Talent Is Overrated

Charles Bobb ALS 101 Professor Jeffrey Levine December 2, 2009 Talent Is Overrated What Really Separates World- Class Performers from Everyone Else By. Geoff Colvin Senior Editor at Large, FORTUNE Talent Is Overrated† by Geoff Colvin is a motivating book that puts outstanding performance into view. It presents a solid case that great performance does not come primarily from innate talent, or even hard work, as is supposed by most people. The realistic value of the book comes from the practical function of the thesis. In talking about world class figure skaters, he said that top skaters work on the jumps they are worst at, whereas average skaters work on those they are already good at. In his words, â€Å"Landing on your butt twenty thousand times is where great performance comes from. † Each of those hard landings is able to teach a lesson. Those who learn the lesson can move on to the next hard lesson. Those who don’t pay the price and learn the lesson never progress beyond it. In other words, hard work and dedication is necessary but not sufficient in itself for developing higher level performance at any endeavor. All great performers get that way by working long and hard, but hard work and long hours obviously don’t make people great. Many people work long and hard and stay mediocre. The meat of the book describes what the author calls deliberate practice, and presents supporting evidence in a convincing manner. It matters what kind of practice, not just how long and how much sweat is spilled. Supportive on definition of innate talent Before considering evidence for and against the talent account, we should be as clear as possible about what is meant by â€Å"talent†. In everyday life people are rarely precise about what they mean by this term: users do not specify what form an innate talent takes or how it might exert its influence. Certain pitfalls have to be avoided in settling on a definition of talent. A very restrictive definition could make it impossible for any conceivable evidence to demonstrate talent. For example, some people believe that talent is based on an inborn ability that makes it certain that its possessor will excel. This criterion is too strong. At the other extreme, it would be possible to make the definition of talent so vague that its existence is trivially ensured; talent might imply no more than that those who reach high levels of achievement differ biologically from others in some undefined way. Yet those who believe that innate talent exists also assume that early signs of it can be used to predict future success. 1) There are many reports of children acquiring impressive skills very early in life, in the apparent absence of opportunities for the kinds of learning experiences that would normally be considered necessary. (2) Certain relatively rare capacities which could have an innate basis (e. g. , â€Å"perfect† pitch perception) appear to emerge spontaneously in a few children and may increase the likelihood of their excelling in music. (3) Biological c orrelates of certain skills and abilities have been reported. 4) Some especially compelling data comes from the case histories of autistic, mentally handicapped people classified as â€Å"idiot’s savants. † Practice makes perfect The best people in any field are those who devote the most hours to what the researchers call â€Å"deliberate practice. † Its activity that's explicitly intended to improve performance that reaches for objectives just beyond one’s level of competence provides feedback on results and involves high levels of repetition. For example: Simply hitting a bucket of balls is not deliberate practice, which is why most golfers don't get better. Hitting an eight-iron 300 times with a goal of leaving the ball within 20 feet of the pin 80 percent of the time, continually observing results and making appropriate adjustments, and doing that for hours every day – that's deliberate practice. Consistency is crucial. As Ericsson notes, â€Å"Elite performers in many diverse domains have been found to practice, on the average, roughly the same amount every day, including weekends. Evidence crosses a remarkable range of fields. In a study of 20-year-old violinists by Ericsson and colleagues, the best group (judged by conservatory teachers) averaged10, 000 hours of deliberate practice over their lives; the next-best averaged 7,500 hours; and the next, 5,000. It's the same story in surgery, insurance sales, and virtually every sport. More deliberate practice equals better performance. Tons of it equals great perf ormance. Tiger Woods is a textbook example of what the research shows. Because his father introduced him to golf at an extremely early age – 18 months – and encouraged him to practice intensively, Woods had racked up at least 15 years of practice by the time he became the youngest-ever winner of the U. S. Amateur Championship, at age 18. Also in line with the findings, he has never stopped trying to improve, devoting many hours a day to conditioning and practice, even remaking his swing twice because that's what it took to get even better. The business side The evidence, scientific as well as anecdotal, seems overwhelmingly in favor of deliberate practice as the source of great performance. Just one problem: How do you practice business? Many elements of business, in fact, are directly practicable. Presenting, negotiating, delivering evaluations, and deciphering financial statements – you can practice them all. , they aren't the essence of great managerial performance. That requires making judgments and decisions with imperfect information in an uncertain environment, interacting with people, seeking information – can you practice those things too? The first is going at any task with a new goal: Instead of merely trying to get it done, you aim to get better at it. Report writing involves finding information, analyzing it and presenting it – each an improbable skill. Chairing a board meeting requires understanding the company's strategy in the deepest way, forming a coherent view of coming market changes and setting a tone for the discussion. Anything that anyone does at work, from the most basic task to the most exalted, is an improbable skill. Why? For most people, work is hard enough without pushing even harder. Those extra steps are so difficult and painful they almost never get done. That's the way it must be. If great performance were easy, it wouldn't be rare. Which leads to possibly the deepest question about greatness? While experts understand an enormous amount about the behavior that produces great performance, they understand very little about where that behavior comes from. The authors of one study conclude, â€Å"We still do not know which factors encourage individuals to engage in deliberate practice. † Or as University of Michigan business school professor Noel Tichy puts it after 30 years of working with managers, â€Å"Some people are much more motivated than others, and that's the existential question I cannot answer – why. The critical reality is that we are not hostage to some naturally granted level of talent. We can make ourselves what we will. Strangely, that idea is not popular. People hate abandoning the notion that they would coast to fame and riches if they found their talent. But that view is tragically constraining, because when they hit life's inevitable bumps in the road, they conclude that they just aren't gifted and give up. Maybe we can't expect most people to achieve greatness. It's just too demanding. But the striking, liberating news is that greatness isn't reserved for a preordained few. It is available to you and to everyone. A Mnemonic System for Digit Span: One Year Later. (2002) | * Chase, William G. , * Ericsson, K. Anders| Abstract| With 18 months of practice on the digit-span task, a single subject has shown a steady improvement from 7 digits to 70 digits, and there is no evidence that performance will approach an asymptote. Continuous improvement in performance is accompanied by refinements in the subject's mnemonic system and hierarchical organization of his retrieval system. (Author). Presented at the Annual Meeting of the Psychonomic Society, (20th), Phoenix, AZ, 8-10 Nov 79. | Talent without deliberate practice is latent† and agrees with Darrell Royal that â€Å"potential† means â€Å"you ain't done it yet. † In other words, there would be no great performances in any field (e. g. business, theatre, dance, symphonic music, athletics, science, mathematics, entertainment, exploration) without those who have, through deliberate practice developed the requisite abilities Colvin duly acknowledges that deliberate practice â€Å"is a large concept, nd to say that it explains everything would be simplistic and reductive. † Colvin goes on to say, â€Å"Critical questions immediately present themselves: What exactly needs to be practiced? Precisely how? Which specific skills or other assets must be acquired? The research has revealed answers that generalize quite well across a wide range of fields. Talent is overrated if it is perceived to be t he most important factor. It isn't. In fact, talent does not exist unless and until it is developed†¦ nd the only way to develop it is (you guessed it) with deliberate practice. Colvin commits sufficient attention to identifying the core components of great performance but focuses most of his narrative to explaining how almost anyone can improve her or his own performance. He reveals himself to be both an empiricist as he shares what he has observed and experienced and a pragmatist who is curious to know what works, what doesn't, and why. I also appreciate Colvin's repudiation of the most common misconceptions about the various dimensions of talent. For example, that â€Å"is innate; you're born with it, and if you're not born with it, you can't acquire it. † Many people still believe that Mozart was born with so much talent that he required very little (if any) development. In fact, according to Alex Ross, â€Å"Mozart became Mozart by working furiously hard† as did all others discussed, including Jack Welch, David Ogilvy, Warren Buffett, Robert Rubin, Jerry Rice, Chris Rock, and Benjamin Franklin. Some were prodigies but most were late-bloomers and each followed a significantly different process of development. About all they shared in common is their commitment to continuous self-improvement through deliberate practice. Colvin provides a wealth of research-driven information that he has rigorously examined and he also draws upon his own extensive and direct experience with all manner of organizations and their C-level executives. Throughout his narrative, with great skill, he sustains a personal rapport with his reader. It is therefore appropriate that, in the final chapter, he invokes direct address and poses a series of questions. What would cause you to do the enormous work necessary to be a top-performing CEO, Wall Street trader, jazz, pianist, courtroom lawyer, or anything else? Would anything? The answer depends on your answers to two basic questions: What do you really want? And what do you really believe? What you want – really want – is fundamental because deliberate practice is a heavy investment. † Corbin has provided all the evidence anyone needs to answer t hose two questions that, in fact, serve as a challenge. It occurs to me that, however different they may be in almost all other respects, athletes such as Cynthia Cooper, Roger Federer, Michael Jordan, Jackie Joyner-Kersee, Lorena Ochoa, Candace Parker, Michael Phelps, Vijay Singh, and Tiger Woods â€Å"make it look so easy† in competition because their preparation is so focused, rigorous, and thorough. Obviously, they do not win every game, match, tournament, etc. Colvin's point (and I agree) is that all great performers â€Å"make it look so easy† because of their commitment to deliberate practice, often for several years before their first victory. In fact, Colvin cites a â€Å"ten-year rule† widely endorsed in chess circles (attributed to Herbert Simon and William Chase) that â€Å"no one seemed to reach the top ranks of chess players without a decade or so of intensive study, and some required much more time. † The same could also be said of â€Å"overnight sensations† who struggled for years to prepare for their â€Å"big break† on Broadway or in Hollywood. | The book adds a few paragraphs or two to the Jack Welch entry in the annals of business history. Neutron Jack† kept people from getting too comfortable, once explaining that it wasn't 100,000 General Electric (GE) employees he eliminated, it was 100,000 GE positions. His radioactive personality aside, Welch had remarkable success grooming top corporate leaders. The equity value of companies run by Welch's proteges – including GE, 3M, Home Depot and Honeywell – may well exceed some national budgets, so it is interesting to learn what qualities Welch encouraged as a mentor. Welch's â€Å"4E's† of leadership help explain how he generated so much value over the years for his grateful shareholders. Krames extracts leadership ideas from Welch's track record and makes them quick and handy. Although the book is more useful than original, we find that the articulation of the 4E's, and the profiles of Welch's proteges make it a solid addition to any business library. Colvin leaves no doubt that by understanding how a few become great, anyone can become better†¦ and that includes his reader. This reader is now convinced that talent is a process that â€Å"grows,† not a pre-determined set of skills. Also, that deliberates practice â€Å"hurts but it works. † Long ago, Henry Ford said, â€Å"Whether you think you can or think you can't, you're right. † It would be â€Å"tragically constraining,† Colvin asserts, for anyone to lack sufficient self-confidence because â€Å"what the evidence shouts most loudly is striking, liberating news: That great performance is not reserved for a preordained few. It is available to you and to everyone. â€Å"

Filipino People and North Borneo Company Essay

1. Rizal and the Propaganda Movement To prove his point and refute the accusations of prejudiced Spanish writers against his race, Rizal annotated the book, Sucesos de las Islas Filipinas, written by the Spaniard Antonio Morga. The book was an unbiased presentation of 16th century Filipino culture. Rizal through his annotation showed that Filipinos had developed culture even before the coming of the Spaniards. While annotating Morga’s book, he began writing the sequel to the Noli, the El Filibusterismo. He completed the Fili in July 1891 while he was in Brussels, Belgium. As in the printing of the Noli, Rizal could not published the sequel for the lack of finances. Fortunately, Valentin Ventura gave him financial assistance and the Fili came out of the printing press on September 1891. The El Filibusterismo indicated Spanish colonial policies and attacked the Filipino collaborators of such system. The novel pictured a society on the brink of a revolution. To buttress his defense of the native’s pride and dignity as people, Rizal wrote three significant essays while abroad: The Philippines a Century hence, the Indolence of the Filipinos and the Letter to the Women of Malolos. These writings were his brilliant responses to the vicious attacks against the Indio and his culture. While in Hongkong, Rizal planned the founding of the Liga Filipina, a civil organization and the establishment of a Filipino colony in Borneo. The colony was to be under the protectorate of the North Borneo Company, he was granted permission by the British Governor to establish a settlement on a 190,000 acre property in North Borneo. The colony was to be under the protectorate of the North Borneo Company, with the â€Å"same privileges and conditions at those given in the treaty with local Bornean rulers†. Governor Eulogio Despujol disapproved the project for obvious and self-serving reasons. He considered the plan impractical and improper that Filipinos would settle and develop foreign territories while the colony itself badly needed such developments.

How Does Black History Month Relate to Education ?

The very essence and importance of Black History Month is to the whole world. It is of importance to educate the world and make sure that everyone is aware of the trials and hardships that we had to go through starting with slavery. There are various way that you can tie this significant month with education. Most Africans American do not realize how you need education to learn about these significant events that we lead up to today. Black History Month is celebrated during the month of February each year. Black History Month is not just a month but each day is a celebration for what our ancestors went through.During Black History Month, there days where we look at the things that all our ancestors and famous African Americans did for us like Rosa Parks, Martin Luther King Jr, and the Little Rock Nine. All of these people had a special affect on the lives of African Americans today. They all had one thing in common also which was standing up for what they believe in. Rosa Parks allow ed for us to sit in front of the bus, Martin Luther King Jr had a dream which we are still working on, and the Little Rock Nine allowed for the schools to become integrated.Schools, churches, and the community help with this celebration. Most schools celebrate Black History Month especially predominately African American schools because without the events that African Americans went through, there would be no integrated schools, teams, or even jobs. Some might think that we still would have been slaves, not have the ability to interact with other races, or even still living without freedom or respect. Some would also say that we as African Americans would still be treated disrespectfully or like an untamed animal.Not knowing about this month, would not allow for us to have freedom or even our rights. We as the a society need to make sure that we keep educating people especially African Americans on what we have been through and what we fought for especially with the people that foug ht for us including our ancestors. People take our rights and the freedom that we gained for granted. Without black history, we would not have a month, rights, freedom, or even equality.They all went through disrespectful trials to make sure African Americans now can have the comfort to live. These events led us up to today with African Americans having the ability to go to school and to gain an education. African Americans and other races need an education to take them to follow their dreams on what ever they want to do. Now we are at the year 2013, where there are many African Americans succeeding and taking over the world such as our President Barack Obama.

Lab vectors and statics Report Example | Topics and Well Written Essays - 1000 words

Vectors and statics - Lab Report Example While addition of scalar quantities of the same nature such as mass, volume, temperature and speed is much simpler, addition of vector quantities poses some challenges since in their addition both direction and magnitude has to be taken into consideration. Addition of vectors is a critical exercise in classical physics since it is a unit of physics that deals with mostly moving objects. Motion is an effect of a resultant or net force applied on the body; that is a vector quantity. To find the net effect (force), all the forces acting on the body must be summed both in direction and magnitude. There are also vector quantities that do not involve force. According to Newton’s first law of motion, a body moving in a straight line with constant velocity has zero net force applied to it. Such bodies do not accelerate and Newton’s static laws, which includes vector addition, applies to such bodies. In this experiment, a force table was used to set up the three forces. On the first pulley, a 50g weight was placed on the pan, and the angle was set at an angle of 30degrees and on the second pulley a mass of 100g was placed on the pan, and the pulley set at 130 degrees from a standard predefined axis. The weight and angle of the third pulley were determined and recorded such that the ring at the center of the force table was balanced at the center. Errors on the measurement of third pulley was identified and recorded by adding multiples 1g of mass until the ring was off the center. The error on the measurement of the angle was also determined by carefully moving the pulley in one-degree angle increment; first to the right until the force table was off balance, then again to the left. An accurate diagram of a balanced force table was drawn to scale and used for the demonstration of the algebraic vector addition. Data analysis. The results of the measurement of the third force is shown in the attached data sheet. A scale

Heat temperature and kinetic energy Essay Example | Topics and Well Written Essays - 750 words

Heat temperature and kinetic energy - Essay Example As particles of matter are in constant motion even in the coldest voids of space, there is always a measurable amount of heat energy produced. The continuous movements of the atoms and molecules within the body, where they randomly hit each other produce heat or thermal energy. Heat is also like work. It can never be contained within the body. Instead, it is energy in transit, transferring from one body into another. It can also transmit from the system to its environment or vice versa. Heat in the body can be of two forms: potential and kinetic energy (Smith, Van Ness, Abott, 2001). Heat always travels from a body with high temperature to a lower one. Temperature is the main driving force for heat transfer between bodies. According to (Killam, Daou, n.d ), atoms and molecules don’t travel with the same rate of speed. There is a certain range of energy in molecules that dictates their speed whether slow or fast. Temperature therefore is â€Å"the measure of the average heat o r thermal energy of the particles in a substance†. Temperature is measured through thermometers, using a uniform tube filled with alcohol, mercury or some other fluids. There is a reflected numerical values indicated for the degree of hotness and coldness of a certain object (Smith, Van Ness, Abott, 2001). Heat and temperature is closely related to each other. As observed, the presence of heat makes the temperature rise. However, they are not of the same thing. Heat is the energy produced due to the motion of molecules while temperature is the measurement of the energy produced by the body. Heat is dependent upon the rate of movement of the particles such as the number of particles in motion, their speed, mass and the type of particles within the body. Temperature, on the other hand is independent of these things. Heat caused the temperature to rise and the removal of heat cause the temperature to lower down. Object with higher temperature reveals that the molecules in that bo dy are moving with higher energy. To state it more clearly, â€Å"temperature is not energy, but a measure of it. Heat is energy† (Killam, Daou, n.d). Heat has effects to the body from which it is transferred. A certain body is capable of handling such heat energy. This is referred to as heat capacity. As defined by (Smith, Van Ness, Abott, 2001), the smaller the change in temperature within a body that is caused by the transfer of that given quantity of heat, there is greater capacity for it. There are two kinds of heat capacity that can be applied in homogenous fluids: heat capacity at constant volume and the heat capacity at constant pressure. Every type has certain conditions or properties that must be considered with relevance to their differences in volume and pressure. Heat capacity can also be further divided into three different terms: heat capacity, specific heat capacity and the molar heat capacity. According to Jorgensen (n.d), molar heat capacity is the required energy for one mole of substance to raise 1 degree Celcius. Specific heat is the measurement of energy that can raise a material with a certain mass into a difference of 1 degree in Centigrade. They are both intrinsic properties of a certain substance. They are not dependent on the quantity of material present. Heat capacity on the other hand, is an extensive property of

Change Management Essay Example | Topics and Well Written Essays - 3500 words

Change Management - Essay Example In recent years, change in business environment has become a way of life and the pace of control, the need to control cost and increase efficiency coupled with increasing customer expectations has forced the organizations to evolve and regenerate in order to survive in the market. The tradition of working in same business with same people, and same customer base throughout the career has changed (Cook, Macaulay and Coldicott, 2004:1). A major finding in change management research reveals that most organizations do not manage change well and only less than 30% organizations that implement large scale change are successful (Nilakant and Ramnarayan, 2006:21). Aaron and Nelson (2008:5) mentioned that change is constant for today’s organization and are continuously looking for ways to work faster, smatter and better. The hunger to succeed in the competitive world where new companies are entering the market with innovative products and services has made it compulsory and necessary f or the existing companies to change in order to match the speed and capability of the new companies much in advance so as to provide stiff and healthy competition to the new business entrants. Change in organization leads to product innovation, service expansion, and expansion of customer base when means that management has to take steps to undergo the ‘process of change’ effectively. The present paper is dealing with the process of change in an Oil & Gas Industry’s contracting strategy wherein the service of placing of contract to own the FPSO has changed to lease the contract to contractor. Change is an emotional experience for those involved and people adjust to change in different phases which can bring pain, confusion, uncertainty, guilt and even excitement for those who see personal advantages in the change. It is a two sided coin which involves both people transformation and

Acid Ratios Essay Example | Topics and Well Written Essays - 1000 words

Acid Ratios - Essay Example The current ratio uses total current assets and total current liabilities. Total current assets are divided by total current liabilities to give the current ratio. Meanwhile, acid test ratio is found by the use of total current assets, total current liabilities, and inventory. The equation for the quick ratio is inventory taken away from total current assets and divided by total current liabilities. 1. In order to work out the current ratio for Thingamajigs and Things, we first need to find out the components of the equation so we can calculate the current ratio. Thingamajigs and Things’ total current assets are worth $45,000, and their total current liabilities are $9,000. If we divide the total current assets by the total current liabilities then we get a ratio of exactly 5 (Lane, 2011). In looking at WannaBees, we can see that they have total current assets of $150,000 and total current liabilities of $85,000. Once we conduct the calculation for the current ratio, we get a figure of 1.76 (Lane, 2011). In determining what these numbers mean, we first have to judge what figure is an acceptable figure to have. The current ratio should not go below 1 or else the company should be concerned (Kennon, 2011). In general, a high current ratio shows that the business has sufficient amounts of cash on hand and cannot be considered a financial risk. In this case, Thingamajigs and Things has a much higher current ratio than WannaBees. If both of these companies were applying for a bank loan, Thingamajigs and Things would be more likely to receive it. 2. Thingamajigs and Things’ total current assets are $45,000, its total current liabilities are $9,000, and its inventory is worth $30,000. If we conduct an acid test ratio, we come up with a figure of 1.67 (Lane, 2011). On the other hand, WannaBees has total current assets of $150,000, total current liabilities of $85,000, and an

Principles of Marketing Case Study Example | Topics and Well Written Essays - 2500 words

Principles of Marketing - Case Study Example With these features of hypercompetitive business arena, the role of marketing in the operation of the businesses becomes more pronounced. Marketing information can be efficiently utilized to cope with competition as well as win the patron age of buyers. In the case of Bottle Brothers, the use of marketing information to adapt to the current business environment is imperative. The pressure from competitors as well as buyers necessitates them to seek for relevant information about their market. Looking at the company scenario, the marketing information which will bring benefit to Bottle Brothers include: customer information like buyer behaviour, consumer preference, perceived customer value, customer profile, and buyer receptiveness to marketing campaigns; competitor information like pricing, brand image, value chain and other strategies; trend in the external environment like technological advancement, cultural preferences, social trends, economic developments, political factors, and others. This paper recommends that Bottle Brothers concentrate on two marketing information namely, consumer preference and marketing technology. ... In satisfying customers, businesses should gain an in-depth knowledge of their specific markets. Companies need to be acquainted with the buyer's preferences. Customer preference tells a company the needs that they want to be satisfied as well as how they want these needs to be provided. It is essential that Bottle Brothers conduct a thorough research on the preference of the customers. This is highlighted by the changing business sphere that the company is operating in. The company needs to know if clients really derive value from purchasing a well-known brand. In its current situation, Bottle Brothers is required to decide how to create a brand image for its products. At the same time, the manufacturer also needs to know the appropriate products that it should sell in the market. The proliferation of other competitors with their own products necessitates an investigation to generate the products which really creates value for its customers. It is extremely important the company focus on designing and producing clothing that suits the requirements of its market. Bottle Brothers can thoroughly outline the preference of its buyers by conducting an intensive market research. However, it is important that the company starts by defining its target market. Doing this as a starting point helps the company in generating the appropriate information. The company can then draft a survey which aims to answers the question discussed above. Bottle Brothers should be able to prepare questions which looks at the major motivation of buyers in their purchases. This can include price, place, quality, comfort, convenience and other relevant factors which are often incorporated in buying decisions. However, the company should focus on

A New Method for the Preparation of an Intermediate for the Synthesis Dissertation

A New Method for the Preparation of an Intermediate for the Synthesis of Mycolic Acids - Dissertation Example Nonetheless, the products and the intermediary products remain the same. The Old Method From the old method of synthesis, the mycloni acid is understood to be made form ?-hydroxyl fatty acid that contains long chains of ?-alkyl side chains. These chains often appear has homologous series of the same fatty acids. Notably, they differ by 28 atomic mass units that contains two carbon units as in the case of M. tuberculosis. In the old method of analysis and preparation, the mycolic acids were characterised by hydrophobic C34 to C 65acids with side chains of carbon atoms ranging from C22 to C24 are ? chains. From the old synthesis of mycolic acids, there are three structural mycolic acid classes that are found in the M. tuberculosis . These distinct structures include ?-, keto-, and methoxy-mycolic acids. The ?-mycolic acid forms the highest percentage of approximately seventy per cent and on the other side methoxy and keto-mycolic forms the minor component of the acid mixture. By compos ition, they form approximately 10 to 15 per cent of the mixture. The ?- part of the acid forms the cis and it’s referred to cis-dicyclopropyl fatty acid. This form of fatty acid sets two forms main structural variation. However, it should be noted these structural variations usually depend on source of alpha during the acid synthesis. The variations are usually in terms of terminal alkyl groups while others are in terms of methylene groups. They are found mainly situated between the carboxylic groups and cyclopropane rings. It is worth noting that this arrangement usually makes the ?-mycolic acids from H37Ra strains to test for one group while the other set from Brevanne, PN, C, DT, and Canetti to form other groups. The ?-mycolic acids from clinical strains are usually different from the ?-mycolic from H37Ra strain. Nonetheless, both methoxyl- and keto-mycolic acids have the same structural series especially in their cis- or trans-cyclopropane rings. Experiment 1: Preparation of (S)-Phenylalaninol Procedure S-Phenylalanine (25 g, 303 mmol) was added to a stirred solution of sodium borohydride (14 g, 784.6 mmol) in THF (265 ml). The flask was immersed in a water bath and a solution of fresh concentrated sulphuric acid (13 ml) in ether (35 ml) was added dropwise whilst maintaining the temperature around 20 oC. The reaction was left to stir overnight at room temperature. Methanol (20 ml) was added carefully to destroy any excess NaBH4, followed by addition of sodium hydroxide solution (33 g in 165 ml, 5N) was then added. The reaction mixture was flash distilled to remove any excess solvent (below 100 o C). The residue was then refluxed for 2 h. The turbid aqueous mixture was cooled and filtered, the filtrate and the washings were diluted with water (150 ml) and extracted with CH2CL2 (3x100 ml). The combined organic layers were dried and evaporated to give (S)-phenylaninol which was recrystallized from ethyl acetate and hexane to yield (19.2g, 85%). [?]D18. 5 = -25.3 [literature[?]D18.5-24.7o]43, which showed ?H (400 MHZ, CDCL3): 7.3-7.22 (5H, m ), 3.66 ( 1H, dd, J 3.88, 10.52 Hz), 3.4( 1H, dd, J 7.16, 10.52 Hz), 3.15 ( 1H, m), 2.85 (1H, dd, J 5.28, 13.44 Hz), 2.55 (1H, dd, J 8.52, 13.4 Hz), 1.6 (3H, br, s); ?c : 138.68, 129.22, 128.60, 126.44, 66.45, 54,17, 41.03; Vmax: 3357, 3299, 3129, 3022, 2920, 2877, 2817, 2789, 1579 cm-1.Scheme Discussion The first sequence

Pornography and the Efferct on Aggressive Behavior Essay

Pornography and the Efferct on Aggressive Behavior - Essay Example The paper will also research on the position of American Civil Liberties Union (ACLU) with regard to issues concerning pornographies. Pornography and the Effect on Aggressive Behavior Pornography has been blamed for causing sexual misconduct and antisocial behaviors among teenagers. In addition, pornographic pictures and videos have received unending accusations for contributing to increased raping cases as well as aggressive behaviors among the viewers. However, the above perceptions about pornographies can be termed as mere illusions without significant support and proof. Whether pornographies are present or absent, aggressive sexual behaviors still survives in our societies. The urge to rape or engage in rape depends on individual’s sexual orientation and control, and more on the psychological makeup of a person. For that case, it is hard to prove that when individuals watch pornographies then their likelihood to rape is increased. This is because some culprits of raping ha ve inborn and unethical lusts on women. Other aggressive sexual behaviors such as forced masturbation among students in mixed schools, does not entirely rely on watched pornographies, but may occur due the parties attaining adolescent stage. Watching pornographies is in fact a boost to healthy relationship among couples and sexual partners. Watching pornographies humbles sexual partners as it provides the parties with more explicit and perfect styles of playing serious sex to the satisfaction of the all the parties. Malamuth, Koss and Addison (2000) explicate that when watching the videos and pictures of porn, sexual partners learn the most appropriate postures, the most appropriate body languages and the level of maturity required during sexual intercourse to ensure complacency of every partner upon sexual intercourse. Watching pornographies provides the rare clues about the emerging regions that are sensitive to arousals. Pornographies also provides ways to develop confidence duri ng real sex thus enabling the sex partners play sex fearless of each other as they regard the proceedings as normal and worth practice (Simrings, Klavans & Busnar, 2009). Such information offers explicit pleasure during sex and omitting any offensive or aggressive motives. When couples are satisfied with each other during sex, the marriage gets spiced up making the bedroom very lively and accommodating at all times and even helps in improving physical fitness and wellbeing of partners, thus elongated life. Watching pornographies unlike the common belief has positive effects to the health of an individual. It is advisable that when is heavily stressed, he/she should watch pornographic pictures or videos, which will automatically divert their attention and emotions from stress to more adaptable condition. Pornographies can assist patients succumbing to severe pains tolerate and manage the pains. This is mostly practical to patients who are allergic to pain killers at any time they get injuries. According to Slade (2001), watching pornographies also have soothing and entertaining effects on the particular individuals especially to men when they are lonely and away from their ladies. Pornographies can be considered as mediums of sexual communications because the particular consumers get attracted and develop desire to fulfill their sexual needs and curiosities.

Discuss the satges Essay Example | Topics and Well Written Essays - 250 words

Discuss the satges - Essay Example The second stage is acquiring cultural sensitivity. Here, nurses and the novices must be provided with information concerning diverse cultural habits, values, and institutions. They are then introduced to different cultural practices using cultural assimilators in the next stage. The students are then taken through language training to help them interact with people from different backgrounds. They are then taken through sensitivity training to acquire skills on how to identify different behaviors among people. Finally, they are then taken to the field to work with different patients from diverse cultural backgrounds (Kanel 98). It is important to make a client select their own coping strategies because the client can help themselves once the difficult part is ended. The nurses should be able to know when to allow the clients make their own decisions (Kanel 196-216). Medical practitioners should note that cultural sensitivity not only provides information and attitudes between medical professionals, but also produces positive medical outcomes for different

International and global language

International and global language Introduction During the time, human societies across the world begin to contact with each others. When we travel to different countries we can find many similarities. The style of living, eating, shopping among people of different cultures are in the same way. Mc Donalds restaurants around the world are an example of these similarities. Globalization, which includes these meanings, is the process in which interrelation and interdependence of the world increases, specially in the last two decades. Technological improvements made easy for people to communicate better, for instance through internet they can communicate, travel and do international businesses easily. Globalization has increased opportunities for almost every one. Globalization helps human to exchange the ideas and beliefs. Today, much religion, historic and scientific books are available among different people from different nationalities. In the 21th century the English language plays an important function in the development of globalization. Today English become an important language for communicating. Many people use English language for varies purposes in their daily life. English is the language of technology and internet. Without knowing English we cant have a successful life. English is a vehicle for participation in the global economy. Parents want their children to learn English to have a better future. By learning English they can enter to the international trade and business. The global spread of English over the last 40 years is remarkable. English penetrate into many societies. Over 1.4 billion people live in countries where English has official status. One out of five of the worlds population speaks English. The number of people who speak English as a second or foreign language will exceed the number of native speakers. Know we are going to express why English become an international and global language in the world: After industrial revolution in 18th century and also during the 20th century many technological inventions such as telephone, electricity, fax, internet, etc became from English language countries. Countries with the economic and political powers can spread their languages into other countries. There are 3 parts in the world that English spoken in them. Native speaker such as: 1- England , USA, Canada, New Zealand Non native speaker: 2- South Africa 3-Asia: India, Malaysia, Pakistan There is a different view among people in learning English. Some of them have a positive view and others are negative. Many believe, learning a new language would be treating their own language. This idea is strong especially among those countries which believe English is an imperialism language developed by powerful countries. They believe powerful countries try to impose their language and culture to the world. When a new language merge to these societies, people realize their identity and respected language is going to be devaluated. In some cases people may look at a person who uses English in speaking as a segregationist or as people who want to corrupt a unity of people by bringing a new language or they are westernized. Occasionally those people who speak English in a localized context are ostracized by others. They have a negative view about English and English speakers; this view is coming from the policy and culture of the government which spread it among people. In a society which the majority of people speak a common language and reflexes their identity through this tool, speaking another language is then an unusual phenomenon. In addition the significant point is, the effect of environment on those people who speak English, they avoid using English in a public place, this is because they fear of condemnation and prohibition of their countryman. Many people believe during the time by knowing English, their culture and belief gradually would be change, English bring a power to them. Although others believe by knowing English they can access to information, because today many scientific materials such as books or internet are in English. teaching and learning English is a more complex task. And language learner is a complicated social being. ESL speakers are aware of the opportunities that mastering English as the dominant world language can bring to their lives Today English is an important second language and is the official second language and also it is used in the urban cities, in business and commerce and private sector. The view of rejecting English speaking people by some countries sounds to be true about postcolonial countries as Malaysia and some others which have a negative view about learning a new language. In contrast, in some countries knowing and speaking English is considered as a great advantage to be attracted by others. For instance, in Iran the person who is proficient in English is always respected by others especially in an academic environment. The students being aware of the need for English as an international language and also the language of technology particularly in 21st century (the age of communication) try to gather around this competent person to get benefit of his/her knowledge. As it mentioned in above, there is a positive view about learning a global language among the students of Iran. One of the desires of the students and parents in Iran is to be proficient in English. Parents register their children from the early age in the English institute; hope their children learn English to have a better future. Unfortunately the government policy is in contrast. The educational system in teaching English has many problems. In recent years there werent any significant progress in making a better system in teaching the students of schools. Unfortunately in Iran, the ministry of education doesnt make any decision. As I mentioned in the previous texts they believe by learning English their culture and identity would be in danger. This policy has damaged in many cases. For example we dont have enough international people in our country. Although Iran is one of the most beautiful countries in the Middle East but the number of people who travel to Iran for entertaining and visiting is not suitable. People can see hardly international people in their country, thats why they lose their chance to improve their English by communicate with them. People in Iran wish to be fluent in English but they can hardly achieve to this goal. Many of them try to learn English by their own sources. Speaking and listening skills among the students in Iran is poor. As we know this skills improve by communicating in the social context. Another problem that we have in Iran; There are many English books for educational purposes which are available in bookstores, most of them written by foreign author, few of them written by Iranian author. It is believed that English books which is written by foreigner have specific style and goal and they are not suitable .This books dont provide our specific goals. Definition of constructivism: Constructivism is one of the best structures in learning. This theory describes how students can understand the new world and constructs it by connecting their own experiences, those kinds of experiences which they gain during their life time. Each of us produces the specific rules and models which arises from our mental activity. By thinking and engaging in mental activity we can make new information and knowledge. The purpose of learning among learners is to construct hisher own meaning, not only memorize what others express to them, or imitation someone else meaning. In the school constructivism teacher encourage students to be independence and try to give them limit resources and information and led them to think individually in the lessons. Teachers want students to think, explore new hypotheses and information. Unfortunately in Iran we can see the learners do not participate in the process of learning. They have a fix curriculum which schools give it to them at the beginning of the year and they have specific books. They necessarily need to learn from the resources which schools give it to them. They cant engage in any other activity. They should listen to what teacher teaches, without challenging in the class. Also one of the beliefs in the constructivism theory is to connect the data and make a new fact. Students in Iran dont have enough background in English language and its culture. They start learning English from guidance school which is late in the process of learning. As we mentioned, they hardly can see an Englishman and it culture in their country, this lead to a culture shock. When they start learning, every thing is new, both culture and language, so thats why they dont have any information to connect with each other and make a new one. Socio-constructivism: In socio constructivism, the learners negotiate and share meanings with each other and also teacher. They discuss about the lessons in groups. Students cooperate and express new ideas in the class. Students work together and build new knowledge in cooperation with one another while benefiting from the knowledge and skill of others. Learning is a social activity .Our learning is associated with others human beings, our teachers, classmate and e.g. Schools in Iran are in contrast. The classes are teacher-center. This means the teacher teaches and students listen without exchanging any information and idea. Students must seat for a long time without participating in any activity. They feel tired after finishing the class. The teachers need to engage students in work group to think about issues and questions. One of the best methods that we see in UKM University in the school of English linguistic study is lectures want students to do assignments in group work these help students to interact with their classmates and discuss about their study. By sharing idea and information students create a new meaning and by this way they can understand and memorize better. We have a problem in the university as well as schools. Memorizing is popular in Iran. Students must study the certain books which schools provide them. Social Cognitive Theory, used in psychology, education, and communication, posits that portions of an individuals knowledge acquisition can be directly related to observing others within the context of social interactions, experiences, and outside media influences(Wikipedia) Through culture children acquire enough knowledge and they would be able to think. In short, according to the social cognition learning model, culture teaches children both what to think and how to think. Cognitive development can be appearing between students by discussing in the classroom with their classmates. Through discussion they learn to chare experiences and solve their problem. As I mentioned in the previous texts, in Iran the role of teachers in the class is only teach the certain book and material. Teachers dont encourage students in work group. Students study individually. They dont have any interaction in the class for learning better. English language in Iran is teaches as a foreign language not as a second language. Teachers have responsibly to give enough motivation to students but unfortunately they dont attention to it because they think English couldnt help learners in their social life. Therefore they look at English as a foreign language and usually foreign languages and cultures couldnt help people in social life. That why they dont attention to their duties to give motivation to learners and just obey the system of education in Iran. This view causes teachers dont use English well in the class and they mostly mention to grammar. Student in this environment would not learn the culture of English language and skills for speaking and communicating.

Introduction to Contract Law

Introduction to Contract Law CONTRACT: A contract is a legal binding between two companies, businesses or parties that unites them in an agreement which is protected by law. A contract between the parties can be created verbally, in writing, by conduct or by all these means. And this contract becomes a valid contract if it has all the essential elements described as follows: It is important to mention that contract is enforceable only if all these elements are present in the contract. ESSENTIALS ELEMENTS OF A BUSINESS CONTRACT AND THEIR IMPORTANCE: i). Offer and acceptance: Offer is the starting point of the contract. In order to create contract there must be a definite and well-defined offer by one party (which will show willingness of the offeror for an action) and clear acceptance of the same by the other party. While making an offer the offering party may specify the time limit for validity of the offer but even if it’snot specified, the offer will be valid for a logical time period, until accepted or cancelled by the offering party. The acceptance of the offer and that means full acceptance to what is being offered not partial (partial acceptance is a counter-offer, which invalidates the contract), validates the offer to transform it into a contract. Though all the elements must be present to create a contract, but offer and acceptance make the basis of the contract or it actually lays the foundation of the legal agreement between the parties. ii). Intention to create legal relationship: A contract requires that the parties aim/propose to enter into a legally binding agreement: i.e; the parties entering into the contract are willing to create legal relations and fully understand that the agreement can be enforced by law. If a contract has been signed between two parties, then one party will be able to sue the other if it does not fulfill the contractual provisions. iii). Competency or ability to get into a contract: The law does not give everyone the liberty to enter into a contract; rather certain specific qualifications are prescribed to achieve the competency to get into a contract. To be legally competent to enter into contract one must be of the age of majority (should not be minor), having sound mind and has not been disqualified by any law. iv). Free consent: Free consent is an essential element of a valid contract. It is inborn for any agreement that all the parties must agree to a common goal. To create a valid contract, mere consent is not enough, rather the consent must be free consent according to law: A free consent is not caused by, coercion, undue influence, fraud, misrepresentation and mistake. v). Lawful Consideration: In order for a contract to be binding it must be held up by valuable consideration. Consideration is what each party gives to the other as the agreed price for the others promises. Usually the consideration is the payment of money but it need not be; it can be anything of value including the promise not to do something, or to refrain from exercising some right. Money, goods and services are the most common examples of consideration. vi). Lawful Object: The object of an agreement must be valid. Object is the purpose or design of the contract. For example, if a building is hired to setup a business, say private hostel, the object of the contract is to run a private hostel. vii). Possibility of performance: If the agreement is about ac action which is legally, physically or practically impossible, then it cannot be enforced by law. So if an agreement fails to satisfy the legal requirements, it cannot turn into a contract, rather a void agreement. viii). Not declared void or illegal: The agreement though satisfying all the conditions for a valid contract must not have been expressly declared void by any law in force, in the country. TASK-1(b) IMPACT OF DIFFERENT TYPES OF CONTRACT: 1). Unilateral Contract: In a unilateral contract the offering party makes a promise in return of specific act by the accepting party. For example a sum of money may be offered by the offeror in return of provision of information by the other. If the offeree gives acceptance, then this act is enough to get the parties into legal binding or contract. This contract is also termed as a one-sided contract wherein only one party (offeror) assumes the obligation under the contract. 2). Bilateral Contract: In bilateral contracts both the parties make promises: the offeror promises to do an act in return of the promises of the acceptor. For example; sale of goods or services. In bilateral contract, both the parties are bound to fulfill the terms of the agreement. 3). Speciality Contract: It is a formal contract, used in various business transactions; such as: lease of property and in partnership deeds. In this, both the parties sign a written contract as a documentary proof of the contract and both must retain the copy of the contract. 4). Standard Contract: When two companies enter into an agreement to do business together, the agreement is sealed and documented to form a standard contract. For example; two insurance companies can get into an agreement; they would be legally bound and can sue each other in case of breach of contract. 5). Verbal Contract: It is based on verbal communication of the contracting parties but it is not documented or there is no formal evidence of the contract. So these contracts may give rise to disputes and cannot be challenged legally, in absence of evidence. 6). Written Contract: In written contract, the terms are clearly expressed and agreed upon by the contracting parties, at the time of contract formation. The written contract is signed by both the parties as documentary evidence for the legal binding. 7). Implied Contracts: As the name implies, the terms in this contract may not be clearly expressed in words but it comprises of the obligations arising from the agreement. For this contract there is an act or conduct of a party that legally binds them and court implies the contract depending on the nature of the conduct. This may be implied in case of renewal of contracts between two contracting parties. 8). Simple Contract: The contracts must be kept in written form so that both the parties fully understand the terms of the contract, which may give them a legal protection in case of breach of the contract or damages caused by the contracting party. It might be in written or verbal form. 9). Void Contract: It is not a valid contract at all. It has no legal effect and it is not enforceable. An example is the one where the subject of the contract is illegal. 10). Valid Contract: A valid contract contains all essential elements of a contract, thus is legally binding and enforceable (as explained in detail). TASK-1(c) Meaning and effect of different types of terms in a contract. Terms are the promises the parties make to one another as part of the contract. The terms therefore determine the rights and obligations of each party to the agreement. Express terms. These are promises specifically made by either of the parties at the time of the contract and it becomes part of the contract. Implied terms: Implied terms are promises which are not specifically agreed by the parties, they may not even have been mentioned or considered, but which are nonetheless presumed to be part of the contract. Terms may come to be implied into contracts, either by Parliament under a statute or by the courts. It is well established that a contract may be subjected to terms that are sanctioned by the custom, whether commercial or otherwise, they have not been expressly mentioned by the parties. . 3. Conditions and Warranties: Contract terms have either been classified as ‘conditions’ or ‘warranties’ for the purpose of deciding what remedy is available to the ‘innocent’ party in the case of a breach. 4. In nominate (intermediate) Terms: According to this approach, the ‘innocent’ party will only be able to terminate the contract if the effect of the breach was to deprive him of substantially the whole benefit of the contract. 5. Exclusion clauses: Many contracts include a term by which one party seeks to limit financial claims against it in the event of loss or damage to the other party, or to exclude itself from legal liability altogether. Exclusion clauses are subject to control by both the courts and statute, to prevent abuses. TASK-2 Barker and Clive Solicitors Clegdon January 25, 2015 Carl Smith Training Officer Address†¦. Subject: Legal issues and laws involved in online purchase of goods. Dear Carl, Hope that this letter finds you in good spirit. I am writing to you in response to your letter wherein you have inquired about the legal issues involved in online purchase of a set of DVDs on Team-building training. I have studied your matter and want to inform that Under the Consumer Contracts Regulations your right to cancel an order starts the moment you place your order and doesnt end until 14 days from the day you receive your goods.Once the contract is cancelled, any credit agreements entered into at the time of the contract are cancelled as well. A number of laws give consumers a legal right to cancel contracts in specific transactions within a short time after the consumer signs the contract, and without giving the seller or other party a reason or having to show legal cause. In order to cancel, the buyer must sign and date the cancellation notice, which must state that the buyer is canceling the contract. The buyer should send the notice to the seller by certified mail, return receipt requested, at the address that the seller has given in the sale documents. The buyer should keep a copy of the notice for his or her own records, and to be able to prove that the notice was given and what was said. Since you e-mailed Classic Training to cancel the order in less than an hour, then your order may be cancelled by virtue of law. Direct Training invited you with their advertisement showing the price  £75 for the DVD set. Law considers the price tag as an invitation for you to make an offer to purchase the item at that price. The offer was clear, definite and explicit and there was nothing to negotiate, then your acceptance completed the contract on the terms specified by Direct Training at the time you placed the order. However, if the price advertised on the website turns out to be incorrect, then they do not have a legal commitment to complete the sale: By law an advertised price is not a contract of sale, so the seller can refuse to complete the transaction if the price has changed, in likelihood that advertised price was not deliberately misleading. If there is an obvious error in a price displayed, the supplier will not be bound by that price if the supplier corrects the error and informs the consumer of the correct price before the sale is concluded. The supplier is not obliged to sell the goods to the consumer at the patently incorrect price. Since Direct Training corrected the error and informed you via e-mail, they are not bound by law to sale the DVD set on the erroneous price. So, its better not to expect any favor as it is unlikely that any action will result in compensation; especially as technically the product was not sold. After having discussed the legal issues in detail, it would be more practical and advisable if you let the order completed with Classical training instead of direct training. It would at least save  £10 to the company. Hope that the letter has addressed the right legal concerns. Sincerely, TASK-3 Barker and Clive Solicitors Clegdon January 25, 2015 Dear Lan Page, I am writing you with reference a letter from an apprentice’s mother. Asad’s mother wrote about the details of the apprenticeship they entered with Mr.Abdul Bashir. The apprenticeship signed between Mr. Abdul Bashir and asad legally binds them into contract for a period of three years. As per law, the training contract legally binds Asad and Abdul Bashir for the term of the apprenticeship (3 years). The standardized contract terms define the obligations of apprentice. Moreover, if Mr. Abdul Bashir is offering apprenticeships for quite some time now, it must have also been signed/approved by a regulatory body, by approving the given terms and conditions. As long as everything within the contract is agreed upon and signed and dated by both parties, it is legally binding. 2). When two companies enter into an agreement to do business together, the agreement is sealed and documented to form a standard contract. The prominent advantage is that minimum risks are involved and reduce legal costs. The standard contracts also provide greater certainty regarding the contract terms, providing clear legal specification and protection to both the parties. It saves time and costs by leaving little room for negotiations. The main disadvantage of the standardized contract is the Boilerplate. It is what has been deliberately missed out of the contract. So, winning a dispute would not bring any advantage if the person issuing the contract has deleted the part that says the loser in litigation will pay the winners attorney fees. Another problem with boilerplate is the section that says disputes will be resolved by arbitration instead of a lawsuit. Price fixing is another disadvantage of standardization of contract: prices are made part of the standardization. Language problem is a major disadvantage. Use of some words may change a simple proposal to an obligation. Just as specified in Clause (a) of the standardized contract Asad signed in apprenticeship. The standardized contract inherently favours the issuing party. Like it favous Mr. Abdul Bashir being the employer and issuer of apprenticeship terms. Would be waiting for your take on the same. Regards. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. TASK-4 Barker and Clive Solicitors Clegdon January 25, 2015 Hotsafe Ltd. Vicarious liability occurs in case of breach of any term or part of the contract by an employee acting on behalf of the company; thus the owner of the company will be held liable. Same rule applies in the case of various contracts and business dealings. As per definition of Winfield, Liability arises from the breach of the duty, as fixed by law. Thus indirect responsibility lies on Hotsafe Ltd as a result of inability to carry out the service by one of the employee of the company; the breach of the duty calls for compensation of unliquidated damages. Legal liability in this case arises as a result of breach of contract that you have entered into with Garside. The damages occurred to Garside are the result of negligence. And negligence has significant affect in business contracts. As per business contract signed between your company and Garside, your company was obligated to carry out the service as per schedule. As per law, if a party to a contract suffers loss for the negligent act of the other, the plaintiff is entitled to seek relief for the negligence. The presumed negligence in this case is satisfying the four conditions for the award of damages. Your company was bound to perform the legal duty. Failed to perform that duty; The plaintiff (Garside) suffered an injury or a loss; The negligent act is the proximate cause of the injury. You will have a defense against this negligence only if the negligence act also has some contribution on part of Garside, depending upon his share in this negligence. But this can only be investigated on court’s order. Another defense would be to show that you have taken all reasonable steps to ensure the prevention of such acts or omissions therefore providing a statutory defense. If you are having in place an up to date policy, a code of conduct, responsibility division and fixing, implemented trainings, and clearly communicated policies to all the employees of Hotsafe Ltd. In this case , any incident resulting due to negligence of an employee should be followed by a strict action against the employee. This may save the company against any serious damage claim. I hope that this would give the necessary legal perspective on the issue and you get out of it with the appropriate measures. Regards. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. References Webpages http://legal-dictionary.thefreedictionary.com/Types+of+Contracts http://ncllive.com/sites/default/files/Documents/Manual of HND Aspects of Contract and Negligence in Business Final_0.pdf http://www.plea.org/legal_resources/?a=646searchTxt=housecat=7pcat=4 http://legal-dictionary.thefreedictionary.com/apprenticeship http://legal-dictionary.thefreedictionary.com/in http://training.qld.gov.au/resources/apprentices/pdf/apprenticeship-traineeship-guide.pdf https://www.gov.uk/government/publications/apprenticeship-agreement-template http://www.skills.sa.gov.au/DesktopModules/Bring2mind/DMX/Download.aspx?Command=Core_DownloadEntryId=114PortalId=0TabId=1004 http://smallbusiness.chron.com/disadvantages-using-standard-contracts-31472.html http://www.claytonutz.com/publications/news/200712/05/tips_for_using_standard_form_contracts.page http://www.ukessays.com/essays/construction/the-importance-of-using-standard-forms-of-contracts-in-construction-industry.php http://scholarship.law.wm.edu/cgi/viewcontent.cgi?article=3364context=wmlr http://www.acquisition.gov/far/html/Subpart 22_4.html http://www.contract/Importance Of The Essential Element Law Contract Essay (1).mht http://www.britannica.com/EBchecked/topic/600206/tort/16466/Comparative-classification http://thismatter.com/money/insurance/legal-liability.htm - End - 1 | Page

Paulo Freires The Banking Concept of Education Essay -- Paulo Freire

Paulo Freire's The Banking Concept of Education In his essay â€Å"The ‘Banking’ Concept of Education†, Paulo Freire condemns the current beliefs about education, and argues strongly to support his own, new, and somewhat radical ideas about how he believes education should work. It is clear from his writing that he wishes to convey very strong feelings in this essay. At the very beginning, after a very brief description of the â€Å"current† education, he states that â€Å"education is suffering from narration sickness† (212), and later continues to say that in our current system â€Å"[words] become a hollow, alienated, and alienating verbosity† (212). These statements, especially at the very beginning of the author’s analysis, convey an amount of animosity toward the current system. This type of beginning already tells us about the author’s feeling as being of a very strong opinion about his beliefs, enough to denounce the opposing side at the start, and do so in harsh langu age. After such a commencement, the author goes on for most of the work indulging in logical proof that the current system of education is not correct, but his ideas are. He does so in numerous ways, starting with making parallel’s between the students and the oppressed races of the world, and the teachers with the tyrants who wish to annul any personal desires of the students. He demonstrates this in several logical progressions, confirming that â€Å"the capability of banking education to minimize or annul the students’ creative power ... serves the interests of the oppressors† (214). The author tries to make parallels in the readers mind, which, being human, is against all that bears the name of â€Å"evil†, â€Å"oppressor†, and the such, to get the reader to feel remorse for the c... .... Here the complex structure and the almost-paradoxical ideas of a scientist are obvious. However, the next few sentences are : â€Å"They become jointly responsible for a process in which all grow. In this process arguments based on ‘authority’ are no longer valid; in order to function, authority must be on the side of freedom, not against it† (218). In a sudden shift of style, the author engages the reader in less of complex logic, but more of slogan-based thinking, in which he starts to use words like â€Å"authority†, â€Å"freedom† and â€Å"jointly responsible†. Both styles merged create a text which seems universally attractive - as to the science-oriented logical mind, as well as to the less complex person who wishes to see catchy words to captivate his imagination. Works cited : Paulo Freire, The â€Å"Banking† Concept of Education, Ways of Reading, (Boston,1996), p.212-223.

similarities and differences in ancient civilizations :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ancient civilizations have a lot of similarities and differences. The two civilizations are the Aryans and the Shang. The Aryans ruled over India from 1500 B.C. to 1000B.C. The Shang ruled over china from 1750 B.C. to 1122 B.C. The Aryans and Shang had similarities and differences in writing, religion, and Technology.   Ã‚  Ã‚  Ã‚  Ã‚  There are many similarities and differences in writing in the Aryans and Shang dynasties. The Aryans used Sanskrit as their method of writing. The Shang used a method of making symbols for almost every word and the symbols would look like what the word meant. The Shang later used calligraphy. Modern Chinese is still related to the ancient character system, which had no alphabet and still doesn’t.   Ã‚  Ã‚  Ã‚  Ã‚  There are many similarities and differences in religion in the Aryan and Shang dynasties. The Aryans and Shang both had polytheistic beliefs. The Shang mainly worshiped a god called Shang Ti, which meant lord on high. He was the god who ruled over all other nature gods. The Aryans also believed that there was one god who created everything referred to in an important hymn. Both dynasties made sacrifices to their gods. These sacrifices were very important to their religions.   Ã‚  Ã‚  Ã‚  Ã‚  There are many similarities and differences in technology in the Aryan and Shang dynasties. Both the Shang and Aryans had a lot of farmers. Farming was a very important part of their lives. They both used methods of irrigation. They used farming to their advantage by using what comes natural to their area and trading with other areas. The Shang discovered many metals such as tin and bronze and you can see that they used these very much in their art pieces.

Peter Weir’s film “Witness” Essay

Peter Weir’s film, â€Å"Witness† reveals that besides our contemporary world, there are other â€Å"worlds† with their own values that are unique. These worlds conflict with the Western world through their variation in lifestyle. The Amish are a community of people who live peacefully in the midst of a robust, crime – riddled contemporary world. Weir presents a film that fits two genres, one of a crime and the other of romance. Within the first ten minutes of the film these two worlds it captures the differences of these two worlds through the use of cinematic techniques. The Amish world is introduced at the very start of the film where the opening visual fades in, to reveal a long shot showing the landscape. There is no use of artificial lighting but merely the natural sunlight of an early morning. This proposes an idea that the Amish community lives in a plain, simplistic, traditional, and a calm lifestyle. The establishing montage of the silent and peaceful world of the Amish becomes apparent through a wide angle shot that pans across the screen in a panoramic view of gently swaying wheat fields from which emerges a small band of black clad people walk silently following one another. Even in this very early part of the movie, the audience has a glimpse of order and conformity. Their black clothes juxtapose the brilliance of the Wheatfield’s clearly portraying their different world. Pennsylvania 1984 is surprising to the viewer, because they might expect a much earlier date. The idea of two worlds is also symbolized by the division of the scene into top half of the sky and the bottom half of the grass. The crossing of the two worlds is portrayed by the Amish moving through the frame from right to left through the grass. This is an unusual technique because usually most movement is from left to right, thus reinforcing their unusual world. Weir’s purpose in presenting such an orderly scene ironically is to exemplify the dystopia of the fast urban life of crime and corruption. The culture clash between the Amish and the modern technological society becomes evident when Eli takes Rachel and Samuel to the station. The camera zooms into the carriage portraying the occupants to be Eli as the driver and Rachel and Samuel as the passengers. An overhead view gives way to long shots of beautiful country landscape and the horse-driven carriage as it is juxtaposed with the truck. The truck a symbolic representation of the modern world and a vehicle that is known to literally thunder its way like a bully on highways has to follow the carriage which was going at its own pace. This demonstrates that the Amish world behind it is not governed by time and will go the way they want. Through the close-ups of Eli, Rachel and Samuel, the audience sees the ‘glassed-in world’ of the Amish as being reclusive and imprisoned as opposed to the free world of faster vehicles. Weir illustrates this sudden imposition of the American way when at the station while awaiting their train. An undershot of the train is gigantic and intimidating which dwarfs the Amish world. He is mesmerized by it all, ‘tours’ the train station. Accustomed to little angels in their books, Samuel is miniaturized by a gigantic figure of an angel. A high angle shot from behind the statue dwarfs Samuel symbolically highlighting the insignificance of their culture to the American way of life. Even among the Amish these worlds there are others who resemble different from the †¦

Predestination and Freewill Essay

Predestination does not interrupt free will. Actually the two go hand in hand. Our God is such a loving God that through his divine will he gave us free will. God did not predestine anyone to salvation or damnation. He has the Divine foreknowledge of who will live a righteous life and who will follow the path to damnation. Knowing this, He gave us the option to choose our path in life, therefore, placing our salvation in the decisions that we choose throughout our lives. Christians believeâ€Å"16 For God so loved the world that he gave his one and only Son, that whoever believes in him shall not perish but have eternal life.†1 This is why we are called Christians due to Christ. God gave the ultimate sacrifice so that mankind can choose his own destination. . In my opinion, Christians of, all people, should believe that free will and predestination are not separates entities. The first question that one should ask is what is predestination? Predestination to some is the belief that God, who has sovereignty over all creation, uses His divine foreknowledge to predestine some humans to receive everlasting salvation and some to suffer an eternity of damnation. In comparison, the Christian belief is that God does have foreknowledge but does not use this knowledge to save or condemn –God does not predestine. Therefore, the next question should be â€Å"how does God determine who goes to heaven and who goes to hell?† Well the one true Christian answer is that no one, not even the elect, gets into heaven without Christ. So does Christ choose you or do you choose Christ? A Christian must know Christ prior to choosing Him. There are two categories of theologians that argue how we come in contact with Christ, the monogistic and synergistic view. The bible verse Isaiah 53:1 â€Å"Who has believed our message and to whom has the arm of the Lord been revealed?†2 can be used as an example. The monogistic view is that God reached out his arm to save the people that he foreknowingly knew would choose Christ and predestined them to have eternal salvation. This view of salvation removes humankind’s gift of free will. The other part of humanity, however, would be left to receive eternal suffering. The synergistic view is that God â€Å"offers† His hand out to the true belie ver to save them and in return they have the free will to choose it, accept Christ and receive eternal salvation. The monogistic position defines predestination. The  controversy of predestination started with St Augustine’s interpretation of Apostle Paul’s bible verse Romans 8:29: â€Å"29 For those God foreknew he also predestined to be conformed to the image of his Son, that he might be the firstborn among many brothers and sisters.†3 True Christians interpret this verse believing that when Paul speaks of foreknew, he is referring to God’s divine foreknowledge of sight. Christians believe that God is able to look through the windows of time and foresee those who will use the free will given to walk with him throughout their life. He did not predestine, as in verb form, but he has always known the path of our destination, â€Å"pre† mankind. God would like for all of His children to conform to the image of Christ and become eternal brethren and even though God knew each individual person’s choice, He still gave us the option to choose our path in life. Hence, God placed humanity’s salvation in our own individual hands through the grace free will. Augustine’s interpretation, in contrast, was translated as â€Å"For God knew his own before ever they were, and also ordained that they should be shaped to the likeness of his son, that he might be the eldest among a large family of brothers.†4 This interpretation, accepted by many and also scorned by many, revealed a different God than Paul referred to. Augustine believed God’s foreknowledge and predestination was not centered upon the deeds of humanity. Instead, he believed that God, who has Divine autonomy to do as he pleases, selected his chosen at his discretion and predestined them to eternal salvation. Through this monogistic view, the gift of free will is nonexistent, therefore removing any chance of humanity’s’ ability to save itself from reprobation. Augustine centered this monogstic view on Adam’s fall from grace. Adam’s fall from God’s grace resulted in humanity’s fall as well, thereby removing the gift of free will, leaving humanity totally dependent upon God’s â€Å"merciful grace†. Free will to make righteous choices throughout one’s life is not a consideration. He centers his belief around grace not free will because he believed that none of humanity deserved redeeming and it is only through God’s grace that some are predestined for salvation . Only the elect will receive God’s grace and salvation and no one knows the number or names of the elect but God himself. In other words man does not need any type of religious order, because, according to Augustine, we are to live throughout our lives hoping that we are one of the â€Å"elected† that God decides to â€Å"grace† with exaltation. John Calvin, another theologian, also preached predestination. John Calvin, however, sermonized on double predestination. He stated that â€Å"out of the common multitude of men some should be predestined to salvation, others to destruction.†5 According to Calvin double predestination is when God predestines humanity to salvation and also to damnation. He believes that not only does God predestine the elect to receive his grace and know Christ for an eternity, but he also predestines those he will not allow to know Christ and sentence them to eternal suffering. His deduction for this belief, as was Augustine’s, was Adams fall from grace. Calvin expounds on the belief that God only creates perfection, thereby, Adam created in God’s image, was created perfectly. However, through Adam’s gracious gift of free will, Adam chose unwisely and â€Å"since in Adam all are sinners, deserving of eternal death, it is obvious that nothing but sin will be found in menâ € 6 causing the whole of humanity to suffer the loss of God’s grace. In other words, Calvin’s view is God does not condemn man to damnation; man condemned himself through God’s grace and free will. Calvin believes that humanity does not deserve God’s grace and it is not for us to reason why or how God decides who receives redemption and who reprobation. Therefore, to answer the questions afore mentioned, God does not determine who will receive salvation or damnation: we do. God does not autonomously destine a chosen few elect to know and love Christ because in 1 Timothy 2:4 it is written that God † desires all men to be saved and to come to the knowledge of the truth.†7 He gave us free will to live our lives as we please. God reaches out his hand to every soul on earth but it is ultimately our choice to reach out and grab it. Through God’s merciful grace of free will, he has foreknowingly placed us in charge of our own destiny. WORKS CITED http://www.biblegateway.com/passage/?search=John%203:16&version=NIV 1 http://www.biblegateway.com/passage/?search=Isaiah+53%3A1-12&version=NIV 2 Preaching, predestination by Mathis Lamberigts page 6783, 4, Institutes of the Christian Religion Book III by John Calvin Chapter XXI page 9215 Commentaries Election and Predestination by John Calvin page 2546 http://www.monergism.com/thethreshold/articles/onsite/whatismonergism2.html http://biblehub.com/1_timothy/2-4.htm7

The Vampire Diaries: The Fury Chapter Four

Something yanked Elena out of the tree and, yowling a protest, she fell and landed on her feet like a cat. Her knees hit the ground a second later and got bruised. She reared back, fingers hooked into claws to attack whoever had done it. Damon slapped her hand away. â€Å"Why did you grab me?† she demanded. â€Å"Why didn't you stay where I put you?† he snapped. They glared at each other, equally furious. Then Elena was distracted. The shrieking was still going on upstairs, augmented now by rattling and banging at the window. Damon nudged her against the house, where they couldn't be seen from above. â€Å"Let's get away from this noise,† he said fastidiously, looking up. Without waiting for a response, he caught her arm. Elena resisted. â€Å"I have to go in there!† â€Å"You can't.† He gave her a wolfish smile. â€Å"I mean that literally. You can't go in that house. You haven't been invited.† Momentarily nonplussed, Elena let him tow her a few steps. Then she dug her heels in again. â€Å"But I need my diary!† â€Å"What?† â€Å"It's in the closet, under the floorboards. And I need it. I can't go to sleep without my diary.† Elena didn't know why she was making such a fuss, but it seemed important. Damon looked exasperated; then, his face cleared. â€Å"Here,† he said calmly, eyes glinting. He withdrew something from his jacket. â€Å"Take it.† Elena eyed his offering doubtfully. â€Å"It's your diary, isn't it?† â€Å"Yes, but it's my old one. I want my new one.† â€Å"This one will have to do, because this one is all you're getting. Come on before they wake up the whole neighborhood.† His voice had turned cold and commanding again. Elena considered the book he held. It was small, with a blue velvet cover and a brass lock. Not the newest edition perhaps, but it was familiar to her. She decided it was acceptable. She let Damon lead her out into the night. She didn't ask where they were going. She didn't much care. But she recognized the house on Magnolia Avenue; it was where Alaric Saltzman was staying. Elena licked her lips. â€Å"No,† Damon said shortly. â€Å"This one's not for biting. There's something fishy about him, but you should be safe enough in the house. I've slept here before. Up here.† He led her up a flight of stairs to an attic with one small window. It was crowded with stored objects: sleds, skis, a hammock. At the far end, an old mattress lay on the floor. â€Å"He won't even know you're here in the morning. Lie down.† Elena obeyed, assuming a position that seemed natural to her. She lay on her back, hands folded over the diary that she held to her breast. Damon dropped a piece of oilcloth over her, covering her bare feet. â€Å"Go to sleep, Elena,† he said. He bent over her, and for a moment she thought he was going to†¦ do something. Her thoughts were too muddled. But his night black eyes filled her vision. Then he pulled back, and she could breathe again. The gloom of the attic settled in on her. Her eyes drifted shut and she slept. She woke slowly, assembling information about where she was, piece by piece. Somebody's attic from the looks of it. What was she doing here? Rats or mice were scuffling somewhere among the piles of oilcloth-draped objects, but the sound didn't bother her. The faintest trace of pale light showed around the edges of the shuttered window. Elena pushed her makeshift blanket off and got up to investigate. It was definitely someone's attic, and not that of anyone she knew. She felt as if she had been sick for a long time and had just woken up from her illness. What day is it? she wondered. She could hear voices below her. Downstairs. Something told her to be careful and quiet. She felt afraid of making any kind of disturbance. She eased the attic door open without a sound and cautiously descended to the landing. Looking down, she could see a living room. She recognized it; she'd sat on that ottoman when Alaric Saltzman had given a party. She was in the Ramsey house. And Alaric Saltzman was down there; she could see the top of his sandy head. His voice puzzled her. After a moment she realized it was because he didn't sound fatuous or inane or any of the ways Alaric usually sounded in class. He wasn't spouting psycho-babble, either. He was speaking coolly and decisively to two other men. â€Å"She might be anywhere, even right under our noses. More likely outside town, though. Maybe in the woods.† â€Å"Remember, the first two victims were found near the woods,† said the other man. Is that Dr. Feinberg? Elena thought. What's he doing here? What am I doing here? â€Å"No, it's more than that,† Alaric was saying. The other men were listening to him with respect, even with deference. â€Å"The woods are tied up in this. They may have a hiding place out there, a lair where they can go to earth if they're discovered. If there is one, I'll find it.† â€Å"Are you sure?† said Dr. Feinberg. â€Å"I'm sure,† Alaric said briefly. â€Å"And that's where you think Elena is,† said the principal. â€Å"But will she stay there? Or will she come back into town?† â€Å"I don't know.† Alaric paced a few steps and picked up a book from the coffee table, running his thumbs over it absently. â€Å"One way to find out is to watch her friends. Bonnie McCullough and that dark-haired girl, Meredith. Chances are they'll be the first ones to see her. That's how it usually happens.† â€Å"And once we do track her down?† Dr. Feinberg asked. â€Å"Leave that to me,† Alaric said quietly and grimly. He shut the book and dropped it on the coffee table with a disturbingly conclusive sound. The principal glanced at his watch. â€Å"I'd better get moving; the service starts at ten o'clock. I presume you'll both be there?† He paused on his way to the door and looked back, his manner irresolute. â€Å"Alaric, I hope you can take care of this. When I called you in, things hadn't gone this far. Now I'm beginning to wonder-â€Å" â€Å"I can take care of it, Brian. I told you; leave it to me. Would you rather have Robert E. Lee in all the papers, not just as the scene of a tragedy but also as ‘The Haunted High School of Boone County'? A gathering place for ghouls? The school where the undead walk? Is that the kind of publicity you want?† Mr. Newcastle hesitated, chewing his lip, then nodded, still looking unhappy. â€Å"All right, Alaric. But make it quick and clean. I'll see you at the church.† He left and Dr. Fein-berg followed him. Alaric stood there for some time, apparently staring into space. At last he nodded once and went out the front door himself. Elena slowly trailed back up the stairs. Now what had all that been about? She felt confused, as if she were floating loose in time and space. She needed to know what day it was, why she was here, and why she felt so frightened. Why she felt so intensely that no one must see her or hear her or notice her at all. Looking around the attic, she saw nothing that would give her any help. Where she had been lying there were only the mattress and the oilcloth-and a little blue book. When she finished, she was weak with fear and horror. Bright spots danced and shimmered before her eyes. There was so much pain in these pages. So many schemes, so many secrets, so much need. It was the story of a girl who'd felt lost in her own hometown, in her own family. Who'd been looking for†¦ something, something she could never quite reach. But that wasn't what caused this throbbing panic in her chest that drained all the energy from her body. That wasn't why she felt as if she were falling even when she sat as still as she could get. What caused the panic was that she remembered. She remembered everything now. The bridge, the rushing water. The terror as the air left her lungs and there was nothing but liquid to breathe. The way it had hurt. And the final instant when it had stopped hurting, when everything had stopped. When everything†¦ stopped. Oh, Stefan, I was so frightened, she thought. And the same fear was inside her now. In the woods, how could she have behaved like that to Stefan? How could she have forgotten him, everything he meant to her? What had made her act that way? But she knew. At the center of her consciousness, she knew. Nobody got up and walked away from a drowning like that. Nobody got up and walked away alive. Slowly, she rose and went to look at the shuttered window. The darkened pane of glass acted as a mirror, throwing her reflection back at her. It was not the reflection she'd seen in her dream, where she had run down a hall of mirrors that seemed to have a life of their own. There was nothing sly or cruel about this face. Just the same, it was subtly different from what she was used to seeing. There was a pale glow to her skin and a telling hollowness about the eyes. Elena touched fingertips to her neck, on either side. This was where Stefan and Damon had each taken her blood. Had it really been enough times, and had she really taken enough of theirs in return? It must have been. And now, for the rest of her life, for the rest of her existence, she would have to feed as Stefan did. She would have to†¦ She sank to her knees, pressing her forehead against the bare wood of a wall. I can't, she thought. Oh, please, I can't; I can't. She had never been very religious. But from that deep place inside, her terror was welling up, and every particle of her being joined in the cry for aid. Oh, please, she thought. Oh, please, please, help me. She didn't ask for anything specific; she couldn't gather her thoughts that far. Only: Oh, please help me, oh please, please. Her face was still pale but eerily beautiful, like fine porcelain lit from within. Her eyes were still smudged with shadows. But there was a resolve in them. She had to find Stefan. If there was any help for her, he would know of it. And if there wasn't†¦ well, she needed him all the more. There was nowhere else she wanted to be except with him. She shut the door of the attic carefully behind her as she went out. Alaric Saltzman mustn't discover her hiding place. On the wall, she saw a calendar with the days up to December 4 crossed off. Four days since last Saturday night. She'd slept for four days. When she reached the front door, she cringed from the daylight outside. It hurt. Even though the sky was so overcast that rain or snow looked imminent, it hurt her eyes. She had to force herself to leave the safety of the house, and then she felt a gnawing paranoia about being out in the open. She slunk along beside fences, staying close to trees, ready to melt into the shadows. She felt like a shadow herself -or a ghost, in Honoria Fell's long white gown. She would frighten the wits out of anyone who saw her. But all her circumspection seemed to be wasted. There was no one on the streets to see her; the town might have been abandoned. She went by seemingly deserted houses, forsaken yards, closed stores. Presently she saw parked cars lining the street, but they were empty, too. And then she saw a shape against the sky that stopped her in her tracks. A steeple, white against the thick dark clouds. Elena's legs trembled as she made herself creep closer to the building. She'd known this church all her life; she'd seen the cross inscribed on that wall a thousand times. But now she edged toward it as if it were a caged animal that might break loose and bite her. She pressed one hand to the stone wall and slid it nearer and nearer to the carved symbol. When her outspread fingers touched the arm of the cross, her eyes filled and her throat ached. She let her hand glide along it until it gently covered the engraving. Then she leaned against the wall and let the tears come. I'm not evil, she thought. I did things I shouldn't have. I thought about myself too much; I never thanked Matt and Bonnie and Meredith for all they did for me. I should have played more with Margaret and been nicer to Aunt Judith. But I'm not evil. I'm not damned. When she could see again, she looked up at the building. Mr. Newcastle had said something about the church. Was it this one he meant? She avoided the front of the church and the main doorway. There was a side door that led to the choir loft, and she slipped up the stairs noiselessly and looked down from the gallery. She saw at once why the streets had been so empty. It seemed as if everyone in Fell's Church was here, every seat in every pew filled, and the back of the church packed solid with people standing. Staring at the front rows, Elena realized that she recognized every face; they were members of the senior class, and neighbors, and friends of Aunt Judith. Aunt Judith was there, too, wearing the black dress she'd worn to Elena's parents' funeral. Fell's Church was here, every seat in every pew filled, and the back of the church packed solid with people standing. Staring at the front rows, Elena realized that she recognized every face; they were members of the senior class, and neighbors, and friends of Aunt Judith. Aunt Judith was there, too, wearing the black dress she'd worn to Elena's parents' funeral. â€Å"†¦ share our remembrances of this very special girl,† he said, and he moved aside. Elena watched what happened after with the unearthly feeling that she had a loge seat at a play. She was not at all involved in the events down there on stage; she was only a spectator, but it was her life she was watching. Mr. Carson, Sue Carson's father, came up and talked about her. The Carsons had known her since she was born, and he talked about the days she and Sue had played in their front yard in the summer. He talked about the beautiful and accomplished young lady she had become. He got a frog in his throat and had to stop and take off his glasses. Sue Carson went up. She and Elena hadn't been close friends since elementary school, but they'd remained on good terms. Sue had been one of the few girls who'd stayed on Elena's side after Stefan had come under suspicion for Mr. Tanner's murder. But now Sue was crying as if she'd lost a sister. â€Å"A lot of people weren't nice to Elena after Halloween,† she said, wiping her eyes and going on. â€Å"And I know that hurt her. But Elena was strong. She never changed just to conform to what other people thought she should be. And I respected her for that, so much†¦Ã¢â‚¬  Sue's voice wobbled. â€Å"When I was up for Homecoming Queen, I wanted to be chosen, but I knew I wouldn't be and that was all right. Because if Robert E. Lee ever had a queen, it was Elena. And I think she always will be now, because that's how we'll all remember her. And I think that for years to come the girls who will go to our school might remember her and think about how she stuck by what she thought was right†¦Ã¢â‚¬  This time Sue couldn't steady her voice and the reverend helped her back to her seat. The girls in the senior class, even the ones that had been nastiest and most spiteful, were crying and holding hands. Girls Elena knew for a fact hated her were sniffling. Suddenly she was everybody's best friend. There were boys crying, too. Shocked, Elena huddled closer to the railing. She couldn't stop watching, even though it was the most horrible thing she had ever seen. Frances Decatur got up, her plain face plainer than ever with grief. â€Å"She went out of her way to be nice to me,† she said huskily. â€Å"She let me eat lunch with her.† Rubbish, Elena thought. I only spoke to you in the first place because you were useful in finding out information about Stefan. But it was the same with each person who went up to the pulpit; no one could find enough words to praise Elena. â€Å"I always admired her†¦Ã¢â‚¬  â€Å"One of my favorite students†¦Ã¢â‚¬  When Meredith rose, Elena's whole body stiffened. She didn't know if she could deal with this. But the dark-haired girl was one of the few people in the church who wasn't crying, although her face had a grave, sad look that reminded Elena of Honoria Fell as she looked on her tomb. â€Å"When I think about Elena, I think about the good times we had together,† she said, speaking quietly and with her customary self-control. â€Å"Elena always had ideas, and she could make the most boring work into fun. I never told her that, and now I wish I had. I wish that I could talk to her one more time, just so she would know. And if Elena could hear me now†-Meredith looked around the church and drew a long breath, apparently to calm herself-â€Å"if she could hear me now, I would tell her how much those good times meant to me, and how much I wish that we could still have them. Like the Thursday nights we used to sit together in her room, practicing for the debate team. I wish we could do that just once more like we used to.† Meredith took another long breath and shook her head. â€Å"But I know we can't, and that hurts.† What are you talking about? Elena thought, her misery interrupted by bewilderment. We used to practice for the debate team on Wednesday nights, not Thursdays. And it wasn't in my bedroom; it was in yours. And it was no fun at all; in fact, we ended up quitting because we both hated it†¦ Suddenly, watching Meredith's carefully composed face, so calm on the outside to conceal the tension within, Elena felt her heart begin to pound. Meredith was sending a message, a message only Elena could be expected to understand. Which meant that Meredith expected Elena to be able to hear it. Meredith knew. Had Stefan told her? Elena scanned the rows of mourners below, realizing for the first time that Stefan wasn't among them. Neither was Matt. No, it didn't seem likely that Stefan would have told Meredith, or that Meredith would choose this way of getting a message to her if he had. Then Elena remembered the way Meredith had looked at her the night they had rescued Stefan from the well, when Elena had asked to be left alone with Stefan. She remembered those keen dark eyes studying her face more than once in the last months, and the way Meredith had seemed to grow quieter and more thoughtful each time Elena came up with some odd request. Meredith had guessed then. Elena wondered just how much of the truth she'd put together. Bonnie was coming up now, crying in earnest. That was surprising; if Meredith knew, why hadn't she told Bonnie? But maybe Meredith had only a suspicion, something she didn't want to share with Bonnie in case it turned out to be a false hope. â€Å"Thank you,† Bonnie said, wiping her streaming eyes. She tilted her head back to look at the ceiling, either to regain her poise or to get inspiration. As she did, Elena saw something that no one else could see: she saw Bonnie's face drain of color and of expression, not like somebody about to faint, but in a way that was all too familiar. A chill crawled up Elena's backbone. Not here. Oh, God, of all times and places, not here. But it was already happening. Bonnie's chin had lowered; she was looking at the congregation again. Except that this time she didn't seem to see them at all, and the voice that came from Bonnie's throat was not Bonnie's voice. â€Å"No one is what they appear. Remember that. No one is what they appear.† Then she just stood there, unmoving, staring straight ahead with blank eyes. People began to shuffle and look at one another. There was a murmur of worry. â€Å"Remember that-remember-no one is what they seem†¦Ã¢â‚¬  Bonnie swayed suddenly, and Reverend Bethea ran to her while another man hastened up from the other side. The second man had a bald head that was now shining with sweat-Mr. Newcastle, Elena realized. And there at the back of the church, striding up the nave, was Alaric Saltzman. He reached Bonnie just as she fainted, and Elena heard a step behind her on the stair.