Nursing Board Examinations Scam: Impact to Practice

The â€Å"American Dream† is in the hands of all nurses around the globe as the U.S. is now facing a chronic nursing shortage with a projected RN shortage of more or less 800,000 in year 2020 (Buerhaus et al., 2000). The shortage of nurses that the U.S. healthcare industry needs to fill up hits hundreds of thousands as the shortage continues despite rising wages of nurses. The health care industry has bemoaned the nursing shortage for more than a decade, and that more will be needed for additional patients as the Baby Boom generation ages. The U.S. Bureau of Labor Statistics projected in 2005 that more than 3.1 million registered nurse jobs would be available by 2014, which would add an additional 700,000 new jobs for nurses (Moore, 2007). The United States has ramped up its importation of foreign-trained nurses mainly sourced from Africa (mainly Nigeria and South Africa), India, Canada and the Philippines (Vujicic, 2004). U.S. hospitals and health care agencies choose the Philippines because the country is a former American colony with school curriculum based on the American education system, classes are taught in English and nurses earn a four-year bachelor's degree, sometimes more than what American nurses obtain. Thus, the learning curve for Philippine-trained nurses in the United States is minimal (Jenkins, 2003). The Filipino nurses’ work ethics is the primary reason why they comprise 83 percent of foreign nurses in America and are the most preferred by hospitals, doctors’ clinics and care homes according to U.S. National Council of State Boards of Nursing (NCSBN) (Bondoc, 2007). The Philippine Nurses Association of America (PNAA) reported that there are around 90,000 Filipino nurses in the United States. Every year 12,000 to 14,000 Filipino nurses migrate to the U.S. (OPS, 2007). Nurses’ licensing examinations is offered abroad to bring more foreign-born nurses to the U.S. and help alleviate the acute nursing shortage that is crippling American health care. Most of the foreigners taking the mandatory U.S. licensing nursing exam came from the Philippines, India, Canada, Nigeria, Korea, United Kingdom and Commonwealth of States (formerly USSR) according to National Council of State Boards of Nursing. Of those, more than half were from the Philippines, which educate thousand more nurses than what the country needs (Friess, 2002). The U.S. is a net importer of medical and nursing professionals from the Philippines. The issue on the June 2006 nursing board exam leak in the Philippines has snowballed, settling on a query to Filipino nurses’ credibility and ability in the provision of health care and safety to American Community, not only to solve nursing shortage crisis in America. This paper discusses the important issue of irregularities in nursing board exams. After introducing the topic, a discussion on the essence of nursing ethics is made. The next section briefly presents the recent Philippine Nursing Board exam to the U.S. nursing practice, followed by a critical analysis on this issue. The summary, conclusions and recommendations are presented in the last section. In Respect to the Nursing Insignia The nursing insignia, although it disappears, the meaning still embarks the true identity of the nurse in the nursing practice as a health care provider with caring attitude possess knowledge symbolizes by the nursing cap, the crowning glory of intelligence and the uniform is a picture perfect of purity and cleanliness living with ethics and morale which are molded inside the nursing school. Although the profession of nursing is as ancient as medicine, and may have the greatest right to the Cup of Hygieia as its symbol, most of the nursing tradition use a lamp or candle, which is not only in memory of Florence Nightingale, but which represents the light of knowledge, the central emblem of quality health care. The level of knowledge of nursing graduates is measured by nursing board exams—a licensure examination to eligibly practice the nursing profession. The exam regulates the legal nursing practice as a profession by assessing the basic nursing level competency which considers the objectives of the nursing curriculum, the broad areas of nursing and other related disciplines and competencies. The integrity of foreign licensing systems ultimately affects the health and safety of patients in the United States, a primary consideration of CGFNS in its role in evaluating candidates under U.S. immigration law (The Manila Times, 2007). Impact of Philippine Nursing Board Exam Leakage to U.S. Nursing Practice The Philippines is the leading source of nurses to the United States, with several thousand Filipino nurses migrating there each year. However, the U.S. National Council of State Boards of Nursing (NCSBN) and the National Council Licensure Examination (NCLEX) delayed their approval for the Philippines’ accreditation as a testing center of the U.S. National Commission on Licensure Examination (NCLEX) for nurses. The shelved application is caused by the direct repercussion of the nursing board exam leak scandal. It capped two hours of grilling earlier on Philippine assurances of exam security and housecleaning after fraud marred its own nursing board tests last June 2006 (Bondoc, 2007). The United States Commission on Graduates of Foreign Nursing Schools (CGFNS) obliged all Filipino nurses with 2006 licenses, who wished to work in the US, to retake the two sets of tests that investigators said were leaked to several nursing review centers in Manila, the Philippine capital (Cabreza, 2007). The retake of the tests is to allow nurses who passed the leak-tainted 2006 nursing board and are wishing to work in the United States to secure UV Visa-Screen certificates as required by the CGFNS (Rodis, 2007). The Philippines’ status as one of the world’s top producers of nurses could be threatened as it significantly tainted the credibility of Filipino nurses abroad due to the recent examinations irregularities. The scandal allegedly involved leakage materials of the June 2006 Philippine nursing board examinations of at least 200 questions. Some members of the nursing board were accused of receiving bribes from the owners of nursing review centers in exchange for leaking some test questions (Asian Pacific Post, 2007). Sometime after the board exam was held, the whistleblowers who exposed the said irregularity wrote to the PRC in June 2006 to report that handwritten copies of two sets of examination were circulated among examinees who took their review at a particular review center during the actual examination period (Cabreza, 2007). The initial charges were made by students who said that the president of the Philippine Nurses Association, who apparently is the owner and director of a nursing review center and a nursing school, had given the exam questions to students who had taken his coaching classes with the final coaching   at SM Cinema in Manila (The Filipino Express Newspaper, 2007). Many of the whistleblowers who exposed cheating have decided to take a new licensure test to remove the stigma of the scandal (Cabreza, 2007). Only 68.96% (9,198) have passed the nursing board retake out of 13,338 nurses who voluntarily retook, concluded that the quality of education is becoming a real issue, especially in light of the recent cheating/leak in the said board exams (Philippine Daily Inquirer, 2007; Rodis, 2007). After the said disclosures were made, officials and industry experts cautioned that the country's status as one of the top sources in the world for nurses would inevitably be adversely affected (Conde, 2006). In fact, this scandal has already demonstrated far-reaching impact on Filipino nurses—aside from some untoward incidents regarding racial discrimination in primetime American shows—indicating that such scandal inevitably involved the entire Philippines. For one, one episode of the hit ABC series â€Å"Desperate Housewives† involved Teri Hatcher insulting the Filipino community when she malignly depicted that Philippine medical schools are producing substandard, inferior and—worse—inept medical practitioners. Another is Jay Leno’s similar remark on his late night show â€Å"The Tonight Show†. Unfortunately, the above incidents gave rise to some political humors across America. A Critical Analysis The nursing board exam leak scandal in the Philippines brought legal, ethical and political issues confronting professional nursing today, including in the U.S., as the Philippines is its prime source of manpower to address the ever-escalating shortage of nurses. Better compensation packages—or simply a better life for the nurse and her/his family—have been achieved notwithstanding ethical and moral of standards of nurses everywhere. The Philippines has had a long history of corruption and low standards of ethics especially in politics and business. The Philippine nursing schools’ â€Å"diploma mills† and review centers, for years, have been earning significantly, capitalizing on the nursing shorted in the developed world. In a country where cheating with impunity has become the norm rather than the exception and where remittances from â€Å"exported† skilled professionals literally keep the economy afloat, the leaks that marred the last nursing board exam and the desperate effort to preserve the examination's credibility in the aftermath were bound to happen. The issue of the scandal is the issue of pathetic dreamers who damage the long-untainted credibility of the nursing institutions in the new era in spare for some cheap dollars. That there was a leak in the Board of Nursing exams is nothing more than a symptom of the nation's deep cancers. However, the response of the academe, the Board of Nursing, the NCLEX, the CGFNS, the hospitals, the physicians and the other professionals abroad could form part of the cure. In fact, indications are that there is a collective effort of many quarters to do directly address the issue. For one, the resignation of the president and the vice president of the Philippine Nursing Association and the Board of Nursing would properly set the tone for reforms within the nursing practice as well as in the academe. The report that some prestigious hospitals, clinics and recruitment agencies around the globe would not accept Nursing graduates from 2006 unless steps were taken to ensure that they indeed are worthy of the title of ‘Registered Nurse’, and the battle being waged by deans of prestigious nursing schools to stop the Philippines’ Professional Regulation Commission from administering the professional oath to â€Å"successful examinees† until the issue is resolved, all provides some sense of hope that there are still many among who refuse to allow precious nursing institution from prostituting itself. This is not an accident that this resolve has come from those involved in caring for people's health. It reflects a sentiment now sweeping across the country and other concerned countries among health professionals. It has little to do with dollar remittances and the promise of a good life. Hence, this battle to preserve the integrity and credibility of the nursing board exam is much more than that. It goes beyond making sure that the nurses who assist in the operating room or administer medicines to patients don't end up doing harm, although this is a big part of the issue. The battle is but a part of a bigger struggle to restore decency, integrity, and honor in country long-plagued by political instability and economic woes. The nursing insignia is being deprived of its cleanliness and purity of morale and intelligence. The white uniform is being stained with the filth of dishonesty and devious acts of betrayal to the nursing profession as the profession of cleanliness and purity. The light of knowledge taught by nursing schools has been diminished with darkness and blindness in the search for greener pastures. The real oppression is to the successful examinees who did not cheat, the hardships should not been paved with shame just because they are being called to participate in something beyond themselves. The only way cheating can be avoided in the future would be if those investigating the leak could pinpoint those who benefited from them and have only these persons retake the subjects. Needless to say, the perpetrators must be punished. It was Gandhi who said that â€Å"our values become our destiny.† What will happen to the destiny of those nurses with prejudiced values and what will happen if those nurses will hold the health of the American community? What will be the destiny of the American health care system if the healthcare provider’s credibility remains a big question? The nursing exam scandal is an opportunity to rediscover and reclaim the values that have been forced to be denied and even discarded—just for the sake of surviving. This unfortunate scandal can, however, prove to be one of the greatest blessings for this nation, because it might finally drive home the point that there can be no true progress and success unless they have their hearts in the right place. Call it a counterculture of sorts, or simply a natural reaction to anything in excess. But the fact is that all over the Philippines, doctors, nurses and other health professionals are starting to heed the call to be more than just healers. There is a growing realization that Filipino nurses must use their professions to help begin a revolution of the heart from the bottom up. It might be the only way to eventually force genuine change at the top. Summary, Conclusions & Recommendations The American Dream, the reverie of greener pasture in the land of milk and honey, has driven the perpetuators to commit the crime against nursing profession and the morality. The opportunities brought about by nursing shortage and nursing exodus has forced the nursing system failures. The quality of nursing education is becoming the real issue as there are 460 nursing schools in the Philippines and 50 of which have already been ordered by the Professional Regulation Commission of the Philippines to be closed down as nothing more than diploma mills (Rodis, 2007). The exam fraud was but a part of the bigger problem of nursing. And there is also the issue of poor education. Schools, cashing in on a surge of enrolments from news of a nurse shortage in America, were churning out around 80,000 graduates per year. But only 32,000 or so are able to pass the board test, and only 2,000 easily get jobs in top hospitals (Bondoc, 2007). The nursing shortage is not the number one problem in America, but if one takes a closer look, this may arise to a greater problem of hiring half-baked nurses. The illicit release of exam questions in the Philippines is an indication of deeper problems plaguing the Philippine health care system. Desperate to pass the nursing exam and work abroad, many students easily fall victim to such scams.   Diploma mill nursing schools and review centers have exploited this desperation and will do anything to compete for more students and more profits. In the end, the quality of nursing education, profession and the whole health care system suffers. Nurses in the United States involved directly or indirectly in the recruitment of nurses from the Philippines should consider only candidates with a minimum two- to three-year work experience and completely desist from hiring fresh graduates. By doing so, the Filipino nursing community in the United States would help ensure the continued flow of only qualified and well-trained professionals into the American healthcare system. References Asian Pacific Post. (2007). Filipino Nurses' Exam Scandal. Bondoc, J. (2007). NCLEX in Manila Open by Mid-Year. ABS-CBN Interactive. Buerhaus, P.I., Staiger, D.O. & Auerbach, D.I. (2000). Implications of an Aging Registered Nurse Workforce. Journal of the American Medical Association, 283, 2948–2954. Cabreza, V. (2007). Whistleblowers in 2006 Nursing Test Leak Take New Exams. Philippine Daily Inquirer. Conde, C.H. (2006). Cheating on Exam Taints Standing of Philippine nurses. International Herald Tribune – Asia Pacific. Philippine Daily Inquirer. (2007). Results of June 06 Nursing Board Retake Out. Friess, S. (2002). U.S. Looks Abroad for Nurses. USA Today. Jenkins, C. (2003). Filipino Nurses Make a New Life in a New Place. St. Petersburg Times. Moore, J.L. (2007). Nursing Wages Rise, Shortage Continues. The Morning News. Office of the Press Secretary, Philippines. (2007). Declaration of RP as NCLEX Testing Site Hailed as a Triumph for Filipino Nurses. Rodis, R. (2007). The Nursing Scandal. Philippinenews.com. The Filipino Express Newspaper. (2007). Court Asked: Stop Nurses’ Oath-taking. The Manila Times. (2007). U.S. Nixes VisaScreen Papers for June ’06 Nursing Board Passers. Manila: The Manila Times. Vujicic , M., Zurn, P., Diallo, K., Adams, O. &   and Dal Poz, M.R. (2004). The Role of Wages in the Migration of Health Care Professionals from Developing Countries. Human Resources for Health, 2, 3.

Problem Solving & Critical Thinking – Hdlt

Critical thinking and Problem Solving HDLT mini paper It is possible to store the mind with a million facts and still be entirely uneducated. Alec Bourne. According to American educational Psychologist – Robert M Gagne – â€Å"The central point of any education is to teach people to think, to use their rational powers, to become better problem solvers. â€Å" Looking at the current model of our own learning, in HDLT 2 class itself – as students of the second semester in the university; we have been exposed to theories of this subject before. It is now time for adapting, assimilating, applying the past knowledge in real life contexts.This adaptation is tested through fresh, innovative learning environments and higher expectations. Let us first determine critical thinking and problem solving and see how are these phenomenon interrelated with each other and the role both these skills play in our lives. Critical thinking (CT) is defined as â€Å" intellectually di sciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing and /or evaluating information gathered from or generated by observations, experiences, reflections, reasoning or communication as a guide to belief and action. Scriven & Paul, 2007, P 1). Thus simply put, CT is metacognition or thinking about thinking. Problem-solving (PS) is a mental process that involves ascertaining, investigating and solving problems. The eventual objective of problem-solving is to overcome hindrances and find a solution that best resolves the issue. These problems could range from simply crossing the road and reaching safely on the other side without getting hurt by the oncoming vehicles or solving a Sudoku puzzle or figure out a estimated expenses of a trip or in case of a child, solving a multiplication sum given in the class.The term problem solving ( P S) in educational settings would involve solving well-structured text book problems which are poles apart from ill structured problems which are encountered in everyday life. Thus we can see that in order to effectively solve a problem, one may require to engage with it and critically think about it to find the best solution. Let us now look at certain important broad themes and specific problem solving processes used by children – Broad themes – 1. Task analysis – details of steps taken to actually solve problems.For example a child adds 2 multi digit numbers, the actual process – starting with adding the numbers in the right most column, writing ones digit as a part of the answer, carrying over the tens digit ( if it is so ) †¦ so on and so forth. Task analysis helps in identifying the exact places where child might be encountering difficulty in solving the problem, the nature of the difficulty. Thus it gives an insight into the manner in which the child solves problems; and thus provides scope for rectification. 2.Means – End analysis – Using this methodology, one solves a problem by considering the obstacles that stand between the initial problem state and the goal state. The path to reaching the goal can be achieved by accomplishing smaller sub goals. When all of the sub goals have been achieved – when all of the obstacles are out of the way – then the main goal of interest has been achieved. Thus, means-ends analysis can be seen as a search strategy in which the long-range goal is always kept in mind to guide problem solving. 3.Encoding – this literally means identifying critical information in order to build internal representations. Thus it is very important to train the child to filter out the relevant data from the all the available information. Many children fail because they are not thought how to encode critical information and utilize it. Important processes of Problem Solving- 1. Planning – this is future directed PS, most often used in difficult and new situations. But most often the novelty of the situation also ensures that children often forget to plan. 2.Route Planning – this is done in order to select a most efficient route in order to reach a destination. Children as early as one year of age start showing the development of this ability. Example – an adult figuring out his way in order to reach a new destination; after looking at various maps. The route is figured out post route planning. 3. Causal Inference – many a times problem solving is an attempt to understand the cause of a phenomenon. Humans are curious by nature. A two year old will constantly be in the endeavor to know â€Å"why things happen†Ã¢â‚¬ ¦ why do birds fly, whereas animals don’t? so on and so forth. 4.Analogical Reasoning – In problem solving this is predominantly concerned with systemic correspondences, where a solution to a known problem may be applied to solving a structurally similar problem. Analogical reasoning improves with maturati on and increase in content knowledge. According to Piaget’s stages of development analogical reasoning only starts developing in the pre operational stage ( ages 2 -7) and gets occasional limited success in concrete operational stage(7-11) and becomes fully developed by formal operational stage (age 11 through adulthood) Stage I (Preoperational) – egocentric responses using idiosyncratic relations.IA – children were unable to form lower-order relations IB – some children able to form lower-order relations, but unable to form analogies Stage II (concrete operational) – occasional, limited success IIA trial-and-error success on analogies, inability to resist false counter-suggestions IIB consistent success on analogies, but inconsistent ability to resist false counter-suggestions Stage III (formal operational) – Success on all aspects of the tasks. Criticism of Piaget – Goswami & Brown reasoned that children might fail Piaget's tasks be cause they lack knowledge of the relations entailed.On this view, children ought to be able to solve classical analogy problems provided the analogies are based on familiar relations. Practice in analogical reasoning improved young children’s spontaneous formation of analogies. 5. Scientific reasoning: Children question everything as a basic premise,they want to know the why , how of everything; but they are also hugely influenced by the beliefs that they see are carried around them. Whenever they actually do something on their own, they do develop an understanding and rationality regarding the same phenomenon.For example a child understands that sugar takes less time to dissolve in hot milk rather than cold milk. Thus, when they indulge in activities, experiment they develop scientific and logical reasoning. 6. Logical reasoning – It is when a child can apply logical rules in order to solve problems. Logical reasoning requires the child to link each alternative to the main problem by strong reasoning. They may also require using logical structure â€Å"If†¦ , Then †¦. † for example if a child has to climb up two floors, he could either use the lift or the stairs.If the escalator lift for some reason is not working, then either the child could wait till the lifet starts working or take the stairs. The choices have to be logically reasoned out. Both analogical and logical reasoning develop gradually over early and middle childhood whereas scientific reasoning does take more time to develop and take shape as it is much enhanced by experience. Along with certain important processes used in PS some of the others are – Symbolic representation as tools Rule based problem solving etc. Above we have also looked at Piagetian perspective on PS.Let us also look at the Vyogotsky’s perspective on the same. Lev Vygotsky gave some novel ideas regarding childrens learning and their problem solving abilities. 1. Zone of Proximal dev elopment (ZPD) – This is the zone where learning takes place. This zone represents the difference the between what the child can achieve on its own and what it can achieve with the help of others. In order, for learning to occur, the elder or peer must provide a challenge that is beyond the child’s own capabilities and yet be assisted. Thus assisted learning or peer learning is an important aspect of children developing the PS abilities.If children have done a task with an adult or under the guidance of an adult (ZPD) they tend to show improvement whilst performing as opposed to those who were attempting it for the first time ( Piaget’s discovery learning ). Vyogotsky also pointed towards the importance of private speech in children, whenever confronted with a novel problem. This speech could be their method of engaging with the problem. As children grow up and get better at symbolic interpretation, this private speech diminishes. Now let us look at how a constr uctivist classroom helps children in enhancing their PS abilities.Constructivist approaches to learning attempt to generate environments where learners are actively engaged in their surroundings and environments that help them to construct and develop their own understanding, reasoning and knowledge, rather than the teacher interpreting their world for them. The learners interaction with the environment and with the subject matter at hand results them in having their own view about the subject. Thus we can see that collaborative learning is the hallmark of a constructivist classroom. For example – group of students in a chemistry class are learning about properties of organic salts.Instead of directly stating the properties, the teacher will devise questions which will engage the students in challenging their previous knowledge, link it to the other phenomenon that they have already been studying and generate a new level of understanding regarding the topic. During the discus sions and promptings, when one student comes with the relevant concept, the teacher would cash on it and hint to the group to further explore this concept. Late, she would sum up ay concluding what the class has learnt, what helped and what did not help them in constructing new knowledge.Question – The biggest question for me is the teaching methodology. In most of the schools, that me and my colleagues have visited during our practicum, we inevitably noticed that instead of focusing on teaching the students how to think, rationalize, develop an understanding. The focus is on what they should think? Conclusion – By providing them everything like â€Å"ready to eat meals†, we seal them from developing their own understanding. In a class room setting children, still encounter structured problems, in real life settings children will be coming across many ill structured problems.The aim of education must be to prepare them for encountering the challenges that they w ould face everyday. They have to be trained to adequately use their problem solving abilities within the classroom as well as outside it. References – Taylor, L, (2005). Introducing cognitive development. Taylor and Francis: Psychology Press. (Chapter: Thinking and reasoning). Siegler & Alibali (2005). Chapter 10: Problem-Solving (pp 341-380). Synder L. & Synder J. – Teaching critical thinking and Problem solving skills, The Delta Pi Epsilon Journal, Volume L, No. 2, Spring/Summer, 2008

Attractions Of Jaipur Tourism Essay

Attractions Of Jaipur Tourism Essay Jaipur, ‘The Pink City’ is a major tourist centre of the country. The city is packed with many attractions like beautiful and glorious forts, world famous theatres, gorgeous temples and many more. As a tourist you will be awestruck with the beauty of the monuments in the city. Flamboyant and vivacious bazaars bustle with attractive stuff. Jaipur is legendary for its gemstone and gold jewelry work, fabrics, and ‘jutis or mozaries’ (traditional footwear) that possess quality are surely a cache for the shoppers. An opportunity to take along ‘the glory of the city’ as a souvenir of the visit is so amazing. You will wish to revisit the city to explore its beauty and intrigue to the fullest. Feel the grandeur of the Maharajas who lived in such magnificent forts and palaces Maharaja Sawai Jai Singh II invoked the artisans from all over the world and facilitated them with all the things they required, to help in creating the exotic city of beautiful ar chitecture as Jaipur. Today, Jaipur is a hub for rich wedding destinations. Royal weddings are organized here. Exquisite destinations are specially designed for marriages, and offer an experience of one of its kind. Jaipur’s forts, monuments, and museums can be read about further. The temple of Sun God at Galta, Amber fort,Vidyadhar’s Garden, City palace, Sisodia Rani Palace, and Sanganer are some of the exquisite attractions that city comprises. AMBER FORT Distance from the city center: 10km Built in: 1592 Charges: Admission: Citizen INR 10/ Foreigner: INR 50 Photography charges: Citizen/foreigner: Rs 40/25 Video charges: Citizen/foreigner: Rs 100/150 but it includes all the three charges (entrance, still camera and video camera fee). Timings: 1000 to 1600 hours Specialty: Sheesh Mahal, Diwan-e-am CITY PALACE Distance from the city center: Situated at city center Built in: 19th century Charges: Indians Rs. 35.00 and for foreigners Rs.150.00 inclusive of entry to Jaiga rh fort Timings: 930 to 1645 hrs. Specialty: Temple, Chandra Mahal, Govind Devji, Diwan-e-am NAHARGARH FORT Distance from city center: 15 km Built in: 1734 Charges: Rs. 15 for Indians, Rs. 20 for Foreigners, 30/70 for Camera/Video Entrance Fees for Indian Citizen Rs. 10.00, Foreign Citizen Rs. 80.00, Indian Students Rs. 2.00, Vehicle Entrance Fees (Bus charges Rs. 100.00 Gypsy/Car/Jeep/Mini Bus Rs. 65.00 and Motorized two wheeler Rs.10.00 Timings: 1000 to 1700 hrs Specialty: Madhavendra Bhawan, city view from top of the fort. JAI GARH FORT Distance from the city center: 15 km Built in: 1726 Charges: Rs. 15.00 for Indians & Rs. 20.00 for foreigners Timings: 1000 to 1845 hrs Specialty: Collection of Ammunition, Worlds largest Canon FORTS The Maharajas and their royal families, the palaces where they lived are so exquisite that today, the city has become popular because of them. Initially, the foundation of the city was placed by Maharaja Sawai Jai Singh II, the founder and the ruler. Amber fort was designed keeping in view his desires. He established his kingdom powerfully which effected the augmentation of the city. However, Jaipur was born as a place for the growing population and was made the capital. The ruler planned the architecture of the city majorly considering the security of the city. The lavish palace for the residence of the king was built ‘The City Palace’ and the rest is history. The famous forts of the city have been enlightened further.

Research paper about Gasoline crises Example | Topics and Well Written Essays - 1750 words

About Gasoline crises - Research Paper Example Oil is essential for all the vehicles irrespective whether it is moving on air, water or land. Though many alternative solutions have been suggested as fuel instead of oil for vehicles like solar energy, electrical energy etc, nothing evolved as a permanent and convenient option yet. The exhausting of current oil sources has created major crises in the current world as many experts believe that the available oil resources may last for maximum 30 to 40 more years considering the nature of consumption at present. This paper briefly explains gasoline crises based on the oil price variations and its impact on global economy. Oil is an essential commodity for the world’s economy. It is impossible for us to think about our body without blood. Same way oil is the blood of world economy. Any problems in occurred in this blood (oil) can cause severe damages to the body (economy). Oil is an essential commodity required everywhere, but unfortunately the oil resources are confined to some areas or regions only which made oil trade an essential economic activity in the current world. Major oil producing countries have monopolized the world market and they have varied the prices of oil as per the supply and demand theory. Around three years before the oil prices has reached an all time high of around $ 150 per barrel whereas it has come down to as low as around $ 30 per barrel recently because of global financial crisis and low demand of oil products. America is one of the topmost oil consumers in the world because of the huge amount of automobile vehicles used for different purposes in this country. Irrespective of developed, developing or underdeveloped, all the countries need oil and the oil trade has started between countries as early as the oil and automobiles were discovered. One of the rapidly growing economies in the world Brazil has reportedly engaged in a, bilateral trade of US$ 8.192 billion in 2004 with the Arab countries. (BRAZIL:

Understanding Tourism Essay Example | Topics and Well Written Essays - 2250 words

Understanding Tourism - Essay Example Consequently, this behaviour of tourists towards certain destinations create the understanding about demand in the tourism industry. Hence, the aspects of tourism that influence tourists’ behaviours towards preference for a particular destination defines the success of a given tourism region. A tourist region can either be tourist generating or tourist destination. However, this paper focuses on tourist generating regions. According to Williams (2004), â€Å"Tourism generation regions can be defined as the permanent residential bases of tourists, the place where the tourist begin and end, and in particular those features of the region which incidentally cause or stimulate the temporary outflow† (p.32). Tourist generating region provides the basic market and the source for prospective tourism demand in the tourism industry. As such, major tourism activities such a marketing takes place in this region including wholesaling, retailing, promotion and advertising. Since such regions exhibit tourist exodus, it is important to understand the commercial and sociological factors that motivate them to go for holidays in other places. Similarly, it is imperative to evaluate the economic, cultural, and social effects of this exodus on in a community where people depart to other areas. The components of a tourist generating region include both geographical setting and behavioural factors that relate to motivation. This essays explores these components, as well as performance of France as a tourist generating region. French people go for both leisure and business destinations. For the leisure destinations, the holidays starts in the months of July or August depending on a person’s preference. The idea of a vacation in France is a taste of luxury life. However, this is not the luxury of overpriced accommodation and Fifth Avenue shopping, but luxury of a life free from work. This

How does hip hop music affect black youth Essay

How does hip hop music affect black youth - Essay Example Music became the distinctly identifiable symbol of African music culture deeply rooted in African tradition. Early forms of African music symbolized the determination of the generations to preserve a rich collection amassed throughout history. The collection of music demonstrated the determination of Africans to survive the conditions of the systemic social, psychological, and economical oppression thrust upon them. Music provided a documentation of a legacy of struggle. The myriad of music genre berthed throughout history continue in the tradition, demonstrating the significances of music in African culture. Collective Struggle Through Music Perhaps most evident throughout the history of black music is the presence of struggle. In music, struggle is evidenced as evidenced as the social conditions of the people. In Blacks music, struggle surfaces as the conditions of economic oppression, racism, social and gender inferiority, violence, devastation, and despair (Taylor, 1997). Music p rovides social and psychological sustenance and emotional fulfillment in the midst of the struggle (Rose, 1999). Evident is a shared, fundamental common thread: the music genre provides social identification and group solidarity for the respective followers. Music allows the individuals in struggles to share ideas, values, and belief (Titon, 1984; Rose, 1999). For groups silenced by mainstream constraints, music renders a powerful voice. Music is used to cast upon the consciousness of issues inherent in the mainstream relationship to the black community (i.e., injustice, prejudice, and oppression; Rose, 1999). Of further evidence is the youth influence on the evolution of black music forms. Black youth have historically struggled to overcome societal... This "How does hip hop music affect black youth?" outlines the connection between listening to hip-hop music and teenagers behaviour. Rap is an integral component of the African oral and musical traditions. Rap artists have emerged as the modern orators, the present-day Black icons (Rose, 1999). The non-violent anti-establishment rhetoric of 1960s, has been swapped by the powerful defiant, hate-driven, aggressive, anti-establishment rhetoric of rap icons, which provide contentment for the 1990s generation of Black youth (Rose, 1999). This often rebellious rhetoric speaks to the social, psychological, economic, political, educational, and cultural conditions and challenges of today's youth. Specifically, rap developed as a result of youth efforts to negotiate the often adverse conditions of their environmental surroundings. The lyrical images in rap music provide a graphic and spellbinding representation of the social conditions of the artists and the youth who embrace the music. The lyrics, delivered in an explicit and combative manner, seek to capture the austerities of urban life as youths encounter and experience them every day. The connectedness of the lyrics to the social conditions of the youth enraptured by the music stimulates an impassioned embrace (Rose, 1999). The enraptured state of the youthful devotees is reminiscent of the fervent state often displayed during an emotional religious experience. Youths who immerse themselves in the music and with such fervor embody the youth oriented culture known as hip-hop.

Obama on Family Essay Example | Topics and Well Written Essays - 500 words

Obama on Family - Essay Example In order to fulfill educational requirements, majority of students in America are working part-time. In most of the cases, this is not their hobby but their need. The children and the family members both dont get much attention from their heads as they're out to work, this leads to communication gap between them, which further becomes the root cause of many problems. Obama also added to this, by comparing his own commitments, professional and personal both, and commented on how he use to keep a balance between his personal commitments, and professional commitments, and consign errands in a more fair way, as Obama and his wife managed and organized their commitments. Obama agrees that this condition is not suitable for the whole family. Yet, he puts the blame on Republicans who, according to his point of view, are not coming up with a realistic and approachable solution to the long-established family structure. Obama has clearly explained that in order to make children well establishe d and firm in the way to progress, they need personal attention and social relationships with stronger and long lasting effect of love and admiration.

To what extent is the fate of the protagonist in Woman at point Zero Essay

To what extent is the fate of the protagonist in Woman at point Zero (Nawal El Saadawi) and Chronicles of a death foretold dictated by the moral values of the culture in which they live - Essay Example These values determine the characters actions and thereby shape their fates. In Woman at Point Zero, the protagonist is manipulated and dishonored by a number of people in her life. She has no power over the events that happen to her. She gradually learns the value of power and money which enables one to gain control over others and that becomes the utmost aim in her life. Similarly honor as a moral value affects the lives of all the major characters in Chronicle of a Death Foretold as they exist in relation to a single major event. Santiago pays the price for supposedly dishonoring Angela. Angela pays the price for not being a virgin. The Vicario brothers have to commit a crime to defend the honor of their sister. Roman has to discard his wife because honor means everything to him. All the characters display a variety of emotions. They show both negative and positive streaks in their personalities. Although much of the narrative is focused on him, Santiago Nasar is an ambiguous character throughout the novel. The narrator says that â€Å"he was a child of a marriage of convenience† and that he is open hearted. His appreciation of valor, prudence, firearms and falconry comes from his father, who is no longer alive. The narrator also says that Santiago would have seduced Divina Flor, just as his father seduced her mother, Victoria Guzman. As the narrator says Angela Vicario can be said to be the main character of the story. She is center of the mystery that the narrator is trying to unravel, since she is the only one who knows who truly took her virginity, and she remains mysterious at the end of the story because she never reveals whether or not Santiago was guilty. As a young girl, she was the most beautiful of her four sisters. However, the narrator says she had a "helpless air and a poverty of spirit that augured an uncertain future for her." The narrator says that her "penury of spirit had been aggravated by the years."

Op-ed paper - The Rise of Plutocrats Essay Example | Topics and Well Written Essays - 1500 words

Op-ed paper - The Rise of Plutocrats - Essay Example The growth of plutocrats in the 21st century has been supported by the growing global businesses, emergence of technology and neoliberalism as captured in her publication. The rise of plutocrats has been facilitated by the era of neoliberalism, emergence of technology which enables plutocrats to control factors of production and economic globalization. The rise of global plutocrats has significant political implication in various parts of the world especially on countries that have influence on global business and trade (Gardels, 2013). In this paper, the impacts of globalization, technology and neoliberalism on plutocrats will be discussed in this paper including its implications on global politics. Freeland (2012) identifies neoliberalism, economic globalization and change in technology as some of the emerging issues in this era that influences the emergence of plutocracy. Neoliberalism is defined as the growth of ideas that thrive on a free society thus leading to the development of free trade and a decline in government interference. Neoliberalism has facilitated the emergence of plutocracy through the strengthening of the belief that despite the social position we hold in the society at birth, we are well placed to rise to the top by utilizing our talent (Gardels, 2013). With a laissez fairer economics, the market is liberated from any form of political or government interference, opening business opportunities with those with the means to acquire the factors of production. Under neoliberalism, the state should not in any way interfere with the business activities of the private sector. Instead, it should introduce the right safeguards aimed at protecting private property and ensuring that the activities of the plutocrats are not affected by policies which restrict the market (Gardels, 2013). According to

Global Hybrid Electric Vehicle Market Essay Example for Free

Global Hybrid Electric Vehicle Market Essay A hybrid electric vehicle combines two energy sources, one of which is mechanical (ICE) and the other electrical. The size of the gasoline engine in a hybrid electric vehicle is smaller than that in a traditional vehicle. The combination of the two power sources helps to achieve better fuel economy and performance. Hybrid electric vehicles use efficient technologies such as regenerative braking that charges the battery by converting kinetic energy into electric energy. Many hybrid electric vehicles have start-stop systems that shut down the ICE when idle and restart it when needed, thereby reducing idle emissions. Covered in this Report This report covers the present scenario and the growth prospects of the Global Hybrid Electric Vehicle market for the period 2014-2018. To calculate market size, the report considers the unit shipments of the following types of hybrid electric vehicles in the market: †¢HYBRID ELECTRIC CARS †¢HYBRID ELECTRIC TRUCKS †¢OTHER HYBRID ELECTRIC VEHICLES Key Regions †¢JAPAN †¢NORTH AMERICA †¢EUROPE †¢CHINA †¢ROW Key Vendors †¢FORD MOTOR CO. †¢HONDA MOTOR CO. LTD. †¢HYUNDAI MOTOR CO. †¢TOYOTA MOTOR CORP. †¢VOLKSWAGEN AG Other Prominent Vendors †¢NISSAN MOTORS †¢GENERAL MOTORS †¢DAIMLER †¢VOLVO GROUP Key Market Driver †¢INCREASED POPULARITY OF ELECTRIC VEHICLES †¢FOR A FULL, DETAILED LIST, VIEW OUR REPORT. Key Market Challenge †¢HIGH COST OF HYBRID ELECTRIC VEHICLES †¢FOR A FULL, DETAILED LIST, VIEW OUR REPORT. Key Market Trend †¢INCREASE IN RD INNOVATIONS †¢FOR A FULL, DETAILED LIST, VIEW OUR REPORT. Key Questions Answered in this Report †¢What will the market size be in 2018 and what will the growth rate be? †¢What are the key market trends? †¢What is driving this market? †¢What are the challenges to market growth? †¢Who are the key vendors in this market space? †¢What are the market opportunities and threats faced by the key vendors? †¢What are the strengths and weaknesses of the key vendors? For more insights, view our Global Hybrid Electric Vehicle Market 2014-2018 report.

Vulnerability Of Adults With Learning Disabilities Social Work Essay

Vulnerability Of Adults With Learning Disabilities Social Work Essay Adults with learning disabilities who are vulnerable need support to ensure that they are not denied the right or opportunity to make their own decision and give their own consent (Peate Fearns, 2006). According to Hayes, (1993) states that, adults with learning disabilities who may have had no choice but to accept the labels dingbat or airhead to cover the confusion, memory lapses, misread or misunderstood directions, or the dozens of other mean tricks that adult has played on through the years. People who have much less the ability and capacity to understand new or complex information, either less able learn new skills also has a little ability to dealing independently like-the ability to social work weakness and the requirement that of the beginning before the age of puberty have a lasting effect on development (Scottish Executive,2010). Adults with learning disabilities comprise of a highly vulnerable part of the society, who have limited access to health care facilities /services offered to them. According to Kerr et al., (1996a) he states that, learning disabilities suffer form a similar range of morbidity as the general population, but some conditions are seen with greater frequency within certain syndrome. They are often faced with obstacles and challenges while coping with grave situations such as loss and bereavement of loved ones, personal illness, death etc (Elliott, 1995).They are known to have been ignored persistently in terms of providing services in the need of personal illness, death, and other challenging life situations, thus increasing their vulnerability all the more (Elliott, 1995). Vulnerability Risk: A vulnerable adult is a person who is eighteen years of age or older who is, or may be in need of community care services by reason of mental or other disability, age or illness; and who is or may be unable to take care of him or herself, or protect him or herself against significant harm or exploitation. -No Secrets March 2000, p 45. Every human being becomes vulnerable during their lifetime for many of reasons they all respond differently to events that happen to them because of who they are and the lack of support that they have around them (Jacki, 2001). The term vulnerable adult(s) is now use more widely in the social care field than it ever was, but it may be open to interpretation and being vulnerable means different things to different people (Jacki,2001). People with learning disabilities are one of the most vulnerable groups in the society (Department of Health 2001). Learning disabilities may be more at risk not only because their own difficulties in understanding or communication but also because of the way they receive services and the fact that they may be actively targeted or taken advantages (Jean and Anthea, 1997). The broad definition of vulnerable adults is a person: who is or may be in need of community care services by reason of mental or disability, age or illness; and who is or may be unable to take care of themselves, or unable to protect him against significant harm, risk or exploitation (DOH 2000, s.2.3). Among the most vulnerable members of society they cant speak up for themselves. For example, if consequences are limited when an adult with learning disabilities abuses another person, the victim may be left with the idea that such behaviour is normal and acceptable, and that services will provide little protection and that their complaints will not be heard. It may also increase their vulnerability to further abuse because abuse can become normalised and more likely to be the victim of abuse physically (McCarthy and Thompson, 1996). The Oxford Dictionary define risk as meaning a hazard, a dangerous, exposure to mischance or peril, as verb it also similar which means hazard, to danger, to expose to the chance of injury or loss( Parsloe, 2005). Risk is closely linked to dangerousness, resulting in harm which seems to be agreed means harm to self or others and extend of harm which constitutes a risk in various situations especially adult with learning disabilities. If you dont know for sure what will happen, but you know the odds thats risk, and if you dont even know the odds, thats uncertainty (Knight, 1921, p.25). Royal Society (1983) states that, risk assessment which axiom as the probability that a particular adverse event occurs and social services has been concerned predominate with risk assessment to prevent harm. They may also suffer further if they have to deal with seeing their perpetrator on a regular basis, and may be subject to further assaults in retaliation of their initial complaint. In addition to the risks to existing victims, poor responses may result in increasing numbers of people being abused. Definition of vulnerable adult in section 80(6) Care Standard Act 2000 states that- (a) an adult to whom nursing and accommodation or personal care are provided in care whom (b) in adult to whom personal care is provided in their under arrangements made by a domiciliary care agency own home (Peate Fearns, 2006). Adults with learning disabilities, and those people who have a less capacity like who have mental illness, old and frail, need protection from potentially abusive situation over which they might have little control (Department of Health, 2000). Learning disability Adolescents obliviously it is not always acted in ways that serve their own best interests, even as defined by them (Fischhoff et al., 2000). Sometimes their perception of their own risks, even of survival to adulthood, is larger than the reality; in other cases, they underestimate the risks of particular actions or behaviours since adults abuse and risk has gain higher profile. According to Kemshall and Pritchard (2001) states that, there has been much debate about a welfare model or a criminal justice model should be adopted. After the recent death Steven Hoskin 22 years young man who has been dead by numbers people. Adults vulnerable protection systems are likely to come under close scrutiny (Jacki, 2001). It is possible, indeed likely, that some adolescents engage in risky behaviours because of a perception of invulnerability-the current conventional wisdom of adults views of adolescent behaviour. Others, however, take risks because they feel vulnerable to a point approaching hopelessness (Fischhoff et al., 2000). In either case, these perceptions can prompt adults to make poor decisions that can put them at risk and leave them vulnerable to physical or psychological harm that may have a negative impact on their long-term health and viability. Learning Disabilities: The concept of learning disability Brumback (2004), people who have development disorder in their language, speech, reading and associated communication skills needed for social interaction also who have sensory handicaps such as blindness or deafness and generalized mental retardation. According to Robert (2009) Learning disability is a neurodevelopment disorder affecting a specific cognitive skill that occurs in the presence of intact skills in most others realms and specific impairments are presumed to be due to dysfunction of the brain and to have been present since birth. And learning disability substantially limits functioning in one or more aspect of persons life (Mapou, 2004). According to Mencap (2010) reports that, in the UK there are 1.5 million people with a learning disability. Most are treated as different and dont have the same control over their own lives as the rest of our society. Over the past century and a half there have been huge changes in the in the labelling of those people presently categorize as having learning disabilities. In social policy terms, they have been variously labelled as vagabonds, idiots, mentally handicapped, learning disabled, and people with learning difficulties among others names (Gordon,2005). Above the definition indicates that, Learning Disabilities is thà Ã‚ µ terminology used to label people that function at an intellectual level that is significantly lower than the average people in society (David and Hinor,2003). Different periods in history have meant different things, depending on the social and economic circumstances of the time, and of course on how long people with learning disabilities lived (Brian, 2006). Risk Assessment Decision Making Process/ Practice Tools: Increasingly responding to the risks of others, preventing risks to vulnerable adults or running risks to themselves is all in days work for the busy practitioners and manager in the field of social care (Brearley, 1982). Every day a lot of risk situation changes rapidly and what applied yesterday but may not today. Those service users who are identified as at risk would be provided highly effective instruction to reduce their risk in the identified area (e.g., language, reading, numeracy/ math, behaviour) (Brown, 2003). David Carson (1988b) points to about risk Risks should be taken to achieve specific goals in the light of possible harms occurring and Taking risks involves deciding that the potential benefits of a proposed act out weight the potential drawback (p.248). Hence risk always should be taking whether or not to act to achieve beneficial results in an awareness of potential harm. To minimize risk and make it useful and meaningful, may risk situations need to be reassessed regularly perhaps daily basis according service users daily need. People with learning disabilities are subject to risk all time due to their vulnerability they sometimes abused by those who have control over them or by those who realize that they are vulnerable because of their disabilities they often find it very much more difficult to assess risk the way most of social carer and services do (Vaughn and Fuchs, 2003). While most of carer don dont asses risk very efficiently they generally make some attempt to do so. Its not easy at all to do risk assessment as it is a complex task and most of the time carer or support worker they do adequately but not very thoroughly (Carol, 2002). In spite of some difficulties, there is an increasing awareness that people with learning disabilities can make choices, moreover they want to do so. Nevertheless its often failed to consider is that, the amount of risk that these choices carry and most of us have grown up accustomed to risk-taking. Many problems about assessing risk that different services user may perceive the different risk. What is acceptable to one person may not be acceptable to another. Main objective of the risk assessment when its possible may sometimes affect decision making in number of different ways (Heilbrun, K.et.al (1999). It is true many adults with learning disabilities who have always facing risk in their everyday life. Significantly about choice decision sometimes its difficult for adult as well carer to make right choice how could be at risk. The difficulty for people with learning disabilities is that carers often do feel often they are expected to make these choices for them. The law of negligence can appear to inhibit decision making personal freedom and choice sit uncomfortably next to the concepts of duty of care and professional liability (Fuchs, 2003). People with learning disabilities may not have done perhaps carers need to be encouraged to help their service users how to make choices with and appreciation of the risk involved. This is more challenging task than just encouraging choice alone it seems that not only should people with learning be allowed to make choices and take risk they should actively be encourage to do (Kemshall Pritchard, 1996). Multidisciplinary Risk Assessment: There are a range of sources where information can be gained for a through risk assessment which include the prospective resident, their relatives or practitioners involve with the person and any written reports; which may be historic or recent (Alaszewski and Manthorpe, 2002). The problem with the right to make choices is that it assumes that adult with learning disabilities are able to make choice about risk in the same way every one does (Heilbrun, K.et.al.1999). It acknowledge that adult with learning disabilities do have real difficulties with many cognitive takes. Most have problems in assessing risk effectively because of the complexity of doing so it is likely that people with learning disabilities will find the particular difficult. An endeavour to make balance the protection of vulnerable adults, as standard in the No Secrets guidance ( DoH, 2000) where different policies that encourage and aid to take more control to service users in their lives which also including to tak e opportunities and manage risks. In 2007, Department of Health established risk assessment and management regulation and various assessment tools for help practitioners and professional to work predominately in the field of social care. According to Jones, 1998 states that, the assessment of ability to consent and the ability to make real choice, especially in relation to understanding the likely consequences of the choices or decision made. It could be helpful when any risk assessment plan to do like-if carer support worker want to take any decision about the service users or any person , is the person are aware about that decision been mad or going take ? Are they communicating their choice decision making? Giving more choice people with learning disabilities especially about taking risk, its mean that carer have to be alert to the extent to which the service users are able realistically to assess the level of risks involved (Sellars, 2003). Many adult with learning disabled the most successful way to avoid and minimize risk to avoid further problem is by effective management. When the person concerned may have been living in a setting where the opportunities for such behaviour have been very limited or absent, carers and professionals are sometimes tempted to assume that because the recent past has been incident-free the problem has disappeared (Carol, 2003) Risk Assessment: Risk assessment is about predicting the future and the likelihood of particular events occurring; these will be both wanted and unwanted events (Pritchard, 2004). Risk assessment is merely the description of good methodical practice to risky situations (Jones, 1998 p.5). In leave to address matters of importance for instance dangers, hazards, and known triggers and how best to keep away from them is a risk assessment. Confirm that they are recognizable with the exacting risks that you have put measures in place to reduce, or eliminate them and that you could face with the person in your care. A multifaceted and time consuming task and a continuous process is Assessment (Pritchard, 1997). Assessment of risk for adult with learning disabilities which should be evolutionary in nature constantly informed and shaped by changes of circumstances upon service users needs (Brown, 2003). The practice of risk assessment and management is the process of data collection, recording, interpretation, communication and implementation of risk reduction plan (Maden, 1996). For the risk of learning disability, clinical model of risk assessment have become the norm. There are two kinds of risk that are relevant to work people with learning disabilities, risk of unnecessary exposure to undesirable events or experience, and risk of negative consequences when possible benefits and desirable experiences are perused ( William, 2006). Above this it is clear that a strategy of prevention should implement, and management is required so that risk and benefit are balanced. In social care and health care there are broadly two main context of risk which are not provided and everyday risk in their life and learning disability have a history of formally documented offence (Thompson, 2000). So far it has been established that different service users have different risk upon their physical and mental health which is major issue for people with learning disabilities and there are large number of people with learning disabilities who suffer from variety of physical and mental health condition (Heilbrun, K.et.al. 1999). However, the true extent of the problem cannot be known, due to difficulties in assessment, and it is estimated that the actual number is high due to the service users being unable to sufficiently communicate their social life. It follow that the more severe the communication problems, sometime its difficult service user are gain true assessment (Priest Gibbs2004). In order to fully appreciate the process of risk assessment, here identify the one of particular service users and consider the kind of life they lead at present. Service users who is Mr M 22 years old young male with complex physical learning disabilities who has Cerebral palsy affecting all four limbs, epilepsy, severe learning difficulties and Migraine which affects him seizure pattern. Who lives in a residential care home with four others service users people with learning disability. However this service user also have gastro feed which need to use for his water and medication as he cant drink and always need someone to assist his food. Deliberate self-harm is relatively common when he feels unhappy and anxiety his verbal language is very limited he can communicate within short sentences and can answer yes/no. Mr M always need to use wheel chair for maintains his everyday life. Assessment of risk The plan should note risk low, medium or high as well as the impact of the child or young person on others. (Guidance on the Child or Young Persons Plan, Scottish Executive. 2007, page 13). Risk assessment is useless unless the results are shared with everyone who is involved in the care of ht client (Sellars, 2003 p.154). There are several risk exist her for this service users as he has Cerebral palsy which is a general term used by doctors to refer to a set of neurological conditions that affect a people movement and co-ordination. Neurological conditions affect the brain and nervous system. Epilepsy is common, he needs to regular medicine and to control this and possibly refer to regular doctor visit due to he has migraine problem as well as. He also has choking difficulties while he eats his meal. Risk can fall of wheel chair if it does not fasten. At risk of being hurt when moved. And at risk of falling off ramp when loading in to resident vehicle while he travelling. Risk to carer/staff: This service user often to risk carer or staff, some risk that he could become aggressive if he is feel hungry or any physical illness. Infrequently he can become aggressive or even violent during the illness so that this behaviour needs to be monitored. Frequency of risk: This service user sometimes settled and had good responded well to medication. It is likely he is vulnerable and sometime faced with stress in his life due his migraine problem. And he has Percutaneous Endoscopic Gastrostomy (PEG) and need to see doctor every four months. Level of Risk: The level of risk is very high this residential care home has own risk assessment plan. For minimize the risk as vulnerable adult trust has their own policy according to service users need. For health and safety and others physical risks as well as there are recognized health risk associated with the carer and service users. Taking risks daily on occasion, and thus the level of risk that he will come to harm which is quite high. Manual handling risk: To minimize risk during changing of position in bed/on floor, slide sheet to be used and make sure service user is positioned correctly and two trained staff to assist him all times. Staff to use high adjustments on equipment where needed like Hoist. To transfer from bed to chair, chair to bed and chair to chair the level of risk also high staff always hoisted for all transfer using allocated sling. Staff to use height adjustment equipment where available during Changing Bench/ shower/ bath level of risk also high. Due to his physical ability while he travels in transport he need his wheel chair and have to make sure four point clamps to be use while on the vehicle and addition seat belt to minimize risk during his journey. Possible outcome: The immediate outcome is that health needs are constantly monitored by his parents and his career. He has cerebrally palsy which affecting his limbs and also had severe learning disability and epilepsy which is controlled using prescribed medicine that administrated by his concern of his resident/trust. He also sometimes suffers from migraine and takes medication for his migraines appears to be controlled at the present time. He always uses wheel chair for mobility. Seizure and migraines are prone to increase when become too warm and carers are aware of this which is monitor by closely. Managing Risk: From the above analysis it is clear that this service user is a high risk client. However, the key to understanding the level of risk is the acceptance that his behaviour could be change which depends on his medication and close support from his parents/ career and doctor. And it is important in the first instance try keep staff safe and would be wise to ensure that staff work always in pairs, and that vulnerable are not left alone unattended. While assessed others should not be put at risk and violence cant be ignored (Casellas, 2003). Sometimes it would be wise to monitor behaviour it may be possible to discover patterns his behaviour like- When he became agitated is there any time or reason? How about his voice does he react different tones of voice? Why he wants to hit staff is there any communication gape? Are some time or someday difficult? Does he feel uncomfortable or need personal support? Or are there any physical problems which make him unhappy and annoyed? For behaviour assessment by psychologist or doctors recommended, in order to see if any patterns emerge this may allow the behaviour plan to be managed within the existing home. However sometime service users simply exploiting inexperience staff to his advantage, then it may be necessary to move him to another place ensuring that he is supported by staff with experience who knows him well. Thus a review of medication and careful monitoring to ensure that he takes it may improve the situation which he has epilepsy and others physical illness. And staff should be aware environment they are in and hazard that may be present. While proper risk-assessment procedures may be lengthy and complex quality of life for a person with learning disabilities is likely to depend upon them (Kemshall and Pritchard 1996). Conclusion/Recommendation: Risks change constantly and people grow, change, and develop. It is important to review risk assessment regularly, and aim always to increase choice and freedom for the people with learning disability (Sellars, 2003 p.155). People with learning disabilities are beginning to reclaim the lives they lost in the institutions, having choices, jobs, sex lives and even becoming parents unthinkable until even quite recently. Slowly, perhaps far too slowly, the rest of the community is beginning to realize that the majority of people with learning disabilities are not so different from everyone else, and need the same things in their lives that all of us do: work, leisure, partners, and a sense of being part of a social group (Heillbrun, K. Et al 1999). They want to feel useful and valued, as we all do. Life is full of risks. We all take risks all the time, and the more familiar they are the less we tend to recognize the real level of risk involved. It actually takes the greatest risk in our lives every time that we step into a car, but few of us really consider that risk seriously (Daniel, 2003). This is the other side of the coin; we are inclined to believe that it wont happen, even when the objective statistics suggest otherwise the difficulty that now exists for people with learning disabilities, especially those with greater disability, and those who care for and support them, is that the law specifies that many such people are vulnerable, and not able to make this choice for themselves (Daniel, 2003). The onus of assessing risk and making the decision therefore often rests with carers. Because it is such a difficult decision to make for someone else, carers often take the simple way out, and avoid letting situations arise where learning-disabled people in their care have the opportunity to develop sexual relationships: if a person cannot make an informed choice then perhaps it is easier not to offer them that choice (Lindsay 2004). This is the current dilemma for those who work in community care situations. According to David J. Thompson,(2000) the issue of sexual relationships is perhaps the most difficult and complex, but this problem of balancing risk and choice is a constant one for carers and professionals, in relation to many aspects of everyday life. In the background is the ogre of the law (and/or local management), ready to jump on the unwary, should they get it wrong. No wonder, perhaps that many are cautious about enabling such choices to be made. Get higher in the information of vulnerable adults referred to them for the reason that they are at risk of physical and sexual mistreatment, in addition to financial fraud, a study has found in Social services departments have seen (Simon, 1997. So where adult with learning disabilities have more complex problems, such as behaviour problem, mental illness, or others any physical or mental disorder they will need additional care and support to cope with their everyday lives (Hawks, 1998). Sometimes these problems impose additional risks, and these do need to taken into account when assessing and managing risks for each person/adult.

Research on early fathers and mothers involvement and childs later educ

In 2004, the British Journal of Educational Psychology releases a report on a research that was conducted by Eirini Flouri and Ann Buchanan dealing with the correlation of early interaction of parents and the future assessment of their children in school. Previous to this article, little research was given to the individual long-term contribution that early parent involvement had in a child’s success in school. Flouri and Buchanan had three particular goals in mind while completing this research: (1) To explore the role of early father involvement in children's later educational attainment independently of the role of early mother involvement and other confounds, (2) to investigate whether gender and family structure moderate the relationship between father's and mother's involvement and child's educational attainment, and (3) to explore whether the impact of father's involvement depends on the level of mother's involvement (www.Ingentaselect.com). The study was provoked by t he considerable amount of research presented by the United States that suggested that early father involvement would lead to positive outcomes in children; Flouri and Buchanan wanted to evaluate if this was the case in the United Kingdom (www.literacytrust.org.uk). The researchers had positivistic basis for obtaining their study. It was solely an attempt to reveal patterns and regularities dealing with the subject manner. They gave a secondary analysis of work that was deductive of longitudinal data coll...

security trader :: essays research papers

The financial occupation of a security trader is a highly rigorous and pressure filled position. A security trader must constantly be aware of the current market position, as well as be able to predict in the near future what the market will do, based both on past outcomes and personal predictions. A position as a security trader is likely to be highly dictated by one’s own self-motivation. Yearly income is based on commission, and being able to get new clients as well as retain old ones is based purely on the performance of the broker. If the broker can not provide a monetary gain for his client, then it puts more pressure on both the broker and the client, which could strain the relationship. Entry level individuals may find long hours and commission to be cumbersome out of the college environment but can eventually lead to be the keys to success within the field. Advancement within a firm also is based on the broker’s work ethic, as it is solely up to the broker to decide how far he wishes to advance within the securities exchange market. Andrew Charbonneau Finance 323: Investments Prof Kish A security sales and trading agent is a financial occupation that I would hope to pursue upon graduation. Being a trader is something that has always been of interest to me, as it seems as though the fast pace and constant changes within the market would be a challenging yet rewarding job. The exchange of securities is an aspect of finance is under constant technological advancement, as computers have revolutionized the way that traders can trade bonds and stocks. Once there was only floor trading, but now thanks to the benefit of computers, desk traders have become a growing and more prominent part of securities exchange. The internet has also allowed for the globalization of world marketplaces, and is another reason for this growing financial division. Aside from globalization, the internet has allowed for more online trading firms to open, expanding the need for traders. Generally speaking there are two kinds of traders: floor traders and desk traders. Floor traders is the occupation of one who physically runs around the trading floor like the New York Stock Exchange looking for buyers and sellers for their tickets. The floor broker will receive the order electronically when on the floor, and then will try to find the best price for the security that they are buying or selling.

Zeus Obstacle :: essays research papers

One of the greatest goddesses who lived atop mount Olympus was the goddess Athena. Athena was known as being the goddess of wisdom, war, the arts, and industry, Furthermore; she aided many desperate warriors on their journeys, and for this she is considered very just. With all of her contributions to the race of man such as the olive, the ability to tame the horse, and her creation of the potters wheel, she was greatly admired by humans. Athena was a very thoughtful and intelligent goddess, very rarely did she become angered, and more often thought of a solution, which was beneficial rather than vengeful. She was also one of the three virgin goddesses; she withheld her appetite for love and kept her chastity. With many sources of evidence, it is clear that Athena was one of the greatest of all gods and goddesses, her intellect, moral values, and great gifts to humanity put her atop any other goddess in respect to popularity in Greek culture.   Ã‚  Ã‚  Ã‚  Ã‚  Athena had one of the strangest births of any of the gods. Out of the many gods and goddesses, who lived atop mount Olympus, Zeus reigned above them all. He was the most powerful and strongest of all the gods and goddesses, even if you combined all of their attributes together, they still were no match for Zeus and his dominance, It is no surprise that a god this great should need no woman to bear offspring at the level of the gods. Zeus was told by mother earth and father sky that him, and his wife metis would bare children, which would jeopardize his position as ruler of everything. With this foretold conclusion, Zeus decided to swallow Metis who was about to give birth, and in so gaining her intelligence and wisdom. It is said however, that the result of metis being eaten were Zeus' tremendous headaches. Hephaestus had the solution to these headaches, an axe, the result of the axe and Zeus' skull was that Athena sprang out, fully-grown and Armored. Athena had b een given a numerous amount of traits from her mother, more over; the main qualities were wisdom and justice.   Ã‚  Ã‚  Ã‚  Ã‚  Because of her passion for war and battle, Athena was the protector of those who were brave and valorous. One of the many stories, which include a warrior receiving help from Athena, was Perseus. In his quest to kill the gorgon medusa, Athena gave Perseus his most helpful tool, a great shield in which he could view the reflection of the monster (anyone who looked directly into her gaze would be turned to stone).

Interpersonal Communication Complete Course Essay

Many people believe that communication skills are easy and should come naturally. As we have learned this week, learning effective interpersonal communication skills requires a lot of time and practice. Of all the skills listed in Chapter Two of Making Connections: Understanding Interpersonal Communication, which skill(s) are you most excited about improving in your interpersonal relationships? Why do you feel that you need to make improvements in this area? Based on the course material that you read this week, what are some ways that you plan on using these skills in your everyday life? DQ 2 In Chapter Three of Making Connections: Understanding Interpersonal Communication, the author lays out many psychological concepts concerning the â€Å"self.† How do all these concepts relate to interpersonal communication? Also, give an example of how your â€Å"self-concept,† â€Å"self-image,† or â€Å"self-esteem† has affected your interpersonal communication. Week 1 Assignment: Week 1 Assignment Article Critique (Making Poor Communication) (550+ Words) Week 2 DQ 1 In Chapter Four of Making Connections: Understanding Interpersonal Communication, the author discusses the power of language and how verbal communication can affect interpersonal relationships. The author also mentions ways in which you can improve your verbal communication. Explain  how you will use these skills to make your interpersonal verbal communication more effective. Use a specific example of someone in your life (past or present) that is difficult to communicate with. Describe how using these skills could improve your communication with this person. DQ 2 Nonverbal communication is one of the most powerful ways that we communicate in our interpersonal relationships. Sometimes, however, we may find ourselves unintentionally communicating something that we do not mean to. This tends to happen quite often in intercultural communication situations (when we are communicating across different cultures). Provide an example of a time when you nonverbally communicated something other than what you meant. Or, use an example of when someone else nonverbally communicated something to you that was different than what they meant. What happened in this situation? Be specific in your example and also discuss what you will do in the future to avoid this. Week 2 Assignment: Week 2 Assignment Article Critique (Talking Styles). (600+ Words) Week 2 Qiuz 10 Q’s and A’s. Week 3 DQ 1 Some students think that they do not have much of a cultural background because they were not born outside of the United States or because they do not speak another language. The truth is that everyone has a culture! This can be in regards to your race, ethnicity, gender, age, nationality, religion, sexual orientation, ability, etc. Take some time to write about your own culture and share with us what makes you who you are. Try to not focus on just one aspect of yourself, but try to utilize as many cultural elements as possible. Also, address why culture is important in communication. How does your culture affect your communication with others? DQ 2 Some of the work from communication expert, James McCorskey, has been very influential in research within the interpersonal communication field. He is especially well-known for his communication research scales. Go to the Willingness to Listen website and complete the â€Å"Willingness to Listen Measure.† Follow the directions on the website to score your results. Based on your results, do you have a high, moderate, or low willingness to listen to others? How do you think your willingness to listen score could impact your interpersonal relationships? Do you think that this measure was accurate for you? What about the measure do you think was or was not accurate? Week 3 Assignment: Week 3 Assignment Final Paper Outline (Rough Draft for Letter of Advice) (950+ Words) Week 3 Assignment Article Critique (Self-Disclosure, Gender, and Communication). (450+Words) DQ 1 One of the most frustrating situations in the professional world is to work with someone who is not professional in their job. This often makes it a very disheartening work environment because of the low level of professionalism. Have you ever found yourself in a situation where the work environment was not professional? How did you handle the situation? Share an example. If your work experience is limited, consider a time when you were working with others in a different context, such as school or a club. Also, address how you can combat this in the future with effective communication skills. DQ 2 Social media (e.g., email, blogs, Face book, Skype, and Twitter) has played a major role in changing the way that we all engage in interpersonal communication. As we have learned this week, this form of communication through electronic media is referred to as mediated communication. As with everything, there are many pros and cons to using mediated communication in our interpersonal relationships. How has mediated communication improved  your interpersonal relationships? How has it hurt them? Provide examples to illustrate your point.

Twilight 18. THE HUNT

18. THE HUNT They emerged one by one from the forest edge, ranging a dozen meters apart. The first male into the clearing fell back immediately, allowing the other male to take the front, orienting himself around the tall, dark-haired man in a manner that clearly displayed who led the pack. The third was a woman; from this distance, all I could see of her was that her hair was a startling shade of red. They closed ranks before they continued cautiously toward Edward's family, exhibiting the natural respect of a troop of predators as it encounters a larger, unfamiliar group of its own kind. As they approached, I could see how different they were from the Cullens. Their walk was catlike, a gait that seemed constantly on the edge of shifting into a crouch. They dressed in the ordinary gear of backpackers: jeans and casual button-down shirts in heavy, weatherproof fabrics. The clothes were frayed, though, with wear, and they were barefoot. Both men had cropped hair, but the woman's brilliant orange hair was filled with leaves and debris from the woods. Their sharp eyes carefully took in the more polished, urbane stance of Carlisle, who, flanked by Emmett and Jasper, stepped guardedly forward to meet them. Without any seeming communication between them, they each straightened into a more casual, erect bearing. The man in front was easily the most beautiful, his skin olive-toned beneath the typical pallor, his hair a glossy black. He was of a medium build, hard-muscled, of course, but nothing next to Emmett's brawn. He smiled an easy smile, exposing a flash of gleaming white teeth. The woman was wilder, her eyes shifting restlessly between the men facing her, and the loose grouping around me, her chaotic hair quivering in the slight breeze. Her posture was distinctly feline. The second male hovered unobtrusively behind them, slighter than the leader, his light brown hair and regular features both nondescript. His eyes, though completely still, somehow seemed the most vigilant. Their eyes were different, too. Not the gold or black I had come to expect, but a deep burgundy color that was disturbing and sinister. The dark-haired man, still smiling, stepped toward Carlisle. â€Å"We thought we heard a game,† he said in a relaxed voice with the slightest of French accents. â€Å"I'm Laurent, these are Victoria and James.† He gestured to the vampires beside him. â€Å"I'm Carlisle. This is my family, Emmett and Jasper, Rosalie, Esme and Alice, Edward and Bella.† He pointed us out in groups, deliberately not calling attention to individuals. I felt a shock when he said my name. â€Å"Do you have room for a few more players?† Laurent asked sociably. Carlisle matched Laurent's friendly tone. â€Å"Actually, we were just finishing up. But we'd certainly be interested another time. Are you planning to stay in the area for long?† â€Å"We're headed north, in fact, but we were curious to see who was in the neighborhood. We haven't run into any company in a long time.† â€Å"No, this region is usually empty except for us and the occasional visitor, like yourselves.† The tense atmosphere had slowly subsided into a casual conversation; I guessed that Jasper was using his peculiar gift to control the situation. â€Å"What's your hunting range?† Laurent casually inquired. Carlisle ignored the assumption behind the inquiry. â€Å"The Olympic Range here, up and down the Coast Ranges on occasion. We keep a permanent residence nearby. There's another permanent settlement like ours up near Denali.† Laurent rocked back on his heels slightly. â€Å"Permanent? How do you manage that?† There was honest curiosity in his voice. â€Å"Why don't you come back to our home with us and we can talk comfortably?† Carlisle invited. â€Å"It's a rather long story.† James and Victoria exchanged a surprised look at the mention of the word â€Å"home,† but Laurent controlled his expression better. â€Å"That sounds very interesting, and welcome.† His smile was genial. â€Å"We've been on the hunt all the way down from Ontario, and we haven't had the chance to clean up in a while.† His eyes moved appreciatively over Carlisle's refined appearance. â€Å"Please don't take offense, but we'd appreciate it if you'd refrain from hunting in this immediate area. We have to stay inconspicuous, you understand,† Carlisle explained. â€Å"Of course.† Laurent nodded. â€Å"We certainly won't encroach on your territory. We just ate outside of Seattle, anyway,† he laughed. A shiver ran up my spine. â€Å"We'll show you the way if you'd like to run with us – Emmett and Alice, you can go with Edward and Bella to get the Jeep,† he casually added. Three things seemed to happen simultaneously while Carlisle was speaking. My hair ruffled with the light breeze, Edward stiffened, and the second male, James, suddenly whipped his head around, scrutinizing me, his nostrils flaring. A swift rigidity fell on all of them as James lurched one step forward into a crouch. Edward bared his teeth, crouching in defense, a feral snarl ripping from his throat. It was nothing like the playful sounds I'd heard from him this morning; it was the single most menacing thing I had ever heard, and chills ran from the crown of my head to the back of my heels. â€Å"What's this?† Laurent exclaimed in open surprise. Neither James nor Edward relaxed their aggressive poses. James feinted slightly to the side, and Edward shifted in response. â€Å"She's with us.† Carlisle's firm rebuff was directed toward James. Laurent seemed to catch my scent less powerfully than James, but awareness now dawned on his face. â€Å"You brought a snack?† he asked, his expression incredulous as he took an involuntary step forward. Edward snarled even more ferociously, harshly, his lip curling high above his glistening, bared teeth. Laurent stepped back again. â€Å"I said she's with us,† Carlisle corrected in a hard voice. â€Å"But she's human,† Laurent protested. The words were not at all aggressive, merely astounded. â€Å"Yes.† Emmett was very much in evidence at Carlisle's side, his eyes on James. James slowly straightened out of his crouch, but his eyes never left me, his nostrils still wide. Edward stayed tensed like a lion in front of me. When Laurent spoke, his tone was soothing – trying to defuse the sudden hostility. â€Å"It appears we have a lot to learn about each other.† â€Å"Indeed.† Carlisle's voice was still cool. â€Å"But we'd like to accept your invitation.† His eyes flicked toward me and back to Carlisle. â€Å"And, of course, we will not harm the human girl. We won't hunt in your range, as I said.† James glanced in disbelief and aggravation at Laurent and exchanged another brief look with Victoria, whose eyes still flickered edgily from face to face. Carlisle measured Laurent's open expression for a moment before he spoke. â€Å"We'll show you the way. Jasper, Rosalie, Esme?† he called. They gathered together, blocking me from view as they converged. Alice was instantly at my side, and Emmett fell back slowly, his eyes locked on James as he backed toward us. â€Å"Let's go, Bella.† Edward's voice was low and bleak. This whole time I'd been rooted in place, terrified into absolute immobility. Edward had to grip my elbow and pull sharply to break my trance. Alice and Emmett were close behind us, hiding me. I stumbled alongside Edward, still stunned with fear. I couldn't hear if the main group had left yet. Edward's impatience was almost tangible as we moved at human speed to the forest edge. Once we were into the trees, Edward slung me over his back without breaking stride. I gripped as tightly as possible as he took off, the others close on his heels. I kept my head down, but my eyes, wide with fright, wouldn't close. They plunged through the now-black forest like wraiths. The sense of exhilaration that usually seemed to possess Edward as he ran was completely absent, replaced by a fury that consumed him and drove him still faster. Even with me on his back, the others trailed behind. We reached the Jeep in an impossibly short time, and Edward barely slowed as he flung me in the backseat. â€Å"Strap her in,† he ordered Emmett, who slid in beside me. Alice was already in the front seat, and Edward was starting the engine. It roared to life and we swerved backward, spinning around to face the winding road. Edward was growling something too fast for me to understand, but it sounded a lot like a string of profanities. The jolting trip was much worse this time, and the darkness only made it more frightening. Emmett and Alice both glared out the side windows. We hit the main road, and though our speed increased, I could see much better where we were going. And we were headed south, away from Forks. â€Å"Where are we going?† I asked. No one answered. No one even looked at me. â€Å"Dammit, Edward! Where are you taking me?† â€Å"We have to get you away from here – far away – now.† He didn't look back, his eyes on the road. The speedometer read a hundred and five miles an hour. â€Å"Turn around! You have to take me home!† I shouted. I struggled with the stupid harness, tearing at the straps. â€Å"Emmett,† Edward said grimly. And Emmett secured my hands in his steely grasp. â€Å"No! Edward! No, you can't do this.† â€Å"I have to, Bella, now please be quiet.† â€Å"I won't! You have to take me back – Charlie will call the FBI! They'll be all over your family – Carlisle and Esme! They'll have to leave, to hide forever!† â€Å"Calm down, Bella.† His voice was cold. â€Å"We've been there before.† â€Å"Not over me, you don't! You're not ruining everything over me!† I struggled violently, with total futility. Alice spoke for the first time. â€Å"Edward, pull over.† He flashed her a hard look, and then sped up. â€Å"Edward, let's just talk this through.† â€Å"You don't understand,† he roared in frustration. I'd never heard his voice so loud; it was deafening in the confines of the Jeep. The speedometer neared one hundred and fifteen. â€Å"He's a tracker, Alice, did you see that? He's a tracker!† I felt Emmett stiffen next to me, and I wondered at his reaction to the word. It meant something more to the three of them than it did to me; I wanted to understand, but there was no opening for me to ask. â€Å"Pull over, Edward.† Alice's tone was reasonable, but there was a ring of authority in it I'd never heard before. The speedometer inched passed one-twenty. â€Å"Do it, Edward.† â€Å"Listen to me, Alice. I saw his mind. Tracking is his passion, his obsession – and he wants her, Alice – her, specifically. He begins the hunt tonight.† â€Å"He doesn't know where -â€Å" He interrupted her. â€Å"How long do you think it will take him to cross her scent in town? His plan was already set before the words were out of Laurent's mouth.† I gasped, knowing where my scent would lead. â€Å"Charlie! You can't leave him there! You can't leave him!† I thrashed against the harness. â€Å"She's right,† Alice said. The car slowed slightly. â€Å"Let's just look at our options for a minute,† Alice coaxed. The car slowed again, more noticeably, and then suddenly we screeched to a stop on the shoulder of the highway. I flew against the harness, and then slammed back into the seat. â€Å"There are no options,† Edward hissed. â€Å"I'm not leaving Charlie!† I yelled. He ignored me completely. â€Å"We have to take her back,† Emmett finally spoke. â€Å"No.† Edward was absolute. â€Å"He's no match for us, Edward. He won't be able to touch her.† â€Å"He'll wait.† Emmett smiled. â€Å"I can wait, too.† â€Å"You didn't see – you don't understand. Once he commits to a hunt, he's unshakable. We'd have to kill him.† Emmett didn't seem upset by the idea. â€Å"That's an option.† â€Å"And the female. She's with him. If it turns into a fight, the leader will go with them, too.† â€Å"There are enough of us.† â€Å"There's another option,† Alice said quietly. Edward turned on her in fury, his voice a blistering snarl. â€Å"There – is – no – other – option!† Emmett and I both stared at him in shock, but Alice seemed unsurprised. The silence lasted for a long minute as Edward and Alice stared each other down. I broke it. â€Å"Does anyone want to hear my plan?† â€Å"No,† Edward growled. Alice glared at him, finally provoked. â€Å"Listen,† I pleaded. â€Å"You take me back.† â€Å"No,† he interrupted. I glared at him and continued. â€Å"You take me back. I tell my dad I want to go home to Phoenix. I pack my bags. We wait till this tracker is watching, and then we run. He'll follow us and leave Charlie alone. Charlie won't call the FBI on your family. Then you can take me any damned place you want.† They stared at me, stunned. â€Å"It's not a bad idea, really.† Emmett's surprise was definitely an insult. â€Å"It might work – and we simply can't leave her father unprotected. You know that,† Alice said. Everyone looked at Edward. â€Å"It's too dangerous – I don't want him within a hundred miles of her.† Emmett was supremely confident. â€Å"Edward, he's not getting through us.† Alice thought for a minute. â€Å"I don't see him attacking. He'll try to wait for us to leave her alone.† â€Å"It won't take long for him to realize that's not going to happen.† â€Å"I demand that you take me home.† I tried to sound firm. Edward pressed his fingers to his temples and squeezed his eyes shut. â€Å"Please,† I said in a much smaller voice. He didn't look up. When he spoke, his voice sounded worn. â€Å"You're leaving tonight, whether the tracker sees or not. You tell Charlie that you can't stand another minute in Forks. Tell him whatever story works. Pack the first things your hands touch, and then get in your truck. I don't care what he says to you. You have fifteen minutes. Do you hear me? Fifteen minutes from the time you cross the doorstep.† The Jeep rumbled to life, and he spun us around, the tires squealing. The needle on the speedometer started to race up the dial. â€Å"Emmett?† I asked, looking pointedly at my hands. â€Å"Oh, sorry.† He let me loose. A few minutes passed in silence, other than the roar of the engine. Then Edward spoke again. â€Å"This is how it's going to happen. When we get to the house, if the tracker is not there, I will walk her to the door. Then she has fifteen minutes.† He glared at me in the rearview mirror. â€Å"Emmett, you take the outside of the house. Alice, you get the truck. I'll be inside as long as she is. After she's out, you two can take the Jeep home and tell Carlisle.† â€Å"No way,† Emmett broke in. â€Å"I'm with you.† â€Å"Think it through, Emmett. I don't know how long I'll be gone.† â€Å"Until we know how far this is going to go, I'm with you.† Edward sighed. â€Å"If the tracker is there,† he continued grimly, â€Å"we keep driving.† â€Å"We're going to make it there before him,† Alice said confidently. Edward seemed to accept that. Whatever his problem with Alice was, he didn't doubt her now. â€Å"What are we going to do with the Jeep?† she asked. His voice had a hard edge. â€Å"You're driving it home.† â€Å"No, I'm not,† she said calmly. The unintelligible stream of profanities started again. â€Å"We can't all fit in my truck,† I whispered. Edward didn't appear to hear me. â€Å"I think you should let me go alone,† I said even more quietly. He heard that. â€Å"Bella, please just do this my way, just this once,† he said between clenched teeth. â€Å"Listen, Charlie's not an imbecile,† I protested. â€Å"If you're not in town tomorrow, he's going to get suspicious.† â€Å"That's irrelevant. We'll make sure he's safe, and that's all that matters.† â€Å"Then what about this tracker? He saw the way you acted tonight. He's going to think you're with me, wherever you are.† Emmett looked at me, insultingly surprised again. â€Å"Edward, listen to her,† he urged. â€Å"I think she's right.† â€Å"Yes, she is,† Alice agreed. â€Å"I can't do that.† Edward's voice was icy. â€Å"Emmett should stay, too,† I continued. â€Å"He definitely got an eyeful of Emmett.† â€Å"What?† Emmett turned on me. â€Å"You'll get a better crack at him if you stay,† Alice agreed. Edward stared at her incredulously. â€Å"You think I should let her go alone?† â€Å"Of course not,† Alice said. â€Å"Jasper and I will take her.† â€Å"I can't do that,† Edward repeated, but this time there was a trace of defeat in his voice. The logic was working on him. I tried to be persuasive. â€Å"Hang out here for a week -† I saw his expression in the mirror and amended â€Å"- a few days. Let Charlie see you haven't kidnapped me, and lead this James on a wild-goose chase. Make sure he's completely off my trail. Then come and meet me. Take a roundabout route, of course, and then Jasper and Alice can go home.† I could see him beginning to consider it. â€Å"Meet you where?† â€Å"Phoenix.† Of course. â€Å"No. He'll hear that's where you're going,† he said impatiently. â€Å"And you'll make it look like that's a ruse, obviously. He'll know that we'll know that he's listening. He'll never believe I'm actually going where I say I am going.† â€Å"She's diabolical,† Emmett chuckled. â€Å"And if that doesn't work?† â€Å"There are several million people in Phoenix,† I informed him. â€Å"It's not that hard to find a phone book.† â€Å"I won't go home.† â€Å"Oh?† he inquired, a dangerous note in his voice. â€Å"I'm quite old enough to get my own place.† â€Å"Edward, we'll be with her,† Alice reminded him. â€Å"What are you going to do in Phoenix?† he asked her scathingly. â€Å"Stay indoors.† â€Å"I kind of like it.† Emmett was thinking about cornering James, no doubt. â€Å"Shut up, Emmett.† â€Å"Look, if we try to take him down while she's still around, there's a much better chance that someone will get hurt – she'll get hurt, or you will, trying to protect her. Now, if we get him alone†¦Ã¢â‚¬  He trailed off with a slow smile. I was right. The Jeep was crawling slowly along now as we drove into town. Despite my brave talk, I could feel the hairs on my arms standing up. I thought about Charlie, alone in the house, and tried to be courageous. â€Å"Bella.† Edward's voice was very soft. Alice and Emmett looked out their windows. â€Å"If you let anything happen to yourself- anything at all – I'm holding you personally responsible. Do you understand that?† â€Å"Yes,† I gulped. He turned to Alice. â€Å"Can Jasper handle this?† â€Å"Give him some credit, Edward. He's been doing very, very well, all things considered.† â€Å"Can you handle this?† he asked. And graceful little Alice pulled back her lips in a horrific grimace and let loose with a guttural snarl that had me cowering against the seat in terror. Edward smiled at her. â€Å"But keep your opinions to yourself,† he muttered suddenly.