advancement of technology in recent years, is very unlikely.Second Argument Next, the charge stations for electric cars lack the infrastructure for fast charge times. Addressing the perspective of consumers having huge convenience owning an electric car, in the article it wrote that charging your electric car is easy and you can just plug it into your home at night. However, people tend to overlook the charge time, which can range from 20 hours on a 120 volt outlet to 30 minutes on a 480 volt outlet (â€Å"Charging Basics,† 2003).Compared to 5-7 minutes for petrol stations, even the fastest 30 minutes would be an eternity for someone charging his car on the go. However, there is also an additional argument that there has been a breakthrough in battery technology that allows batteries to get an extremely fast charge (Peters, 2011). The evidence for the charging times are accurate as it is published on Nissan’s official website, it does sound alright when charging overnight, but it does pose a problem when you have multiple cars or live in an apartment where you don’t have access to multipl e charging docks.For the source of extremely fast charging batteries, it is true and existing now, but there lacks infrastructure in today’s time because of the need of a smart grid. The assumption in this argument is that most families would only have one car they need to charge, have multiple charging terminals at apartments and everywhere around the world would have a charge station. I find this a huge assumption to overlook. If a family has multiple electric cars, they would face difficulties in rotating their charging schedules, not to mention that apartments and HDBs wouldn’t have sufficient charging points for the many cars.Lastly, for trips from Singapore to Malaysia, there is a huge risk that there are no charging points over there due to the electric cars not penetrating the market there yet, and this would cause a lot of problems similarly in other countries too. Third Argument For the argument that electric cars will reduce air pollution significantly, it i s true that electric cars produce tremendously little air pollution, however, their source of pollution is actually measured by the source of electricity used to charge them (â€Å"Will Electric Vehicles,† n. . ). An electric car that gets its energy from an unclean source like coal or oil, may produce more pollution than an internal combustion engine. Currently, most of the world get their electricity from coal burning, which produces the most pollution, rendering electric cars to be actually contributing significantly to pollution. The evidence from this argument is true, largely because it stems from the very common knowledge that electricity is generated from coal and oil power plants.However, I believe that it is easier to reduce and control pollution from a few thousand coal and oil burning power plants than a few million tailpipes, which means in the long term, electric cars do have pose a huge advantage in the areas of boosting control over pollution. The assumptions here are that cleaner sources of energy will not rise and contribute more to generating electricity. I find this assumption untrue as more and more effort is being put in to improve clean and renewable sources of energy (â€Å"What others are doing,† n. d. , hence, whilst coal and oil remains the largest generators of electricity, this is only for the short term. In the long term, other cleaner sources should take over. Conclusion In conclusion, electric cars will be the long term solution to a lot of our problems, they will solve air and noise pollution by cars, pollution by companies boiling crude oil to get petrol, reduce our reliance on non-renewable fuels which will increase our country’s security as we can seek alternative forms of energy, which will lead us closer to being a self-sustainable world.There are many areas that needs brushing up before electric cars can fully replace petrol cars, but the future is looking bright for them as tremendous advancement in technology has given us very encouraging signs along with the increased government support in encouraging greener technology and greener sources of energy. References Minkoff, M. (2012). Do Electric Cars Really Reduce Dependence On Fossil Fuels?. Political Outcast. Retrieved September 23, 2012, from  http://politicaloutcast. om/2012/08/do-electric-cars-really-reduce-dependence-on-fossil-fuels/. Electric Vehicles (EVs). (n. d. ). Retrieved September 23, 2012, from http://www. fueleconomy. gov/feg/evtech. shtml/. Charging Basics. (n. d. ). Retrieved September 23, 2012, from http://www. nissanusa. com/leaf-electric-car/home-charging#/leaf-electric-car/faq/list/charging. Peters, J. (2011). New Structure Allows Lithium Ion Batteries To Get A Quicker Charge. Scientific American.Retrieved September 23, 2012, from  http://www. scientificamerican. com/article. cfm? id=new-structure-allows-lithium-ion-batteries-quicker-charge. Will Electric Vehicles Really Reduce Pollution?. (n. d. ). Ret rieved September 23, 2012, from http://www. physics. ohio-state. edu/~wilkins/writing/Samples/policy/voytishlong. html. What others are doing. (n. d. ). Retrieved September 23, 2012, from http://www. cleanenergyfuture. gov. au/why-we-need-to-act/what-others-are-doing/.

Educational Technology

Exam Name___YVETTE TORRALBA-MOSES___________ TRUE/FALSE. Write ‘T' if the statement is true and ‘F' if the statement is false. 1) Technological literacy cannot serve as the primary rationale for integrating educational technology. 1) _T______ 2) One thing we have learned from the history of technologies in education is that teachers rarely have time to develop their own instructional media for teaching. 2) __T_____ 3) Research over the past 40 years has shown conclusively that technology-based methods are usually superior to traditional ones. 3) _F______ MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. 4) Educators who come from a vocational background and belong to the ITEA professional organization use this term to refer to uses of technology for teaching and learning. 4) B______ A) instructional technology B) technology education C) educational technology D) instructional systems 5) In which of the following eras did Integrated Learning Systems (ILSs) become popular? 5) _D______ A) Internet Era B) Post-Internet Era C) Pre-microcomputer Era D) Microcomputer Era 6) What is one thing we have learned from the history of technology in education about the role teachers will play in the future? 6) __B_____ A) To be effective, schools must keep up with new technology-based methods. B) Despite technological innovations, human teachers will always be very important. C) Due to technological innovations, human teachers gradually will be phased out. D) The most successful teachers are ones who integrate technology into their methods. 7) What does AUP stand for? 7) __D_____ A) Authorized Use Procedures B) Authorized Uniform Procedures C) Authorized Uniform Policies D) Authorized Use Policies 8) Why do teachers need to develop their own rationale for using technology in education? 8) __A_____ A) Integrating technology is time-consuming and relatively expensive to use. B) Parents are often opposed to their children using technology in classrooms. C) Teachers often have to persuade administrators to support technology uses. D) Newer technologies continue to require different rationales than older ones. 9) Which of the following is one of the â€Å"big issues† shaping the current and future climate of educational technology? 9) ___B____ A) Macintosh vs. Windows platform usage in schools B) directed vs. constructivist learning strategies C) cooperative vs. individualized learning strategies D) web-based vs. broadcast distance learning delivery SHORT ANSWER. Write the word or phrase that best completes each statement or answers the question. 10) Though many educators tend to think of technology as devices, Saettler reminds us that the historical function of educational technology was a/an ________ rather than a product. 10) __tool and process______ 11) This term evolved from â€Å"computer literacy† and has come to mean technical skills that help prepare students for the workplace. 1) _____________ 12) What kind of software, first introduced in 1994, marked the beginning of more widespread Internet use? 12) Computer assisted learning________ 13) Attacks on computer systems by hackers and viruses make it necessary for schools to install firewalls and this kind of software. 13) _firewall software______ 14) What term is used to describe the disparity between the u se of computers by girls and boys which some people feel leads to girls entering science and mathematics fields less often than boys? 14) _____________ 15) ISTE has worked with groups such as NCATE to identify this set of technology skills that should be required of all American teachers. 15) _NETS______ TRUE/FALSE. Write ‘T' if the statement is true and ‘F' if the statement is false. 16) Using drill and practice to promote automaticity is a directed strategy. 16) _F____ 17) Having small groups work cooperatively to develop a hypermedia product is identified more with constructivist models than with directed instructional ones. 17) ___T___ 18) One of the essential conditions for effective technology integration is adequate technical assistance for teachers. 8) __T____ MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. 19) Which of the following technology-based strategies might Skinner have considered an effective way to shape learned behavior? 19) ___C___ A) forming responses through multimedia rewards for good behavior B) using visual examples to bridge adult/expert and c hild/novice levels C) drill and practice that gives reinforcement for correct answers D) using Internet illustrations to stimulate recall of prerequisite skills 20) Which of the following might be a kind of technology strategy based on constructivist learning models? 20) _C_____ A) Identifying skill weaknesses and targeting tutorial and drill software to them B) Giving students a German language tutorial because a teacher is not available C) Showing video-based problems that students solve through small group work D) Letting students write papers by word processing, rather than by hand 21) What two kinds of instruments can teachers design or select during Phase 3 of the TIP Model to assess changes in attitudes during a technology-enhanced lesson? 1) __A___ A) Rubrics and semantic differentials B) Likert scales and semantic differentials C) Rubrics and observation checklists D) Likert scales and rubrics 22) In writing outcomes and objectives for technology-enhanced lessons, which of the following should teachers always consider? 22) __A___ A) skills and attitudes to be learned B) teaching approaches to be used C) learning processes to be used D) technology skills to be learned 23) Which of the following should be asked during Phase 6 to determine if the technology-enhanced lesson worked as planned? 23) B_____ A) Have the technology resources been integrated well? B) Could a different technology produce a better result? C) Do teachers agree that the technology was necessary? D) Were all available technology resources used? 24) What is one of the most important guidelines for teachers and others to follow when writing proposals to obtain technology funding? 24) _D____ A) Give descriptions of relevant background for all personnel. B) Make sure to address the primary goals of the funding agency. C) Give detailed explanation to justify funds for technology resources. D) Make sure sufficient research history and background is included. SHORT ANSWER. Write the word or phrase that best completes each statement or answers the question. 25) Howard Gardner would probably approve of assigning different roles in small group multimedia development projects because they can help address this concept that is central to his theory. 25) _Theory of Multiple Intelligences__ 26) What would Vygotsky call a process of helping students develop new math skills by using video-based problems to build on their own knowledge and experience? 26) _social process in learning_______ 27) What do teachers see when they determine that a technology-based strategy is better than the traditional one they were using? 27) _____________ 28) This model gives teachers a general approach to address challenges involved in integrating technology into teaching. 28) _Technology Integration Planning Model_______ 29) This software prevents access to specific web site addresses or to web sites that contain certain keywords or phrases. 29) _Firewall Software_ 30) What is the name for the policy that schools should have students sign to help make sure they are aware of appropriate behaviors on the Internet? 30) _Authorized Use Policies______

Huckleberry Finn by Mark Twain Essay

â€Å"A pure natural friendship uncorrupted by social prejudice† In light if this comment discuss the relationship of Huck and Jim. Huckleberry Finn is a novel of the pastoral genre written by Mark Twain in 1885, a time when slavery was rampant. The novel follows the journey of the protagonist, a white boy named Huck Finn who coincidently begins a journey with a run-away slave Jim, filled with trials and tribulations. Although this may be a coincident the pair slowly form a relationship described as a friendship and others even go to the extent of describing it as father-son relationship. One of the many ways in which the friendship can be viewed is the fact that it is a pure and natural friendship as shown by Huck who claims he wouldn’t want to be â€Å"nowhere else but here† hence displaying the satisfaction and content he feels with the situation of being friends. However other aspects of the novel allow the reader to describe the friendship as corrupt rather than pure due to the way in which Huck refers to Jim by the use of the term â€Å"nigger†, an offensive term used by society to belittle black people. One of the central issues outlined by Twain in the novel is â€Å"Racism†. White people believed that they were superior and combined with superstition believed that black people were evil as a result black people were given very little rights. Huck holds these similar values which are presented when he refers to Jim as a â€Å"nigger† numerous times. In addition, the way in which Huck’s attitude and behaviour presented, consist of various elements of prejudice in which Huck feels he is far more intelligent and superior than Jim. Huck says â€Å"you can’t learn a nigger to argue.† The use of irony allows the reader to understand the view that white people held and how foolish the view was because in reality the argument presented by Jim in the first place is indeed stronger however due to society’s corrupt views Huck is influenced therefore he is unable to recognise the fact that Jim has a strong argument. Look more:  satire in huckleberry finn essay However, it has to be considered that Huck is still a young boy who has been brought up by the society which holds the view that white people a superior consequently, Huck has been socialised to act the way he is and referring to Jim as a â€Å"nigger† may just be the norm and not at all used in a criticising manner. Although Huck takes time to accept Jim, Twain constantly shows how Jim encourages the friendship and praises Huck by referring to him as a â€Å"de ole true Huck; the only white gentlemen.† Although Huck is a boy Jim refers to him as a gentleman, a description which increases Huck’s confidence and displays a relationship developing between the two. The fact that Jim is encouraging the friendship shows how he is emerging from society’s conventions as the norm would be to indeed act like a slave and not even considering pursuing any other sort of relationship apart from the known slave-master relationship. Huck’s attitude towards Jim is v ery similar to Pap’s. At the beginning of the novel Pap says â€Å"why looky here there’s a free nigger from Ohio- a mulatter, must as white as a white man† Pap refers to Jim as though he is an object of very low status or a meaningless object rather than actual human being. He considers himself to be of a very high status despite his drunkard and abusive nature. The way in which Twain represents Hucks tone of voice and attitude displays how he holds a similar ideology of the fact that white people are superior. He says â€Å"it was fifteen minutes before I could work myself up to go humble myself to a nigger† his tone of voice signifies his disappointment and half-heartedness in accepting the fact that he was wrong. He refers to Jim as â€Å"a nigger† which in itself shows how he feels regarding Jim. He refers to Jim as though he is an inanimate object who has no feelings and to be â€Å"humble† towards a nigger was a disgrace hence displaying the social prejudice that existed between the pair. However, due to the bildungsroman form of the novel, Huck undergoes a not just a physical journey but also a psychological journey in which he learns the true importance of friendship. Throughout the novel Huck is constantly facing an internal struggle another important focus of the novel. He is struggling to make a decision regarding Jim. Should he hand Jim over or go against societies conventions and protect and help his new friend. In the climax of the novel Huck is finally forced to make a choice and has to â€Å"decide, forever† and in the end decides to go against societies views of social prejudice and the extent of the decision he made is presented through his inner thoughts and ironically he feels that he will be shunned by his community accepts the fact that he’ll â€Å"go to hell† just for protecting Jim and accepting Jim as his friend. The catalyst for Huck’s decision was the sale of Jim back into slavery and as a result Hucks internal struggle finally meets an end and his search for his conscience ends therefore allowing the reader to understand that although their relationship may not have started out as a pure natural friendship, through the various adventures they faced finally come to an end. His decision to recognise Jim’s humanity is not shared by the rest of society. In conclusion, the relationship of Huck and Jim can be described as not an entirely pure natural friendship uncorrupted by society prejudices as Huck takes a physical and psychological journey consisting of many events all adding up to one big adventure that allows him to gain insight on the true meaning of friendship and loyalty.

How to do the Staffing and Training for Global Operations Research Paper

How to do the Staffing and Training for Global Operations - Research Paper Example 7 Regiocentric Approach †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 8 Geo-centric Approach- Global Approach†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9 Selection Process for Global Assignments†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 10 Training and development for expatriates †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11 Cross Cultural Training †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11 Conclusion †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 12 References †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 13 Introduction Going global was considered to be a great achievement few years ago, but today, it is part of a company’s survival strategy and rather an essential element to de-risk the business from a single country shock. Going global has become an increasingly important business strategy because of that most businesses face challenges of localized economic policies and competition. The advances in information technology and telecommunication that scholars consider it as second revolution have caused tremendous changes in global business and increased the volume of trade between nations. Multinational companies have been playing major role in the process of moving goods and services around the globe. When companies go global and operate in different countries, policies relating to employee hiring, training, compensating and maintaining are largely aff ected and human resource managers are required to have a global perspective of business to effectively formulate and implement human resource policies. This piece of research paper addresses the importance of effective staffing process for a company when operates in other countries and explains main elements of international human resource management in relation to hiring, training and compensating the employees. This paper explains main modes of global staffing in relation to managing expatriates and analyzes various selection factors for global operation. Need for effective Staffing for Global Operation In recent days, managers of large multinationals have been realizing the significance of human resource practices to ensure the profitability and competitive advantages of their business. Human resource management has become more involved in helping international organizations and these organizations necessarily require to develop global strategies with major focus to hire, manage and retain best employees in order to ensure competitive advantages. As Briscoe, Schuler and Claus (2008) stated that the impact of a company’s international activity on human resource varies according to various factors like stages of internationalization, the global nature of the particular industry and specific choice of the firm etc (p. 29). Large companies that have been operating in its home country often suddenly become global and as a result its existing human resources start working in different conditions with no previous experiences in international operation. Likewise, companies need to hire, train maintain and retain talented employees to be able to work in multinational conditions. Stahl and Bjorkman (2006) stressed that global staffing has become a critical issue in international management for the following reasons:- There has been growing awareness that the success of international business mainly depend on recruiting the qualified senior and other managers.

Global forces shaping the future of business and society Research Paper

Global forces shaping the future of business and society - Research Paper Example As the organizations build the vision plan 2020, there is whole sum opportunity to shape the emerging relationship between the society and business ventures. In order to do so it is required to take an uncomfortable step for the business planners. The planners infrequently make predictions for ten years. Today’s world calls for such stringent planning prospects. Being a difficult task for the planners they need to note the frequent twists and turns that are taking place between the interactions of business and society. The technological advancements have helped the entrepreneurs to stay connected across the globe even from the remotest corner. The transformations in relationships between the organizations and some other nonprofit organizations which were once on the contentious path are surprisingly beginning to be more collaborative. Now, forecasting is associated with fraught and significant costs have to be borne by the companies in planning cycles for the near future. Some of the analyzed trends are on track to take shape. The trends allow the organizations to make changes in their strategies with sufficient time. The trends pave the way for the companies to seize the opportunities for expanding the operation of the company into new product lines and markets. The companies that are able to take a proactive mindset and have the capability to rework on the several business strategies which were already undertaken with the aim of shaping a better future taste success. The aim of the companies is to devise a win-win situation that will benefit the communities as well as the corporate bottom lines in the same fashion. The most likely trends that are likely to come to the surface in the coming decade include The Great Rebalancing, the Productive Imperative, The Global Grid, pricing the Planet and The Market State. Research Questions The research questions are as follows: What are implications of corporate involvement in order to solve social problems issues? What are the ways through which the corporations can position themselves now with the view to maximize profits and societal impacts? Literature Review According to Dominic Barton, the operating environment of the businesses is under radical transformation. The trends that are influencing th e undergoing are demographics, technological as well as societal. It is quite obvious the trends discussed will affect the operating environment but the most striking point is the confluence of the trends. He expected a wave of transformation on its way. Elizabeth Stevenson opined to examine the size or the scope of the changes. The time calls for examination of whether the move is towards venturing into new markets, or ways to survive efficiently. The operating environment will get influenced in different fashion if the move is towards overcoming the scarcity of resources or interact with the authorities in a different way. According to Patrick Viguerie, examination f the demand pools will reveal that the revenue leaders of today will not be in a sustainable position in the coming years as far as unit leadership in emerging markets are concerned. This means that the new world will witness new leaders. He stated that companies opt to view the short term while deriving strategies. Se veral insertion points were put forwarded by Sven Smith. The strategies should be informed by some upfront section along with some trends that will contribute in promotion of new businesses. The section can be undertaken on monthly or annual basis. Research is required to determine the degree of the position of the resources against the trends as well make a second strategy if the undertaken strategy sinks (Belgard and Rayner, 2004, p. 4). The forecasted trends are easy to get embedded into

The Prophecy of the Witches and the Plot to murder a King Essay

The Prophecy of the Witches and the Plot to murder a King - Essay Example The groundlings, who have paid a penny each, a day's wage for some of them, to stand at the pit under the open portion of the Globe, are totally thrilled. The middle class who can afford to pay a penny more to sit in the galleries jostle with each other taking care not to crush their best clothes. Having paid a penny more than them to sit on a cushion in the gallery, at a separate door, I settle down to watch the play. The rich and the titled sit at the Lords' rooms and Ladies rooms in the covered galleries, having paid as much as half a crown each and enjoying the privilege of being spotted by their peers at the theatre. The groundlings are largely from the working class and you can see butchers and tanners, millers and iron workers, seamen and servants, glovers and shopkeepers, bakers and wig-makers- in short tradesmen of every description along with their families. So boisterous is their conduct that you anticipate their throaty shouting, smiling and winking in scenes that cater to their taste. The shoving and fighting amongst them even as the play is staged form another interesting sight from the higher level at which I sit, having paid twice as much as they have done. The hissing and mewing noise from the groundlings at totally unpredictable moments of the play add colour to the atmosphere.

Library Information Studies-Management of Information Agencies Assignment

Library Information Studies-Management of Information Agencies (Subject name)-Case study organisational culture - Assignment Example Currently, the organization faces challenges in technological and service delivery. There are hitches in communication with users. Furthermore, a majority of employees are about to retire. Additionally, poor management seems to be a concern from the previous management. There are several elements that denote the culture present in an organization. According to Daft (2007), beliefs, values, assumptions, language, rituals, physical structures and stories are the elements of organizational culture. These elements speak volumes about what an organization deems relevant as it runs its daily activities (Stueart, & Moran, 2007). Beliefs and values indicate what an organization guides its activities along. Furthermore, assumptions indicate what an organization takes to be critical in relation to its existence. Language, rituals, stories and physical structures refer to the artifacts of organizational culture. This means that there are routines and activities that denote an organization. Artifacts highlight the ability to attain the goals and objectives of an organization (Stueart, & Moran, 2007). In the context of the public library, in question, there are several elements that are clear. The elements are clear in the team and employee aspects of the organization. Additionally, the library seems to have been relying on an aging workforce. This is an element of organization culture that indicates the beliefs and values in relation to the workforce. However, the element of language comes out properly in relation to communication. The public library faces issues with meeting and communicating with user groups. The dwindling levels of communication indicate an issue with the culture of the organization at the moment. Additionally, the public library has issues relating with its physical structures. Physical structures denote the general outlook of an organization and the impact on performance. In this scenario, the library has many

Joseph J. Campbell 'The Hero with a Thousand Faces' Essay

Joseph J. Campbell 'The Hero with a Thousand Faces' - Essay Example Campbell’s monomyth (also known as a hero’s journey) is an essential pattern that a person who is to become a hero must take, in order to become a hero. It is a matter of great interest that most people who are fit being regarded as hero, have led a life that is commensurate with Campbell’s monomyth and this includes the life, times and achievements of Martin Luther, the German monk, professor of theology, the head figure of the Great Reformation of the 16th century Christianity (Protestant Reformation) and former Catholic priest. This element of consistency between the two shall be seen in the discussion that ensues forthwith. According to Campbell, the first stage that the potential hero has to experience is the experiencing of the ordinary world. Herein, the individual becomes uncomfortable, unaware or uneasy as he is introduced to the audience, so as to identify with his situation or dilemma. The individual may be depicted against a background of personal his tory, heredity and environmental background. Particularly, there is a strong element of polarity in the life of the individual and thereby pulling him in different diametric directions, causing him stress. The immediately foregoing can also be seen in the life of Martin Luther (November 10, 1483- February 18, 1546), a man of German nationality who grew up to be a monk, a priest, a theologian and the professor who authored the 95 theses. Having been born into the Holy Roman Empire, Luther rose up to be a Catholic priest. At the time, the religious environment in which Luther operated and lived was putrid with complacency, since the Roman Catholic Church: was practicing the selling of indulgences; suffered covertly the popes and members of the clergy to keep mistresses; continued to operate as an integral part of the state; neither regard the teachings of Biblical Scriptures nor taught the same to the laity; and had amassed a vast pool of wealth illegitimately, through these means. Even life outside the Church was not any better. The raunchy lifestyle that had suffused the rest of Germany is underscored by Luther referring to University of Erfurt which he had attended as a beerhouse and a whorehouse (Maritain, 75). Secondly, there is a call to adventure. Herein, there is an element that shakes up the situation. These elements may emanate either from external pressures, or from internal pressure. This pressure compels the hero to face the beginnings of change. One of the events that clearly served as a call to adventure for Martin Luther was the July 2, 1505 incident. Herein, Luther was riding on a horseback on his way to the university when a lightning bolt struck near him. He made a cry for help and promised to become a monk- a development that seriously infuriated his father who had invested heavily in Luther’s education. Later, after he had become a priest, Luther’s encounter with St. Paul’s Epistle to the Romans (especially Romans 1:17) seriously woke him up to the spiritual reality that was contradictory to the Catholic Church’s teachings and practices. This encounter compelled Luther to read more and to begin questioning the practi ces pertinent to Catholicism, until he was convinced that Catholicism was not in line with Scriptural teachings. The foregoing may be succeeded by the refusal to call. This refusal may be underpinned by the fear of the unknown and any danger that may lie ahead, and thereby dissuading the individual from embarking on the adventure. This usually happens briefly. It is a fact that even after the lightning bolt incident, Luther was somewhat reluctant to join the monastery, even though he answered the call almost immediately. Secondly, even after the

What was the role of Serbia in the events that led to the outbreak of Research Paper

What was the role of Serbia in the events that led to the outbreak of the First World War - Research Paper Example There were different factors such as imperialism, nationalism as well as the formation of different alliances between various countries which finally resulted into the emergence of war. The immediate causes of the war were even discussed during that era wherein major powers of the world at that time blamed each other for bringing the situation to a point where War broke out . (Taylor, 1980) Serbia was most instrumental and probably one of the key reasons as to why First World War took place. What role Serbia played in the outbreak of First World War therefore is an issue which attracted attention of many historians over the period of time. The assassination of Franz Ferdinand and the subsequent events which unfolded therefore gave rise to the need for developing broader understanding of the events which lead to war. Though the war started with the attack from Austria- Hungary on Serbia to potentially avenge the murder however, the overall political reasons for this war were much deeper. (Bourne, 1994) Before discussing the role of Serbia in the events which lead to the First World War, it is important that a general historical introduction of Serbia and its position before the war should be discussed. Serbia fell under the rule of Ottoman Empire in 16th century when it was conquered by Ottomans and were subsequently put under the rule for more than 300 years. The Ottoman conquest became possible due to the internal conflict within the Kingdom of Serbia and resultantly the State as a whole weakened. Serbia remained under the control of Ottoman Empire for more than 300 years and it was only in the beginning of the 20th century that it started to consider a separation from the empire and develop its own separate identity. It is also important to note that the organized revolt in Serbia against Ottoman Empire started during the 19th century and Serbia was able to free some area even during the 19th Century. It was

Meaning of Life and Br Essay Example for Free

Meaning of Life and Br Essay Fabio Moon and Gabriel Ba illustrated a story through comics that represent different moods and feelings in a series titled Daytripper. Comic books are a form of art, and they provide the reader with a broad spectrum of topics. Artist express the world through colors, symbols, and themes to show feelings, thoughts, and ideas and this can be done through various forms of art, which includes comic books. The illustrations in comic books help to convey the meaning of the story. In Daytripper, Moon and Ba describe Bras de Oliva Domingo’s life and how choices produce outcomes both good and bad. At a young age Bras believes that anything is possible, and one never knows what is in store for him at the end. His philosophy in life are the same principles as in fishing as one casts a line the excitement builds because one never knows what is on the end of the line. Water is reoccurring in the story, and it symbolizes Bras de Oliva Domingo’s struggles to stay above water through his sea of memories of his life. In the beginning, Bras feels there are no boundaries and one can explore as many opportunities life has to offer. Life’s daily decisions shape the outcomes both good and bad. The purpose is to learn from ones past decisions and make changes improve our relationships and to be content with our lives in the end. The main character has ample opportunity to make changes along his journey for he experiences death at each phase of his life. Bras discovers endless possibilities from the seas from Iemanja, the spirit of the waters, in a dream they are riding in a boat through rough seas being tossed around with baskets that represent wishes and desires. Moon and Ba illustrate how in Bras dreams his lifes goals are laid out as he wishes. Just as water flows in and out, Bras dreams come in and out each night in his sleep. Bras flows through life just like water flows in and out never knowing where it will end up. Rougher waves represent new opportunities that continuously arise, but if one waits to long to take advantage of the opportunity then the waves may carry away the opportunity. As waves are continuously moving new chances will be present time and time again. Bras misses many opportunities because he is not willing â€Å"to go after his dreams† (203). His dreams tell him time is running out, and he needs to make the most of his opportunities. Each dream ends with â€Å"wake up before it’s too late† (203). Bras dreams about his possibilities and wishes he could take a chance to change his life, but he never does. Bras is just an observer in his dreams watching as the water passes by carrying the baskets. The dark colors and spirit of the waters are a main part of the artwork in the comic. Bras has responsibilities to his job and his wife, and he is content with both just cruising through each day. His life is similar to the ocean how the waves move along to the shore and effortlessly move back out to sea. He learns lessons along the way which he has no control and finds his wife frustrated with him from living a content and everyday life. Illustrations show water running full blast when they are not doing dishes or running any water. She later clinches the sink that is overflowing with water because Bras does not understand their life has joy and love. She wants her life to be less stressful so that the sink will stop overflowing. Just by Bras listening to his wife the water pressure will lessen, and the sink will not fill as quickly. Bras turns a deaf ear and does not listen, and the water just flows over the kitchen sink onto the floor. The overflow of water represents her stress, and he comes to realize he can help decrease the stress by making a few simple changes. She keeps trying to explain to him she cannot do it all on her own while he just sits there and listens. The overflow of water represents the burdens she feels by their life and needs Bras help to alleviate some of the daily pressures from her. As she pours him tea, the water flows up to the dining room table, and he finally understands her frustration over his laziness. At this point, Bras realizes by helping his family they will not be so overwhelmed and the water will stop overflowing. Just as the seas calm at times, Bras too feels tranquility at the end of his life. One late night he steps in the ocean and stares at the sky as it changes from dark and ordinary to a burst of stars symbolizing the calmness of the night. The peacefulness of the water helps Bras feel satisfied with his life. He feels at peace with his relationships with his dad, wife, and son. He smiles as he looks out on the calm ocean accepting his final destiny to be swept away by the sea. He stands in the water thinking for a long time accepting his fate, and the calm water represents he is at harmony with his life. The reader is left to complete his fate, which may just be Bras swimming out as far as he can until he the water carries him out to sea. The story connects water and life as a cycle that is continuously flowing. Water represents constant change just as one’s life changes through the years. Psychiatrists have used water for years as a representation of ones mind because the deeper you go the more problems one may see. The ocean represents power and strength and people have the same characteristics. Every day we make choices and some outcomes can be predicted and others cannot. The beauty of the ocean is the unknown and change and how the meaning relates to life. One can change their behavior and possibly the outcome may change. It all is part of the cycle of life. Works Cited Moon, Fabio and Gabriel Ba. Daytripper. New York: DC Comics, 2011.

Language Learning Autobiography Example

Language Learning Autobiography Example Write a detailed account of your experience of learning English so far. Start by saying what your native language is and what other languages you know. State the order in which you learned these languages and how well you know each of them. Describe when and where you started learning English, express your feelings about learning English at each stage and provide details of what helped you in your learning, what difficulties and problems you faced and the efforts you made to improve your command over the language. Also explain what influence other people (for example, your parents, teachers, siblings or friends) had on the development of your English and on your confidence in using English. Finally, end with some advice to other students about what they should do to improve their English. I am a Malaysian Chinese girl. I grow up in a small town named as Teluk Intan situated in Perak, Malaysia. My first language is Chinese and I am a fully Chinese-based school educated. Either at home or outside, Chinese is the language I used the most. Besides Chinese, I do learnt English language since during my early childhood and Malay language during my primary school level. Although I do know the other languages, still I prefer to communicate or write in mandarin. I think I have moderated level for all this three language as I am able to express my idea verbally either in written form or spoken form. I started learning my English during my early childhood. At about the age of 3 or 4 years old, by sing nursery rhythms and English poems. I learnt nursery song in the daytime at kindergarten together with some other friends at the same age with me. Hereby, I feel very happy to learnt English. The teacher always use colourful picture and However during night time, I went to a home tuition centre and learn some English together with both my sister who is 3 to 4 years older than me. In the tuition centre, I was the youngest and I feel very shy to talk to them thought they were very nice. Besides that, the teacher also told my parents that I was too small scared that I was not able to catch up. Thus I went for a few classes only. The second stage of my English learning is during my primary school level. Since I studied at Chinese-based primary school, English language is not commonly used though it was being taught in the class. In this stages, I found that English is hard but interesting. It was hard because there are a lots of grammar and rules that I have to follow while writing. However, it is interesting as in English, there are words with the same spelling but different meaning and pronunciation, words with the same pronunciation but different spelling too. Besides that under this stage, I got a very good English teacher when I was in Standard 4 whereby he used many interesting ways to teach us English. I got motivated by the teacher and the prize for the English month quiz. This motivation pushed me until I finished my secondary school. In my secondary school, I was some how like get attracted by English language. I had even join the English language club though it is a very cold club and the teacher adviser seldom do her part guiding us to do the activity. Besides that, this motivation had also pushed me to buy English novel to read. And lastly, I become a royal fans to Rick Riordan. I do even look for every of his books and keep them as precious collection. In this stage thought I have the motivation pushing me to use more English and to love English more; I still had some difficulties and feel like going to give up English. I had such a feeling because of having difficulties in understanding of literature and the way my English teacher taught us English and literature. After Form 5, I was really gave up English language for around seven months. Until I went to Tunku Abdul Rahman College to study Form 6. In the college, I met some classmate who are English educated and cannot speak their mother tongue language. Thereby, I had to use back my English. I though my English is very good, but there, I found out that my English is the worst. All my friends cannot understood what am I going to say either. I was there for about two months and was later get involve in Kirkby International College which I am in now. Yet my English being better here, I was almost gave up as the worst English I was using. However, I was being encouraged by my lecture here to use English language more. Thus, I make my effort to improve my English language. I bought a lots of English books to improve my grammar and vocabulary. Yet, my English improved as I use Manglish a lot and what I would like to say I used to translate it from Mandarin which is my mother language to English. In conclusion, learning a second language is never be difficult. It is all depend on the determination of the person. To learn a better second language, ones need to use the language frequently. Yet, I can say that my English is the best; my English improved a lot since I used it more frequently.

birth order and its efects on personality Essay -- essays research pap

Birth order Have you ever wondered why you and your siblings never get along, or why you are so different? I wondered the same thing until I read an article about birth orders effects on personality. This had to be why she had never spent an hour away from my parents and I haven’t willingly been within thirty feet of them since I was six, Why I love to read well above my grade level and my sister, a sixth grader, reads mainly Captain Underpants books when not glued to the T.V. and why we are a similar as oil and water. Before I start explaining what birth order does I want clarify exactly what it is. When I said birth order I know at least one person, probably more thought of something similar to astrology. In some ways they are similar. They both group personalities and have a basis in science, but that’s where the similarity stops. Birth order does not predict the future. Also, while birth orders facts are almost identical anywhere you look, I have found horoscopes where the methods used are so different that one source can say today’s you lucky day while another source for that same day may say that you will be brutally murdered by a dark stranger. For those of you who are only children you often have to deal with the presumption that you are spoiled and self centered, this is shown to be true in many cases, but remember every birth order group has its share of annoying traits. On the good side only children tend to be very confident, have a good eye for detail, and are v... birth order and its efects on personality Essay -- essays research pap Birth order Have you ever wondered why you and your siblings never get along, or why you are so different? I wondered the same thing until I read an article about birth orders effects on personality. This had to be why she had never spent an hour away from my parents and I haven’t willingly been within thirty feet of them since I was six, Why I love to read well above my grade level and my sister, a sixth grader, reads mainly Captain Underpants books when not glued to the T.V. and why we are a similar as oil and water. Before I start explaining what birth order does I want clarify exactly what it is. When I said birth order I know at least one person, probably more thought of something similar to astrology. In some ways they are similar. They both group personalities and have a basis in science, but that’s where the similarity stops. Birth order does not predict the future. Also, while birth orders facts are almost identical anywhere you look, I have found horoscopes where the methods used are so different that one source can say today’s you lucky day while another source for that same day may say that you will be brutally murdered by a dark stranger. For those of you who are only children you often have to deal with the presumption that you are spoiled and self centered, this is shown to be true in many cases, but remember every birth order group has its share of annoying traits. On the good side only children tend to be very confident, have a good eye for detail, and are v...

Lord of the flies :: essays research papers

I am writing in response to the â€Å"spring cleaning† of Library that is coming up soon. I have heard that the English Department is currently deciding which videos they should keep in the library. For the videos of Lord of the Flies, I would prefer the school to keep the 1963 version instead of the 1990 version. The 1963 version of the Lord of the Flies would be a worthier choice for the Grade 11 students who study this novel. It follows the novel that William Golding wrote as opposed to the 1990 version which it emphasizes entertainment rather than the actual story. Furthermore, the 1990 version would confuse students who are currently studying this story. The director has appended in many scenes that were not in the book. At the same time, he has left out many important episodes that should have been portrayed onto the screen to facilitate Golding’s salient message to his audiences. Moreover, the additional scenes of the new version contribute to a contradiction that would tangle up the audience if they had read his work. For example, the boys on the island built the camp and shelter first instead of the fire. There was no voting section for the choosing of leaders in the first assembly. It has no choir members among the group of boys. The boys even ate lizards in this video and had story telling during the nights. There was also an existence of a man that has got hurt seriously that had been surviving with them all along. As for the 1963 version, the director had tried to follow the original theme of the novel itself. It started off how the novel did. It goes on with scenes that are much the same as the novel. For the characters, the 1990 version gave the audience some contrastive characteristics of them. In it, Jack was extremely evil and cruel. He cut his fingers, used his blood to paint his face and his hunters faces. As for Piggy, he has no asthma at all. He had been unusually kind and caring to the younger children as well, and also being the one who tells them stories. Ralph had also been particularly virtuous in the beginning of the movie. He had been exceptionally patient with the boys. As I have told you, the older version of Lord of the Flies depict the book version to a greater degree.

Wal-Mart International Success and Failure :: Business, Culture, Language

Wal-Mart was founded in 1962 by Sam Walton (1). Wal-Mart grew to two hundred seventy-six stores in their first decade of service (1). Wal-Mart’s plan was to sale products at low cost while delivering on outstanding service and customer relations (1). Wal-Mart also felt that they could target more customers if they offered convenient hours of business (1). Wal-Mart currently operates in fifteen countries around the world, supplying different needs, preferences and services depending on local retail habits (2). By servicing each geographic location in its own way and supplying the needs of a particular area they seem to do very well (2). Wal-Mart adjusts and adapts to local culture and serves the community in a way that the customers are accustomed to being served (2). Wal-Mart usually enters a foreign country by purchasing an existing chain and simply changing the name to Wal-Mart while retaining key personnel such as management who already know the culture (2). Wal-Mart spends lots of time researching and planning before entering a new market. It sometimes takes years to open in a new market overseas (Class notes). First they try to learn the culture, language, and habits of the citizens of a certain culture. Then they study the products which seem to do well in each different are and try to target these products for these cultures at low prices worldwide (Class notes). In the past two decades Wal-Mart has taken advantage of the internet technological advances to change the way many companies do business worldwide (3). The sheer size of Wal-Mart enables the company to buy in bulk at lower prices allowing the discount retail prices given to customers (3). Wal-Mart is able to by all products in great volumes and in return their supplier cuts some of the cost due the amount of product sold. Wal-Mart has great marketing and management plans before entering a market which allows the company to do very well in many different countries and cultures (3). Wal-Mar t has also had a hand in helping manufactures realize the advantages of customer satisfaction through quality (3). Despite all of Wal-Mart’s international success they have also learned some valuable lessons, mainly in South Korea and probably the biggest debacle of all, Germany (Class notes). When Wal-Mart originally decided to move into Germany in 1997 the potential for success seemed quite promising (4). The company made their entrance into the German market by purchasing "Wertzkauf" which included twenty-one locations (4).

Urbanisation: City and Urban Areas

Introduction Urbanization is increasing in both the developed and developing countries. However, rapid urbanization, particularly the growth of large cities, and the associated problems of unemployment, poverty, inadequate health, poor sanitation, urban slums and environmental degradation pose a formidable challenge in many developing countries. Available statistics show that more than half of the world’s 6. 6 billion people live in urban areas, crowded into 3 percent of the earth’s land area (Angotti, 1993; UNFPA, 1993). The proportion of the world’s population living in urban areas, which was less than 5 percent in 1800 increased to 47 percent in 2000 and is expected to reach 65 percent in 2030 (United Nations, 1990; 1991). However, more than 90 percent of future population growth will be concentrated in cities in developing countries and a large percentage of this population will be poor. In Africa and Asia where urbanization is still considerably lower (40 percent), both are expected to be 54 percent urban by 2025 (UN 1995; 2002). Although urbanization is the driving force for modernization, economic growth and development, there is increasing concern about the effects of expanding cities, principally on human health, livelihoods and the environment. The implications of rapid urbanization and demographic trends for employment, food security, water supply, shelter and sanitation, especially the disposal of wastes (solid and liquid) that the cities produce are staggering (UNCED, 1992). The question that arises is whether the current trend in urban growth is sustainable considering the accompanying urban challenges such as unemployment, slum development, poverty and environmental degradation, especially in the developing countries. Urbanization defined Urbanization, simply defined, is the shift from a rural to an urban society, and involves an increase in the number of people in urban areas during a particular year. Urbanization is the outcome of social, economic and political developments that lead to urban concentration and growth of large cities, changes in land use and transformation from rural to metropolitan pattern of organization and governance. Major causes of urbanization Natural population increase (high births than death) and migration are significant factors in the growth of cities in the developing countries. The natural increase is fuelled by improved medical care, better sanitation and improved food supplies, which reduce death rates and cause populations to grow. In many developing countries, it is rural poverty that drives people from the rural areas into the city in search of employment, food, shelter and education. Most people move into the urban areas because they are ‘pushed’ out by factors such as poverty, environmental degradation, religious strife, political persecution, food insecurity and lack of basic infrastructure and services in the rural areas or because they are ‘pulled’ into the urban areas by the advantages and opportunities of the city including education, electricity, water etc. Even though in many African countries the urban areas offer few jobs for the youth, they are often attracted there by the amenities of urban life (Tarver, 1996). Processes of urbanization One significant feature of the urbanization process in today’s local governments is that much of the growth is taking place in the absence of significant industrial expansion. Although local municipalities are fast urbanizing, mega-cities defined as cities with 10 million inhabitants or more are few. Urbanization also finds expression principally in outward expansion of the built-up area and conversion of prime agricultural lands into residential and industrial uses. An alternative to the present expansion of the urban population across a wide area of the country in order to save prime land for agriculture is to construct high-rise buildings and promote commercial development in specific zones, which would depend on effective, appropriate technology and resources. The urbanization processes are largely driven by market forces and policies of local governments that lead to simultaneous processes of change in livelihoods, land use, health and natural resources management including water, soil and forests and often reactive changes in local governance. Government development policies and budget allocations, which often favour urban residents over rural areas, tend to pull people into the urban areas. In the cities, public investment, which often misses the urban poor, with expenditures biased towards the higher-income classes and poverty among vulnerable groups such as new migrants force them into slums and squatter settlements. Challenges of urbanisation Cities throughout the world exhibit an incredible diversity of characteristics, economic structures, levels of infrastructure, historic origins, patterns of growth, and degrees of formal planning. Yet, many of the problems that they face are strikingly familiar. For one thing, as cities grow, they become increasingly diverse. Every city has its relatively more affluent and relatively poorer neighborhoods. But in developing countries, poorer neighborhoods can have dramatically lower levels of basic services. Consequently, a large number of urban residents in developing countries suffer to a greater or lesser extent from severe environmental health challenges associated with insufficient access to clean drinking water, inadequate sewerage facilities, and insufficient solid waste disposal. A major recent United Nations report on the state of water and sanitation in the world's cities found that water distribution systems in many cities in the developing world are inadequate, typically serving the city's upper- and middle-class neighborhoods but not rapidly expanding settlements on the urban fringe. Furthermore, the current data on the provision of water and sanitation in urban areas is very weak and the true situation is actually far worse than most international statistics suggest [20]. The large projected increases in the numbers of urban residents in the developing world over the next 20–30 years implies that municipal authorities responsible for these sectors face very serious challenges in the years ahead. In many cities, the scarcity of public water supplies forces many low-income urban residents to use other water sources such as private water vendors who charge many times more than the local public rate. Consequently, people in slums often must pay much more for lower quality water than other urban residents [21]. Improving public sanitation is another major urban environmental challenge that needs to be immediately addressed in virtually all cities in the developing world. Failure to collect garbage as well as inadequate waste management and recycling policies and practices mean that cities are being inundated in their own waste. In African cities, waste management has been described as ‘a monster that has aborted most efforts made by city authorities, state and federal governments and professionals alike’ [22]. As is the case of the water supply distribution network, sewerage systems are far better at meeting the needs of upper- and middle-class neighborhoods than they are of servicing poorer neighborhoods, particularly unregulated neighborhoods on the urban periphery. A major environmental crisis is looming large as many developing countries as cities discharge ever increasing amounts of waste into the air or into freshwater bodies, threatening water quality and aquatic ecosystems. The extent that urban growth affects the local ecosystem can be controlled to some extent by high quality land management. Land is an essential ingredient in all urban growth, yet in most cities there have been virtually no effective measures to control land development. Although many cities have formulated master plans at some time or another that included guidelines on land development and the future direction of urban growth, rarely, if ever, have these plans been realized. Reasons for this include poor urban governance, poor critical assumptions-urban population projections underpinning these plans have often been extremely weak-and the inability of plans to be adjusted and refined in the light of changing conditions, such as the invasion and settling of unused public space. Devising equitable land development policies remains one of the largest challenges facing planners and policy makers in many cities in the developing world. Congestion in many large cities can also be extremely severe and air pollution is now a serious environmental concern in many cities. Concentrations of carbon monoxide, lead, and suspended particulate matter in many large cities greatly exceed World Health Organization guidelines. Among the greatest environmental health concerns are exposure to fine particulate matter and to lead which contributes to learning disability in young children. A popular response to urban transportation congestion problems has been government investment in large-scale public transportation systems such as underground or overland metro systems. Less attention has been devoted to expanding and improving public bus networks, which tend to be overcrowded and poorly maintained. In many cities, private mini-bus companies have filled a hole in the market by providing low-cost urban transportation where standard bus routes have proved insufficient. Conclusion Around the world, especially in Africa and Asia, cities are expanding rapidly. For the majority of urban dwellers, especially the poor, finding potable water supply, affordable shelter, accessible and secure urban land for agriculture to ensure food security, securing gainful employment and improvement in health facilities would continue to remain a priority. Since restrictive urban growth policies, especially population distribution designed to reduce the rate of rural-urban migration appear to have had limited success in many developing countries, policies must be directed at transforming the rural economy in order to slow the rate of urban sprawl. Comprehensive land use planning and revision of planning standards and administrative procedures would, go a long way to, reduce many of the problems that face urban populations in the developing areas, especially Africa. A Vision for Healthy Urbanization in the 21st Century: Challenges and Opportunities for China Dr Henk Bekedam WHO Representative, China Healthy urbanization: a framework for action in China China's Scientific Concept of Development rightly considers urbanization not only as means to further boost economic growth, but also as means to improve the life of people in China. In this context, given the health risks associated with urbanization, it is very appropriate and necessary to put people's health squarely on the urbanization agenda. Putting people's health on the urbanization agenda is, however, a very complex task that requires concerted government policy actions across many sectors. Specifically, in order to alleviate the impact of urbanization on people's health, government policies need to promote quality of urban life, environmental sustainability, health awareness, equitable access to basic health-related services and accountability of local government officials and people working in private enterprises for people's health. A. Quality of urban life International experience suggests that to promote quality of urban life, government particularly needs to act in three related areas: First, design and develop urban peripheries for people as well as for economic activity. This includes, moving industries out of the city centers and synchronizing the emergence of jobs in industries with housing and public infrastructure/services in urban peripheries. Second, design and develop user-friendly transport network. In this context, it is crucial to support public transport network and space for bicyclists and pedestrians, and thus reduce the necessity and advantages of relying on own car. Third, provide suitable space for physical activities and recreation. Cultivating green areas and â€Å"escape zones† in urban centers and peripheries encourages people to stay fit and healthy. B. Environmental sustainability To promote environmental sustainability in urban development, government needs to enforce strict measures toward environmental protection and support environment-friendly investments. Specifically, it is a crucial role for the government to enforce environmental standards, and invest into systems and projects improving the use of energy and energy conservation. In particular, the government needs to establish adequate pricing mechanisms for utilities to end the wasteful use of energy and water that is associated with blanket price subsidies. Similarly, the government needs to enforce energy-efficient construction practices. Critical are also investments into municipal waste management and environment-friendly technologies. C. Health awareness As urbanization is changing people's lifestyles, promoting health awareness is critical. The government particularly needs to act on two accounts. First, disseminating health information and promoting healthy lifestyles. Easy access to information about nutrition, healthy habits, and health risks can positively affect people's behavior. To be effective, information dissemination needs to be complemented with active policies to support early child development, and sports and healthy habits in schools; and to nurture the positive image of healthy lifestyles. For instance, cycling to work would be again a sign of advancement and not backwardness! Second, developing and enforcing adequate health-related regulations. This important task involves all relevant sectors. It involves the market. It involves developing system to manage people's safety: traffic safety, environmental safety, occupational safety, patient safety, food safety and making public places smoke free. Finally, it involves mechanisms toward quality and cost-control in the health system. D. Equitable access to essential health services The possible negative health effects of urbanization underline the importance of enabling all people to have access to essential health services. In this context, it would be appropriate for government to make a package of basic health services accessible to all people in urban areas, urban peripheries and rural areas (residents and floating population alike). This package of basic health services needs to cover public health functions and services – including the prevention of chronic diseases – and essential clinical services. To finance equitable access to basic health, the government will need to ensure full funding for the basic package of health services – through health insurance, medical financial assistance schemes and its own budget. E. Accountability for people's health In order to align the performance of local governments, public sector enterprises and agencies and private sector entities with the agenda of healthy urbanization, government needs to establish clear accountability for people's health. In both the public and private sectors, agencies and enterprises need to bear responsibility for the health effects of their policies and actions. With respect to health services, health providers and local governments need to be accountable for ensuring equitable access, acceptable quality, safety, and fair price. Challenges Cities throughout the world exhibit an incredible diversity of characteristics, economic structures, levels of infrastructure, historic origins, patterns of growth, and degrees of formal planning. Yet, many of the problems that they face are strikingly familiar. For one thing, as cities grow, they become increasingly diverse. Every city has its relatively more affluent and relatively poorer neighborhoods. But in developing countries, poorer neighborhoods can have dramatically lower levels of basic services. Consequently, a large number of urban residents in developing countries suffer to a greater or lesser extent from severe environmental health challenges associated with insufficient access to clean drinking water, inadequate sewerage facilities, and insufficient solid waste disposal. A major recent United Nations report on the state of water and sanitation in the world's cities found that water distribution systems in many cities in the developing world are inadequate, typically serving the city's upper- and middle-class neighborhoods but not rapidly expanding settlements on the urban fringe. Furthermore, the current data on the provision of water and sanitation in urban areas is very weak and the true situation is actually far worse than most international statistics suggest [20]. The large projected increases in the numbers of urban residents in the developing world over the next 20–30 years implies that municipal authorities responsible for these sectors face very serious challenges in the years ahead. In many cities, the scarcity of public water supplies forces many low-income urban residents to use other water sources such as private water vendors who charge many times more than the local public rate. Consequently, people in slums often must pay much more for lower quality water than other urban residents [21]. Improving public sanitation is another major urban environmental challenge that needs to be immediately addressed in virtually all cities in the developing world. Failure to collect garbage as well as inadequate waste management and recycling policies and practices mean that cities are being inundated in their own waste. In African cities, waste management has been described as ‘a monster that has aborted most efforts made by city authorities, state and federal governments and professionals alike’ [22]. As is the case of the water supply distribution network, sewerage systems are far better at meeting the needs of upper- and middle-class neighborhoods than they are of servicing poorer neighborhoods, particularly unregulated neighborhoods on the urban periphery. A major environmental crisis is looming large as many developing countries as cities discharge ever increasing amounts of waste into the air or into freshwater bodies, threatening water quality and aquatic ecosystems. The extent that urban growth affects the local ecosystem can be controlled to some extent by high quality land management. Land is an essential ingredient in all urban growth, yet in most cities there have been virtually no effective measures to control land development. Although many cities have formulated master plans at some time or another that included guidelines on land development and the future direction of urban growth, rarely, if ever, have these plans been realized. Reasons for this include poor urban governance, poor critical assumptions-urban population projections underpinning these plans have often been extremely weak-and the inability of plans to be adjusted and refined in the light of changing conditions, such as the invasion and settling of unused public space. Devising equitable land development policies remains one of the largest challenges facing planners and policy makers in many cities in the developing world. Congestion in many large cities can also be extremely severe and air pollution is now a serious environmental concern in many cities. Concentrations of carbon monoxide, lead, and suspended particulate matter in many large cities greatly exceed World Health Organization guidelines. Among the greatest environmental health concerns are exposure to fine particulate matter and to lead which contributes to learning disability in young children. A popular response to urban transportation congestion problems has been government investment in large-scale public transportation systems such as underground or overland metro systems. Less attention has been devoted to expanding and improving public bus networks, which tend to be overcrowded and poorly maintained. In many cities, private mini-bus companies have filled a hole in the market by providing low-cost urban transportation where standard bus routes have proved insufficient. Causes of urbanisation Urbanization and city growth are caused by a number of different factors including rural–urban migration, natural population increase, and annexation. Because rates of natural increase are generally slightly lower in urban than in rural areas, the principal reasons for rising levels of rbanization are rural–urban migration, the geographic expansion of urban areas through annexations, and the transformation and reclassification of rural villages into small urban settlements. The expansion of the metropolitan periphery can be caused both by the arrival of new migrants and by the sub-urbanization of the middle class out of the central city. The relative importance of each of these various causes of urbanization and suburbanization varies both within and between regions and countries. As stated above, over the next 30 years, population growth in general and urban population growth in particular is expected to be particularly rapid in the developing world, averaging 2. 3 per cent per year during 2000–2030. Although much of the popular rhetoric on urbanization has left the impression that cities are currently growing too fast and that growth should be limited or somehow diverted, it is important not to lose sight of the fact that, for the most part, there is an economic logic to the pattern of urbanization [14]. In most cases, high growth rates are an indicator of success rather than failure and most of the world's largest cities are located in countries with the world's largest economies. Many cities in Pacific Asia, for example, have experienced dramatic economic growth, reflecting the fact that the region is completely integrated into the new global economy. Cities on the forefront of global restructuring such as Hong Kong, Singapore, Seoul, and Taipei have enjoyed unprecedented growth rates of more than 10 percent per annum throughout the 1970s and early 1980s. All now rank among the top trading cities in the world and in fact, the level of gross national product (GNP) per capita in Hong Kong and Singapore exceeds that of many European countries. This extremely general descriptive of urban trends and projections naturally masks considerable regional diversity. There are enormous differences in the pattern of urbanization between regions and even greater variation in the level and speed with which individual countries or indeed individual cities within regions are growing.

Bloodlines Chapter Nineteen

IF I'D HAD TROUBLE SLEEPING BEFORE, Adrian's dream only made things worse. Even though I was safely back in my own bed, I couldn't shake the feeling of violation. I imagined that my skin was crawling with the taint of magic. I'd been so anxious to get out of the dream that I'd only half-realized what I'd been agreeing to. I respected Adrian's desire to go to college but now wondered if I should really be helping with that after my father's chastisement about â€Å"getting friendly† with vampires. I wasn't in the greatest of moods when I finally got up a few hours later. The tension in our room was thick as Jill and I prepared for school. Jill's defiance from yesterday was gone, and she kept watching me nervously when she thought I didn't notice. At first, I figured my outburst from last night had made her uneasy. But as we walked out of the room for breakfast, I knew there was more to it. â€Å"What?† I asked bluntly, breaking the silence at last. â€Å"What do you want to ask me?† Jill gave me another wary glance as we joined the rush of other girls heading downstairs. â€Å"Um, something happened yesterday.† A lot of things happened yesterday, I thought. That was my overtired, bitter self talking, and I knew that wasn't what she was leading up to. â€Å"Such as?† I asked. â€Å"Well†¦ I was starting to tell you about how Lee took me to that store. That clothing boutique where he knew the owner? Her name's Lia DiStefano. We talked, and she, uh, offered me a job. Kind of.† â€Å"The modeling job?† We reached the cafeteria's food line, though I had little appetite. I selected a yogurt, which looked sad and lonely in the middle of my otherwise empty tray. â€Å"We talked about that. It's not safe.† Still, it was ironic that a random visit could land Jill a job when three formal interviews had failed for Adrian. â€Å"This isn't for posed pictures that would be in a magazine or anything, though. It's a runway show of local designers. We told her this story that we're part of a religion that has rules about photos and identity. Lia said she'd actually been thinking of having her models wear half masks. Like the kind you wear at a masquerade? Between that and the lighting and the movement†¦ well, it'd be hard to identify me if any candid shots got out. It's just a onetime event, but I'd have to see her beforehand for fittings†¦ and to practice. She'd pay me too, but I'd need rides to get there and parental permission.† We sat down, and I spent an unnecessary amount of time stirring my yogurt as I mulled over her words. I could feel her gaze on me as I thought. â€Å"It's kind of silly, I guess,† she continued when I didn't answer. â€Å"I mean, I don't have any experience. And I don't even know why she'd want me. Maybe it's some gimmick she's going for. Weird models or something.† I finally ate a bite of yogurt and then looked up at her. â€Å"You're not weird, Jill. You really do have the ideal body type for modeling. It's hard to find. For humans, at least.† Once again, I tried not to think about how hard it was for us humans to live up to Moroi perfection. I tried not to think about how, years ago, my dad had criticized my figure and said, â€Å"If those monsters can do it, why not you?† â€Å"But you still think it's a terrible idea,† she said. I didn't respond. I knew what Jill wanted, but she couldn't bring herself to directly ask me for it. And I couldn't easily give it to her yet. I was still too upset about yesterday and not feeling kindly toward any favors. On the other hand, I couldn't tell her no either. Not yet. Despite how irresponsibly she'd behaved, her words about how miserable her life was here had hit me hard. This was something positive and good that would fill her time. It was also a muchneeded ego boost. Laurel had thrived on using Jill's unusual features against her; it would do Jill good to see that others viewed them positively. She needed to realize she was special and wonderful. I didn't know whether to curse or thank Lee for this opportunity. â€Å"I don't think we can decide anything until we go talk to Mrs. Weathers,† I told her at last. I glanced at a nearby clock. â€Å"In fact, we need to meet with her now.† I took a few more bites of my yogurt before throwing it away. Jill took a donut to go. When we returned to our lobby, we found out a delivery had arrived for Jill: a bouquet of perfect red roses and an apologetic note from Lee. Jill melted, her face filling with adoration at the gesture. Even I admired the romance of it, though a snarky part of me said maybe Lee should've sent flowers to Eddie and me instead. We were the ones he needed to apologize to. Regardless, the flowers were quickly forgotten when we sat down in Mrs. Weathers's office and learned the verdict on Jill. â€Å"I spoke to the principal. You aren't being suspended,† she told Jill. â€Å"But for the next month, you are restricted to your dorm when not in class. You are to report to me immediately after classes end so that I know you're here. You may go to the cafeteria for meals – but only your dorm's. Not the one on West Campus. The only exceptions to this policy are if an assignment or teacher requires you to go elsewhere outside of school hours, like the library.† We both nodded, and for a moment, I was simply relieved that Jill hadn't been expelled or anything like that. Then the real problem hit me like a slap in the face. I'd told Jill this meeting would impact any modeling decisions, but there was something much worse on the line. â€Å"If she's grounded to the dorm, then she can't leave the school,† I said. Mrs. Weathers gave me a wry smile. â€Å"Yes, Miss Melrose. That is what ‘grounded' generally means.† â€Å"She has to, ma'am,† I argued. â€Å"We have family gatherings twice a week.† Ideally, we had them more than that, but I was hoping a lowball number might buy us freedom. It was absolutely essential Jill get blood, and two days a week was about the minimum a vampire could survive on. â€Å"I'm sorry. Rules are rules, and in breaking them, your sister has lost the privilege of functions like that.† â€Å"They're religious,† I said. I hated to play the religion card, but that was something the school would have a hard time countering. And hey, it had apparently worked on the fashion designer. â€Å"We go to church as a family on those days – us and our brothers.† Mrs. Weathers's face showed me I had indeed gained ground. â€Å"We'd need a signed letter from your parents,† she said finally. Great. That had worked so well in PE. â€Å"What about our brother? He's our legal guardian here.† Surely even Keith couldn't drag his feet on this, not with blood on the line. She considered this. â€Å"Yes. That might be acceptable.† â€Å"I'm sorry,† I told Jill when we walked outside to catch the shuttle. â€Å"About the modeling. We're going to have a hard enough time getting you permission to leave for feedings.† Jill nodded, making no effort to hide her disappointment. â€Å"When's the show?† I asked, thinking maybe she could do it when her punishment was over. â€Å"In two weeks.† So much for that idea. â€Å"I'm sorry,† I repeated. To my surprise, Jill actually laughed. â€Å"You have no reason to be. Not after what I did. I'm the one who's sorry. And I'm sorry about Adrian too – about the interviews.† â€Å"That's something you have no reason to be sorry about.† It struck me again how easily everyone made excuses for him. She proved this with her next comment. â€Å"He can't help it. It's how he is.† He can help it, I thought. Instead, I said, â€Å"Just hang in there, okay? I'll get Keith to sign off on our religious experiences.† She smiled. â€Å"Thanks, Sydney.† We usually parted ways when the bus reached Central Campus, but she held back once we got off. I could see again that she wanted to tell me something but was having trouble getting the courage. â€Å"Yes?† I asked. â€Å"I†¦ just wanted to tell you I really am sorry for giving you so much grief. You do a lot for us. Really. And you being upset, it's because†¦ well, I know you care. Which is more than I can say for other people back at Court.† â€Å"That's not true,† I said. â€Å"They care. They went to a lot of trouble to get you here and keep you safe.† â€Å"I still feel like it was more for Lissa than for me,† she said sadly. â€Å"And my mom didn't put up much of a fight when they said they were going to send me away.† â€Å"They want you safe,† I told her. â€Å"That means making hard choices – hard for them too.† Jill nodded, but I don't know if she believed me. I gave Eddie the morning report when I reached history. His face displayed a range of emotions with each new development in the story. â€Å"You think Keith will write the note?† he asked in a low voice. â€Å"He has to. The whole point of us being here is to keep her alive. Starving her to death kind of defeats the purpose.† I didn't bother telling Eddie that I was in trouble with my father and the Alchemists and that in two weeks, there was a good chance I might not even be around. Eddie was clearly upset over Jill's situation already, and I didn't want him to have one more thing to worry about. When I met up with Ms. Terwilliger at the end of the day, I turned in the last of the notes I'd made for her on the old books. As I was settling myself at a desk, I noticed a folder of articles sitting on a table. Carlton College was printed on the folder in embossed gold letters. I remembered now why I'd thought the name was familiar when Adrian had mentioned it in the dream. â€Å"Ms. Terwilliger†¦ didn't you say you knew people at Carlton College?† She glanced up from her computer. â€Å"Hmm? Oh yes. I should think so. I play poker with half of the history faculty. I even teach there in the summers. History, that is. Not poker.† â€Å"I don't suppose you know anybody in admissions, do you?† I asked. â€Å"Not so much. I suppose I know people who know people there.† She turned her attention back to the screen. I said nothing, and after several moments, she looked back at me. â€Å"Why do you ask?† â€Å"No reason.† â€Å"Of course there's a reason. Are you interested in attending? Goodness knows you'd probably get more out of there than here. My class being the exception, of course.† â€Å"No, ma'am,† I said. â€Å"But my brother wants to attend. He heard classes haven't started yet but isn't sure if he can get in on such short notice.† â€Å"It's very short notice,† agreed Ms. Terwilliger. She scrutinized me carefully. â€Å"Would you like me to make some inquiries?† â€Å"Oh. Oh no, ma'am. I was just hoping to get some names I could contact. I'd never ask you to do something like that.† Her eyebrows rose. â€Å"Why ever not?† I was at a loss. She was so difficult to understand sometimes. â€Å"Because†¦ you have no reason to.† â€Å"I'd do it as a favor to you.† I couldn't muster a response for that and simply stared. She smiled and pushed her glasses up her nose. â€Å"That's impossible for you to believe, isn't it? That someone would do a favor for you.† â€Å"I†¦ well, that is†¦Ã¢â‚¬  I trailed off, still unsure what to say. â€Å"You're my teacher. Your job is to, well, teach me. That's it.† â€Å"And your job,† she said, â€Å"is to report to this room during last period for whatever mundane tasks I have for you and then turn in a paper at the end of the semester. You are not in any way required to fetch me coffee, show up after hours, organize my life, or completely rearrange your own to meet my ridiculous requests.† â€Å"I†¦ I don't mind,† I said. â€Å"And it all needs doing.† She chuckled. â€Å"Yes. And you insist on going above and beyond in your tasks, don't you? No matter how inconvenient for you.† I shrugged. â€Å"I like to do a good job, ma'am.† â€Å"You do an excellent job. Far better than you need to. And you do it without complaint. Therefore, the least I can do is make a few phone calls on your behalf.† She laughed again. â€Å"That startles you most of all, doesn't it? Having someone praise you.† â€Å"Oh no,† I said lamely. â€Å"I mean, it happens.† She took off her glasses to look at me more intently. The laughter was gone. â€Å"No, I'm thinking it doesn't. I don't know your particular situation, but I have known a lot of students like you – ones whose parents ship them off like this. While I appreciate the concern for higher education, I find that more often than not, a bigger piece of students coming here is that their parents simply don't have the time or inclination to be involved with – or even pay attention to – their children's lives.† We were dealing with one of those interpersonal areas that made me uncomfortable, particularly because there was an unexpected element of truth in them. â€Å"It's more complicated than that, ma'am.† â€Å"I'm sure it is,† she replied. Her expression turned fierce, making her look far different from the scattered teacher I knew. â€Å"But listen to me when I say this. You are an exceptional, talented, and brilliant young woman. Do not ever let anyone make you feel like you're less. Do not ever let anyone make you feel invisible. Do not let anyone – not even a teacher who constantly sends you for coffee – push you around.† She put her glasses back on and began randomly lifting up pieces of papers. At last, she found a pen and grinned triumphantly. â€Å"Now, then. What is your brother's name?† â€Å"Adrian, ma'am.† â€Å"Right, then.† She took out a piece of paper and carefully wrote down the name. â€Å"Adrian Melbourne.† â€Å"Melrose, ma'am.† â€Å"Right. Of course.† She scribbled out her mistake and muttered to herself, â€Å"I'm just glad his first name's not Hobart.† When she was finished, she leaned back casually in her chair. â€Å"Now that you mention it, there is one thing I'd like you to do.† â€Å"Name it,† I said. â€Å"I want you to make one of the spells from that first book.† â€Å"I'm sorry. Did you say, make a spell?† Ms. Terwilliger waved a hand. â€Å"Oh, don't worry. I'm not asking you to wave a wand or do an animal sacrifice. But I'm terribly intrigued by how complex some of the formulas and steps of the spells were. I have to wonder, did people actually follow them in such painstaking detail? Some of these are quite complicated.† â€Å"I know,† I said dryly. â€Å"I typed them all out.† â€Å"Exactly. So, I want you to make one. Follow the steps. See how long it takes. See if half the measurements they ask for are even possible. Then write up the data in a report. That part, I know you excel at.† I didn't know what to say. Ms. Terwilliger wasn't actually asking me to use magic, certainly not in the same way vampires did. Such a thing wasn't even possible. Magic was not the province of humans. It was unnatural and went against the ways of the universe. What the Alchemists did was based on science and chemistry. The tattoos had magic, but it was us bending vampire magic to our wills – not using it ourselves. The closest we came to anything supernatural was the blessings we called down on our potions. She was only asking me to reenact a spell. It wasn't real. There was no harm. And yet†¦ why did I feel so uneasy? I felt like I was being asked to lie or steal. â€Å"What's the matter?† she asked. For a moment, I considered using religion again but then dismissed it. That excuse had come up too often today, though this time, it was actually semilegitimate. â€Å"Nothing, ma'am. It just seems weird.† She picked up the first leather book and flipped to the middle. â€Å"Here. Do this one – an incineration amulet. It's complicated, but at least you'll have an arts and crafts project when you're done. Most of these ingredients should be easy to come by, too.† I took the book from her and scanned it. â€Å"Where am I going to get nettle?† â€Å"Ask Mr. Carnes. He has a garden outside his classroom. I'm sure you can buy the rest. And you know, you can give me receipts. I'll pay you back whenever I send you out to get something. You must've spent a fortune on coffee.† I felt a little better when I saw how random the ingredients were. Nettle. Agate. A piece of silk. There wasn't really even anything flammable. This was nonsense. With a nod, I told her I'd start soon. In the meantime, I typed up an official letter to Amberwood on Keith's behalf. It explained that our religious beliefs required family church attendance twice a week and that Jill needed to be excused from her punishment during those times. It also promised that Jill would check in with Mrs. Weathers both before and after the family trips. When I finished, I was rather pleased with my work and felt that I'd made Keith sound far more eloquent than he deserved. I called him up when school ended and gave a brief rundown on what had happened with Jill. Naturally, I got the blame. â€Å"You're supposed to keep an eye on her, Sydney!† Keith exclaimed. â€Å"I'm also supposed to be undercover as a student here, and I can't be with her every second of the day.† It wasn't worth mentioning that I'd actually been out with Adrian when Jill had run away – not that Keith could do any more to me. He'd already done his damage. â€Å"And so I have to suffer the consequences,† he said in a world-weary voice. â€Å"I'm the one who gets put out for your incompetence.† â€Å"Put out? You don't have to do anything except sign the letter I wrote for you. Are you home right now? Or will you be? I'll drive it over to you.† I figured he'd jump all over the offer, seeing how annoyed he seemed to be by the matter. So, it was a surprise when he said, â€Å"No, you don't have to do that. I'll come to you.† â€Å"It's not a problem. I can be at your place in less than ten minutes.† I didn't want him to have any more reason than necessary to go on and on about how I was inconveniencing him – or complain to the Alchemists. â€Å"No,† said Keith, with surprising intensity. â€Å"I'll come to you. I'm leaving right now. Meet you at the main office?† â€Å"Okay,† I said, totally puzzled at this change of heart. Did he want to check up on me or something? Demand an inspection? â€Å"See you soon.† I was already on Central Campus, so it took no time at all to reach the main office. I sat outside on an ornate stone bench with a good view of the visitors parking lot and waited. It was hot out, as usual, but being in the shade actually made it pretty pleasant. The bench was situated in a little clearing filled with flowering plants and a sign that read The Kelly Hayes Memorial Garden. It looked new. â€Å"Hey, Sydney!† Kristin and Julia were walking out of the building and waved at me. They came and sat down beside me to ask what I was doing. â€Å"I'm waiting for my brother.† â€Å"Is he cute?† asked Kristin hopefully. â€Å"No,† I said. â€Å"Not at all.† â€Å"Yes, he is,† countered Julia. â€Å"I saw him in your dorm last weekend. When you all went out for lunch.† It took me a second to realize she meant Adrian. â€Å"Oh. Different brother. They don't have a lot in common.† â€Å"Is it true your sister's in big trouble?† asked Julia. I shrugged. â€Å"Only a little trouble. She can't leave campus, except for family stuff. It could be worse. Although†¦ it did cost her a modeling job, so she's sad about that.† â€Å"Modeling for who?† asked Kristin. I racked my brain. â€Å"Lia DiStefano. There's some show in two weeks, and she wanted Jill to walk in it. But Jill can't practice because she has to stay here.† Their eyes went wide. â€Å"Lia's clothes are amazing!† said Julia. â€Å"Jill has to do it. She might get free stuff.† â€Å"I told you. She can't.† Kristin tilted her head thoughtfully. â€Å"But what if it was for school? Like some kind of career or vocational thing?† She turned to Julia. â€Å"Is there still a sewing club?† â€Å"I think so,† said Julia, nodding eagerly. â€Å"That's a good idea. Does Jill have an activity?† Along with a sport, Amberwood also required its well-rounded students to participate in hobbies and activities outside of class. â€Å"There's a sewing club she could join†¦ and I bet she could get working with Lia counted as some kind of special research.† In attempting to fix a loose thread on her cardigan the other day, Jill had nearly unraveled the entire sweater. â€Å"I don't think that's really Jill's thing.† â€Å"Doesn't matter,† said Kristin. â€Å"Most of the people in it can't sew anyway. But every year, the club volunteers with local designers. Miss Yamani would totally let walking in the show count as volunteering. She loves Lia DiStefano.† â€Å"And they'd have to let her go,† said Julia, face full of triumph. â€Å"Because it'd be for school.† â€Å"Interesting,† I said, wondering if there was any chance of it working. â€Å"I'll tell Jill.† A familiar blue car pulled into the driveway, and I stood up. â€Å"There he is.† Keith parked and got out, scanning around for me. Kristin gave a small sound of approval. â€Å"He's not bad.† â€Å"Believe me,† I said, walking forward. â€Å"You want nothing to do with him.† Keith gave the girls what was probably supposed to be a charming smile and even winked at them. The instant they were gone, his smile dropped. Impatience radiated off of him, and it was a wonder he didn't tap his foot. â€Å"Let's make this fast,† he said. â€Å"If you're in such a rush, you should have just let me come by when you had more time.† I took out a binder containing the letter and handed it over with a pen. Keith signed without even looking at it and handed it back. â€Å"Need anything else?† he asked. â€Å"No.† â€Å"Don't mess up again,† he said, opening the car door. â€Å"I don't have time to keep covering for you.† â€Å"Does it matter?† I challenged him. â€Å"You've already done your best to get rid of me.† He gave me a cold smile. â€Å"You shouldn't have crossed me. Not now, not back then.† With a wink, he turned around and began to leave. I stared, unable to believe the audacity. It was the first time he'd directly referenced what went down years ago. â€Å"Well, that's the thing,† I shouted at his retreating figure. â€Å"I didn't cross you back then. You got off easy. It's not going to happen again. You think I'm worried about you? I'm the one you need to be scared of.† Keith came to a halt and then slowly turned around, his face awash with disbelief. I didn't blame him. I was kind of surprised myself. I couldn't ever remember a time I'd so openly countered someone in a higher position of authority, certainly not someone who had so much power to affect my situation. â€Å"Watch it,† he said at last. â€Å"I can make your life miserable.† I gave him an icy smile. â€Å"You already have, and that's why I've got the advantage. You've done your worst – but you haven't seen what I can do yet.† It was a big bluff on my part, especially since I was pretty sure he could still do worse. For all I knew, he could get Zoe out here tomorrow. He could get me sent to a re-education center in a heartbeat. But if I went down? So would he. He stared at me for a few moments, at a loss. I don't know if I actually scared him or if he decided not to dignify me with an answer, but he finally turned and left for good. Furious, I went inside to deliver the letter to the office. The front desk secretary, Mrs. Dawson, stamped it and then made a copy for me to give to Mrs. Weathers. As she handed it to me, I asked, â€Å"Who's Kelly Hayes?† Mrs. Dawson's usually dimpled face grew sad. â€Å"That poor girl. She was a student here a few years ago.† My memory clicked. â€Å"Is she the one Mrs. Weathers mentioned? Who went missing?† Mrs. Dawson nodded. â€Å"It was terrible. She was such a sweet girl too. So young. She didn't deserve to die like that. She didn't deserve to die at all.† I hated to ask but had to. â€Å"How did she die? I mean, I know she was murdered, but I never heard any details.† â€Å"Probably just as well. It's pretty gruesome.† Mrs. Dawson peered around, as though afraid she'd get in trouble for gossiping with a student. She leaned over the counter toward me, face grave. â€Å"The poor thing bled to death. She had her throat cut.†