L’origine Du Monde Essay

L’Origine du monde is an oil painting realized by Courbet in 1866. It may be the most controversial piece of art that the famous artist has ever presented. Consisting of a 46Ãâ€"55 centimeters close up on a woman’s genitals, the picture makes all the conventions shatter and gets any audience uncomfortable. This essay first explores the historical trajectory of L’Origine du monde, from its origins to its rediscovery since 1995. The painting results from Courbet’s imaginary as well as a precise historical context: the era of the Second Empire was indeed characterized by its interest for nude and erotic painting, what encouraged Courbet to revitalize in his realistic manner this kind of practicing art. Considered as scandalous, the picture has remained hidden during almost one century until its being given to the Orsay Museum, which the piece of art enters on the 26th June 1995. Turning to a more precise analysis of the painting, the essay then emphasizes its ambiguity: although the aim of the painter was to represent the reality of a woman body, trying to reach objectiveness, there is also a will to make the audience react, mind about his relation to nudity. Therefore, the paper leans upon the taxonomy of nudity vs. nakedness in order to understand the peculiar subject of this painting. The last issue the paper deals with is the question of genders in L’Origine du monde. Lots of artists have included Courbet’s painting in their artwork. A case in point of this broad reinterpretation is Orlan’s photograph entitled War’s Origin: Orlan took the same disposition up for its picture as Courbet’s one but represented a man’s genitals instead. By the play on words between both titles, she makes L’Origine du monde enter the gender debate, using nudity as a weapon and genitals as witnesses. Introduction The gender debate highlights the difficulty to get over the biologics and give a social definition of woman. The status of women artists and broadly talking the relation between art and women are some quite good indicators of these difficulties. They help revealing the huge evolution which art has experienced over one century regarding the feminine gender. Since feminist movements rose in modern societies during the seventies, it seems like women have tried to get rid of the taboos around their body. Although they were meant to protect decency, the sense of modesty has in fact prevented any social evolution of the status of woman and any changing in the social perception of her body. Dealing with this issue one hundred years before it becomes one of the main topics of public debate, Courbet painted L’Origine du monde in 1866. Consisting of a 46Ãâ€"55 centimeters close up on a woman’s genitals, the picture makes all the conventions shatter and gets any audience uncomfortable, what may explain the chaotic history of this piece of art. We may therefore wonder what Courbet’s intents were by choosing to bring such a provocative picture to the fore. In which debate did he want his work to take part? What is the current role of L’Origine du monde in the gender show? L’Origine du monde : a time bomb†¦ The painting genesis How did Courbet come to this piece of art? This has been the big questioning since Courbet has painted it in secret in the 1860s. Several previous pictures had yet announced the tone of what would be named much later L’Origine du monde. A case in point is the painting Paresse et Luxure, also dated from 1866, where the artist stages two women making love. We could also quote Les Baigneuses painted in 1853 that shows a naked fat woman coming out of the water, with all her rolls of fat and her smudged feet. Courbet has a real fascination for woman’s body which he aim at representing with no effect, in his natural – and to him beautiful – state. To realize its close up, the painter surely got inspirited from pornographic photographs which were becoming more and more numerous at that time. He also brought his imaginative world in: Courbet spent his whole childhood in the mountains of the Jura, and L’Origine du monde presents a troubling likeness with a drawing he had realized in his youth of the entry of La Dame verte cave. The same disposition, close colors, all these factors contribute to make woman’s genitals become fascinating and schemer, like this cave that used to fill Courbet’s dreams in. The historical context At the time Courbet painted L’Origine du Monde, nudity was a fashionable topic. The audience was keen of â€Å"vaguely erotic pieces of art provided they were idealized, [†¦] almost immaterial. † Thus many artists who represented nudity and exhibited their paintings at the Salon des representations became famous and obtained a great recognition for their work. Among these, considered nowadays as academic or even classical, let’s quote Alexandre Cabanel and his painting entitled La Naissance de Venus. It represents a naked woman surrendered by a few putti who is having an orgasm. Though, due to the mythological topic, this piece of art has not been considered as scandalous at the time it has been presented, in 1863. This is precisely what Courbet rejects. To his mind, this way of painting women’s body is hypocritical. His ultimate goal is to get as close as possible from reality, and not to conform to the classic rules. The way he paints fleshes is therefore interesting: he gives them a crude consistency and bright colors. The exile until 1995 In 1864, Venus et Psyche a previous painting from Courbet was refused at the Salon because of its â€Å"indecency†. This do show that the audience could not have appreciated L’Origine du monde: people would have simply rejected it without trying to understand its message. That’s why Courbet kept his work hidden until his death. Concealed behind a green tapestry, he showed it to some rare and privileged visitors, which he considered as able to understand the artistic intents behind genitals. The piece of art has ever since had a chaotic story: going from owner to owner, the painting remains reserved to a restricted circle of initiates. A roman has even been published that tells the whole story of the piece of art: Le roman de l’Origine by Bernard Teyssedre. It ends with the entry of L’Origine du monde, in Orsay museum on the 26th, June 1995. In a nutshell, the painting has experienced a long exile from its being realized in secret to its being revealed to the world in 1995. One century off the spotlights: here is the price of Courbet’s brilliant audacity. †¦which asks the question of nudity. 1. Construction of the painting L’Origine du monde is an oil painting that offers an unconventional and pornographic framing of a woman’s body. In the center of the picture, she presents her pubis topped by an imposing hairiness contrasting with the pervasive flesh. She also shows generously proportioned hips and belly. We can even make a breast out, which is partly hidden by the white woolen surrounding the painting’s subject. In both bottom corners, there are wide thighs, which emphasize the pinkish crack in the foreground that is like a knife wound in the picture. 2. A naked woman Courbet was issued from the realist movement. That is to say that he contemplated to draw things as he saw them, trying to reach what he considered as objectiveness. That’s partly what he did by painting L’Origine du monde. What is it? A naked woman, nothing more, nothing less. There is no fig-leaf to hide what conventions would condemn. There is nothing else than the woman on the picture: her body is the only thing represented, what means that it has an interest in itself. Nakedness becomes the subject of the painting. But nakedness does not imply aesthetics. Courbet painted each roll of fat, each stretch mark, each hair that constitutes this dark and schemer hole in the middle of the picture. He wanted to draw a woman, not the woman as men were used to idealizing her, because even if the first is only part of the diversity of women in the world, the second one is linked with fantasy rather than with reality. That’s what John Berger described as nakedness: â€Å"to be naked is to be oneself† he said. Who then could be more naked than the model of L’Origine du monde? A nude woman However, shall we deny any longer that there is something more than description in this picture? No we don’t! The first sign which shows that Courbet did not content himself with painting what he saw is the position of the model’s legs. They make a right angle: quite an uncomfortable position which has nothing natural! He did not paint a sleeping woman; he painted a woman voluntarily and deliberately exhibiting her genitals. This painting seems to be aggressive; even if this woman has no head, she looks at the audience and encourages viewers to examine her pubis. They cannot look elsewhere; whatever they do, the picture wins: Courbet shows what should not be visible what cause any viewer to become a voyeur who must face his own relationship to nudity. This way, the model is nude rather than naked. According to John Berger and the famous taxonomy we have already dealt with, to be nude is â€Å"to be seen naked by others. [†¦] Nudity is placed on display. † Here we are! L’Origine du monde carries a message to the viewer. Its shocking nature is no goal, but a mean to make us mind about our relation to nudity. An ode to woman 1. Unveiling the sacred Religions are bound to regulate relations between what is sacred and what is on Earth. Sense of modesty has been enforced by the Christianity in the Middle-age. It is thus a product of religion that tells us which corporal behavior is acceptable and which is not. Religion has become the intermediate between us and our body, above all as far as woman’s body is concerned. Christianity established rules to interact with nudity. Nudity must not be public, naked body should never be seen. Courbet parodies this narrow-minded way of thinking with L’Origine du monde. First, the circumlocution that constitutes the title is revealing: endowing the woman’s genitals with the power of creation, he gives to his work a universal dimension, a solemnity that contrasts with the effective subject of the painting. This should never be seen? Well Courbet dedicated a whole painting where he tried to be as accurate as he was able to. A single detail misses: the model seems to have no clitoris. Maybe another way Courbet found to give his work a more serious tone to mock the Christian vision of nudity. Another case in point is the white woolen under the model, which almost gives a mythological atmosphere to the painting. In a nutshell, Courbet displays contempt towards classical vision of nudity by unveiling what should never be seen. But this distancing with classical vision goes further: he aims to put woman social status in question. L’Origine du Monde vs. L’Origine de la guerre In 1989, a French artist, Orlan, realized L’Origine de la guerre, which is actually a rerun of Courbet’s painting. It is a photograph of a man’s tumid genitals, where the disposition is scrupulously the same as in L’Origine du monde. The style is also meant to match perfectly with the realism of her model: Orlan chose photography – a proof of Courbet’s talent to draw reality. She even has imitated the baroque frame of L’Origine du monde so as to make the parallel between her work and Courbet’s one get striking. Why did she so? In fact, Orlan had understood the polemical impact of L’Origine du monde behind the struggle on decency issue. She had foreseen that the painting dealt with woman rather than with nudity. As a consequence, she wanted it to enter the gender debate and that’s what she did by exhibiting her piece of art entitled L’Origine de la guerre. The play on words between both titles is the starting point of her message. Man is violent, dominant, what may be emphasized by the fact the penis has been represented in erection. Sexuality is a mean for man to settle his domination, whereas woman’s genitals represent life and peace. By putting the blame on man, Orlan speaks in favor of woman. By rerunning Courbet’s work, she allows for a better understanding of its message. Woman’s status in question We saw that Courbet, through his painting, puts the stress on our relation to nudity and by the way on the status of woman in modern societies. L’Origine du monde is a reflection on woman’s misleading status as well as a cure to remedy it. He makes every taboo about woman body shatter since he seems to be thinking this is the way woman will get their social emancipation. Sense of modesty is in fact a way to keep woman prisoner of society. This prevents any changing in the established order that could jostle male domination on woman. Looking at what should never be seen compels any audience to come to the conclusion that decency is arbitrary. Sense of modesty has nothing natural and one can easily outstrip such a moral rule.

All Saints – Retail Environment

My Favourite Retail Environment: All Saints Before you enter the shop, All Saints have set their tone. Headless mannequins hang on chains, enclosed by dark grey walls; the window display at the front of the shop is bleak yet the simple nature portrays the beauty of the garments. The surrounding windows are tinted, therefore you can see out but not in; this gives the shop an exclusive feeling, contributing to the individual style of the clothes and the high price tags.The building is the main feature of All Saints which sets it apart from other high street shops; it’s a converted bank, however it’s been renovated to look and feel like a church, this view is gained from entry as you step through the huge wooden doors. The ceilings are high, the arches, pillars and cornices are incredible, the tiled floor is amazing, and the centre of the store has a beautiful round ceiling mural with a balcony surrounding and a trio of gold, goblet type ornaments.The shop is very gothic i n style and having every wall painted a dark grey colour contributes the styling of the clothes and the mood the shop puts you in; it’s like a fantasy world where the Victorian era meets modern Soho or downtown New York. Lighting in the store consists of spotlights on the ceiling pointing down at each fixture or display of clothing; this provides great contrast to the blandness of the colours and also highlights the garments beauty.The spotlights also contribute to the exclusive, almost celebrity feeling as they transform the store into a kind of set, depicting a story, as would be done in a movie. There is a hanging cruciform, created from very bright, stark naked bulbs. This creates a very artistic and creative view and a rock ‘n’ roll feel within the store, allowing the consumer to really understand the innovative and conceptual brand they are purchasing from.The theme of crosses is continued throughout the store and also features on the giant iron crest outsi de the store. The fixtures on the wall are created to be in the shape of a cross and the ends of each arm have a small cross logo. The fixtures are like scaffolding and the display cabinets are giant old wooden tables or big heavy draws and cupboards with huge locks and chains. The displays are incredible with huge butcher style hooks, warehouse style chains and metal, old head neck dummies ripping at the seams and skull candles.The store has depressive modern music playing in a relaxed manner, contributing to the contemporary feel and making the shopping experience more pleasant. There is no ‘perfumed’ smell to the store; yet it has a kind of musk which smells like old vs new. All Saints’ staff is incredibly attentive and great at selling in a non-pushy manner. Overall the store is very open plan; the distressed feel and glamour meets grunge cool is inspiring and that is what makes ‘All Saints’ my favourite retail environment.

Fact and Fancy in children’s education Essay

When Dickens was a very young child, he would think about anything a normal child would think about. E.g. castles and dragons, this is the world of fancy, but this is also in conflict with, his education at school, the world of fact.  The world of fact is a name for how the children of those times were taught; they wouldn’t talk about anything to do with the world of fancy, only facts were useful for their future job so only facts were taught. In Dickens’ book Hard Times he describes this method of teaching as having one part of their â€Å"tender young imaginations† replaced by a â€Å"grim mechanical substitute.† This also relates to the title of the chapter, ‘Murdering the Innocents’  Thomas Gradgrind also numbers his pupils, â€Å"Girl number twenty† like machinery, computer 1 and computer 2.Again, Dickens shows how Gradgrind’s style of education turns the children into an object rater than a person by giving them numbers.  At the end of Chapter 1 he referred to the children as vessels â€Å"then and they’re arranged in order,† he must have been referring to this numbering system. In modern times in the army, a solider in training is referred to as a â€Å"jarhead†, an empty â€Å"vessel† that is filled only with useful information (fact) and is emptied of all useless information (fancy). This could be used to state that the children were b eing trained for one main purpose. The main character is introduced, Sissy Jupe or Cecilia Jupe. Sissy lives by the philosophy of emotion, (fancy) she is a character who is only new to the world of fact as she is from the circus which is the world of fancy. Sissy has trouble adjusting to this world of fact and fact alone as she curtseys and blushes. Sissy Jupe’s father is part of the traveling circus in town for a short while and Thomas Gradgrind hates everything the circus stands for, with all its fun and creativity (fancy) so he reshapes her into a more respectable form. The circus where Sissy comes from is seen by Gradgrind to be opposed to the style of education at that time. Thomas Gradgrind has a hatred for Sissy because they both oppose each other, Fact Vs Fancy. When Bitzer is introduced, Sissy is not able to recollect factual definitions off by heart on the spot, Dickens’ gives us an interesting description of Bitzer compared to Sissy.  Ã¢â‚¬Å"That she seemed to receive a deeper colour from the sun, the boy was so light-eyed and light-haired that the rays appeared to draw out of him what little colour he ever possessed.†Ã‚  This is Dickens’ telling us about the children of Thomas Gradgrind’s style of teachings. The sunlight is the world and has different effects on these two children. Sissy is a child  of the natural world, and her innocence has not been taken away, the sunlight seems not to have her taken away her colour. However, Bitzer on the other hand is a product of the education system; all natural life is taken away from him and you get the sense that he has been drained of spirit and personality making him no more than a robot who only responds when he is put into action by Thomas Gradgrind.  This was how dickens was brought up; as he wanted to become a writer he was always faced with the conflict of Fact versus Fancy in his life. Although this was the case he is one of the greatest 19th century writers ever and his books are still being read all over the world and are used as prime examples of life in the 19th century.

Dockside Cranes Research Paper Example | Topics and Well Written Essays - 1250 words

Dockside Cranes - Research Paper Example The prominent quayside cranes were exceptionally quick and those operating the heavy gears were so skilled enough to timely and efficiently cause the lifting, turning and and luffing in order to expedite the given jobs in a synchronized and corrdinated manner. The responsibilities of those drivers became more important considering the safety concerns of the other workers and laborers involved in crane and cargo operations in the port. Added to that was the fact that goods for shipment then were mostly in sack, packets or boxes and all had to be handled with utmost care to avoid merchandise damage. S & P manufactured all those sophisticated cranes which were designed, in a large part, to All the cranes were made by Stothert & Pitt in Bath. S & P were pioneers of the use of electricity to drive cranes and came to specialise in dockside models like these - at one time, almost every port in the world had S & P cranes. These lifters were generally designed to raise objects weighing two to five tons. One dockside crane had a ten-ton capability. Somnetime in the month of November in the year 1974, the last trader call was served by these machines.1 The goods moved, loaded and unloaded by the dockside cranes in Bristol were varied, from fruits to coffee and cocoa, to nuts and beer and spirits, to tobacco and coal and even included frozen meat and many others. The strengths of the machines differed from one another and there were those with specialized functions. Many of the cranes had been dismantled for junk. The four in the photograph, all electric cranes made by S & P, were built in 1951 and still survive today. These are the last remaining old city dockside cranes in the United Kingdom which fully or partially function.2 There are no available data on the cost of each equipment, meaning the amount of money then needed to complete a dockside crane set. Neither are there information on the safetry mechanisms incorporated in every machine when it was fabricated. Nevertheless, further research and investigative study will surely arrive at those details albeit the process may take some time considering the period that had alread y elapsed. Dockside cranes used for ship repair and other services This is one of the two Stothert & Pitt dockside cranes being used by Harland and Wolff in its facilities in Northern Ireland within the east coast area. The duo consists of (a) one with a capacity of eighty tons and a height of thrity eight meters, and (b) another with a forty-ton capacity which is twenty five meters high. The complex renders ship module design, repair, construction and decommissioning services.3The same observations have to be made that there are no available facts and figures anent safety measures and features established within the cranes and fabrication costs. There is therefore a need for inquiries with Harland and Wolff. Cranes from China A company from the People's Republic of China named Shanghai Zhenhua Heavy Industry Co. Ltd. advertises availability of gigantic dockside cranes called the Goaliath cranes. It

Interaction Design Assignment Example | Topics and Well Written Essays - 1000 words

Interaction Design - Assignment Example 9. No, system should concentrate on technical issues. Response Sheet for Gardener # 2 1. Yes, I would like to have a good system in place help me in gardening. 2. I would like the system to be my best counselor in gardening. 3. Yes, of course I can share my experiences with my system. 4. Yes, the system should tell me the right time to grow a specific time. 5. No, I would like system to tell me about pesticide. 6. Yes, system should give me weather update. 7. No, I will plan next crop myself. 8. I would like to have several custom and some prebuilt reports from the system. 9. No, system should concentrate on technical issues. Response Sheet for Gardener # 3 1. Yes, I think system can help me in gardening. 2. I would like the system to be my best counselor in gardening. 3. Yes, I would like to add intelligence in my system. 4. Yes, the system should tell me the right time to grow a specific time. 5. No, I would like system to tell me about pesticide. 6. Yes, system should give me weat her update. 7. No, I will plan next crop myself. 8. I would like to have several custom and some prebuilt reports from the system. 9. It is good I system can predict my plans. Response Sheet for Gardener # 4 1. Yes, I would like to have a good system in place help me in gardening. 2. I would like the system to be my best counselor in gardening. 3. Yes, of course I can share my experiences with my system. 4. ... Document Trail In order to consolidate the findings of questionnaire and response of interviewees on various aspect of the system, now is the time to incorporate some researched based semantic contents into this report. There is a lot of material available in gardening books written by domain experts. Moreover, there are online forums, web sites that can provide some good insight into the practices that gardeners follow, and that can be utilized to enhance the contents of the proposed Blossom Gardening System (BGS). The importance and utility of home gardening is far greater than it is usually perceived as being a hobby and creative pastime. It can even be utilized for developmental purposes. Ehui, John, Okike & Rockefeller (2004, p. 158) have pointed out the same fact, â€Å"The involvement of governments in support of gardening has been minimal, and generally only the health and nutrition sectors get involved. Ministries of Agriculture (MoAs) tend to discount the actual or potenti al importance of home gardening as a developmental strategy. † Home gardening also enhance the aesthetic sense of the gardener and additionally can be helpful in bridging the chasm between urban and rural lifestyles. Moreover, gardening can bring about the peace and comfort in personal and social life. (Zimmerer, p. 137) Blossom Gardening System (BGS) will be designed to augment the expertise of gardeners of every level. It will provide useful tips and techniques widely employed by these gardeners. This section is the most important segment of BGS as most of the gardeners will love to have latest updates in the field, like new plants getting in, new cures and tricks, weather effect updates, garden preparations for new season so on and so forth. The program can

Human resource management Essay Example | Topics and Well Written Essays - 3000 words

Human resource management - Essay Example The Rasch Model, in accord with item response theory, is specifically recommended as a means of identifying candidates. Compensation is examined with recommendations for the Belgium operation being the implementation of a bonus system in accord with Maslow’s theory of motivation; with the Netherlands operation a bonus system in accord with Herzberg’s theoretical perspectives is recommended. The report further considers management, communication, and motivation. It argues that a charismatic model be adopted to improve motivation and avoid the challenges posed by employees refusing to work overtime. In addition to these changes, the report explores the notion of organizational culture and thematically argues that Manners Europe must increasingly attenuate itself to European society. Introduction Manner’s Europe in many ways has experienced tremendous success in its expansion processes. In the last two years total sales from the four stores in the Netherlands and th e three stores in Belgium rose from $1.5 million to $10 million. Specifically, the building supplies and home improvement outlets have experienced the greatest expansion success. With the rapid expansion of Manner’s Europe, however, primary challenges have emerged that distinguish the American foundation and organizational culture from its European counterparts. ... Background Manners Europe is the wing of the United States operation. The company has experienced tremendous growth in recent years, expanding from $1.5 million to $10 million in sales. Specifically the building supply and home improvement stores have constituted the largest areas of growth. While the company has been successful, a number of challenges have emerged in recent years. Notably, the stores in Belgium and the Netherlands have faced a variety of human resource and cultural issues. Human Resource Planning Within the context of Manner’s Europe one of the primary considerations is the recognition that human resource planning needs to assume a more central position within the broader spectrum of the organization. While Manner’s Europe recognizes the importance of human resources, as evidenced by challenges posed by the recent employee practices, this report argues that human resource planning must constitute a larger focus within the organization’s strategy . Berry (2011, p. 66) argues that, â€Å"by linking HRD solutions to specific business results, such as revenue- related metrics, senior management will begin to see us as a source of competitive advantage.† This approach has been embraced by a variety of other theorists (Elwood 1996, p. 7; Spector 1985; Breaugh & Starke 2000, p. 305) The underlining argument in these regards is that while organizations have traditionally viewed human resource development as a necessary cost, instead it should be situated as an economic value add (EVA). Within the context of Manner’s Europe, this report recognizes that human resource planning has largely been situated as a cost concern. One considers that

Employee Health and Wellness Programs (EHWP) Assignment

Employee Health and Wellness Programs (EHWP) - Assignment Example In addition, the data is continuous, thus keeping track of any changes in the employee population (Scientifically proven employee benefits, 2014). In case, an employee would need to quit smoking, this program would assist the employee go through the whole process. This program would involve other areas that surround the employee, especially his nutrition, social and physical needs. This program would include ensuring that the employee eats healthy and does enough exercises. The experts would give the employee a plan that would assist him avoid chances of getting illness such as diabetes and high cholesterol. This program would assist an individual in avoiding risks in life and improve his general health. It comes with a list of proper behavior change, nutrition and physical exercise advice. The expert would design each individual’s goals and ensure that the employee achieves the goals. It is a good stress reliever (Scientifically proven employee benefits, 2014). This program, offers challenges to employees, which would motivate them in their daily duties. The employees would choose a challenge from the available varieties. The challenges would vary according to the goals intended. Some of the common challenges available in this program would include walking, weight loss with several other outdoor exercises (Employee Health and Wellness Programs - Corporate Wellness, 2014). The above programs were helpful in dealing with the physical and emotional stress that surrounded employees. Most of the employees participated in physical exercises, which enabled them to boost their physical health. Employees became aware of the good eating habits that assisted them avoid infections that are caused by poor eating habits. In addition, many received advice on the specific food nutrients that they should avoid to live longer. Most of the employees noted that their lifestyle contributed greatly to their misfortunes in life. Increase in the savings

Case Essay Example | Topics and Well Written Essays - 500 words - 9

Case - Essay Example Moore Tires offered Jonathan, who was an employee and owner of Morecedes Tires an employment opportunity that he agreed to. While conducting his routine responsibilities within the new job, the claimant was an employee of Moore Tires and not Morecedes tires, where he had previously worked. While undertaking his duties there, the claimant was injured and sustained significant injuries to his body. As Jonathan was unhooking a trailer, a jack handle from the trailer struck him. He suffered from various broken bones on his face as well as a detached retina. Despite having sustained injuries while undertaking his routine activities, Jonathan was not compensated by Moore tires for these injuries. To determine the status of employment of the claimant to the organisation (Moore Tires), during the time when he sustained injuries, and whether he was undertaking the job that he was supposed to be doing within the company. The kind of claim that Jonathan is seeking can only be made to individuals who are employees of the company and this can be proved. The form of agreement that the claimant had with Moore Tires has not been clearly defined as a formal agreement or an informal agreement. As the proprietor of Morecedes Tires, the claimant had been undertaking other duties assigned by Moore Tires and was paid through Morecedes, which was an independent company. The activities that he was undertaking when he sustained the injuries could similarly be on the same capacity and this has not been defined. The employment contract must be produced to show evidence that the claimant was actually an employee of Moore Tires and not an independent contractor. There is also need to determine the employer’s right of control in the work relationship that existed between the claimant and the employer (Miller, 2012). If the control of the employment terms and condition of work lies within the employer, then the claims that are being made by

Financial and Banking System of Chile Research Paper

Financial and Banking System of Chile - Research Paper Example The economy of Chile is affected and influenced by slowdown in the economy across the world. The government was conscious due to the economic slowdown and the decrease in the GDP of the country therefore in order to stabilize the economy the Central bank of Chile have decided to adopt various monetary measures for reducing the rate of interest to around 0.5%. The current account surpluses which was experienced by Chile in the previous years have disappeared and during the period of 2009. The yield that is derived from the Central bank has fallen significantly and therefore the spread of the Chile sovereign have increased remarkably. The central bank of Chile is an institution that determines or identifies the exchange and the monetary rate policies. When the rate of GDP has fallen more than 6% due to the failure of the banks and in order to minimize the problems or the constraint of the financial structure of the country, the financial services of Chile is supervised and regulated by different forms of institutions in respect to the type of financial services. The direct influence of the global financial crisis on Chile in case of the conservative regulation has lead to the banking crisis in the year 1980.the banking crisis has lead to the generation of low international financial level and lower level of integration and the financial market. The economic slowdown has affected the financial and banking structure of Chile and particularly in the areas of credit cards and also retail lending. The present monetary rules and regulations of Chile on the basis of the recommendation of the Basel III regulation reflect the capital ratio of the banking system of the countries.

Racism in Football Essay Example for Free

Racism in Football Essay Throughout the 231 years football has been in existence, we are at the most critical era of football. In the last 10 years , the sport which had been invented to unite people of different colours , countries and religions .Has become a word which excruciates my heart . Racist. Racism was first encountered by the world in 1891 in a pub, full of intoxicated minds , the same act was discovered on a pitch full of sober men who get more than a soldier for being on the pitch. Racism itself means prejudice or discrimination directed against someone of a different race .Is It that footballer have developed this malicious habit of saying derogatory terms – then obviously not remembering it in a court room . There however has been more then a dozen cases reported of the years ( from maradona to suarez ) . Yet 77% of these cases have not been taken action on but the 33% which have been recognised only 11% have been taken to the high court and found justice . this does leave a controversial question in our mind is it the F.A ( Football Association ) behind this ? A more recent case on racism and football is the Blackburn skipper Jason Robert’s decision to boycott wearing the ‘kick racism out of football’ t-shirt, for Saturdays pre-match warm up against Swansea . This is because the Reading striker believes there is a lack of commitment from the F.A and football in progressing and until he is satisfied more has been done to address racism in football he will not wear the t-shirt again . Also as A number of black players – Rio fernidad and brother Anton fernidad , Ashley Cole , Raheem sterling have all joined Roberts with the decision of boycotting the t-shirt because they also believe there is insufficient progress . Conversely there are some footballers that do follow the F.A code of conduct , and also do that little bit of an extra aid , such as craig bellamy who has opened his own academy in Zambia . However there is always that small minority in every population , that weigh the majority of people down . Also most racist incidents occur between player of rival teams – but this is no excuse for racism . As a result of this barbaric culture of using racist terminology , the sport has began to suffer verbally from various organisations .The sport which was made to unite people of different colours , countries and religions is becoming segregated . I know your thinking â€Å" I cant make a difference â€Å" . But I can , you can and we can .

Impact of Mixed Ability Classrooms in Catholic School

Impact of Mixed Ability Classrooms in Catholic School A literature review is an account of what has been published on a topic by accredited scholars and researchers(Taylor, P.1). In this chapter, my purpose is to convey what knowledge and ideas have been established by others in my research field. I would discuss the literature which would help me answer my research questions: What is the impact of Mixed Ability Classrooms in a Catholic School since its implementation in 2005? Did low achievers ability grouping strategy of GCS have a significant impact on academic school achievement? Could Mixed Ability Classrooms and Ability Classrooms continue to coexist in the future? The literature reviews what international body has found on Mixed Ability and Ability Grouping and how it has impacted since implementation, as well as its implications in Mauritius especially for GCS. This chapter is schematically structured as follows: Mixed Ability Mauritian definition v/s others Mixed Ability Learning, Teaching and Assessment Strategies which could be applicable but are not used in the Mauritian context Mixed Ability Disadvantages Ability Grouping Definition and which one is adapted to GCS. The pros and cons of Ability Grouping Ability Grouping v/s Conclusions of other literatures on the correlation existing between grouping School achievement and achievement 2 Mixed Ability Mixed Ability is first defined before its implication in the Mauritian context is considered. Mckeon (2004) defines Mixed Ability Classroom as a group consisting of able, average, and children with learning difficulties in the same class. (cited in Bremner, 2008, p.2). Ireson and Hallam (2001) reinforce the idea of Mixed Ability classrooms as those catering for diverse learning styles and preferences. (cited in Bremner, 2008, p.2). These two definitions are consistent with what is found in the Mauritian context. In 2005, the BEC changed the corporate aim of all Mauritian Catholic Schools in adopting the Mixed Ability Policy. This was translated by a change in the intake criteria of these schools for Form 1 students. Admission criteria, under BEC aegis, for Form 1 students since 2005 are as follows: Aggregate of 15 to 20 units at the Certificate of Primary Education Zoning: The Secondary School where application is lodged should be in the same zone as the Primary School attended Social Cases: on Humanitarian grounds Individual results in English, Mathematics, Science, French or History/Geography (in that order) will be used for candidates with the same aggregate Aptitude tests/Interviews/Random selection if there are too many successful applications (Source: BEC, 2003) Thus the Form 1 classrooms in Catholic Schools had a diverse group of students since 2005. This situation harmonises itself with the Catholic Education mission which is to: humanise education, pedagogies, methods, means for students, teachers, parents to be more humanà ¢Ã¢â€š ¬Ã‚ ¦A human education is a collaborative and creative approach to learning (Bishop Piat, Le Mauricien, Jan. 2006). Mixed ability classes in catholic schools of Mauritius therefore are made up of low, middle and high achievers within the same classroom. This concept is acknowledged by Dauguet (2007) that in Mauritius Mixed Ability is related to performance-based groupings (p.58) and Merven (2005) where students with different academic levels will be in the same classroom (p.36). It is understood that Mixed Ability is related to differentiation since diversity means differences (Tileston, 2004, p.13). The concept of differentiation can be defined as meeting the individual needs of each learner, of customising instruction to help students learn (Fogarty, 2005, p.2). . Rose (2009) compared a Mixed Ability Class with an elevator. The class is a lift, and everyone needs to get into the lift. Some will get on while others have to be dragged in. Some will travel to the top while others may stop at the 3rd floor, others may only reach the first floor but everyone would have travelled successfully somewhere. (English Teaching Professional, p. 3). This story is in line with Mixed Ability philosophy where every student can leave the classroom feeling that they have been challenged and that they have achieved something. Teaching, Learning and Assessments are ingredients used as tools to make a Mixed Ability class effective. 2.1 Learning, Teaching and Assessment Strategies in Mixed Ability Classrooms GCS Mixed Ability Classrooms have features which are characteristics of both the differentiated classroom as well as the traditional one. (Appendix..). In my study I aim to find out whether Mixed Ability Classrooms at GCS were consistent with what is said on the topic in the international literature. Thus Teaching, Learning and Assessment strategies which are used currently under Mixed Ability Policy would provide material for comparative analysis in my research. Tomlinson (1999) suggested that an educator in a differentiated classroom would use as their planning basis, the students differences. The learners on the other hand would be guided to make learning choices based on their interests. In this context the learners would be provided with an array of learning profiles such as readiness, interest and their attitude to learning which would shape instruction. In a mixed ability classroom there is the possibility that students help their co-learners in difficulty as well as their teachers in finding solutions to problems. Furthermore students work with the educator to institute embracing whole-class as well as individual learning aims. In the same line of thought, the Mixed Ability approach expressed by Harris and Snow (2004) would make students become more effective learners and the use of learner-centred strategies would give them the choice of content as well as learning style. (cited in Bremner, 2008). Bremner (2008) acknowledged that Mixed Ability Classroom success depends on students learning as an individual rather than having a whole class teaching. The teacher in developing its teaching strategies would focus on multiple forms of intelligences found in diverse classroom as stipulated by Tomlinson (1999). She further advocated that in this context educators will make use of many instructional arrangements as well as multiple teaching materials or resources. Thus this would lead to multiple perspectives on ideas and events. In this way, the teacher/facilitator enhances students skills in view of making independent learners. The GCS educators in the study were concerned about the lack of resources. The scarce resources could be circumvented (Bremner 2008) by Educators teaching learners to be effective. This should be done by setting achievable goals, by making use of available tools and keeping those in good running conditions, and by managing effectively their time allocated for work. To reinforce the key factors which would make a Mixed Ability Class successful, Moutou (2006) advocated that resource person should have a well planned and organised lesson plan. The teacher should make provision to cater for individualised needs. In order to accommodate various students needs, it should be supported by multi tasks for one lesson. This scenario is more challenging for the teacher dealing with multi level class than a single level class. Similarly, this view is consistent with GCS educators who found Mixed Ability Classrooms challenging. This challenging attitude is reflected by the following quote from Hubbard, Jones, Thornton and Wheeler: Teachers attitude, their willingness to create, a sense of community in class, and a genuine desire to help, there can be progress at all levels (1983, p.318, cited in Moutou, 2006, p.1). This challenging attitude is contrasted with teacher centred approach where teaching emphasis is on text book context and very few activities thus breeding poor lessons. This situation is further reinforced by insufficient collaboration in groups as well as inadequate differentiated tasks in class. (HM Inspectors of Education cited in Bremner 2008). GCS Educators have been challenged by the new policy to seek new ways of teaching and to make use of available materials. Thus, training and resources are important tools to make a Mixed Ability class effective. This links well with what Corbel (1989) said: Professional development occurs naturally in Mixed Ability Classes. These are classes that compel us to find better ways of setting up routine tasks. They are the classes that make us think, create and grow as a teacher. (p.4). Learning, teaching and assessments are part of the student life. Thus, Tomlinson (1999) advanced that a classroom assessment is ongoing and diagnostic (p.16). He further acknowledged that various types of assignments should be used in Mixed Ability Classrooms. To be in harmony with a learners need time flexibility should not be a constraint. Differentiated/Mixed Ability instruction and assessment work together (Tomlinson 1999, Chapman and King 2005). Marzano (2000) suggested aims of assessment and instruction as follows: Assessment should focus on students use of knowledge and complex reasoning rather than their recall of low level information Instruction must reflect the best of what we know about how learning occurs. (cited in Chapman and King, 2005, p.) Fullan (1998) reflects the above in stipulating that assessment has to drive the educational change agenda around learning and student achievement (cited in Chapman and King, 2005, p.). Assessment is therefore part of instruction and has to be ongoing and embracing the learning process. Its aim is to provide teachers with information on students profiles: skills, interests and learning strategy(Tomlinson, 1999, p.). Teachers in differentiated classroom (Tomlinson 1999) saw assessment not as a tool that come at the end of a chapter or unit where it examined what has been learned rather it views assessment as a way of changing instruction strategy. Differentiated assessment should be used to collect information on the students: needs, skills, prior knowledge, way and speed at which they process new learning, and of demonstrating progress (Chapman and King (2005) p.). When sifting through the literature it is observed that varied means of assessment directs learning and instruction. In this context Formative Assessment which is ongoing before, during and after instruction provides feedback on effective student learning (Chapman and King, 2005). Diagnostic assessments, as acknowledged by Dryer (2008) are done during the learning process. They tried to detect learning difficulties in students and this has to be attended to. Assessments, as defined by Dryer (2008) occur at the end of the learning cycle or phase and measures achievement are called Summative. The results (p.17) are used as acknowledged by Chapman and King (2005) as evidence for a grade, for reporting to parents, to identify award recipients or to make placement decisions (p.). Differentiated Assessments are contrasted with traditional assessment still in use in Mauritian schools. Puhl (1997) reflects on traditional assessment which has as purpose summative tests that forces learners to study. Traditional assessment focus in on memorisation and teacher centred strategy and encourages instruction as a product. The resulting feedback on summative tests is final and usually these tests are written work. Mauritius, whose examining body is external UCLES, is a proponent of summative examinations. As it is an island and depends on export and imports for its survival, it has to compete. This overall competition brings forward an elitist society where Education follows the trend. The Mauritian education system allows for star or national schools where the best performing student is recruited, laureates (top ranked students at Higher School Certificate who benefits from a scholarship), and the parallel education wide tuition based. All this encouraged the elitist system to proliferate. As only final score counts in such system, summative examinations are adopted thro ughout the Mauritian school system. Although since the 70s in England, and under the different Education Mauritian policy papers, Mixed Ability philosophy has been encouraged, such classrooms have encountered problems. Salli-copur (2005) reported that it is difficult for a teacher even for a small group to follow each learner. Due to individual differences students react differently to text book which can be enjoyable for some and boring for others. There is also the fact that, students who feel confident voice out their answers quicker and more often than the shy ones. GCS Mixed Ability Classrooms are large. As a result of complaints from GCS Educators encountering difficulties in managing and instructing Mixed Ability Classrooms, Low Achievers Ability Classroom was formed. 2.2 Ability Grouping As a result of Mixed Ability Policy implemented in the Catholic School under investigation in the research, the low achievers ability grouping was formed and used as a strategy to promote learning and strengthen academic achievement. As stipulated by George (1988) the ability grouping practice at GCS is aimed at: increasing academic standards compared to what it was in a mixed ability environment, the students which could embrace a good feeling/attitude towards schools and also in their input as a learner, reinforcing teachers effectiveness. In perusing through the literature, it was discovered that the ability grouping is also known as: setting, banding, streaming, tracking. This is reflected in the following quote: The controversy of arranging students in classes by achievement levels, called setting or streaming in Scotland and tracking or ability grouping in the United States is over 100 years old. (Gamoran, 2002). Thus ability grouping is defined as: Ability grouping is the practice of dividing students for instruction on the basis of their perceived capacities for learning (Balanced View, 2002, Vol 6, No.2). The Balanced View (2002) makes the distinction between within class grouping and between class grouping. The former group separates students of same ability into smaller groups while the latter allocate students to different classes based on achievement. GCS has adopted the later system. Smith and Sutherland (2003) offered a rationale for ability grouping in the sense that teachers would feel not only more at ease with a smaller range of ability but also it could be a way of separating students with behaviour problems. Such a class would motivate students and learners to learn better than in a Mixed Ability one and thus have a chance in improving their results. (cited in the Journal of Research in Special Education Needs, 2003). GCS criteria for Ability Grouping would be consistent with Barker-Lunn (1970) idea that Teachers, faced with a Mixed Ability class, will group the pupils according to their abilities; in other words, they will solve the problems presented to them by the unstreamed school by streaming within the class (Cited in Kelly, 1978, p.96). Kelly (1978) further added that there is a direct correlation between achievement and grouping. The students with same working pace and past achievements would be grouped together. The practice in GCS is analogous to what is described by Oakes (15 16 cited in Johnson (2002). The latter acknowledged that students can be grouped through the following criteria: achievement through tests performance, teachers perception of where to situate the students level of understanding and learning, and their prospects of what students intend to do after graduation. Thus, Oakes acknowledged that a homogeneous group would be consistent with the learners needs. Johnson (2002) further emphasised that to group learners with their peers who are in similar process of learning is a positive move. Ability grouping would therefore make education efficient and effective for all students while recognising individual differences. (Johnson, 2002, p 2). Grouping according to ability is not new: Ireson and Hallam recount that: Historically, grouping in the UK had been based on measures of general ability or intelligence, such as verbal reasoning and cognitive abilities. During the 1960s and 1970s such test were used by many secondary schools to allocate pupils to streams on entry. Pupils were then taught in their streamed classes for all lessons (1999, p.343-344). GCS Ability grouping could turn out to be a discouraging strategy for the school if the disadvantages that are revealed in the literature become applicable to the school. Opponents of ability grouping as written in the Balanced View (2002) do not believe in its good effects as they prescribed that this type of grouping encouraged the channelling of poor and minority students to receive lower quality instruction thus contributing to enlarge the gap between the low and high achievers. (Vol 6, No.2). Other arguments advanced by Hollifield (1987) against ability grouping are, that the practice creates classes or groups of low achievers who are deprived of the example and stimulation provided by high achievers. Labelling students according to ability and assigning them to low-achievement groups may also communicate self-fulfilling low expectations.(p.1). This further links to Gamoran (1998) criticism that ability grouping creates status hierarchy in the school system. To label students as being incompetent or less smart could create inequities outside the classroom (cited in Johnson, 2002, p.2). 2.3 Ability Grouping v/s Achievement Since one of my research questions is to find out the whether there is a significant impact between ability grouping and academic achievement, it is worth noting the different literature on the subject. Slavin (1986) proceeded to a Best Evidence Analysis. To do so, he reviewed five comprehensive ability grouping plans in elementary schools. The grouping plans are: ability grouped class assignment, regrouping for reading or mathematics, the Joplin Plan, non graded plans, and within-class ability grouping (cited in Hollifield, 1987). The Ability Grouped Class Assignment placed students in a classroom on an ability basis. The evidence found by Slavin (1986) showed that this type of grouping has no effect on student achievement in the elementary school. The Regrouping for reading or mathematics is only done during those two classes as for most of the day the students are in their mixed ability classrooms. This grouping has proved advantageous on student achievement. This has been enhanced by the fact that level and instruction pace had been adapted to achievement level. However, it must be noted that the above regrouping to be proven efficient, it should be catered for not more than two subjects. (cited in Hollifield, 1987). The Joplin Plan regrouped students across grade levels for example high achieving fourth grades, average fifth graders, low achieving six grades form part of the fifty grade reading class. Slavins (1987) found strong evidence of such grouping increases reading achievement. This piece of information reflects what was said previously in the chapter, that the notion of high achievers stimulating low achievers when they are mixed into a classroom. (cited in Hollifield, 1987). The Non Graded Plan which channelled students into flexible groups based on performance, the subject curriculum is divided in such a way that students improve at their own pace. This plan has proved a positive relationship between grouping and achievement. Similarly Within-Class Ability Grouping where students are grouped according to their ability in one classroom, evidence has shown a positive correlation between grouping and achievement. However, Slavin (1986), found out that the effects were slightly greater for low achievers than for middle or lower flyers. (cited in Hollifield, 1987). Slavin (1986) concluded that schools and teachers should adopt methods that have proved its effectiveness where ability grouping is concerned. These methods include within-class ability grouping in Maths, Non graded plans in Reading, and the Joplin plan. If ability grouped class assignment use an alternative grouping where students are assigned on performance level then it can be used in ability grouping class. (cited in Hollifield, 1987). Slavins (1986) recommendations for successful ability grouping and positive achievement level: This type of grouping should be done only for some subjects while in other subjects the students should be in mixed ability classrooms. To teach a skill, for example, Reading, the use of grouping plans would reduce student heterogeneity ((cited in Hollifield, 1987). The same plan would not work if IQ or Achievement level is being tested. If the teacher formed small within ability groups this will help instruction better as the teacher will be able to give better support. (cited in Hollifield, 1987). The literature has also revealed that low flyers made as much progress as high flyers when they are submitted to certain conditions. Gamoran (1993) explained that a US Catholic schools applied a strict academic syllabus in lower ability grouping where the same teachers taught in low and high levels, the academic curriculum stayed the same for both groups and verbal interactions and discussions form part of the teaching and learning strategy. All this factors combined had a positive effect on achievement level. However, there have been studies where it has been found that ability grouping aggravate inequalities in achievement. Kerckhoff (1986) (cited in Gamoran (2002), commented on the impact of setting v/s achievement inequality. The evidence that he used came from the National Child Development Survey (NCDS) (data collected comes from a 1958 British cohort over 20 years). Data collected are from England and Wales. Kerckhoff showed that students achievement level is greater in schools or classes which apply ability grouping while those students in mixed ability classes have decreased achievement level. However, low levels schools and classes fell far behind. Kerckhoff (1986) also explained that there is an average level of achievement growth when comparing Mixed Ability and Setting grouping schools. This is due to the fact that high achievers success is balanced against low achievers loss. Inequalities in achievement could also be due to differentiated classroom instruction. In his article, Gamoran (2002) explained these findings from the studies of English classes in US secondary schools. The study revealed that higher level students who are channelled towards more academic courses with the support of experienced, qualified and prepared educators who cover teaching and learning materials challengingly and at a faster pace show higher level of achievement than the low achieving classroom. The low level of achievement for low level class was due to the disruptive behaviours of the students and where the teacher set written work rather than encouraging open ended questions and verbal interactions. Ability Grouping fell in disfavour, according to Hallam, Ireson and Davies (2004), when educational theory decided against ability grouping (setting and streaming) from the 70s onwards (BERJ 2004, vol 30(4) pp 516-533). However over the last decade there has been a resurgence of this type of grouping. Its reappearance is commented as being the means which would help raising standards. Hallam, Ireson, and Davies (2004) recapitulated the reasons for which ability grouping fell in disfavour: Low self-esteem and social alienation of lower stream students Inconclusive evidence for positive effects on attainment A shift of educational focus towards equality of educational opportunity (BERJ 2004, vol 30(4) pp 516-533) In my research study, students opinion on ability group has been sought. Hallam, Ireson and Davies (2004) admit that there has been few research on ability grouping (streaming, setting and within class grouping) where students voice out their perspectives. The research on ability grouping popularised the relationship between that type of grouping and academic, social and personal outcomes. The article from Hallam, Ireson and Davies (2004) cited previous research which embraces Pupils perspective has drawn out the following explanations: Streaming encourages both positive and negative attitudes towards school and higher achievers are pro streaming compared to lower flyers. Setting among mathematics students reveal that more students would like to move sets or join classes where mixed ability teaching is being done. In primary schools, the students having higher status in mind would wish to be in higher ability grouping. However, most students would prefer to be given whole class work or individual work. Streaming emphasized the negative effects towards lower streams. It is further acknowledged that if pupils of below average are taught by teachers who are for streaming in a mixed ability environment, this has a negative impact on the student. This can take the form that those students do not have any friends and are rejected by their peers. Mixed ability classes encourage social cohesion in the class. It is appropriate at this stage to review the following statistics on ability grouping. George (1988) (cited in Crosby Owens (1993) revealed that: Educators and parents are in favour of tracking/ability grouping. 85% of the research says that tracking is not beneficial while 85% of schools continue to practice it.(Solutions and Strategies,1995, (5) p.2). Furthermore George (1998) and Slavin (1991a) concluded that Ability Grouping research has not prompted any conclusive answers whether it be positive or negative (Cited in Crosby and Owens, 1993). This is what I intend to find out with the research question on significance of low achieving grouping with academic school achievement. I would like to find out whether it is consistent or in opposition with George and Slavins conclusions.

Practical Application Of Evidence Based Practice Nursing Students Nursing Essay

Practical Application Of Evidence Based Practice Nursing Students Nursing Essay In the modern era of health care services, most health care practices practiced by healthcare organizations are based on research. It gives a positive presentation of teaching and learning activities based on patient care needs and is also cost effective (Doebbeling et al. 2006, Higgs J., Jones M., 2000). Applications with the absence of critical thinking proof might be risky to patients. The same can be said when relating to any situation where the evidence says otherwise (Zelm , 2006). According to Rycroft Malone et al (2004), evidence is a major study based on a systematic review that has been identified by researchers and subsequently included their views and results from the quality improvement and enhancement programs. s Whilst and banning (2005) also claimed that evidence expanded and is widely used in practice because there are more educated individuals, the increase in public awareness and also the increasing rate in productivity and cost efficiency while providing high quality health services. This resulted in the need to access the latest scientific knowledge and also emerges the need for individual practitioners to be able to think critically in the effort to help optimizing patient care results. The demand for evidence-based decisions has also risen because todays healthcare services are also increasing beyond the existing resources of service providers. However, this does not speak for individuals working in health and social care environment because there is the need to be able to critically evaluate the latest research. Cormack (2000) said critical evaluation (critical appraisal) is the process of systematically evaluating and interpreting evidence by considering validity, the results and relevancy. Obviously it is important to be fair and not prejudicial to the research being done. Critical assessment, which is sometimes referred to as criticizing, is more focus to find the advantages and disadvantages of a particular rsesearch and make a fair decision on what was presented in the publication. If all the studies with weaknesses and flaw are to be ignored, then there will be no evidence that can be relate to neither being used in future practics. The ability to wisely identify and study those research weaknesses and flaw would more likely to ensure the accuracy and validity of future research outcomes. Burns (2000) concluded that being critical means being able to make judgments about the value of a work or literature art in the context of how a critical evaluation of a study is to be done. This paper focuses on a study of nursing students motivation towards their learning. The objective of this paper is to criticize a selective review of the Bio Medical central issue in the year of 2008. This study is found beneficial for health care sector workers, particularly nurses. The Nursing field is working to develop evidence-based practice, which involves finding, criticizing, and applying evidence in practices. According to Parahoo (1997) nurses are expected to be able to understand and critique research and work related to their practices as well as identifying the importance and relevance of the research to the current practice in order to improve and enhance the quality of patient care practices. Criticizing a study involves an in-depth and comprehensive examination of all the aspects included in the study with the intention to further consider the benefits or strengths, the limitations means and the significance of the study (ha, 1996). Polite Beck (2004) suggested that nurses are encouraged to use evidence in their profession to ensure that the best care given to patients is also cost effective. The proposal is supported by Regan (1998), whom stated that providing both excellent and effective care to patients is the basis for evidence-based practice. I will further critically analyze this research paper and point out several recommendations and to apply the results and recommendations contained in it in my practice environment. The title of the study is Nursing Student Motivation Toward Their studies a survey study. The title clearly reflects the overall content of the study. It is to inform and acknowledge readers about what is being studied and the type of study which is survey study. The title of an article review should be concise and precisely reflect the content aside from being able to attract readers and encourage them to further read the content (Cormack, 1996; Parahoo, 1997). The selected topic is relevant to my work place, in terms of the factors that influence our choices, which forms the direction and strength and continuity in our thinking and behavior (Kelly, 2003). Research topic is considered appropriate if we take into account the importance of the relationship between motivation and results. By analyzing the estimated degree of students motivation during and in different semesters, this research could also enhance and improve their learning. The study was conducted by two researchers, Kerstin EL Nilson from Medical School, University of Skovde Sweden and Margareta I Warren Stomberg from the Institute of Health and Care Science, Sahlgrenska Academy at Coteberg, Coteberg Sweden. Although both of the researchers are from the same country, their background is not described, only their department was mentioned. Abstract provides consise yet precise summary of the study by including a glimpse of the objectives, methods, results and conclusions, which also attract readers to further read the entire article. According to ha Moule (2006), the abstract is a brief summary that identifies the different stages of the review process. Abstract offers a good overview content of the research which can be seen in this paper. It explains how information accessed from selected participants, in terms of survey in the form of questionnaires. This allows readers to decide by themselves whether to continue reading or otherwise. This study is found to be well designed and its objectives are clearly defined. When the objectives are clearly defined, other aspects of the design of the study will blend in nicely and smoothly (Cormack 1996). The objective of this study was stated in the abstract and in the body of the article. This shows that it has been well studied and a literature review was conducted carefully and with great concern to further equipped the work with credibility. In this study, qualitative approach was carried out since research is commonly involving human behavior and changes within their behavior. Qualitative studies are often utilized when one does not possess adequate knowledge related to a particular issue or matter. Participants can express their feelings and experiences about certain issue or phenomenon in their own words. According to Morse Field (1999), qualitative research can help us better understand the reality, to reflect and explain the social world and develop models and also theoretical explanations. Baldwin and Nail (2000) defined qualitative research as a method of advertising research, which is to emphasize the meaning of quality in terms of views and perceptions of consumers, for example, in-depth interviews and focus groups. Qualitative study is a systematic and subjective approach to describe and potray life experiences and the meaning within it. However, it also comes with a drawback in which researchers admitted the fact that when they have any subjective feelings related to a critical phenomenon, they would be inclined to reflect and include their personal perception and understanding of the phenomenon being studied (Jackson, Daly Chang, 2003). Literature review is an evaluation report of information found in the literature which related to the selected study. According to ha Moule (2006), literature review is a written work to evaluate and conclude a specific subject in only a few details. Literature reviews are conducted in order to either determine the results of previous studies or to know whether the problems in previous studies were successfully overcame and then repeat the same steps to solve similar problems encountered in the current study (Dempsey Dempsey, 1996). These processes account for the strategies, methodologies, data collection, data analysis, discussion and recommendations for future practice. In addition, it also informs the reader that the author recognizes that there are other studies that may have similarities with their studies, nevertheless this study reinforce the relevance of their research implementation, and reflect the fact that if they repeat the same study, it will only be a waste of time , resources and effort (Parohoo, 1997). This literature review mentioned a total of 24 references, of which 16 references are from primary sources, while the remaining six are secondary sources. As stated by Mc Burney White (2004), a primary source is the original material. Primary sources are from the original time frame involved and have not filtered through translation. Secondary source is a detailed, written only after the fact interpreted. It is the evaluation and translation of the primary sources. These resources are not considered as evidence, but rather as comments and discussions related to evidence. This study also deploy a variety of extensive literature sources, such as books, journals, articles and also statistical analysis performed during the period from April to May 2006. A literature review which are both latest and comprehensive presented in which researchers involved aware of the latest information and the need for additional research. Research design involved the planning of implementation of a specific study (ha Moule, 2006). The research design deployed in this study is a survey study in which survey study is carried out in accordance with the expected reasons. Researchers will study their subjects and find the effects caused by the expected reasons. According to the Burn Grove (2001), within the scope of scientific thinking, survey study applied in two ways. First, it is used in a broad sense as any descriptive studies or correlational studies. In this sense, the survey used to describe a data collection technique in which questionnaires or personal interviews are used to collect data about a specific identified population. Data collection was performed by two researchers. One researcher accompanied by a volunteer randomly attended a university nursing program at a medium-sized university in central Sweden with the intention to obtain related information from students who are willing to take part in the study . Completed questionnaires collected after lecture session ended. Compilation of information about research procedures and the steps required are adequate to understand how data is collected and measured. Questionnaire distribution is a popular research method and used frequently by researchers (Leininger 1985). Morse (1999) says that questions which are very open and complex can be restructured and modified to be able to answer various research questions. Distribution of questionnaires is the medium through which data is collected. Open end questions can provide a variety of information but more time is required to respond and analyze compared to a closed end question (Kerlinger Lee. 2000). Among the benefits of deploying questionnaire method to gather information are including cost reduction while have access to samples around the world, capable of providing large samples at a time and is more likely to reduce research bias (ha Moule, 2006). Although the researchers who conducted this study provide limited information as well as not providing information related to the selected questions, the methods used to collect data are appropriate. Reliability and validity of data collection method deployed in the study is important because it contributes to the credibility of the data collected as well as the research outcomes. As proposed by Polit Beck (2006), a valid and reliable instrument used to measure what is expected and is also able to provide consistent reading is considered as the ideal tool for measurement. Therefore, a valid instrument measures what it is supposed to measure and a reliable instrument measures what it is supposed to measure (Robson, 2002). Participants of this study are divided into six groups which consisted of nursing students from 1st to 6th semester. Out of the total number of students who took part (597), only 315 randomly selected students who attended the lecture took part. As all students who were invited to participate in the study consensusly agreed, the response rate was 100%. However, the response rate of the overall student population was 53%, of which 18% consisted of male and 82% of female. Questionnaires were distributed to students from first semester, second semester, third semester, fourth semester, fifth semester to sixth semester. The mean age for first to third semester students are 27 years old, 29 years for fourth semester students, 28 years for fifth semester and 32 years for sixth semester. Mean score for the motivation of the entire semester is 6.3. Figure 1 shows the motivation score for each semester. The researchers have taken the necessary effort to comply with basic ethical principles while conducting research by obtaining written permission from participants. One of the crucial obligations when conducting human related research is to obtain written permission. Written permission means that the subjects have adequate information about the study, the ability to understand the information and provided with optional choices which mean that it is up to the subject whether to volunteer or reject the invitation to participate in the study (Polit Hungler, 1993). As stated by Lahmeyer (2006), the process of getting the written permission including which all participants are obligated to go through all the stages presented in the clinical study. The written permission processes inform the participants about the objectives of the study, procedures involved, risks that may exist and also benefit of the study. No measure was taken to ensure the privacy of participants involved in the study. Each participant is only given a letter of written permission. However, no physical danger, discomfort or psychological stress might interfere in the study. Participants are not deceived in any way possible because they are fully aware and conscious while participating in the study. The study was approved by the Institute of the University which involved in the study but it is not monitored by any Institutional Review Board or any ethics committee of its kind. Based on the research article, the results of the study was clearly and systematically presented. It is both reliable and valid. According to Gerrish and Lacey (2006), reliability is a term that reflects the consistency and reproducibility of a measurement, while validity is the actual level of instruments and procedures to ensure what is measured. The researchers conducted a specific discussion about their study and clearly outline the significance of the findings of the study. Table 1 provide information on categories of data. A category can be measured as either positive value category or negative value category. The study is considered as valid and reliable because during the analysis phase the two researchers have taken their effort to independently perform analysis and later compare the analysis. Thus, the influence of personal perception of the researchers related to the study can be avoided and they are also fully aware of the risks found in the research process. All data is stored in an information base and analyzed by using the Statistical Package for the Sciences (SPSS version 14.0). Data are divided into categories similar to the categories in the questionnaire where statistical calculation performed were including frequency counts, mean, percentages and other standard statistical counts. Non-parametric Kruskal Wallis Test was used when comparing the graded motivation between semesters. Mantel test was applied for comparison between gender and motivation where background variables included. Further data were analyzed according to gender perspective with motivation score between 6 as well as the extreme scores of 0 or 10. Reliability of the accuracy of these instruments reflects the true nature of the review score. Open end questions in the questionnaires were analyzed systematically by analyzing oral or written data so that a specific phenomenon can be pictured and quantified into categories of low content but interrelated in terms of similar meaning. The results of the study were presented in table format. One figure and three tables presented for each different result. The results of the study are considered as well presented since the results were clearly indicated and supported by figures and tables. Apart from that, statistical analysis is also done well. In Figure 1, researchers focused on motivational score for each semester where scores were found to be significantly different for each semester. In Table 1, the researchers focused on the formulation of existing categories of data after the analysis was performed. A category is measured as either positive value or negative value. Each subject of the study may provide more than one reason for their graded motivational scores. In Table 2, researchers have identified a low rate of motivation with a frequency score of 6. The authors also stated the limitations found while conducting the study. As stated by Polit Beck (2006), a reviewer should be careful if the discussion fails to state any limitation of the study. Conducting a research is the best party to detect and assess the impact of the lack of sampling, practical constraints, quality problems and so on and it is indeed a professional reliability to inform readers about these problems. The researchers included both report of the expected results and unexpected results. Limitations of study are the use of scale in positioning. It can be seen as a limitation because it only grade views on the motivation of students. The limitations in comparing students from different semesters lies within the students themselves, such as undertaking the same curriculum, studying at the same university and there was no change in the organization during the period of learning. The results of this study show potential, but further research is required in order to yield more positive results before any dramatic changes regarding nursing student performance recommendations can take place in Malaysia. The objective was to analyze the degree of motivation of nursing students from different semesters of learning and identify the reasons behind the motivation grade. This study has shown that most nursing students grade their motivations differently yet positively. However, during the first three semesters of learning, their grades show a positive and quite similar in pattern. Afterwards there was a slight difference between the fourth semester to sixth semester. Figure 1 shows the mean distribution quite well. Mc Evan Goldenberg (1999) considers motivation is to be given high grades for first and last semester, which marks their fresh college entry and also right before they start entering the working environment. This study draws attention to the needs of the students to understand the situation and their needs for tutorial support. Nurses who made clinical decisions based on scientific information document is professionally reliable and also help nurses to establish their professional identity. In view of the students being the subject of the study, it is more likely to influence them in a more positive attitude and encourage them to give positive statements when responding to open-ended questions. According to Bandura A (1982), the ability of students to assess their own competence and capability is a motivational factor which gives a positive impact. The study shows the importance of providing tutorial support for students in a broader perspective other than academic achievement. This can be implemented by promoting flexibility in planning personal learning program (Janhonen Vanhanan, 2000). It also emphasizes the responsibilities of lecturers and universities to provide support to students, especially when they are less motivated to study which consequently affect their academic performance. However, the publication of the research findings does not guarantee that practitioners will use the techniques described in the study (Gerrish Lacey, 2006). Achieving evidence-based practice is a complex responsibility. With the presence of strong evidence to support any changes in practice, the reason behind it being difficult to implement the findings should be explored. According to ha Moule (2006), practical reasons act as a barrier to the implementation of the study, including not working in a similar culture where debate, review and critical awareness is something that is encouraged, and also a working culture that does not encourage any changes. Certain terms and conditions are essential for the implementation of successful evidence-based practice. It includes the establishment of practices that encourage knowledge application, a system that supports practitioners access to knowledge and practitioners who are willing to review their practices and consider other alternatives to it. Individuals who work within the establishment and environment of such practices will be able to see that knowledge-based practices will increase positive outcomes, proving a sense of professionalism and enhance job satisfaction (Barsteiner, 1996). However, various studies have also reported strong barriers that limit utilization of research. Barsteiner (1996) has said that the most often reported constraint is the insufficient level of authority to implement changes in practice, inadequate administrative support, difficulty in obtaining access to the results of the study and the discomfort of staff to critique research findings in determining the clinical relevance of the study. According to the authors, their study shows that there is a need to increase nursing students motivation. There were also nursing students who merely graded their motivation as being positive and distributed the similar grades evenly during their entire education period. The most important motivational factor is the intrinsic factor and goal-oriented, which is to become a nurse. Nursing students did mentioned intrinsic factor motivation as an explanation to their degree of motivation. These results emphasize the need to understand their situation and needs for students tutorial support. Restructuring programs should be designed in partnership with students to match the course content with the degree of motivation during different academic years. In our prospective study, we will monitor and observe the degree of motivation on a group of students in one class during their three years of learning. In future, we expect nurses to be more motivated, being comfortable and dedicated to their job, being concerned with sincerity, able to identify the underlying problem or problems that may suffered by client and subsequently develop research-based strategies. There is a strong motivation among nurses to apply research findings into evidence-based nursing practice. In the effort of reducing cost, the result which is client-oriented is increasingly becoming the focus of health care. Whenever health care is given and provided based on the most excellent current evidence, intervention will become more effective and improve client results. Without a doubt, controversy in inevitable, but we have to practice what we believe without feeling guilty. According to Klosser T. (2005), a combination of good evidence paired with a broad experience would produce a good practice. This is also the reason why the findings of this study is important to be analyzed as well as trying to understand the lev el of nursing students motivation , especially at the location where study was conducted by researchers. In my view as a provider of health services, we are encouraged to read more journals and conduct online searching to find reliable and valid research and evidence based articles. Health care professionals and nurses should find solutions, options and results to achieve an effective patient care. Polit, Beck Hungers (2001) said that a professional health worker should read more and able to think critically, able to apply theories based on reliable evidence and must attend professional seminars in the effort to promote utilizations of the research results. Thus, the Nursing Association can start promoting evidence-based practice in nursing practice through continuing professional development, such as Continuous Medical Education and Continuous Nursing Education (CME and CNE). Paradigm shift in health care is now more focused on evidence based practice (EBP) and act as guidance in reaching healthcare decisions. Rycroft-Malone et al. (2004) emphasized that the best evidence intergrated knowledge from various sources including research, clinical experience, patients and clients testimonials and also the local context. The need to integrate knowledge from various sources is essential because research evidence should be aligned with the experience and preference of patient. 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Larry :: essays research papers

1) Descartes uses a method commonly referred to as Methodical Doubt (beginning with a doubt in hopes of arriving at a given certitude). With this skepticism, Descartes questions the inherit nature of what it is to be. It is his initial perception, upon beginning his piece, again, with â€Å"methodical doubt†, which the world may not exist, but may be a facet of an individual’s imagination. However, he quickly contests this argument with his face phrase, â€Å"cogito ergo sum† which means â€Å"I think, therefore, I am† I. The Arguments for Universal Doubt: In order to show that science rested on firm foundations and that these foundations lay in the mind and not the senses, Descartes began by bringing into doubt all the beliefs that come to us from the senses. His aim in these arguments is not really to prove that nothing exists or that it is impossible for us to know if anything exists (he will prove that we can know external objects later), but to show that all our knowledge of these things through the senses is open to doubt. If our scientific knowledge came to us through the senses, we could not even be sure that anything outside of us existed. The obvious implication is that, since we do know that external objects exist, this knowledge cannot come to us through the senses, but through the mind. Descartes uses three very similar arguments to open all our knowledge to doubt: The dream argument, the deceiving God argument, and the evil demon argument. The basis idea in each of these is that we never perceive external objects directly, but only through the contents of our own mind, the images the external objects produce in us. Since sense experience never puts us in contact with the objects themselves, but only with mental images, sense perception provides no certainty that there is anything in the external world that corresponds to the images we have in our mind. Descartes introduces dreams, a deceiving God, and an evil demon as ways of motivating this doubt in the veracity of our sense experience. A. The dream argument: 1. I often have perceptions very much like the ones I usually have in sensation while I am dreaming. 2. There are no definite signs to distinguish dream experience from waking experience. therefore, 3. It is possible that I am dreaming right now and that all of my perceptions are false Larry :: essays research papers 1) Descartes uses a method commonly referred to as Methodical Doubt (beginning with a doubt in hopes of arriving at a given certitude). With this skepticism, Descartes questions the inherit nature of what it is to be. It is his initial perception, upon beginning his piece, again, with â€Å"methodical doubt†, which the world may not exist, but may be a facet of an individual’s imagination. However, he quickly contests this argument with his face phrase, â€Å"cogito ergo sum† which means â€Å"I think, therefore, I am† I. The Arguments for Universal Doubt: In order to show that science rested on firm foundations and that these foundations lay in the mind and not the senses, Descartes began by bringing into doubt all the beliefs that come to us from the senses. His aim in these arguments is not really to prove that nothing exists or that it is impossible for us to know if anything exists (he will prove that we can know external objects later), but to show that all our knowledge of these things through the senses is open to doubt. If our scientific knowledge came to us through the senses, we could not even be sure that anything outside of us existed. The obvious implication is that, since we do know that external objects exist, this knowledge cannot come to us through the senses, but through the mind. Descartes uses three very similar arguments to open all our knowledge to doubt: The dream argument, the deceiving God argument, and the evil demon argument. The basis idea in each of these is that we never perceive external objects directly, but only through the contents of our own mind, the images the external objects produce in us. Since sense experience never puts us in contact with the objects themselves, but only with mental images, sense perception provides no certainty that there is anything in the external world that corresponds to the images we have in our mind. Descartes introduces dreams, a deceiving God, and an evil demon as ways of motivating this doubt in the veracity of our sense experience. A. The dream argument: 1. I often have perceptions very much like the ones I usually have in sensation while I am dreaming. 2. There are no definite signs to distinguish dream experience from waking experience. therefore, 3. It is possible that I am dreaming right now and that all of my perceptions are false

The Ingenu Essay -- Essays Papers

The Ingenu Le Connaissance Nouveau de L'Ingenu Francios-Marie Arouet's, assuming the pen-name of Voltaire, L'Ingenu is a satirical story that begins in 1689 when a ship of English merchants are coming to France to trade. This is when the Ingenu is first introduced. The French are most intrigued by his appearance. Because of a picture believed to be the brother and sister-in-law of the Abbe de Kerkabon and Mademoiselle de Kerkabon, the Kerkabons felt that they saw a resemblance and take him in as their nephew. This is only the beginning. With no set beliefs, the Huron comes to live with these people of France and is taught to live as they do. Under appearingly unfortunate circumstances, he becomes imprisoned and able to educate himself. He learns of the French society on a hands-on basis by feeling their cruelty. This Child of Nature symbolizes John Locke's "blank tablet". The Ingenu, also known as the Child of Nature, Becomes enlightened through his experiences with French society by having no prior worldly knowledge of his own, being taught by the French, and disregarding everything they have taught him to learn for himself the lessons of French society. The Child of Nature comes into the French society with no worldly knowledge of his own or beliefs. He is a spontaneous, curious young Huron and is viewed as quite naive. The French feel that they can easily mold him into their society. All he has are his youthful charming looks, "HE was hatless, and hoseless, and wore little sandals; his head was graced with long plaits of hair; and a short doublet clung to a trim and supple figure. He had a look about him that was at once martial and gentle" (Voltaire, 190) and an awkward manner of being courteous to the Kerkabons "all with such a simple, natural air that brother and sister both were charmed" (Voltaire, 190). When asked countless questions, "the traveler's answer would be very much to the point" (Voltaire, 191). Instead of in a roundabout way in which was inevitable if their roles are to be reversed. "The Huron did not turn a hair" (Voltaire, 191). But does speak his mind when the questions were coming too fast. He simply and clearly tells them, "Gentlemen, where I come from, people take it in turns to speak" (Voltaire, 191). Upon questioning him, they find out that he has no particular religion. He ... ..."Doubtless he was the most alarmed and upset of all, but he had learned to add discretion to all the happy gifts which nature had showered upon him, and a ready sense of what is proper was beginning to dominate in him"(Voltaire, 249). He has learned of the horrors of the world. He shares in on the radical views of the time. After all of his adventures, big and small, he comes to the conclusion that "an ill wind blows nobody any good"(Voltaire, 255). The Child of Nature becomes enlightened through his experiences with French society by having no prior knowledge, being taught by the French, and disregarding everything they have taught him to learn for himself the lessons of French society. He starts representing Locke's "blank tablet" which opens itself to beliefs of any kind. This tablet is filled with the thoughts of the cruel French society. The Child of Nature's enlightenment comes when he takes it upon himself to erase the thoughts and beliefs on this tablet and fill it up with his own. Voltaire's L'Ingenu is just an example of a man becoming enlightened during the Age of Enlightenment. It classifies itself as a standard for other stories of enlightenment.

The Return: Midnight Chapter 26

â€Å"Now you know how it's done?†Elena asked Meredith. â€Å"You put the key in the keyhole and say where you want to go. Then open the door and go through. That's it.† â€Å"You three go first,†Stefan added. â€Å"And quick.† â€Å"I'l turn the key,†Meredith told Matt. â€Å"You take care of Mrs. Flowers.† Just then Elena thought of something that she didn't want to say aloud, only to Stefan. But she and he were physical y so close, she knew he would pick it up. Saber! she thought to Stefan. We can't leave him to these malach! We won't, she heard Stefan's voice in her head say. I showed him the way to Matt's house, and told him to go there and take Talon and protect the people who will be coming. At the same time Matt was saying, â€Å"Oh, my God! Saber! He saved my life – I can't just leave him.† â€Å"Already taken care of,†Stefan reassured him and Elena patted him on the back. â€Å"He'l be at your house in a little while, and if you go somewhere else he'l track you.† Elena turned her pats into gentle pushes. â€Å"Be good!† â€Å"Matt Honeycutt's bedroom in Fel ‘s Church,†Meredith said, thrusting the key at the door handle, and opening the door. She and Mrs. Flowers and Matt al stepped forward. The door shut. Stefan turned to Elena. â€Å"I'm going first,†he said flatly. â€Å"But I'm holding on to you. I'm not going to let you go.† â€Å"Never let me go, never let me go,†Elena whispered in an imitation of Misao's â€Å"Have nightmares.†Then she had a thought. â€Å"Slave bracelets!† â€Å"What?†Stefan said. Then, â€Å"Oh, I remember, you told me. But what are they supposed to look like?† â€Å"Like any two bracelets, matching if possible.†Elena was scrambling around the back of the room, where furniture was piled up, opening drawers, closing them. â€Å"Come on, bracelets! Come on! This house is supposed to have everything!† â€Å"What about these things you wear in your hair?†Stefan asked. Elena looked back and he tossed her a bag of soft cotton ponytail holders. â€Å"You're a genius! They won't even hurt my wrists. And here are two white ones so they'l match!†Elena said happily. They arranged themselves in front of the door, with Stefan to Elena's left so he could see what was out there before they stepped in. He also had a firm grip on Elena's left arm. â€Å"Wherever our friend Bonnie McCul ough is,†Stefan said, and thrust the key into the lockless door handle, turning it. Then, after giving Elena the key, he gingerly opened the door. Elena wasn't sure what she was expecting. A blaze of light maybe, as they traveled through dimensions. Some kind of spiraling tunnel, or shooting stars. At least a feeling of motion. What she got was steam. It soaked through her T-shirt and dampened her hair. And then she got noise. â€Å"Elena! Eleeeeeeeeeeeeeeena! You're here! â€Å" Elena recognized the voice but couldn't locate the screamer in the steam. Then she saw an immense bathtub made of tiles of malachite, and a frightened-looking girl tending a charcoal fire at the bath's foot, while two other young attendants holding scrubbing brushes and pumice stones cowered against the other wal . And in the bath was Bonnie! It was obvious that the tub was very deep, because Bonnie wasn't able to touch bottom in the middle but she was half-leaping out of the water like a foam-covered dolphin over and over to attract attention. â€Å"There you are,†gasped Elena. She dropped to her knees on a thick, soft blue rug. Bonnie made a spectacular leap and just for a moment Elena could feel a smal soapy, sudsy body in her arms. Then Bonnie went down again and came up laughing. â€Å"And is that Stefan? It's Stefan! Stefan, hello! Helloooo! â€Å" Stefan glanced back, as if trying to assess the suds situation. He seemed satisfied with it, turned slightly, and waved. â€Å"Hey, Bonnie?†he asked, voice muffled by the sounds of continual splashing. â€Å"Where are we?† â€Å"It's Lady Ulma's house! You're safe – you're al safe!†She turned a smal hopeful face to Elena. â€Å"Where's Meredith?† Elena shook her head, thinking of al the things about Meredith that Bonnie didn't know yet. Well, she decided, this wasn't the time to mention them. â€Å"She had to stay behind, to protect Fel ‘s Church.† â€Å"Oh,†Bonnie looked down, troubled. â€Å"Stillbad, is it?† â€Å"You wouldn't believe it. Real y; it's – indescribable. That's where Matt and Mrs. Flowers and Meredith are. I'm sorry.† â€Å"No, I'm just so glad to see you! Oh my God, but you're hurt.†She was looking at the smal tooth wounds on Elena's arm, and the blood on her torn T-shirt. â€Å"I'l get out and – hey, no, you get in! There's plenty of room; plenty of hot water, and†¦ plenty of clothes! Lady Ulma even designed some for us, for ‘when we came back'!† Elena, smiling reassuringly at the bath girls, was already stripping as fast as she could. The tub, which was big enough for six to swim in, looked too luxurious to miss and, she reasoned, it made sense to be clean when you greeted your hostess. â€Å"Go have fun,†she shouted to Stefan. â€Å"Is Damon here?†she added in a whispered aside to Bonnie, who nodded. â€Å"Damon's here, too,†Elena caroled. â€Å"If you find Lady Ulma, tel her Elena's coming, but she's getting washed up first.†She didn't actual y dive into the pearl pink steaming water, but she got onto the second step down and let herself slide from there. Instantly, she was immersed in delicious heat that seeped straight into her body, pul ing some magic string that relaxed al her muscles at once. Perfumes suffused the air. She flung her wet hair back and saw Bonnie laughing at her. â€Å"So you got out of your hole and you've been here wal owing in luxury while we've been worried sick?†Elena couldn't help but hear the way her voice went up at the end, making it a question. â€Å"No, I got picked up by some people, and – â€Å"Bonnie broke off. â€Å"Well†¦the first few days were tough, but never mind. Thank God we got to Lady Ulma's in the end. Want a bath brush? Some soap that smel s just like roses?† Elena was looking at Bonnie with slightly narrowed eyes. She knew that Bonnie would do just about anything for Damon. That included covering up for him. Delicately, al the while enjoying the brushes and unguents and many kinds of soaps laid out on a shelf for easy reach, she began an inquisition. Stefan got out of the steamy room before he was soaking wet. Bonnie was safe and Elena was happy. He found he had stepped into another room, in which were a number of couches made of some soft spongy material. For drying? Massage? Who knew? The next room he entered had gas lanterns that were turned high enough to rival electrical light. Here were three more couches – he had no idea what for – a ful -length silvered-glass mirror, and smal er mirrors in front of chairs. Obviously a place for makeup and beautifying. This last room opened onto a hal way. Stefan stepped out and hesitated, spreading delicate tendrils of Power in different directions, hoping to find Damon before Damon noticed his presence in the estate. The Master Key had proved that it could overcome the fact that he hadn't been invited here. That meant that maybe he could†¦ At that moment he got a hit, and withdrew his probe immediately, startled. He stared down the long corridor. He could actual y see Damon, pacing in the room at the end, talking to someone Stefan couldn't see behind the door. Stefan crept very quietly down the hal way, stalking. He made it to the door without his brother even noticing, and there he saw that the person Damon was talking to was a woman wearing what looked like buckskin breeches and shirt, who had weathered skin, and a general aura of being more at home outside civilization than inside it. Damon was saying, â€Å"Make sure there are enough warm clothes for the girl. She's not exactly hardy, you know – â€Å" â€Å"Then where are you taking her – and why?†Stefan asked, leaning against the doorjamb. He had the good fortune to once – just this once – take Damon unaware. His brother glanced up, and then jerked like a startled cat. It was priceless to watch Damon scrambling for a mask until he decided on the fa?ade of absent amiability. Stefan guessed that no one had ever put so much effort into walking over to a desk chair, sitting down, and forcing himself to lounge. â€Å"Well, well! Little brother! You dropped in for a visit! How†¦ nice. What a pity, though, that I'm practical y running out the door on a journey, and there's no room for you.† At this point the weather-beaten woman who had been taking notes – and who had risen when Stefan entered the room – spoke up. â€Å"Oh, no, my lord. The thurgs won't mind the extra weight of this gentleman. They probably won't notice it. If his baggage can be ready by tomorrow you can start out in the early morning just as you planned.† Damon gave her his best â€Å"shut up or die†glare. She shut up. Through clenched teeth, Damon managed to say, â€Å"This is Pelat. She's the coordinator of our little expedition. Hel o, Pelat. Good-bye, Pelat. You may go.† â€Å"As you wish, my lord.† Pelat bowed and left. â€Å"Aren't you taking this ‘my lord'thing a bit too seriously?†Stefan asked. â€Å"And what is that costume you're wearing?† â€Å"It's the uniform of the captain of the guard of Madame le Princess Jessalyn D'Aubigne,†Damon said coldly. â€Å"You got a job?† â€Å"It was a position.†Damon bared his teeth. â€Å"And it's none of your business.† â€Å"Got your canines back, too, I see.† â€Å"And that's none of your business either. But if you want me to knock you out and trample over your undead body, I'l be delighted to oblige.† Something was wrong, Stefan thought. Damon should be through the taunting phase and be actual y trampling on him by now. It only made sense if†¦ â€Å"I've already spoken to Bonnie,†he said. And so he had, to ask where he was. But to a guilty mind, apparent foreknowledge often worked wonders. And Damon hastily said exactly what Stefan hoped he wouldn't. â€Å"I can explain!† â€Å"Oh, God,†Stefan said. â€Å"If she'd just done as I told her – â€Å" â€Å"While you were off becoming a princess's captain of the guard? And she was – where?† â€Å"She was safe, at least! But, no, she had to go out into the street and then to that shop – â€Å" â€Å"Shocking! She actual y walked in the street?† Damon ground his teeth. â€Å"You don't know how it is around here – or how the slave trade works. Every day – â€Å" Stefan slammed both hands on the desk, now truly angry. â€Å"She was picked up by slavers? While you were sleazing around with a princess?† â€Å"Princess Jessalyn does not sleaze,†Damon replied icily. â€Å"Nor do I. And anyway it al turned out to be a good thing because now we know where the Seven Kitsune Treasures are.† â€Å"What treasures? And who cares about treasures when there's a town being destroyed by kitsune?† Damon opened his mouth, shut it, then looked narrowly at Stefan. â€Å"You said that you'd talked to Bonnie about al this.† â€Å"I did talk to Bonnie,†Stefan said flatly. â€Å"I said hel o.† Damon's dark eyes flared. For a moment Stefan thought he was going to snarl or start a fight. But then, through clenched teeth, he said, â€Å"It's al for the damned town, don't you see that? Those treasures include the largest star bal ever to be fil ed with Power. And that Power may be enough to save Fel ‘s Church. At least to stop its total annihilation. Maybe to even clear out every malach that exists and destroy Shinichi and Misao with a single blow. Is that noble enough for you, little brother? Is it reason enough?† â€Å"But taking Bonnie – â€Å" â€Å"You stay with her here if you like! Spend your lives here! I might mention that without her I would never have been able to set up an expedition, and that she's determined to go. Besides, we're not coming back this way. There has to be an easier route from the Gatehouse to Earth. We wouldn't survive coming back, so you'd better hope like hel that there is one.† Stefan was surprised. He had never heard his brother speak with such passion about anything that involved humans. He was about to reply, when behind him there came a scream of pure, unadulterated rage. It was frightening – and worrying, too, because Stefan would recognize that voice anywhere, anytime. It was Elena's.