Are students have changed Essay Example for Free

Are students have changed Essay Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach. (Prensky,2001). Prensky further stated that children in the 21st century are classified as Net-gen, and digital-gen but the most useful description Prensky found for these children is Digital Natives. This is evident because in the 21st century children as young as three years are mastering the uses of computers, videogames, internets, tablets, mobile phones and other technological devices. According to Janssen (n. d) digital native is an individual who was born after the widespread adoption of digital technology. Technology is so advance and useful to students it seems like they get so addicted to it and felt like they can’t do without it and the other hand it helps students to improve in learning. Three changes that are seen with the first century learner regards to technology, they are more dependent on technology, misuse of information and unlimited thinking skills. Firstly, the internet is known as one of the greatest invention of modern age; a gateway that is magical to resources, information and communication unlike anything we previous dreamed of. It is claimed by many that it is the greatest single technological advance for education, as it opens opportunities for studying, learning and discovering. But as time goes by and the first generation of students grows up with modern internet technology from birth to teenage years, questions have been asking are children being dependent on technology. The internet provides students with  enormous advantage of a world of information at their finger tip. A single tap of the finger on the keyboard can deliver a hundred of articles under a second; far hours from when students would spend time spinning through library books and journals in days passed by. With the ease of access, the internet comes with disadvantages such as false and incorrect information that is easily distributed and can be difficult to trace sources and support the information. On, on the other side the volume of research materials online can make students to find information they need too easy, allowing them to compile these information by copying and pasting without understanding and analysing the information they are sifting through at all. While students from twent y years and beyond would have to read and absorb a huge amount of information such as putting together a report on tree frogs. These students have to use different sources for each part of the project; while on the other hand digital natives would discover everything needed to know by the internet site, picking up a little knowledge in the process. According to Jannsen (n.d) people believes that children who are digital natives think differently due to their early exposure to technology and have become accustom to using technology to solve the repetitive tasks that form the basis of traditional learning With the rise of different technology, and the fantastic way that produce communication from mobile phones to iPods to Skype and face book, modern students have become available to a wealth of education opportunities. Pupils from Jamaica can now hold an online debate with a class of their contemporaries in United States and others, interactive group webpage, class blogs, and programs that design interactive online animations which allowed educational communication to form. The reliance on the mobile phones and the laptops is taking toll on areas in education such as literacy and writing skills. This is said to be suffering as children write less and more text message expression take preference over their grammar. Also the suffering of simple communication skills and understanding of personal interaction as young people spend more time online communicating using their keyboards rather face to face contact. The reliance of such method for communication can cause students to form unhealthy relationships with others, concerned about critics that was said, and open up possibilities of cyber-bullying that is very dangerous and persecution of people online. Secondly, the expansion of the use and easy  availability of technology makes it easy for society to do negative activities that often violates the law. The main problems are the misuse of copyright, distribution of forbidden materials, violation of privacy or personal data and other serious activities. This activity can be seen in education field where the increase of plagiarism among students. Students can find information on the internet free and plagiarize other’s work whether if it is intentionally or without realising it. According to Lindemann C(2013) among students in grades 7-12, 21% have turned in a paper downloaded from the Internet. More than a third (38%) copied text from a website. The more students rely on the internet such as Google and Wikipedia answers to answer their home work questions, they are required to use less of their minds to come up with independent thoughts and opinions. Instead they simple click, copy and paste. Plagiarism is not the only way of cheating. The internet is not the only way; students can used other technology such as mp3 players, mobile phones, calculators and other technologies. In gaining information using phones this can be done by emails, texts, Bluetooth, as well as phone calls. According to Takahashi (2011) many educators perceive them a slacking more formal ICT skills. The availability and ease of use of technology makes cheating possible. The environment opens possibilities for academic dishonesty which can be difficult to discover. Students find simple and fast way to get through their studies, such way is to share materials, results, papers, information about exams. A majority of website offers a variety of finished work materials for essays, seminar papers, reports, and even degree works, answers to test for final exams in bachelor or master courses. These website are made for students to upload their work voluntary and the provider usually do not get benefit from the sites; while some sites will offer small benefit for uploading the work. Downloading the work can also be free without registration, if not unless the provider creates a user account or a fee. The reason why students plagiarize is the overload of information. The more information you have leads to the first step towards good school paper. Technology is used by teachers and professionals to increase the quality of leaning. The growth and progress in ICT changes education compare to decades ago and introduce methods that increase in students learning. From this students need to learn how to deal with information for assignments,  work tasks, research tasks and other information problems. Thirdly, technology affects students thinking skill. According to Wolpert S (2009) as technology has played a bigger role in our lives, our skills in critical thinking and analysis have declines, while our visual have improved. Thinking is the ability to reflect, draw on conclusions, knowledge, reason and insight. It is what makes students communicate, build, create and become civilized. Thinking is based from learning, observing, remembering, questioning, arguing, judging and others. The exposure of technology as changes learners. Because of students’ brain still developing and malleable, the exposure of technology causes digital natives brain to be wire in ways different from previous generation. Reading encouraged the brain to be focused and imaginative; but pleasure for reading has decline in young people which enhances thinking and creates imagination that visual media such as video games, television cannot. The using of visual media will allow students to process information better but most don’t allow students to get the time to reflect, analyze or imagine. Reading develops reflection, imagination, critical thinking as well as the development of vocabulary. Through reading, these skills are developed. Students today are more visual literacy and are less print literacy thus many students are not being seen reading often and reading for pleasure. Technology strengthens student’s ability to scan information quickly and efficiently. An impl ication for teaching and learning is that workshops or seminars should be implemented for teachers so that they receive training to know how to integrate the different types of technology into their lessons and make learning more engaging for students. As we know that student gravitates to technology and we are living in 21st century. Attending these workshops teachers are able to know more about each technology such as the usage, programs and others. They are able to monitor the technology by themselves and by doing so they are able to carry out the lesson effectively and stimulate children learning. One implication for policy makers is that in order for the teachers to integrate the technology in the classroom to meet the need of his students, firstly you should provide or equipped the schools with the necessary technology. Without these, teachers will unable to do so, which he or she wants to; so that her students can grasp the concepts well. For the school to be equipped policy makers should also develop an infrastructure to  place the technologies. Provide the necessary security and to eliminate outdated hardware and software and replace them with up to date as the years are passing by. â€Å"When technology integration in the classroom is seamless and thoughtful, students not only become more engaged, the y begin to take more control over their own learning†. (Hertz 2014). Technology integration is the use of technology in the classroom that helps to carry out learning concepts and to manage the class, such technology are computers, overhead projectors, digital cameras, internet, tape recorders, and CD-ROMs. Digital camera is a great application in the classroom as it allows collecting and documenting exciting events in the environment. Integrating digital camera properly can help to link lessons to student’s lives. For example class letter, development of stories and community based research. Cameras can be share between classes and capture images quickly and easily, in which pictures provide important context for children learning experience. Images that are culturally relevant can be a very powerful strategy for students to learn about their community. For example teaching about vocabulary, teachers can send students outdoor with the digital camera to take pictures of events, objects or actions that represent the vocabulary that was discussed . Students can be asked to write sentences or paragraph highlighting new vocabulary. Which is a very excited way for students to increase their vocabulary and become better readers; and teachers could give students the opportunity to take pictures of events or actions that reflect in a story that was read to them, downloading pictures from the computer then allowed children to write a sentence or paragraph about each picture. Having students to take pictures of the story event or action will help them to relate what they reading to their own lives in their community. Digital camera can be used to do storytelling which produces narrated short films using music, photos and voices. The grade 3 lesson â€Å"who are the people in my community†, students and teachers can take a walk within the community with the camera and take pictures of community helpers and write sentences about each role within the community. The teacher and students can produce their story by downloading the pictures on the computer using programs such as Photo-Story, Windows Movie Maker, Powe rPoint, that include narration for each. The tape recorder and boom box can be used to engage student and help save time. One activity for the whole class is teachers can use a student to  become the classroom DJ. Using a microphone, the student announces the topic of the day’s lesson. With a book in hand students can read along with their teacher during reading time. Students can even listen to a recording of their teacher who record the book tape before. The boom box can be used to create electronic portfolio that showcase student’s best work and the learning progress during a time period. By doing this teachers can record the students reading or thinking process when solving a problem, a video clip of his or her oral presentation and a CD with the child digital story. The tape recorder can be used to record student’s reading of a text at regular intervals which is assessed at each interval and strategies plan to improve the reading fluency. The overhead projector is a display system that is used to present images, videos, texts to students. It helps to carry out concepts and for students to grasp concepts by which it stimulates learning by watching videos, interactive games and retrieving texts which aid in the development of different learning styles such as audio and visual learners. The teacher faces the students while the notes that are prepared previously revealed. The lesson becomes engaging and students are attentive or focus and not only that but the teacher becomes more efficient by sharing and creating reusable work. . An example of how teachers can make the projector a part of her lesson is if a teacher is trying to bring across the lesson of the topic family to a grade two class, students will watch a video of the family then have a discussion with the teacher, from the video students will define the term family in their own words. Students will use family related terms seen in the video to write at least five sentences. The family related terms are like: grandmother, brother and sister. References Prensky M (2001) Digital Natives, Digital Immigrants Retrieved February 19, 2014 from http://www.marcprensky.com/writing/Prens†¦igrants%2520-%2520Part1.pd Hertz MB (n.d) How to Integrate Technology Retrieved February 21, 2014 from http://www.edutopia.org/technology-integration-guide-implementation Wolpert S (2006) Is technology producing a decline in critical †¦ – UCLA Newsroom Retrieved February 21, 2014 from http://newsroom.ucla.edu/portal/ucla/is-†¦ducing-a-decline-79127.asp Lindemann C (2013) How to Stop the Plagiarism Plague | Education.com Retrieved February 21, 2014 from http://www.education.com/magazine/articl†¦cle/stop-plagiarism-plague Janssen C (n.d) What is a Digital Native? – Definition from Techopedia Retrieved February 21, 2014 from www.techopedia.com/definition/28094/digital-native Takahashi (2011) Academia.edu | Documents in Digitalian – Academia.edu Retrieved February 23, 2014 from www.academia.edu/Documents/in/Digitalian Are students have changed. (2016, Mar 21).

A Critique of the Movie Monsieur Ibrahim Review

A Critique of the Monsieur Ibrahim - Movie Review Example Interrelated themes include an expansive view of Islam that respects other religions and other faiths, and views all men with love and respect. They also include a cosmopolitan Islam that embraces all, the prostitute, the Jew, the Orthodox, the Catholic, and the saint, with equal reverence and compassion. These themes meanwhile tie-up with the theme of the differences between formal religion, doctrine, and churches on the one hand, and a personal and lived spirituality as typified by the Sufi spirituality of Ibrahim on the other. It is about how a personal spirituality that is grounded on an authentic view of God is also an authentic way of viewing the message of the Koran (Ernst; Siddiqui; â€Å"Monsieur Ibrahim†). II. Discussion The physical context in France, in a section of Paris where prostitutes ply their trade. The main characters play out roles as a Jewish teenager about to become a man. and as an old Sufi Muslim and store owner, who from the beginning seems to have a connection with the young man. He is able seemingly to read his thoughts. Their social and religious associations hint at a deeper reality that needs probing. Being a Jew has social contexts, and so is being an â€Å"Arab† in France. Moises is Momo to Monsieur Ibrahim. The old man's name hints at his Muslim roots, and he does not hide it. We learn that he is Muslim, and he is a devout reader of the Koran, but that he is also a Sufi, a religious adept. As a Sufi, he disregards the legalistic, dogmatic side of Islam. He thus so to favor of personal spirituality. Outwardly he is friendly and calm, and certainly not at all intimidated by the young boy's Jewishness.  

Marlon Brando won the Academy Award for his performance in The Essay

Marlon Brando won the Academy Award for his performance in The Godfather movie but he refused the Oscar. Examine how this pseudo - Essay Example While trying to avoid the paparazzi seems to be the desire of those who have a pubic persona, in truth, without publicity, the success of a career would most likely not reach the level that has put them in the public eye. In 1973 Marlon Brando was nominated for an Academy Award for his performance in The Godfather (1972). Brando attempted to use his status and celebrity, and the event of his receiving the award, in order to promote his personal agenda in defending the occupation of Wounded Knee and the plight of the Native Americans. The creation of pseudo-events have been a framing factor in the way in which the media has been used in order to create celebrity. The media uses celebrities to create sensationalized storied through which they sell their information product, while celebrities use the media in which to frame their image in the eye of the public in order to sell their product - themselves. Sometimes, however, as in the event of the 1973 Academy Awards, celebrities use the ir status in order to sell an idea to the public, to support an agenda that is outside of the framework of the reason that they had become celebrities. Celebrity As Daniel Boorstin suggested, celebrity is the state of being known for being known, a fabrication of human greatness based on expectations of greatness (Turner 5). The power of celebrity has reached proportions to where the public looks to the famous in order to find ‘truths’ rather than to the figures who are central to an issue. Cashmore states that society puts an â€Å"extravagant value† to the lives of celebrity through a preoccupation with people who will never actually have a connection to the average person (1). The context for the emergence of the concept of celebrity is defined by the conditions under which the right mix of circumstances allowed causes to trigger the overall effect. Cashman cites the seminal time period being the 1980’s in which the media began to expand and grow in inf luential power and at the same time, a general loss in confidence diminished the power and influence of political leadership (Cashman 2). However, the power of celebrity had been growing from the time of the emergence of the film industry. . Celebrity culture emerged from a consumerist society as people became commodities on a much larger scale than had ever before been established. As the perfection of scripted lives from the stories within the movies was transferred onto the embodiment of the characters through the actors who portrayed them, an expectation grew around the figure of the celebrity. That expectation was fed by the media who made reports that either confirmed or denied the perception that the public had about an individual. The job of the publicist was to try to control the information, attempting to provide a public framework for the sale of the celebrity image in order to create a forward continuation of his or her career. The media is a tool of sales, the release o f information the advertising on which a person is commoditized. Celebrity is primarily an invention of the 20th century, an invention of media production in which the individual is known for being known (Giles 4). The concept is not defined by profession or

St. Johns Wort...A Peculiar Name for an Interesting Plant :: Botany

St. John's Wort...A Peculiar Name for an Interesting Plant There is an illness that afflicts about 17.6 million American adults each year. In the U.S., it is the number one reason that someone consults a family physician. It costs the economy more than ulcers, diabetes, arthritis or hypertension. What is this mysterious illness? -- It is depression. Depression has been treated in the past with prescription drugs such as Prozac, Zoloft, and Paxil, but now more and more people are turning to the herbal "remedy" known as St. John's wort (3). St. John's wort, also known as Hypericum perforatum, has grown in popularity in the last several years. Its' popularity originated in Europe where it is prescribed and treated as a drug (5). In Germany, St John's wort extract is prescribed 8 times more often than Prozac for depression (7). In the United States, retail sales of St. Johns wort climbed by almost 3,000% during the past year (5)! This herbal is effective for mild to moderate depression and can also help those who have troubles sleeping (2). Even though St. John's wort seems like the perfect remedy for mild to moderate depression, there can be drug interactions and side effects associated with it. St. John's Wort comes from a shrubby plant that has also been termed a weed. Its' flowers are yellow and are 5 petaled, 1-2 inches across, and bright yellow with dense tufts of stamens. Its' bloom period is in July. It can be found growing naturally in Kentucky and Tennessee, south to northern Florida, west to eastern Texas (4), and grows quite well in Northern California and Southern Oregon. Ancient Christian mystics named Hypericum after St. John the Baptist. "Wort" is an old English word for plant. The flowers were traditionally collected on June 24th, which is St. John's Day. The flowers were soaked in olive oil for several days to produce a blood red anointing oil, which symbolized St. John's blood (7). The active chemical in St. John's wort is hypericin. Dried extracts from harvested buds, blooms, leaves, and stems contain variable amounts of hypericin (6). It was once thought that this chemical interfered with MAO, which is an enzyme in the brain. The purpose of this enzyme is to destroy amines that make us feel good such as: serotonin, epinephrine, and dopamine. This chemical is what is responsible for the red color (3). This, however has been shown to be wrong recently. St. John's Wort...A Peculiar Name for an Interesting Plant :: Botany St. John's Wort...A Peculiar Name for an Interesting Plant There is an illness that afflicts about 17.6 million American adults each year. In the U.S., it is the number one reason that someone consults a family physician. It costs the economy more than ulcers, diabetes, arthritis or hypertension. What is this mysterious illness? -- It is depression. Depression has been treated in the past with prescription drugs such as Prozac, Zoloft, and Paxil, but now more and more people are turning to the herbal "remedy" known as St. John's wort (3). St. John's wort, also known as Hypericum perforatum, has grown in popularity in the last several years. Its' popularity originated in Europe where it is prescribed and treated as a drug (5). In Germany, St John's wort extract is prescribed 8 times more often than Prozac for depression (7). In the United States, retail sales of St. Johns wort climbed by almost 3,000% during the past year (5)! This herbal is effective for mild to moderate depression and can also help those who have troubles sleeping (2). Even though St. John's wort seems like the perfect remedy for mild to moderate depression, there can be drug interactions and side effects associated with it. St. John's Wort comes from a shrubby plant that has also been termed a weed. Its' flowers are yellow and are 5 petaled, 1-2 inches across, and bright yellow with dense tufts of stamens. Its' bloom period is in July. It can be found growing naturally in Kentucky and Tennessee, south to northern Florida, west to eastern Texas (4), and grows quite well in Northern California and Southern Oregon. Ancient Christian mystics named Hypericum after St. John the Baptist. "Wort" is an old English word for plant. The flowers were traditionally collected on June 24th, which is St. John's Day. The flowers were soaked in olive oil for several days to produce a blood red anointing oil, which symbolized St. John's blood (7). The active chemical in St. John's wort is hypericin. Dried extracts from harvested buds, blooms, leaves, and stems contain variable amounts of hypericin (6). It was once thought that this chemical interfered with MAO, which is an enzyme in the brain. The purpose of this enzyme is to destroy amines that make us feel good such as: serotonin, epinephrine, and dopamine. This chemical is what is responsible for the red color (3). This, however has been shown to be wrong recently.

The Twilight Saga 4: Breaking Dawn 6. DISTRACTIONS

My entertainment became the number-one priority on isle Esme. We snorkeled (well, I snorkeled while he flaunted his ability to go without oxygen indefinitely). We explored the small jungle that ringed the rocky little peak. We visited the parrots that lived in the canopy on the south end of the island. We watched the sunset from the rocky western cove. We swam with the porpoises that played in the warm, shallow waters there. Or at least I did; when Edward was in the water, the porpoises disappeared as if a shark was near. I knew what was going on. He was trying to keep me busy, distracted, so I that wouldn't continue badgering him about the sex thing. Whenever I tried to talk him into taking it easy with one of the million DVDs under the big-screen plasma TV, he would lure me out of the house with magic words like coral reefs and submerged caves and sea turtles. We were going, going, going all day, so that I found myself completely famished and exhausted when the sun eventually set. I drooped over my plate after I finished dinner every night; once I'd actually fallen asleep right at the table and he'd had to carry me to bed. Part of it was that Edward always made too much food for one, but I was so hungry after swimming and climbing all day that I ate most of it. Then, full and worn out, I could barely keep my eyes open. All part of the plan, no doubt. Exhaustion didn't help much with my attempts at persuasion. But I didn't give up. I tried reasoning, pleading, and grouching, all to no avail. I was usually unconscious before I could really press my case far. And then my dreams felt so real – nightmares mostly, made more vivid, I guessed, by the too-bright colors of the island – that I woke up tired no matter how long I slept. About a week or so after we'd gotten to the island, I decided to try compromise. It had worked for us in the past. I was sleeping in the blue room now. The cleaning crew wasn't due until the next day, and so the white room still had a snowy blanket of down. The blue room was smaller, the bed more reasonably proportioned. The walls were dark, paneled in teak, and the fittings were all luxurious blue silk. I'd taken to wearing some of Alice's lingerie collection to sleep in at night – which weren't so revealing compared to the scanty bikinis she'd packed for me when it came right down to it. I wondered if she'd seen a vision of why I would want such things, and then shuddered, embarrassed by that thought. I'd started out slow with innocent ivory satins, worried that revealing more of my skin would be the opposite of helpful, but ready to try anything. Edward seemed to notice nothing, as if I were wearing the same ratty old sweats I wore at home. The bruises were much better now – yellowing in some places and disappearing altogether in others – so tonight I pulled out one of the scarier pieces as I got ready in the paneled bathroom. It was black, lacy, and embarrassing to look at even when it wasn't on. I was careful not to look in the mirror before I went back to the bedroom. I didn't want to lose my nerve. I had the satisfaction of watching his eyes pop open wide for just a second before he controlled his expression. â€Å"What do you think?† I asked, pirouetting so that he could see every angle. He cleared his throat. â€Å"You look beautiful. You always do.† â€Å"Thanks,† I said a bit sourly. I was too tired to resist climbing quickly into the soft bed. He put his arms around me and pulled me against his chest, but this was routine – it was too hot to sleep without his cool body close. â€Å"I'll make you a deal,† I said sleepily. â€Å"I will not make any deals with you,† he answered. â€Å"You haven't even heard what I'm offering.† â€Å"It doesn't matter.† I sighed. â€Å"Dang it. And I really wanted†¦ Oh well.† He rolled his eyes. I closed mine and let the bait sit there. I yawned. It took only a minute – not long enough for me to zonk out. â€Å"All right. What is it you want?† I gritted my teeth for a second, fighting a smile. If there was one thing he couldn't resist, it was an opportunity to give me something. â€Å"Well, I was thinking†¦ I know that the whole Dartmouth thing was just supposed to be a cover story, but honestly, one semester of college probably wouldn't kill me,† I said, echoing his words from long ago, when he'd tried to persuade me to put off becoming a vampire. â€Å"Charlie would get a thrill out of Dartmouth stories, I bet. Sure, it might be embarrassing if I can't keep up with all the brainiacs. Still†¦ eighteen, nineteen. It's really not such a big difference. It's not like I'm going to get crow's feet in the next year.† He was silent for a long moment. Then, in a low voice, he said, â€Å"You would wait. You would stay human.† I held my tongue, letting the offer sink in. â€Å"Why are you doing this to me?† he said through his teeth, his tone suddenly angry. â€Å"Isn't it hard enough without all of this?† He grabbed a handful of lace that was ruffled on my thigh. For a moment, I thought he was going to rip it from the seam. Then his hand relaxed. â€Å"It doesn't matter. I won't make any deals with you.† â€Å"I want to goto college.† â€Å"No, you don't. And there is nothing that is worth risking your life again. That's worth hurting you.† â€Å"But I do want to go. Well, it's not college as much as it's that I want – I want to be human a little while longer.† He closed his eyes and exhaled through his nose. â€Å"You are making me insane, Bella. Haven't we had this argument a million times, you always begging to be a vampire without delay?† â€Å"Yes, but†¦ well, I have a reason to be human that I didn't have before.† â€Å"What's that?† â€Å"Guess,† I said, and I dragged myself off the pillows to kiss him. He kissed me back, but not in a way that made me think I was winning. It was more like he was being careful not to hurt my feelings; he was completely, maddeningly in control of himself. Gently, he pulled me away after a moment and cradled me against his chest. â€Å"You are so human, Bella. Ruled by your hormones.† He chuckled. â€Å"That's the whole point, Edward. I like this part of being human. I don't want to give it up yet. I don't want to wait through years of being a blood-crazed newborn for some part of this to come back to me.† I yawned, and he smiled. â€Å"You're tired. Sleep, love.† He started humming the lullaby he'd composed for me when we first met. â€Å"I wonder why I'm so tired,† I muttered sarcastically. â€Å"That couldn't be part of your scheme or anything.† He just chuckled once and went back to humming. â€Å"For as tired as I've been, you'd think I'd sleep better.† The song broke off. â€Å"You've been sleeping like the dead, Bella. You haven't said a word in your sleep since we got here. If it weren't for the snoring, I'd worry you were slipping into a coma.† I ignored the snoring jibe; I didn't snore. â€Å"I haven't been tossing? That's weird. Usually I'm all over the bed when I'm having nightmares. And shouting.† â€Å"You've been having nightmares?† â€Å"Vivid ones. They make me so tired.† I yawned. â€Å"I can't believe I haven't been babbling about them all night.† â€Å"What are they about?† â€Å"Different things – but the same, you know, because of the colors.† â€Å"Colors?† â€Å"It's all so bright and real. Usually, when I'm dreaming, I know that I am. With these, I don't know I'm asleep. It makes them scarier.† He sounded disturbed when he spoke again. â€Å"What is frightening you?† I shuddered slightly. â€Å"Mostly †¦Ã¢â‚¬  I hesitated. â€Å"Mostly?† he prompted. I wasn't sure why, but I didn't want to tell him about the child in my recurring nightmare; there was something private about that particular horror. So, instead of giving him the full description, I gave him just one element. Certainly enough to frighten me or anyone else. â€Å"The Volturi,† I whispered. He hugged me tighter. â€Å"They aren't going to bother us anymore. You'll be immortal soon, and they'll have no reason.† I let him comfort me, feeling a little guilty that he'd misunderstood. The nightmares weren't like that, exactly. It wasn't that I was afraid for myself – I was afraid for the boy. He wasn't the same boy as that first dream – the vampire child with the bloodred eyes who sat on a pile of dead people I loved. This boy I'd dreamed of four times in the last week was definitely human; his cheeks were flushed and his wide eyes were a soft green. But just like the other child, he shook with fear and desperation as the Volturi closed in on us. In this dream that was both new and old, I simply had to protect the unknown child. There was no other option. At the same time, I knew that I would fail. He saw the desolation on my face. â€Å"What can I do to help?† I shook it off. â€Å"They're just dreams, Edward.† â€Å"Do you want me to sing to you? Ill sing all night if it will keep the bad dreams away.† â€Å"They're not all bad. Some are nice. So†¦ colorful. Underwater, with the fish and the coral. It all seems like it's really happening – I don't know that I'm dreaming. Maybe this island is the problem. It's really bright here.† â€Å"Do you want to go home?† â€Å"No. No, not yet. Can't we stay awhile longer?† â€Å"We can stay as long as you want, Bella,† he promised me. â€Å"When does the semester start? I wasn't paying attention before.† He sighed. He may have started humming again, too, but I was under before I could be sure. Later, when I awoke in the dark, it was with shock. The dream had been so very real†¦ so vivid, so sensory†¦. I gasped aloud, now, disoriented by the dark room. Only a second ago, it seemed, I had been under the brilliant sun. â€Å"Bella?† Edward whispered, his arms tight around me, shaking me gently. â€Å"Are you all right, sweetheart?† â€Å"Oh,† I gasped again. Just a dream. Not real. To my utter astonishment, tears overflowed from my eyes without warning, gushing down my face. â€Å"Bella!† he said – louder, alarmed now. â€Å"What's wrong?† He wiped the tears from my hot cheeks with cold, frantic fingers, but others followed. â€Å"It was only a dream.† I couldn't contain the low sob that broke in my voice. The senseless tears were disturbing, but I couldn't get control of the staggering grief that gripped me. I wanted so badly for the dream to be real. â€Å"It's okay, love, you're fine. I'm here.† He rocked me back and forth, a little too fast to soothe. â€Å"Did you have another nightmare? It wasn't real, it wasn't real.† â€Å"Not a nightmare.† I shook my head, scrubbing the back of my hand against my eyes. â€Å"It was a good dream.† My voice broke again. â€Å"Then why are you crying?† he asked, bewildered. â€Å"Because I woke up,† I wailed, wrapping my arms around his neck in a chokehold and sobbing into his throat. He laughed once at my logic, but the sound was tense with concern. â€Å"Everything's all right, Bella. Take deep breaths.† â€Å"It was so real,† I cried. â€Å"I wanted it to be real.† â€Å"Tell me about it,† he urged. â€Å"Maybe that will help.† â€Å"We were on the beach. †¦Ã¢â‚¬  I trailed off, pulling back to look with tear-filled eyes at his anxious angel's face, dim in the darkness. I stared at him broodingly as the unreasonable grief began to ebb. â€Å"And?† he finally prompted. I blinked the tears out of my eyes, torn. â€Å"Oh, Edward †¦Ã¢â‚¬  â€Å"Tell me, Bella,† he pleaded, eyes wild with worry at the pain in my voice. But I couldn't. Instead I clutched my arms around his neck again and locked my mouth with his feverishly. It wasn't desire at all – it was need, acute to the point of pain. His response was instant but quickly followed by his rebuff. He struggled with me as gently as he could in his surprise, holding me away, grasping my shoulders. â€Å"No, Bella,† he insisted, looking at me as if he was worried that I'd lost my mind. My arms dropped, defeated, the bizarre tears spilling in a fresh torrent down my face, a new sob rising in my throat. He was right – I must be crazy. He stared at me with confused, anguished eyes. â€Å"I'm s-s-s-orry,† I mumbled. But he pulled me to him then, hugging me tightly to his marble chest. â€Å"I can't, Bella, I can't!† His moan was agonized. â€Å"Please,† I said, my plea muffled against his skin. â€Å"Please, Edward?† I couldn't tell if he was moved by the tears trembling in my voice, or if he was unprepared to deal with the suddenness of my attack, or if his need was simply as unbearable in that moment as my own. But whatever the reason, he pulled my lips back to his, surrendering with a groan. And we began where my dream had left off. I stayed very still when I woke up in the morning and tried to keep my breathing even. I was afraid to open my eyes. I was lying across Edward's chest, but he was very still and his arms were not wrapped around me. That was a bad sign. I was afraid to admit I was awake and face his anger – no matter whom it was directed at today. Carefully, I peeked through my eyelashes. He was staring up at the dark ceiling, his arms behind his head. I pulled myself up on my elbow so that I could see his face better. It was smooth, expressionless. â€Å"How much trouble am I in?† I asked in a small voice. â€Å"Heaps,† he said, but turned his head and smirked at me. I breathed a sigh of relief. â€Å"I am sorry,† I said. â€Å"I didn't mean†¦ Well, I don't know exactly what that was last night.† I shook my head at the memory of the irrational tears, the crushing grief. â€Å"You never did tell me what your dream was about.† â€Å"I guess I didn't – but I sort of showed you what it was about.† I laughed nervously. â€Å"Oh,† he said. His eyes widened, and then he blinked. â€Å"Interesting.† â€Å"It was a very good dream,† I murmured. He didn't comment, so a few seconds later I asked, â€Å"Am I forgiven?† â€Å"I'm thinking about it.† I sat up, planning to examine myself – there didn't seem to be any feathers, at least. But as I moved, an odd wave of vertigo hit. I swayed and fell back against the pillows. â€Å"Whoa†¦ head rush.† His arms were around me then. â€Å"You slept for a long time. Twelve hours.† â€Å"Twelve?†How strange. I gave myself a quick once-over while I spoke, trying to be inconspicuous about it. I looked fine. The bruises on my arms were still a week old, yellowing. I stretched experimentally. I felt fine, too. Well, better than fine, actually. â€Å"Is the inventory complete?† I nodded sheepishly. â€Å"The pillows all appear to have survived.† â€Å"Unfortunately, I can't say the same for your, er, nightgown.† He nodded toward the foot of the bed, where several scraps of black lace were strewn across the silk sheets. â€Å"That's too bad,† I said. â€Å"I liked that one.† â€Å"I did, too.† â€Å"Were there any other casualties?† I asked timidly. â€Å"I'll have to buy Esme a new bed frame,† he confessed, glancing over his shoulder. I followed his gaze and was shocked to see that large chunks of wood had apparently been gouged from the left side of the headboard. â€Å"Hmm.† I frowned. â€Å"You'd think I would have heard that.† â€Å"You seem to be extraordinarily unobservant when your attention is otherwise involved.† â€Å"I was a bit absorbed,† I admitted, blushing a deep red. He touched my burning cheek and sighed. â€Å"I'm really going to miss that.† I stared at his face, searching for any signs of the anger or remorse I feared. He gazed back at me evenly, his expression calm but otherwise unreadable. â€Å"How are you feeling?'7 He laughed. â€Å"What?† I demanded. â€Å"You look so guilty – like you've committed a crime.† â€Å"I feel guilty,† I muttered. â€Å"So you seduced your all-too-willing husband. That's not a capital offense.† He seemed to be teasing. My cheeks got hotter. â€Å"The word seduced implies a certain amount of premeditation.† â€Å"Maybe that was the wrong word,† he allowed. â€Å"You're not angry?† He smiled ruefully. Tm not angry.† â€Å"Why not?† â€Å"Well. . .† He paused. â€Å"I didn't hurt you, for one thing. It was easier this time, to control myself, to channel the excesses.† His eyes flickered to the damaged frame again. â€Å"Maybe because I had a better idea of what to expect.† A hopeful smile started to spread across my face. â€Å"I told you that it was all about practice.† He rolled his eyes. My stomach growled, and he laughed. â€Å"Breakfast time for the human?† he asked. â€Å"Please,† I said, hopping out of bed. I moved too quickly, though, and had to stagger drunkenly to regain my balance. He caught me before I could stumble into the dresser. â€Å"Are you all right?† â€Å"If I don't have a better sense of equilibrium in my next life, I'm demanding a refund.† I cooked this morning, frying up some eggs – too hungry to do anything more elaborate. Impatient, I flipped them onto a plate after just a few minutes. â€Å"Since when do you eat eggs sunny-side up?† he asked. â€Å"Since now.† â€Å"Do you know how many eggs you've gone through in the last week?† He pulled the trash bin out from under the sink – it was full of empty blue cartons. â€Å"Weird,† I said after swallowing a scorching bite. â€Å"This place is messing with my appetite.† And my dreams, and my already dubious balance. â€Å"But I like it here. Well probably have to leave soon, though, won't we, to make it to Dartmouth in time? Wow, I guess we need to find a place to live and stuff, too.† He sat down next to me. â€Å"You can give up the college pretense now – you've gotten what you wanted. And we didn't agree to a deal, so there are no strings attached.† I snorted. â€Å"It wasn't a pretense, Edward. I don't spend my free time plotting like some people do. What can we do to wear Bella out today?† I said in a poor impression of his voice. He laughed, unashamed. â€Å"I really do want a little more time being human.† I leaned over to run my hand across his bare chest. â€Å"I have not had enough.† He gave me a dubious look. â€Å"For this?† he asked, catching my hand as it moved down his stomach. â€Å"Sex was the key all along?† He rolled his eyes. â€Å"Why didn't i think of that?† he muttered sarcastically. â€Å"I could have saved myself a lot of arguments.† I laughed. â€Å"Yeah, probably.† â€Å"You are so human,† he said again. â€Å"I know.† A hint of a smile pulled at his lips. â€Å"We're going to Dartmouth? Really?† â€Å"I'll probably fail out in one semester.† â€Å"I'll tutor you.† The smile was wide now. â€Å"You're going to love college.† â€Å"Do you think we can find an apartment this late?† He grimaced, looking guilty. â€Å"Well, we sort of already have a house there. You know, just in case.† â€Å"You bought a house?† â€Å"Real estate is a good investment.† I raised one eyebrow and then let it go. â€Å"So we're ready, then.† â€Å"I'll have to see if we can keep your ‘before' car for a little longer___† â€Å"Yes, heaven forbid I not be protected from tanks.† He grinned. â€Å"How much longer can we stay?† I asked. â€Å"We're fine on time. A few more weeks, if you want. And then we can visit Charlie before we go to New Hampshire. We could spend Christmas with Renee___† His words painted a very happy immediate future, one free of pain for everyone involved. The Jacob-drawer, all but forgotten, rattled, and i amended the thought – for almost everyone. This wasn't getting any easier. Now that I'd discovered exactly how good being human could be, it was tempting to let my plans drift. Eighteen or nineteen, nineteen or twenty†¦ Did it really matter? I wouldn't change so much in a year. And being human with Edward†¦ The choice got trickier every day. â€Å"A few weeks,† I agreed. And then, because there never seemed to be enough time, I added, â€Å"So I was thinking – you know what I was saying about practice before?† He laughed. â€Å"Can you hold on to that thought? I hear a boat. The cleaning crew must be here.† He wanted me to hold on to that thought. So did that mean he was not going to give me any more trouble about practicing? I smiled. â€Å"Let me explain the mess in the white room to Gustavo, and then we can go out. There's a place in the jungle on the south – â€Å" â€Å"I don't want to go out. i am not hiking all over the island today. I want to stay here and watch a movie.† He pursed his lips, trying not to laugh at my disgruntled tone. â€Å"All right, whatever you'd like. Why don't you pick one out while I get the door?† â€Å"I didn't hear a knock.† He cocked his head to the side, listening. A half second later, a faint, timid rap on the door sounded. He grinned and turned for the hallway. I wandered over to the shelves under the big TV and started scanning through the titles. It was hard to decide where to begin. They had more DVDs than a rental store. I could hear Edward's low, velvet voice as he came back down the hall, conversing fluidly in what I assumed was perfect Portuguese. Another, harsher, human voice answered in the same tongue. Edward led them into the room, pointing toward the kitchen on his way. The two Brazilians looked incredibly short and dark next to him. One was a round man, the other a slight female, both their faces creased with lines. Edward gestured to me with a proud smile, and I heard my name mixed in with a flurry of unfamiliar words. I flushed a little as I thought of the downy mess in the white room, which they would soon encounter. The little man smiled at me politely. But the tiny coffee-skinned woman didn't smile. She stared at me with a mixture of shock, worry, and most of all, wide-eyed fear. Before I could react, Edward motioned for them to follow him toward the chicken coop, and they were gone. When he reappeared, he was alone. He walked swiftly to my side and wrapped his arms around me. â€Å"What's with her?† I whispered urgently, remembering her panicked expression. He shrugged, unperturbed. â€Å"Kaure's part Ticuna Indian. She was raised to be more superstitious – or you could call it more aware – than those who live in the modern world. She suspects what I am, or close enough.† He still didn't sound worried. â€Å"They have their own legends here. The Libishomen – a blood-drinking demon who preys exclusively on beautiful women.† He leered at me. Beautiful women only? Well, that was kind of flattering. â€Å"She looked terrified,† I said. â€Å"She is – but mostly she's worried about you.† â€Å"Me?† â€Å"She's afraid of why I have you here, all alone.† He chuckled darkly and then looked toward the wall of movies. â€Å"Oh well, why don't you choose something for us to watch? That's an acceptably human thing to do.† â€Å"Yes, I'm sure a movie will convince her that you're human.† I laughed and clasped my arms securely around his neck, stretching up on my tiptoes. He leaned down so that I could kiss him, and then his arms tightened around me, lifting me off the floor so he didn't have to bend. â€Å"Movie, schmovie,† I muttered as his lips moved down my throat, twisting my fingers in his bronze hair. Then I heard a gasp, and he put me down abruptly. Kaure stood frozen in the hallway, feathers in her black hair, a large sack of more feathers in her arms, an expression of horror on her face. She stared at me, her eyes bugging out, as I blushed and looked down. Then she recovered herself and murmured something that, even in an unfamiliar language, was clearly an apology. Edward smiled and answered in a friendly tone. She turned her dark eyes away and continued down the hall. â€Å"She was thinking what I think she was thinking, wasn't she?† I muttered. He laughed at my convoluted sentence. â€Å"Yes.† â€Å"Here,† I said, reaching out at random and grabbing a movie. â€Å"Put this on and we can pretend to watch it.† It was an old musical with smiling faces and fluffy dresses on the front. â€Å"Very honeymoonish,† Edward approved. While actors on the screen danced their way through a perky introduction song, I lolled on the sofa, snuggled into Edward's arms. â€Å"Will we move back into the white room now?† I wondered idly. â€Å"I don't know†¦. I've already mangled the headboard in the other room beyond repair – maybe if we limit the destruction to one area of the house, Esme might invite us back someday.† I smiled widely. â€Å"So there will be more destruction?† He laughed at my expression. â€Å"I think it might be safer if it's premeditated, rather than if I wait for you to assault me again.† â€Å"It would only be a matter of time,† I agreed casually, but my pulse was racing in my veins. â€Å"Is there something the matter with your heart?† â€Å"Nope. Healthy as a horse.† I paused. â€Å"Did you want to go survey the demolition zone now?† â€Å"Maybe it would be more polite to wait until we're alone. You may not notice me tearing the furniture apart, but it would probably scare them.† In truth, I'd already forgotten the people in the other room. â€Å"Right. Drat.† Gustavo and Kaure moved quietly through the house while I waited impatiently for them to finish and tried to pay attention to the happily-ever-after on the screen. I was starting to get sleepy – though, according to Edward, I'd slept half the day – when a rough voice startled me. Edward sat up, keeping me cradled against him, and answered Gustavo in flowing Portuguese. Gustavo nodded and walked quietly toward the front door. â€Å"They're finished,† Edward told me. â€Å"So that would mean that we're alone now?† â€Å"How about lunch first?† he suggested. I bit my lip, torn by the dilemma. I was pretty hungry. With a smile, he took my hand and led me to the kitchen. He knew my face so well, it didn't matter that he couldn't read my mind. â€Å"This is getting out of hand,† I complained when I finally felt full. â€Å"Do you want to swim with the dolphins this afternoon – burn off the calories?† he asked. â€Å"Maybe later. I had another idea for burning calories.† â€Å"And what was that?† â€Å"Well, there's an awful lot of headboard left – â€Å" But I didn't finish. He'd already swept me up into his arms, and his lips silenced mine as he carried me with inhuman speed to the blue room.

Problem Statement Versus Needs Assesment - 1384 Words

Problem Statement versus Needs Assesment The determination of whether you write a problem statement or a needs assessment may hinge more on the funder’s priorities than your own passion for the project. Either way, the same information will be stated either as a reduction of what is currently a problem or an enhancement of a need to be added to a current situation. For example, let’s look at a fictitious rural community facing a particular environmental situation. The federal public land manager in charge of a watershed surrounding the small, rural community of Cottonwood Creek brings a partnership of local stakeholders together worried about the namesake stream that flowed through their town of 4,000 people. The meeting includes†¦show more content†¦While this is an outline, it represents the beginning explanation of the problem, something not desired, and how the set of circumstances stated in the definition of the current status (Part D) theoretically or logically is not desirable (Part P) as general proof that such circumstances are not good in any location they are found. Then the way that theoretical explanation of the problem is actually happening in Cottonwood Creek is narrated as the current story in Part E. Coming back to the situation in general, Part R states the bad result if nothing is done to correct the problem t o eliminate the cause leading to the effect. OR This same group of folk concerned about the creek might approach the situation as a need for better environmental stewardship beyond what is currently in place. The same conditions might exist, but the focus is on what is lacking in the equation that, in turn, brought about the current status of the creek. Collectively, they might talk about the situation as a need to prevent further degradation of the banks right in town, pollution both upstream from agricultural activity and in town storm drain design. The unrestricted access require some education to instill a missing element of environmental stewardship that is threatening fishing, including the endangered species of trout. Even in this approach, the discussion would have to include evidence that a need for action to improve the situation exists beforeShow MoreRelatedProject Management Essay example2581 Words   |  11 Pagesï » ¿BSBPMG522A ASSESMENT 2 ANSWERS Q.1 - List of 6 different legislation, organizational policies or procedures that may impact on project implementation are as follows: a. The cabinet approval process. b. Office of Parliamentary counsel. c. Consultation wiyh Local Government and National Competition Policy. d. Consultation with other key Stakeholders. e. Tabling in Parliament. f. 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The Lighthouse of Alexandria

The famed Lighthouse of Alexandria, called Pharos, was built around 250 B.C.  to help mariners navigate the harbor of Alexandria in Egypt. It was truly a marvel of engineering, standing at least 400 feet tall, making it one of the tallest structures in the ancient world. The Lighthouse of Alexandria was also solidly built, standing tall for over 1,500 years, until it was finally toppled by earthquakes around 1375 A.D.  The Lighthouse of Alexandria was exceptional and considered one of the Seven Wonders of the Ancient World. Purpose The city of Alexandria was founded in 332 B.C.  by Alexander the Great. Located in Egypt, just 20 miles west of the Nile River, Alexandria was perfectly situated to become a major Mediterranean port, helping the city to flourish. Soon, Alexandria became one of the most important cities of the ancient world, known far and wide for its famous library. The only stumbling block was that mariners found it difficult to avoid the rocks and shoals when approaching Alexandria’s harbor. To help with that, as well as to make a very grand statement, Ptolemy Soter (Alexander the Great’s successor) ordered a lighthouse to be built. This was to be the first building ever built solely to be a lighthouse. It was to take approximately 40 years for the Lighthouse at Alexandria to be built, finally being finished around 250 B.C. Architecture There’s a lot we don’t know about the Lighthouse of Alexandria, but we do know what it looked like. Since the Lighthouse was an icon of Alexandria, its image appeared in many places, including on ancient coins. Designed by Sostrates of Knidos, the Lighthouse of Alexandria was a strikingly tall structure. Located on the eastern end of the island of Pharos near the entrance of Alexandria’s harbor, the Lighthouse was soon itself called â€Å"Pharos.† The Lighthouse was at least 450 feet high and made of three sections. The bottommost section was square and held government offices and stables. The middle section was an octagon and held a balcony where tourists could sit, enjoy the view, and be served refreshments. The top section was cylindrical and held the fire that was continually lit to keep mariners safe. At the very top was a large statue of Poseidon, the Greek god of the sea. Amazingly, inside this giant lighthouse was a spiraling ramp that led up to the top of the bottommost section. This allowed horses and wagons to carry supplies to the top sections. It is unknown what exactly was used to make the fire at the top of the Lighthouse. Wood was unlikely because it was scarce in the region. Whatever was used, the light was effective – mariners could easily see the light from miles away and could thus find their way safely to port. Destruction The Lighthouse of Alexandria stood for 1,500 years — an astounding number considering it was a hollowed out structure the height of a 40-story building. Interestingly, most lighthouses today resemble the shape and structure of the Lighthouse of Alexandria. Ultimately, the Lighthouse outlived the Greek and Roman empires. It was then absorbed into the Arab empire, but its importance waned when Egypt’s capital was moved from Alexandria to Cairo. Having kept mariners safe for centuries, the Lighthouse of Alexandria was finally destroyed by an earthquake sometime around 1375 A.D. Some of its blocks were taken and used to build a castle for the sultan of Egypt; others fell into the ocean. In 1994, French archeologist Jean Yves Empereur, of the French National Research Center,  investigated the harbor of Alexandria and found at least a few of these blocks still in the water. Sources Curlee, Lynn. Seven Wonders of the Ancient World. New York: Atheneum Books, 2002.Silverberg, Robert. The Seven Wonders of the Ancient World. New York: Macmillan Company, 1970.