Concept of Sociological Imagination

Applying the Sociological Imagination Assignment Sociological Imagination Is to think yourself away from the familiar routines of everyday life, and look at them from an entirely new perspective. Looking outside the box. Someone with a sociological imagination might view a homeless person as a person who has had hard times. They might ask questions as to what brought them to homelessness. Did they lose their Job? Did they abuse drugs or alcohol? What are the circumstances that brought them to be homeless.Someone who does not have a sociological imagination would not be able to see outside of their â€Å"norm† and would more than likely make statements to the effect of get a Job, is their choice to be in the situation they are. They would have no empathy for someone who Is homeless or want to know the circumstances that brought someone to become homeless. I feel like a legislator that has sociological Imagination would propose policies the help combat homelessness. Research or have people research what are the leading causing of homelessness and try to make polices that would help minimize homelessness.For example, if you look at a single mom who is struggling to work, pay bills, pay daycare so she can work and maintain rent or a mortgage, a legislator that looks outside the box would look into policies that would help the single mom maybe in creating a policy where the income guideline to get daycare assistance goes up so that she could get daycare assistance or look into policies to help with more energy assistance which would help her with the cost of utilities. Also they would look into ways to create more affordable housing as this county Is In desperate need of affordable housing.A legislator who does not have a sociological imagination or chooses to not look outside the box would not look at ways to help create polices to help the single mom be able to maintain her household. They would look Into polices to develop housing and not necessarily affor dable housing. They may look into commercial developments or look at ways to cut funding for policies and programs that help people be able to maintain housing. Such as the Housing Choice Voucher program. The advantages to have a sociological imagination are to be able to look at a tuition in a different view.To be able to be open to various other ideas and theories. To do the research in the theories you may have and be open to different results. The disadvantages is living life for what is presented to you. Not being able to look at different situations such as homelessness for what might have caused it, whether It be something In there personal lives or something bigger as a mass layoff and could no longer pay their rent or mortgage. A person without a sociological imagination may not be able to look past what Is really going on in the world and mayJust feel stuck In their own situations. Structures that contribute to homelessness are poverty, lack of employment, lack of affordab le housing, and the housing crash in programs and raising the minimum wage so that people could afford to pay the rents and still be able to feed themselves. A micro solution to homelessness could be programs to help people who are homeless and have addiction problems get the help they need to get clean to be able to get a Job, keep a Job and become productive member in society.

Life Span Development of Martin Luther King

LIFE SPAN DEVELOPMENT AND PERSONALITY Life Span Development and Personality Jocelyn N. McGuire CERTIFICATE OF ORIGINALITY: I certify that the attached paper, which was produced for the class identified above, is my original work and has not previously been submitted by me or by anyone else for any class. I further declare that I have cited all sources from which I used language, ideas and information, whether quoted verbatim or paraphrased, and that any and all assistance of any kind, which I received while producing this paper, has been acknowledged in the References section. This paper includes no trademarked material, logos, or images from the Internet, which I do not have written permission to include. I further agree that my name typed on the line below is intended to have, and shall have the same validity as my handwritten signature. Student's signature (name typed here is equivalent to a signature): __Jocelyn N. McGuire Jocelyn N. McGuire Psy/300 February 08, 2010 Life Span Development and Personality of Dr. Martin Luther King Jr. The Heredity The late Dr. Martin L. King life span development and personality began long before his birth. His father Martin Luther Sr. parents were poor sharecroppers’. Born in 1899 the 19th day of December in Stockbridge, Georgia. King witness actual cruelty of racism in the south. He was victimized and beaten by a white man in his early teenage years, also observe a white crowd hang a black man. Nevertheless his family continues to believe in nonviolenceduring a time when racial prejudice and racial injustice existence. When his mother was dying, King curse and hated white people, but his mother disagreed. â€Å"Hattred makes nottin but more hatred†¦ don’t do it. Jackson. C (nd). The influence of heredity path of Dr. Martin Luther King Jr. can be track back to his great grand mother. She was a woman of peace, forgiveness, and believes in nonviolence. Life Span Development and Personality of Dr. Martin Luther King Jr. LIFE SPAN DEVELOPMENT AND PERSONALITY College studies consist of social psychology, classics in english, social institutions, social legislation, urban sociology, intercultural relations, introduction to philosophy, principles and methods of statistics, and seminar in sociology. King Jr. preaches his trail sermon at Ebenezer Baptist Church. In 1948 is then ordained and appointed assistant pastor at Ebenezer Baptist Church. Soon afterwards he would continue his education at the Crozer Theological Seminary. Dr. Martin Luther King Jr. actions were influence by his father the Rev. Martin Luther King Sr. The Civil Rights leader,theologian, and educator Howard Thurman. Inspired by Mahatma Gandhi approach of non-violent actions. And Bayard Rustin who had studied Gandhi teachings counsel King to be dedicated to the principles of non-violence, Rustin also served as Kings advisor and mentor during the early activism. Dr. Martin Luther King Jr. wrote â€Å"The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy. † Martin Luther King Jr. , Strength to Love, 1963 Psychological Development and Personality LIFE SPAN DEVELOPMENT AND PERSONALITY motions that are specific and tied to his environmental experiences. His beliefs were that all people are equal and be treated the same, he would process the information about himself and the world. LIFE SPAN DEVELOPMENT AND PERSONALITY References A African American Family Connection. Retrieved from http://www. aafricanamericanconnection. com Jackson, C. , Retrieved from http://www. findagrave. com Kowalski, R. M. , & Westen, D. (2005). Psychology: The Study of Mental Processes and Behavior Retrieved form University of Phoenix eBook Collection database

Paleo-discharge of the Maumee floods Research Paper

Paleo-discharge of the Maumee floods - Research Paper Example The results positively indicate the extent of the damage and predicts the next step in solving the problem. Introduction The problem is finding ways of restoring the watershed to a state that would be useful to the inhabitants living in the surrounding. This study is aimed at identifying opportunities and issues in the process of establishing the viability of the study. The main subject of the study is the deposits that were formed by the glacial activities. They include the Fort Wayne Moraine, and the Wabash. The Wabash was formed as a result of the activities that followed the melt water that into the St. Joseph and St. Mary’s Rivers. The two streams converged at the western edge of Fort Wayne Moraine. They drained a bigger discharge that created a valley that was called the Wabash Erie Channel. On a personal observation of the site there is feasibly in the thickness of disjointed deposits that are in the southern and the northern sides of the Maumee River watershed. The hei ghts go from 50 to 100 feet above the ground. This evidence of the occurrence of glacial activity in the northern part of the Maumee River. The bedrock holding these features is controlled by the Cincinnati Arch on the southern part and the Michigan Basin the northern area. The study tries to measure the magnitude of the water discharge that has been impacted by the Maumee River. Methods A task in the lab is to figure out the flood elevation from topographic maps and imagery near Lafayette, Indiana. In order to do this, I make 5 cross sections (Battleground, Americus, upstream of Delphi, Purdue and Lafayette, and Independence) from the topographic maps, with a vertical exaggeration of 10X. The scale of my cross section is, horizontally 1cm = 800ft, and vertically 1 cm = 80ft. There are two different ways I used to estimate discharge to complete this project. The first one is using Manning’s equation, and the second one is using the equation in dam breakout floods. In this par t, I am going to give detailed explanations for each of the equations, and explanation of flood reconstruction. Method1: Discharge estimations, whether of modern floods or ancient floods, requires that you determine both the average velocity of the water as well as the cross sectional area. The overall equation is: Q = u * A Where Q is the estimated discharge, u is the average velocity of the flow, and A is the cross sectional area. The average velocity can be estimated using Manning’s equation: u = RH2/3 * S1/2 * n-1 Where the RH is the hydraulic radius, S is the water surface slope, and n is the channel roughness coefficient. The cross-sectional area (A) is the area of flowing water as measured from bank to bank. Requires both a channel cross section, which I constructed, and an estimate of water depth (d) for calculation. The hydraulic radius (RH) is a physical characteristic of a streambed. It is the cross-sectional area (A) of the channel divided by the wetted perimeter. The wetted perimeters the length of the wetted edge of a channel cross section containing flowing water (i.e. the total perimeter minus the water surface). The water surface slope is the angle of the water surface relative to the horizontal. This angle can be found by measuring the change in water surface elevation between two points along the stream. Roughness coefficien

Finance paper Assignment Example | Topics and Well Written Essays - 750 words - 1

Finance paper - Assignment Example On June 25, 2002, one of the largest telecommunications company, WorldCom announced that its revenues in first quarter has been overstated by over $3.8 billion. This announcement came as surprise to the investors in financial markets. The company filed bankruptcy on July 21, 2002. Prior to the announcement, the share price of the company soared as high as $64.50/share in mid-90’s which came down to less than $2/share. Similar to case of Enron, the retirement benefits and savings plan of WorldCom heavily suffered as by end of 2000 the company had 32 percent of $642.3 million of retirement funds in form of stock options. Immediately after the emergence of the scandals, Bush Administration announced that will disqualify WorldCom form all existing Federal Government contracts. Further, the House Committee on Financial Services along with Senate Committee on Housing, Banking, and Urban Affairs investigated the cases related to recent accounting scandals of WorldCom and Enron. In response to these hearing SOX (Sarbanes-Oxley Act) was enacted on July 30, 2002. The act recommended establishment of Public Company Accounting Oversight Board that develops standard accounting for audit and increases corporate social responsibility. The mortgage meltdown has been believed to actually begin with burst of US housing bubble in 2001 that sharply increased to maximum in 2005. The â€Å"bubble† is an economic condition that occurs in local or global real estate markets where the valuation of house properties reaches unrealistic and unsustainable levels. The research has found that many economists believed that US housing bubble was mainly caused from historically low interest rates. After the burst of â€Å"dot-com† bubble in 2000 and then consequently following recession, FED cut short term interest rates to from 6.5 percent to 1 percent. The US subprime borrowing

Skills Applicatio Questions Essay Example | Topics and Well Written Essays - 750 words

Skills Applicatio Questions - Essay Example In this scenario, the common goal was to design an effective power-point presentation that contains pertinent details on conflict negotiation techniques. Since each team is comprised of three members each, the team is expected to delegate the team leader and the respective team members together with tasks to be assigned and achieved. One was therefore elected the group leader and part of one’s responsibilities was to solicit information regarding tasks that each member needs to fulfill. One member was assigned to make the necessary research on all pertinent details that need to be incorporated in the presentation. The other member was supposed to integrate all information in a power point presentation. And finally, a group leader, one was tasked to report during the scheduled presentation date. Aside from assigning tasks, one made it clear that in a defined time frame, say in three days, the information should be ready so that the other member could finalize the power point pr esentation in two days’ time. Enough leeway was provided for me, as the leader and reporter, to review the materials and present effectively. The presentation was therefore a success due to clear objectives, roles, responsibilities and conformity to defined time frame. 2. Significant Achievement. Outside of your academic accomplishments, what would you consider to be one of your most significant achievements to date and why? Outside one’s academic accomplishments, one of the most significant achievements to date was being successful in current and previous work endeavors. Having had employment opportunities that ranged from being an Arabic teacher, to assuming the position of an assistant marketing manager for an organization in the UK, and finally working as a cashier, provided various chances for personal and professional growth. A variety of skills were likewise developed through the course of employment, such as interpersonal, cognitive and analytical, coaching and mentoring, leadership and administrative, communication and customer service relations skills. One acknowledges that working in the UK as an assistant manager was most challenging; yet rewarding, in terms of enhancing knowledge, abilities and skills in the application of marketing strategies that would ensure customer satisfaction and the achievement of organizational goals. The position was challenging as one was expected to apply the needed strategies that would respond to customers’ inquiries and complaints. In retrospect, one likewise realized that working as an Arabic teacher was also a challenging role since the students were in their primary level and were therefore considered in their most crucial developmental stage. Being able to successfully motivate young students to learn by assisting in the creation of a conducive learning environment was most rewarding. Part 2 1. Tell us about a difficult situation that you have encountered and how you resolved it. A difficult situation that one remembers clearly was trying to address a customer complaint. In business, there is the philosophy that organizations strive to satisfy customer’s needs. In this particular instance, the customer was definitely not satisfied with the organization’s product that was purchased and was asking for a refund. Through the skills gained on customer service, one was able to address the

Project Management Software Research Paper Example | Topics and Well Written Essays - 250 words

Project Management Software - Research Paper Example Finally, it is significant that project associated risks are proactively recognized, mitigated and documented (Robb, 2009). A project manager should complete the risk assessment at the start of the project and assign risk ownership correctly so that, at the period of contingency, the risk owner takes the required procedures to lessen the dangers (Robb, 2009). Project management software is capable of planning, organizing, and managing resource pools and creates resource estimation (Robb, 2009). Depending on the complexity of the software, resource comprising of planning and estimation, scheduling, budget management and cost control, resource allocation, communication, collaboration software, decision-making, documentation and quality management or administration systems. The software also permits users to manage, track and control the mid- project status report of project, which will give insight to the sponsors regarding the progress (Robb, 2009). Finally, project management software can give information to diverse sponsors. The information can be used in measuring and justifying the level of effort needed to complete the

Human population Essay Example | Topics and Well Written Essays - 250 words

Human population - Essay Example He claims in his lecture that even in 1960 when world population was 3 billion, 2 billion was made up by the developing world and 1 billion was made up by the industrialized world. This highlights the need to work on living conditions of the poorest to control population control. Jackley also stresses on the need to improve the lives of poor people to control population and poverty, both of which are very serious issues. Microfinancing is one way to do that which is about lending small amounts of money to people who are faced with really tight financial conditions. Even a little amount of capital can bring enormous changes. Jackley has witnessed herself that only an amount of $100 can change the entire business trajectory of a suffering person in a country like Kenya or Uganda. Dr. Ehrlich also comments in a video that it is impossible to have a good future without stabilizing world population. So many horrible famines have already struck countries like China and India in the 70s due to

Psychology at Work Essay Example | Topics and Well Written Essays - 3000 words

Psychology at Work - Essay Example The value of well-being programmes as an organisational investment is explored in this study. Reference is made, as an example, to the case of BGL Group. The specific firm is well established in the UK market, being involved in the provision of insurance and legal services. The firm has emphasized on the well-being of its employees so that their motivation and commitment to the organisation are secured. The review of the elements and the effects of this programme can hep to understand whether such programmes could be a good investment for organisations in the modern market. The well-being programme of BGL Group will be checked and evaluated using the concepts of work psychology as included in relevant literature, with particular reference to the work of Anna Sutton. As a theoretical framework work psychology is rather wide, being able to incorporate different themes, such as ‘psychopathology and organisational development’ (Sutton, 2014: 6-7). Various approaches have been used for describing work psychology. According to one of these views, the work psychology ‘facilitates change towards improved work and working conditions’ (Milward, 2005: 1). From another point of view, work psychology aims to provide to managers necessary information in regard to ‘the application of psychological principles to running a business’ (Hodson, 2014: 6). In any case, work psychology has to support organisational development. This fact indicates the close relationship between work psychology and organisational change (Sutton, 2014). I t should be noted that work psychology can be related to different priorities, depending on the geographical area involved: in USA the limitation of costs is of primary importance while for firms based in UK work psychology would be most related to the increase of firms’ profitability (Sutton, 2014: 10). The second approach will be

Importance of religion in Persepolis Research Paper

Importance of religion in Persepolis - Research Paper Example The book gives an account of the religious rule in Iran with great sensitivity. ‘Persepolis’ is an autobiographical account of the author, Marjane Satrapi who had witnessed the transition of Iran from the monarchy to the religiously fanatic state under Khomeini. The book is written in two sequels. While the first part gives detailed account of social and religious changes, the second part gives account of her disillusionment with her country in the post revolution time, when she comes back from Europe to pursue higher studies in Iran. The book is unique in its understanding of the Islamic religion as seen through the eyes of a child and succinctly conveys the horror and fears of common man. Persepolis is distinct in its pictorial depiction and textual content that accurately capture religious fanaticism and how it impacts common men and their dreams. The paper would discuss the role and importance of religion in Persepolis and defines various characters and how people in teract with each other under new regime, headed by the religious leaders, Khomeini. The author has sensitively portrayed the changing socio-religious paradigms of Islamic revolution in Iran through graphics which she had drawn herself. The early childhood of the author was spent in modern society which enjoyed the amenities and lived in a free society that was not constrained by religious dictums or fanatic religious guidelines that suppressed the voice of women.

Do Animals Use Language Or Do They Simply Communicate Essay

Do Animals Use Language Or Do They Simply Communicate - Essay Example This essay stresses that the precise definition of language muddies the debate. Apes do not hold intellectual conversations similar to television cartoon characters but they are communicating using sign language based upon vocal human language. There are many identifying components that are required to formally label communicative skills as language. The intent to communicate must be exhibited along with an attached meaning, in other words, an exchange of ideas is necessary. Vocalizing language is not a requirement because the deaf and mute use sign language to communicate and their ability to use language is not in question. This paper makes a conclusion that in Charles Darwin’s studies, which lead to the theory of evolution, his examination of the linguistic-like characteristics in primates confirmed his historic, groundbreaking theory on the ancestry of mankind. Even the skeptic Chomsky admits that a better comprehension of the cognitive and intellectual aptitude of chimpanzees and other apes may allow for a deeper appreciation of the human thought process. Although animals have not as yet communicated vocally via human language, they have demonstrated the ability to converse with people to an amazingly large degree. They understand language and reply appropriately. Can animals use language? The answer remains dependent on how strict a definition one assigns the concept of language.

Analytical Examination Essay Example for Free

Analytical Examination Essay This paper will analyze about the RA 10354 also called Responsible Parenthood and Reproductive Health Act of 2012. This essay will present a short history of the law here in the Philippines until it become enacted and implemented. This will discuss the major provisions of the law together with its important contents ranging from health care to contraception. This will also discuss the issues that are connected to this law while it was a bill such as maternal death, early pregnancy, premarital sex, poverty and population and reproductive health education. Issues concerned with legislation of the bill such as the necessity and morality of the bill and its contents like contraception and reproductive health education will be especially presented. Other news which may have affected the support for the bill will be also presented and analyzed. This will also present the major groups that approve or oppose the said law together with their reasons why they want or are against the said law. This will also talk about the actions those groups have taken for or against the law which may have affected the support for the bill’s implementation. This is also concerned with the voices of certain world organizations such as UNESCO and WHO on reproductive health education and the stand of the Church on the matter about contraception, self-continence and marriage. This will be concerned about their statement about the matter and the doctrines and values they adhere with. Summary Since its first proposition on 1988, the Reproductive Health Bill experienced many debates if it was really needed here in the Philippines. The proposition was changed and improved by a number of proponents many times but was mostly neglected. Then, a similar bill was also introduced in the first regular session of the 14th Congress by Albay Rep. Edcel C. Lagman, Jannette L. Garin, Narciso D. Santiago III, Mark Llandro Mendoza, Ana Theresia Hontiveros-Baraquel and Elandro Jesus F. Madrona that was known as House Bill 5043. Like that of the former bills, it was also disposed but its proponents never stop to improve, change and remove some parts of the former bill to create a new one. Many times Albay Rep. Edcel Lagman and its principal authors would edit the bill until the Reproductive Bill of 2012 was formed. Senator Pia Cayetano was also a principal sponsor of such bill. Upon December 19, 2012, the Senate enacted the bill and on December 21, 2012, four days before Christmas His Presidency, Benigno Aquino III signed the bill and was to be implemented fifteen days after its official publication. The law was known as RA 10354 or Responsible Parenthood and Reproductive Health Act of 2012. Its major provisions are to promote and have access to reproductive health care and methods that are legal and safe, to promote family planning methods and responsible parenthood, to counsel women who committed abortion in a humane way, to mandate reproductive health education in age appropriateness to students, to supply and maintain reproductive health services to all, to protect reproductive health rights and to penalize those who restricts or prohibits the access to reproductive health care and methods stated in this law. The law mandates the hire of skilled health professionals for maternal health care and birth attendance, seen in Sec. 5. It also promotes the upgrade of health care facilities for obstetric and newborn care as stated in Sec. 6 and to access for family planning methods especially to the poor and marginalized couple and to sexually active minors as said in Sec. 7. The law also states that â€Å"hormonal contraceptives, intrauterine devices, injectables and other safe, legal, non-abortifacient and effective family planning products and supplies†(RA 10354, Sec. 9) should be treated in the Essential Drugs List after subjection to reputable medical associations. It also mandates the procurement and distributions of family-planning supplies and age appropriate reproductive health education, stated in Sec. 10 and 14 respectively. And lastly, to condemn any who shall prohibit the access to health care and family-planning supplies. Since its first introduction by Albay Rep. Edcel Lagman, this law had reaped many opposition and approval before being enacted. The pro-woman groups fought for saving the lives of woman from maternal death on the other hand the Church and other pro-life groups fought for dignity of the unborn and the sanctity of marriage. The senate itself was divided for selecting to if they will oppose or approve the bill. The Former President and Pampanga Rep. Gloria Macapagal-Arroyo was known to opposed the bill and be backed upon by the Church meanwhile President Benigno Aquino III shown agreement towards the bill and expected its implementation. The pronouncement of Pope Emeritus Benedict XVI to condoms also became news if the Church was open to contraception. This gave new hope for Edcel Lagman from acceptance of the Church but Paranaque Rep. Roilo Golez explained that the Pope talks about health, that preventing HIV from spreading is showing compassion but the Pope doesn’t said to use condoms to prevent pregnancy. Issues also attract the said bill. First, is about the legislation of the bill, if it was really relevant here in the country with regards to overpopulation, Availability/Provisions for RH information and healthcare for mothers and children. Another issue is if the RH Bill is moral, if the Church must interfere with the State and if the government is willing to give funds to the bill. Third, is about the consequence of a widespread of contraceptives with regards to health and sexual behavior. The last is concerned in the need of sex education in the country. The CBCP together with the national Church felt that it was time to educate again its faithful and made efforts on counteracting the bill. The Church turned offering masses, praying for the enlightenment of congressmen and women and explained that principles of the bill undermine the sanctity of life and marriage. They stated that overpopulation was not the problem but corruption and the unequal distribution of people. They seek to get online, and used CBCP for Life for addressing the matter and let the Simbang Gabi 2012 be used for educating the faithful. They also made catechisms with themes regarding the RH. Meanwhile, pro-woman and pro-RH group also organize plans for the bill. They have tied violet ribbons on their arm signifying their fight against HIV-AIDS. Informed people about gender inequality, maternal deaths, teenage pregnancy and HIV-AIDS and that the bill would help minimize or eliminate such problems. UNESCO and WHO also promotes the education of youths regarding reproductive health. They state that benefits such as a delay in sexual initiation; reduction of unwanted pregnancies, child abuse and abortion; and a slower spread of HIV could be obtained. It can also induce progress to gender equity, social participation and partnership. It prepares the youths for responsibility as adults, emphasizes health promotion and can improve relevance in education systems. Meanwhile, the Catholic Church holds its deposit of faith centered on Divine Love and Unity in Marriage. Its Catechism says that Marriage is by which a man and a woman establish intimate communion for life which is ordered for the good of the spouse and the procreation and education of children,(1660, Catechism of the Catholic Church). It also states that the total reciprocal self-giving is overlaid through contraception for it is a refusal for the total giving of self through taking away openness to life,( 2370,Catechism of the Catholic Church). It states that even intercourse with a legitimate wife but taking away the power to generate life is contrary to God’s will and leaves guilt of a grave sin,(55-56, Casti Connubii). The Church also teaches the virtue of chastity, that the couple must exercise conjugal love and fidelity and that of safeguarding life form the moment of conception, (51, Gaudium et Spes). She teaches that Marriage can never justify sexual intercourse which is contraceptive which oppose to its true meaning and that artificial methods could lead to marital infidelity and lowering moral standards, reduction of woman as mere object of satisfaction and intervening of public authorities to the most personal and intimate responsibilities of couples, (14,17; Humanae Vitae). It also addresses the value of self-discipline to repel inordinate self-interests and to control the passions of the body,(21, Humanae Vitae). References Software Ecumenical Council of Vatican II. Catechism of the Catholic Church. Retrieved from CATECH01. exe Websites and Webpages Anonymous. (2012, December 21). Republic Act 10354. Retrieved from http://pcw. gov. ph/sites/default/files/documents/laws/republic_act_10354. pdf Burgonio, T. (2010, November 21). Pope’s pronouncement on condoms strengthens RH Bill – Lagman. Retrieved from http://newsinfo. inquirer. net/breakingnews/nation/view/20101121-304495/Popes-pronouncement-on-condoms-strengthens-RH-billLagman Dionisio, E. R. (2012, August 8). A Guide to Arguments for and against the Reproductive Health Bill. Retrieved from http://www. adnu. edu. ph/images/A%20Guide%20to%20Arguments %20For%20and%20Against%20the%20Reproductive%20Health%20Bill. pdf Ecumenical Council of Vatican II. Gaudium et Spes. Retrieved from http://www. vatican. va/archive/hist_councils/ii_vatican_council/documents/vat-ii_cons_19651207_gaudium-et-spes_en. html Paul VI. Humanae Vitae. Retrieved from http://www. vatican. va/holy_father/paul_vi/encyclicals/documents/hf_p-vi_enc_25071968_humanae-vitae_en. html Pius XI. Casti Connubii. Retrieved from http://www. vatican. va/holy_father/pius_xi/encyclicals/documents/hf_p-xi_enc_31121930_casti-connubii_en. html Sun. star. Church RH Bill. Retrieved from http://www. sunstar. com. ph/davao/weekend/church-rh-bill Saclag, D. E. D. Group asks SC to lift suspension of RH Law. Retrieved from http://www. bworldonline. com/content. php? section=Nationtitle=Group-asks-SC-to-lift-suspension-of-RH-Lawid=71130 Unknown. (2012, August 14). Reproductive Health Bill, Good or Bad. Retrieved from http://behealthconsciousblog. wordpress. com/2012/08/14/reproductive-health-bill-good-or-bad/ Unknown. (2012, December 29). Republic Act 10354, Reproductive Health Act of 2012. Retrieved from http://filipinoscribe. com/2012/12/29/republic-act-10354-reproductive-health-act-of-2012/ Unknown. House Bill no. 5043, Reproductive Health and Population Development Act of 2008. Retrieved from http://jlp-law. com/blog/full-text-of-house-bill-no-5043-reproductive-health-and-population-development-act-of-2008/ Villegas, B. M. et al. (2012, September 12) Handbook of Truths on RH Bill. Retrieved from http://cbcpforlife. com/? p=8859 Villegas, S. B. (2012, December 15). Contraception is Corruption, A Pastoral Letter on the Latest decision on the Rh Bill. Retrieved from http://cbcponline. net/v2/? p=6241 World Health Organization. Family Life, Reproductive Health and Population Education: Key Elements of a Health-Promoting School. Retrieved from http://hivaidsclearinghouse. unesco. org/search/resources/HIV%20AIDS%20231. pdf

Changes in the Seasonal Influenza a (H3N2) Viruses NS Gene

Changes in the Seasonal Influenza a (H3N2) Viruses NS Gene Analysis of Amino Acid Sequence and Identifying of Changes in the Influenza  A/(H3N2) virus NS Gene in Isolates from Iran Lawal D. Rogo,  Farhad Rezaei,  Nazanin Z. Shafiei Jandaghi,  Nastaran Ghavami,  Ghazal-Sadat Fateminasab,  Talat Mokhtari-Azad Subject: Medical Sciences Keywords: Influenza A (H3N2) virus, Iran, Mutation, NS1 gene. Abstract The main functions of NS protein of influenza A virus is suppressing of type I IFN production by the host. Insight on the level of changes in the seasonal influenza A (H3N2) viruses NS gene in Iran is little. We sequence and analyzed amino acid of NS gene of 32 influenza A (H3N2) virus isolates for the purpose of getting detailed information about the genetic changes in this gene. Amino acid sequence revealed 5 different changes in NS1protein. Three of which are fixed amino acid changes E26K, D209N and K229E while 10 (31.3%) T58P and 5 (15.6%) A86S amino acid changes were also observed. There was no change observed in nuclear export protein (NEP). The study provides an insight on mutations in NS gene occurring in this viral gene in the country that has not been reported elsewhere. Keywords: Influenza A (H3N2) virus, Iran, Mutation, NS1 gene. Introduction: Influenza viruses have been widely studied due to their pandemic capability. This capabilities have resulted in more mortality and severe disease in the general population, the most notable being the Spanish influenza pandemic of 1918 and 19191. Mechanism of virulence for these viruses is on their capacity to cause immunopathogenesis. Synthesis of two mRNAs from the eighth vRNA segment of the viral gene was known by Influenza A virus. The early encodes NS1 protein, and the later is produced by splicing of NS1 mRNA that is translated into a protein which localizes in the cell nucleus that was formally named NS2 but were now renamed the nuclear export protein (NEP) 2,3. NS1 protein is translated from the mRNA directly and consists of 124–237 amino acids (aa), depending on the virus strain 4- 6. The currently circulating Influenza A/H3N2 virus in Iranian population from this research is 230 aa-long. NS1 protein is made of two important domains: N-terminal RNA-binding domain (1–73) and C-terminal effector domain (73–237) residues 7. Though NS1 protein has different roles, one of its main actions is to alter type I IFN production by the host8, acts after transcription to prevent the 3 ´-end processing of host mRNA involving IFN mRNA by attaching to cleavage and polyadenylation specificity factor 30 (CPSF30) and poly-A-binding protein nuclear I 9,10 . One hundred and twenty one amino acid-long proteins were translated from mRNA of NS2/NEP11. In the current study it is 120 aa-long. It may promote production of a stable export complex of new viral RNP. In alliance with matrix protein 1(M1), it interacts with cellular export factor (CEF1) and modulates nuclear export of viral ribonucleoprotein (vRNP) complexes by connecting cellular export machinery with vRNPs 14. NS gene implication in virulence and replication of the virus is well-documented. It has been shown that both NS1 F103L and M106I were adaptive changes that promoted replicative capacities in cells of different species and also virulence in the mouse lung15. NS1 is one of multifunctional protein determinant of virulence with several functions in different ways to counteract the cellular innate immune response 14. It has been reported that H5N1 virus was able to interfere with IFN-ÃŽ ² activation due to properties of its NS1 gene, inhabiting F103L and M106I changes and also nature of its NP and PA genes15. Avian influenza viruses sequence analysis shows that NS1 protein C-terminal four residues is a probable PDZ domain ligand (PL) of the X-S/T-X-V type 16. Protein–protein recognition modulation that organizes diverse cell signaling assemblies was shown to be function PDZ domains. It was known to plays important roles in the cell recognition process. Ninety percent of the human influenza viruses with RSKV or RSEV in NS1 protein were shown to have a C-terminal four-residue PL sequence. High mortality outbreaks of the recent time known to be of avian origin and therefore contain avian-like NS1 C-terminal PL residues of ESEV or EPEV which are incriminated to about 7% of Homo sapiens viruses consist of H5N1 isolates. It was reported that avian viruses NS1 proteins bind to ≈30 known human PDZ domain-containing proteins, and NS1 proteins for human attaching to PDZ domain-containing proteins was not noticed 14. It has been reported that C terminus of the NS1 substitution with KSEV from the 1918 H1N1 virus increased pathogenicity as observed by morphological changes of lung sections, though the virus was shown to causes less weight loss in mice in contrast with viruses harboring the H5N1 HPAI14. Previous studies have identified a change in NS1 gene (S42P, D92E and V149A) with regard to the involvement of NS1 protein in virulence that increased viral pathogenicity17-19. NS gene extent of variation in the influenza A (H3N2) viruses in Iran in recent years has not been described. Presently analysis of NS gene of 32 isolates where carried out from Iranian population in order to secure more detailed information about its phylogeny and genetic changes, and compare the changes found in these strains, the vaccine strain and other isolates from countries in northern hemisphere. The aim of the study is sequence analysis of amino acid and identification of changes in the NS gene of influenza A (H3N2) virus isolated in Iran that may affect the functions of this protein in pathogenesis. Methods: Two hundred and fourteen specimens of patients with respiratory illness were obtained from the National Influenza Centre at School of Public Health, Tehran University of Medical Sciences. It was cultured in MDCK cell line following WHO guide line for influenza A virus isolation. RNA extraction was carried out with High Pure Viral Nucleic acid extraction kit (Roche Diagnostic, Germany) according to manufacturer’s protocol. Real-Time RT-PCR was carried out for the detection of Influenza viruses. Ninety specimens were positive for influenza A/H3N2 virus. NS gene was amplified using one-step RT-PCR kit (Qiagen) and specific primers (NSH3N2-F:5 ´-AGCAAAAGCAGGGTGACAAAGA-3 ´ and NSH3N2-R:5 ´-GAGAAAGTTCTTATCTCCTGTTCCA-3 ´). The condition for the RT-PCR was as follows: Reverse transcription at 50 °C for 40 minutes, initial PCR activation at 95 °C for 10 minutes, Denaturation at 95 °C for 30 second, Annealing at 57 °C for 30 second, Extension at 72 °C for 1 minutes (for 40 cycles) and a final extension at 75 °C for 10 minutes. The PCR products were purified using Qiaquick gel purification kit (Qiagen) according to manufacturer’s instruction. Samples were sequenced using specific primers and Big Dye terminator v3.1 cycle sequencing kit with the genetic analyzer ABI 3130 in the National Influenza Laboratory. Sequence alignment was done using BIOEDIT and ClustalW program20. Sequence alignment revealed similarities amongst the isolates. NS gene sequences of 32 influenza A/H3N2 virus strains isolated in this study out of 90 sequenced were selected base on the site of sample collection, compared and analyzed with the vaccine strain and the sequences obtainable from other countries in the northern hemisphere already deposited in GenBank. Phylogenetic tree construction were performed using MEGA Software version 5.05 21. Result Isolates represent samples collected from June 2013 to March 2014. In the current study 230 aa were found in NS1 while the NS2/NEP had 120 amino acids. Analysis depicted relationship phylogenetically that shows there are exact clusters of the virus suggestive of co-circulation of multiple sub-lineages (Figure 1). In respect to genetic variation, H3 numbering system of amino acid was used in naming the detected amino acid changes 13, 14. Substitutions were found in 26, 58, 86, 209 and 229 aa positions in NS1 protein, respectively (Table 1). There was no amino substitution in regard to NS2/NEP found. NS1 proteins have fixed amino acid substitution at positions 26, 209 and 229 in the current study. At position 26, it occurs as a result of substitution at the 76-78 Codon from GAA to AAA causing a glutamate to lysine substitution. In position 209, substitution occurs at 625-627 Codon from GAT to AAT causing an aspartate to asparagine substitution. While in position 229, substitution occurs at 685 – 687 Codon from AAA to GAA causing a lysine to glutamate substitution. Another 10 (30.3%) NS1 proteins substitution occurs at (58 amino acid position) 172-174 Codon from ACC to CCC causing a threonine to proline substitution. Also 5 (15.2%) of the NS1 proteins substitution occurs at (amino acid po sition 86) 256-258 Codon from GCT to TCT causing an alanine to serine substitution. Figure 1 Relationship of the NS nucleotide coding region phylogenetically of influenza viruses used in this study. Neighbor-joining analysis with Tamura-Neibour model, using MEGA 5.05 was used to generate the tree. Circular black dot represent studied samples and triangular black dot represent vaccine strain. Table 1: Amino acid changes of NS1 protein of influenza A/H3N2 virus strains from Iranian Population compared with vaccine strain and other countries in northern hemisphere. Virus isolates Amino acid at indicated position in NS1 protein 1 1 1 1 1 1 2 2 2 2 5 8 8 8 1 2 3 3 4 6 0 0 2 6 8 0 5 6 1 9 5 9 0 4 4 9 9 NS2/NEP analysis does not reveal any amino acid change in the present study (Table 2). Nucleotide sequence data obtained has been deposited to GenBank database and can be retrieved under accession numbers KP162026- KP162056 and KP209320. Table 2: Amino acid changes of NS2/NEP protein of influenza A/H3N2 virus strains from Iranian Population compared with vaccine strain and other countries in northern hemisphere. Virus isolates Amino acid at indicated position in NS2 protein 47 88 A/Texas/50/2012 E R A/Tehran/77254/2014 †¢ †¢ A/Eslamshahr/73061/2014 †¢ †¢ A/Eslamshahr/73060/2014 †¢ †¢ A/Tehran/74551/2014 †¢ †¢ A/Tehran /44573/2014 †¢ †¢ A/Tehran/69904/2014 †¢ †¢ A/Sanandaj/65990/2014 †¢ †¢ A/Ilam/55882/2014 †¢ †¢ A/Tehran/77150/2014 †¢ †¢ A/Tehran /78183/2014 †¢ †¢ A/Tehran/60708/2014 †¢ †¢ A/Tehran/57157/2014 †¢ †¢ A/Tehran/69969/2014 †¢ †¢ A/Tehran/69640/2014 †¢ †¢ A/Varamin/78055/2014 †¢ †¢

Implications Of Cognitive Learning Styles On Training Design Education Essay

Implications Of Cognitive Learning Styles On Training Design Education Essay Cognitive Styles are described as individual differences in modes of organizing and processing information in memory. Often, cognitive styles are described as the link between personality and cognition (Sternberg and Grigorenko, 1997) or a missing piece in understanding self (Riding and Rayner, 1998). Over thirty different style labels are classified into two style families, the Wholist-analytic (WA) and the Verbalizer-Imager (VA) dimensions. These dimensions of cognitive styles are fundamental as they develop early in life and are pervasive as they affect social behavior, decision making and learning behavior (Sadler-Smith and Riding, 2000). The general idea while designing learning materials and trainings is that all individuals learn in a similar manner. Hence learning materials and trainings, while designing, are standardized and fail to accommodate cognitive styles and learning styles in the design process. Moreover, training design methodologies although acknowledge learning styles, but they lack the theoretical and empirical bases to accommodate the important role played by cognitive styles in determining learning performance. The assumption that all individuals learn in a similar manner ignores individual differences in cognitive styles. Streufert and Nogami (1989), and Hayes and Allinson (1994) suggested that one of the causes for differences in performance of individuals across a variety of organizations is the effect of cognitive style. Therefore, the research question the paper attempts to answer is: Cognitive styles play an important role in determining the learning performance of trainees. Hence designers of trainings and learning materials need to accommodate cognitive style in training design methodologies in order to improve the effectiveness of trainings. Research proves that accommodating individual differences in cognitive styles has a beneficial effect on learning performance. The research by Hayes and Allinson (1996) also argues that cognitive style may be an important factor in determining how individuals operate at each stage of the learning cycle. Literature Review Conventional training design methodologies fail to acknowledge the important role played by cognitive style in determining learning performance. Hence, it is necessary to consider the relationship between learning performance, learning strategies and cognitive style. It is also necessary to suggest ways in which human resource development practitioners may accommodate individual differences in style such that the effectiveness of training and development interventions may be improved (Riding and Sadler-Smith, 1997). Kim Buch and Susan Bartley (2002) investigate the relationship between learning style and preference for training delivery mode. The study explores the topic by using the Kolb Learning Style Instrument to measure training delivery mode preference. The results showed a relationship between the two variables depicting that convergers showed a stronger preference for computer-based delivery and assimilators showed a stronger preference for print-based delivery. The results also revealed an overall preference for classroom-based delivery for adults on the study, regardless of their learning styles. The article also discusses the implications of these results for training design and delivery, thereby implicating the importance of learning styles in the design process of trainings. The type of learning style is not significantly effective on the students achievement and learning performance in different learning environments (Yilmaz-Soylu and Akkoyunlu, 2002). The study investigates the effects of learning styles on students achievement and learning performance in different learning environments designed according to principles of Generative Theory of Multimedia Learning. The inferences were made by studying a study group in three different learning environments at different times. The research made use of two different learning instruments including a pre-post test experimental method to identify students achievement score and Kolbs Learning Style Inventory to measure students learning styles. The design and application of distance learning is of central concern to many educators. Research has been conducted from a variety of perspectives in this area. The paper by Yuliang Liu and Dean Ginther (1999) explores ways to adapt the design of distance education to students cognitive styles. The paper provides an overview of the construct of cognitive styles along with the major dimensions and characteristics of cognitive styles. The researchers also present some applications of cognitive styles to the design of distance education. The research by Steven John Simon (2000) indicates that trainees whose learning style matches training methodology are more successful in training outcomes, have higher computing satisfaction, and have higher levels of computer use. The study examines the relationship of learning style and training method to computer satisfaction and computer use. The researcher uses structural equation modeling to examine and understand the results of a field experiment to determine the optimum method of training beginner computer users, and to assess the role of learning styles in computing system training. Trainees learning style was determined using Kolbs Learning Styles Inventory. The study by John Hayes and Christopher W. Allinson (1997) reviews the research on the interaction effect of learning style and the learning style orientation of the learning environment on learning outcomes, and discusses how the findings from educational research can improve training and development practice. The paper attempts to indicate the effect of cognitive learning styles on training and development practice and discusses the need for more research in work settings and the dearth of valid and reliable measures of cognitive learning style. The presence of a valid and reliable measure of cognitive learning style can be easily administered to employees and is considered as a factor which may have inhibited research in this area. Additionally, the advantages and disadvantages of a number of measures that could be used in work settings are also discussed in the paper. Christopher W. Allinson and Lucinda Willis (2010) examine the range of business learning styles in a population consistency of American and international business students. The research uses the Productivity Environmental Preference Survey to determine learning styles in both working and learning environments. Research findings indicate that learning styles are uniquely related to geographic locations. Research suggests that individuals differ in the way they process information due to their learner characteristics. It also suggests the presence of 11 dimensions of learner characteristics. Lynna J. Ausburn and Floyd B. Ausburn (1978) use a fresh approach to instructional design and emphasize the importance of cognitive style as a learner characteristic. Noting that cognitive styles are stable, resistant to change by training and bear little relation to general ability, the authors advocate assisting the learner whose information processing pattern is not compatible with the task to be learned by involving explicit alteration of the task requirement with which the learner is having difficulty. Therefore, the study proposes to design the training so as to accommodate learning styles by a three-step instructional design plan with which to move beyond individual instruction to individualized instruction. Such a plan would allow for differences in learners to not result in differences i n learning. In order to optimize individual performance, managers and human resource practitioners have a crucial role to play and a number of human resource interventions are required to facilitate a versatility of style at both the individual and the organizational levels (Sadler-Smith and Beryl Badgera, 1998). The research describes cognitive style as an important determinant of individual behavior and considers it imperative to organizational learning and the innovation process. The researchers argue that it is a fundamental determinant of individual and organizational behavior and manifests itself in individual workplace actions and in organizational systems, processes and routines. The paper presents a number of propositions which raise some implications for research into cognitive styles and its impact upon innovation and organizational learning and training. The study by Eugene Sadler-Smith (1996) argues that learning style along with learning preferences and cognitive styles may be included under the term personal style. The paper reviews each aspect of the personal style framework and considers its relationship to learning performance at the reaction, learning, behavior and results level. It also describes the instruments which may be used for profiling personal style and suggests that personal style profiling is of value to human resource development practitioners as it may help them identify their own styles, become aware of any bias or imbalance in the training and learning methods which they employ and design and develop learning events which accommodate or acknowledge the personal styles of the learners. Eugene Sadler-Smith (1996) explores ways in which individual differences between learners regarding their cognitive styles (Riding, 1991) and experiential learning model (Kolb, 1984 and Honey and Mumford, 1986, 1992) may be accommodated while designing self-instructional learning materials. The study provides suggestions to develop balanced instructional materials that acknowledge each stage of the learning cycle and individual differences between learners in terms of verbalizer-imager (VI) and wholist-analytical (WA) dimensions of cognitive style. It also reviews the learning cycle, the associated learning styles (Kolb, 1984; Honey and Mumford, 1986, 1992) and the verbalizer-imager/wholist-analytical model of cognitive style (Riding, 1991) to make suggestions. The research argues that the learning cycle notions suggested by Kolb and Honey and Mumford and the cognitive style model by Riding may provide useful guidelines for accommodating individual differences between learners while designing self-instructional materials which may enable; learning difficulties to be anticipated and addressed, the effectiveness and efficiency of self-instruction to be improved, learners to become aware of the learning process enabling them to be self-reliant and autonomous, and learners and designers to adopt a whole-brain approach. Implications of cognitive style for management practice especially while designing and delivering trainings is studied by John Hayes and Christopher W. Allinson (1994). The paper identifies some important dimensions of cognitive style, addresses semantic issues associated with the nature of cognitive style and examines ways in which styles can be classified. Research regarding learning styles is emerging from a variety of disciplines and is conducted in domains outside psychology from which many of the central concepts and theories originate. These domains primarily include medical and health care training, management, industry, vocational training and education. Moreover, the applications of these concepts are very broad due to the importance of learning in every field and to every aspect of life. However, the topic has become fragmented and disparate due to the varied aims of the research and the diversity of disciplines and domains in which the research is conducted. Therefore, this has rendered the topic to be complex and difficult to comprehend and assimilate. Hence, it is necessary to present an account of the central themes and issues surrounding learning styles and to consider the instruments available for the measurement of style. The paper by Simon Cassidy (2004) reviews the theories, models and measures related to learning sty les. The study attempts to clarify common areas of ambiguity in particular issues surrounding measurement and appropriate instruments. It also aims to bring together necessary components of the area so as to allow for a broader appreciation of learning styles and to inform readers regarding possible tools for measurement of learning styles. The paper anticipates promoting research in the field by making it more accessible to new practitioners and researchers and by developing a greater appreciation for the area across disciplines. The paper by Samuel Messick (1984) examines characteristic features of cognitive styles and the ways in which learning styles differ from one another. These distinctive characteristics are integrated to form a framework that serves to define cognitive styles in contrast not only to abilities but to other types of stylistic variables. The paper also discusses implications of cognitive styles in terms of improving instructional methods, enriching teacher behavior and conceptions, enhancing student learning and thinking strategies, expanding guidance and vocational decision making, broadening educational goals and outcomes and tuning the stylistic demands of educational environments. The author also addresses the reasons why cognitive styles have educational impact and why such educational benefits are difficult to realize. The study by Eugene Sadler-Smith (2001) explores the construct validity of learning style as defined in the Learning Styles Inventory (LSI) and its relationship with cognitive styles as measured by using the Cognitive Styles Analysis (CSA) by R. Riding (1994). The study also examines the relationship between styles and learning preferences and suggests that the LSI assesses two dimensions as defined by Kolb (comprehension and transformation) and that the learning style and cognitive styles are independent and the relationship between style and preference is mediated by gender. Adrian Furnham (1991) reports three studies concerned with personality correlates of learning styles. The Eyesenckian dimensions of Extraversion, Neuroticism, Psychoticism and Lie correlated with three different measures of learning style; the Honey and Mumford (1982) Learning Style Questionnaire (LSQ), the Whetten and Cameron (1984) Cognitive Style Instrument (CSI); and the Kolb Learning Style Inventory (LSI). Personality measures, especially extraversion and psychoticism were strongly correlated with learning/cognitive styles in each case. The study also discusses the implications for assessing learning and cognitive styles in terms of the incremental validity of using learning style instruments. The effect of text-plus-text versus text-plus-picture computer presentation conditions and the students cognitive styles on the learning performance is investigated in the paper by R. Riding and G. Douglas (1993). For the study, fifty nine 15-16 year old students in a secondary school were randomly assigned within sexes to one of the conditions. In the text-plus-text condition, the learning material content described the working of car brake systems while the text-plus-picture condition consisted of text with additional pictorial information. The students were given a post-test overall learning performance along with the Cognitive Styles Analysis (CSA) (Riding, 1991) which measures an individuals position on two cognitive style dimensions; Verbal-Imagery and Wholist-Analytic. The study concluded that the Verbal-Imagery cognitive style and presentation condition interacted in their effect on overall learning performance. In the text-plus-picture condition, Imagers were superior to Ver balizers, while in the text-plus-text condition the Verbalizers did better than Imagers. The authors also observed that Imagers used more diagrams to illustrate their answers than Verbalizers. The study also discusses the results in terms of their implications for instruction. Elizabeth R. Peterson, Ian J. Deary and Elizabeth J. Austin (2003) assess and examine the reliability of Ridings Cognitive Styles Analysis test (CSA) by comparing the performance on the original CSA test and a new parallel version. Both test versions were completed twice by 50 participants, however, the second time the test was completed approximately a week later. The reliability of the test was measured using parallel forms, test-re-test and split half analysis. Correlations of the Verbal-Imagery (VI) and Wholist-analytic (WA) ratios from both test versions were low. However, when the CSA and parallel form data were combined, the split-half analysis of the Wholist-Analytic (WA) style ratio was stable but the Verbal-Imagery (VI) style ratio remained unreliable. Management education and development practitioners should recognize that individuals learning preferences are likely to vary as a result of cognitive style and that this diversity should be acknowledged and accommodated by practitioners through the use of a variety of instructional methods. Researchers also argue that management education and development will benefit from adopting a variety of modes of presentation which will enable individuals to process information in their habitual modes (i.e. visual or verbal) and using instructional devices (overviews, summaries and different types of advance organizers) which compensate for the weaknesses of individuals habitual modes of organizing and structuring information in memory. In order to encourage self-awareness and hence facilitate learning and strategy development, management education and development practitioners should use the notion of style and its assessment. Therefore, it is now imperative to fully utilize the notion of styl e in the education and development of managers in the 21st century. The study by Eugene Sadler-Smith and Richard Riding (2000) aims to consider the implications of the Wholist-Analytic (WA) and Verbalizer-Imager (VI) dimensions of cognitive style for management education and development. The study presents and examines that at a practical level, the style may exert an influence over learning behavior in a number of ways; by interacting with the mode or structure of the presentation of information; by influencing an individuals propensity to engage in particular types of learning behavior (learning preferences) or through using an awareness of individuals personal styles as a basis for meta-cognitive awareness (learning strategy development). The paper by Eugene Sadler-Smith and Peter J. Smith (2004) presents strategies for accommodating individuals styles and preferences in flexible learning programs. The paper argues that considerable growth and development has taken place in the use of flexible methods of delivery for workplace learning and development. However, while designing programs for flexible learning, the designers often assume that learners exhibit uniformity in their ability to process and organize information (cognitive style), in their tendency towards particular learning formats and media (instructional preferences) and the conscious actions that learners employ to deal with the demands of specific learning situations (learning strategies). Due to such assumptions, the designers of learning materials and trainings may risk ignoring important aspects of individual differences in styles, preferences and strategies. The paper aims to consider some aspects of individual difference that are significant to the d elivery of flexible learning in the workplace, identify some of the challenges that may raise for instructional designers and learning facilitators based on differences in styles and preferences between individuals and suggest ways to accommodate and acknowledge individual differences in styles and preferences in the models of flexible learning design and delivery through the use of a range of instructional design, learning and support strategies. The paper by Pat Burke Guild (2001) examines the effects of diversity, learning styles and culture on the learning performance of learners. The author argues that educators do not believe that all learners learn in the same manner, yet, educators throughout the world continue to treat all learners alike while acknowledging diversity. Educators, today, are aware that students learn in different ways. Theories and extensive research illustrate learning differences among individuals. Learners bring their own individual approach, talents and interests to the learning situation in terms of learning styles, cognitive styles or multiple intelligences. Moreover, individual learners culture, family background and socioeconomic level also affect the learning process. Hence, these theories and principles have an important effect on the opportunities for success for every student in schools. The paper by Teng Pei-Shan, DengchuanCai and Yao-Jen Fan (2009) investigates the relationship between design thinking and design performance in different types of cognition. Designers have the responsibility to understand and care about users cognitive habit to distinguish the difference between thinking and performance in different cognitive styles. The study uses the Cognitive Style Index (CSI) and classifies it into two groups; Analysis and Intuition. The research uses experience and questionnaire methods to test two groups with different cognitive styles, to show the difference of design process performance in thinking and sketch ability while executing the same mission. The study uses 134 design major students. The primary results of the study concluded for the design process that; people in intuition group prefer image thinking and those in analysis group prefer word thinking; people in intuition group have better performance than those in an analysis group. Finally, cognitive style can be applied to design education and work such that educators respect the learning modes of different users and utilize proper ways to gain better learning performance. The paper by James B. Wells, Benjamin H. Layne and Derek Allen (1991) examines the appropriateness and applicability of multimedia instructional strategy in the management development training. The paper also reveals significant differences in the learning styles of supervisors, middle managers and upper managers. It also provides some reasons for the existence of learning style differences and suggests training media and instructional strategies most suited for the dominant learning style of each level of management. The study presents various methodologies and media approaches that can be planned to meet the needs of the training participants. The paper by John Hayes and Christopher W. Allinson (1998) reviews the implications of cognitive styles on the theory and practice of individual and collective learning in organizations. The study evaluates and asses aspects of two contrasting literatures from adjacent fields of individual and organizational learning. The study focuses on the extent to which the individual level construct of cognitive style can be applied covertly to aid understanding at the organizational as well as at the individual level. The paper identifies nine categories of intervention and also focuses on ways in which consideration of cognitive style can improve the effectiveness of interventions designed to improve individual and organizational performance. The paper by David Cook (2005) studies the effects of learning and cognitive styles in web-based learning and presents application of cognitive and learning styles in web-based learning. Web-based learning can reach large, heterogeneous audiences and adaptation to cognitive and learning styles increases its effectiveness. The study uses cognitive and learning style constructs to predict relationships between cognitive and learning styles and the web-based learning. The study suggests that teachers and educators develop web-based learning activities that consider assessing and adapting to accommodate learners defined by the Wholist-Analytic (WA) and active reflective constructs.

Essay --

When thinking of two songs to compare, the first thought in my mind was the artist Tom Petty. I’ve grown up listening to all of his music because of the love my parents have for him. The two songs that I will be comparing in this paper is the original Free Fallin by Tom Petty and the cover that John Mayer. The reasoning behind this is because both songs were made during different musical periods and John Mayer was able to change the song to make it in to his own, but was also able to keep it so similar that it also compliments Tom Petty’s version. First comes first, the introduction to both songs are different in many ways. John Mayer uses an acoustic guitar while finger picking his chords. By doing this, the listener is able to hear every note that is being played. Tom Petty on the other hand strums his chords, which causes the tempo to seem faster. He plays his version moderately loud giving it the mezzo forte feel while John Mayer’s is mezzo piano. After the instrumental at the beginning of both songs, Tom Petty transitions towards the drums while the guitar is still being play...

Physics of Image Processing Essay -- physics photo photograph digital

Missing Figures Characteristics of Light There are a few fundamental characteristics of light that are useful to be aware of before proceeding with the discussion on how CCD's and Film can function to save a useful, meaningful image. One of these important fundamental qualities is the fact that visible light is electromagnetic radiation. Electromagnetic Radiation, Photons, and Energy Levels Electromagnetic radiation has many different classifications. Some such classifications include AM/FM Radio Waves, microwaves, visible light, x-rays, and gamma rays. A key factor in these classifications is that each different type or "level" of electromagnetic radiation contains different energy levels. These energy levels are determined by the speed or rate that charges from a given source move to create an electric field (for instance, moving charges through an antenna or lightbulb) (Serway 1090). Hence, this oscillating electric field has two very important characteristics: it has a frequency and a wavelength. Furthermore, light can also behave as a particle in some instances. This particle of light is called a photon, and is essentially the amount of energy that a light wave has at a certain frequency (the energy of a photon is not dependent on the intensity of the light, but rather only dependent upon its frequency) (Serway 1107). It is this "duality of light" that allows CCD's and film to function as they do, as energy is transferred to materials through light via. photons. Since the energy of a photon is only related to its frequency, an equation (discovered by Einstein) relates photons to the electrons they produce by: E = h * f Where E is the energy of the produced electron, h is Planck's constant (6.63 * 10^-34 J... ...graphic Sensitivity. 2001. 31 Mar. 2003 Gambhir. The Photographic Process: Silver Bromide Crystals. 1 April 2003 Harris, Tom. How Cameras Work. How Stuff Works. 1 April 2003 Light - Part VIII. 1 April 2003 Spectral Configuration Guide. 31 March 2003 Thompson, Tom. "Charge-coupled device." Computerworld 6 Aug. 2001: 49 Visible Light Waves.2 April 2003 Woodworth, Charles. How Photographic Film Works. How Stuff Works. 1 April 2003

Wolseys Responsibility For His Own Downfall Essay -- Papers Thomas Wo

Wolsey's Responsibility For His Own Downfall Thomas Wolsey can be easily viewed as being responsible for his own downfall. John Guy believes that Wolsey was â€Å"brilliant but flawed.† His rise was based on luck, charm, intelligence and opportunism. Wolsey had such high ambitions and gave Henry the idea he was capable of getting him anything, so when Wolsey failed to get Henry a divorce, it was seen as the final nail on the coffin to his downfall. His policies are also a cause to his downfall; Wolsey’s foreign policy was a success but also caused problems. On Wolsey’s rise he created enemies, which lead to the lack of support and opposition in his years as Chancellor. But it can also be viewed, on the other hand, that Wolsey wasn’t entirely responsible for his downfall. His downfall can be laid upon Henry VIII; his court known as the ‘lions court’. David Starkey believes the ‘Boleyn Faction’ was a cause to Henry’s downfall; Anne disliked Wolsey and wanted him removed. Wolsey having bad press from the start, nobility were jealous of his power and wealth. One can see that Wolsey was a successful and just administrator who succeed in his aims making England a leading power. His rise was due to luck, charm and his intelligence, but his fall was due to some of his fatal characteristics and bad luck. But we can clearly see Wolsey alone wasn’t entirely responsible for his downfall; there were many other factors, which Wolsey couldn’t have helped that increased his downfall. Wolsey had some responsibility to his own downfall. His rise to power was due to luck, charm, intelligence and opportunism. The reasons for Wolsey’s fall can be spl... ...land which England was too narrow a field for his vast ambition. He aspired to be the arbiter of Europe. He threw England’s influence on the side of the Holy Roman emperor, Charles V, in the latter’s rivalry with Francis I of France. He expected thereby to enlist the emperor’s aid for his own aspirations to become pope. Wolsey maintained the kings favour until he failed to secure an annulment of Henry’s first marriage. From1527-1529, as Anne Boleyn’s influence rose, Wolsey waned. She disliked the cardinal because of his interference in her earlier engagement to Henry Percy. And both she and King were increasingly impatient with the pope’s endless prevarication. Torn between his secular and spiritual masters, Wolsey chose Henry’s side-but it was too late. He was indicated for praemunire; and later confessed guilt.

The Return: Shadow Souls Chapter 22

The afternoon after Elena's â€Å"discipline,† Damon took out a room in the same complex where Dr. Meggar lived. Lady Ulma stayed in the doctor's office until between them, Sage, Damon, and Dr. Meggar had healed her completely. She never talked about sad things now. She told them so many stories about her childhood estate that they felt they could walk around it and recognize every room, vast though it was. â€Å"I suppose it's home to rats and mice now,† she said wistfully at the conclusion of one story. â€Å"And spiders and moths.† â€Å"But why?† Bonnie said, failing to see the signals that both Meredith and Elena were giving her not to ask. Lady Ulma tipped her head back to look at the ceiling. â€Å"Because†¦of General Verantz. The middle-aged demon who saw me when I was only fourteen. When he had the army attack my home, they slaughtered every living thing they found inside – except me and my canary. My parents, my grandparents, my aunts and uncles†¦my younger brothers and sisters. Even my cat sleeping on the window seat. General Verantz had me brought in front of him, just as I was, in my nightgown and bare feet, with my hair unbrushed and coming out of its braid, and beside him was my canary with the nighttime cloth off its cage. It was still alive and hopping about as cheerful as ever. And that made everything else that happened seem worse somehow – and yet more like a dream, too. It's difficult to explain. â€Å"Two of the general's men were holding me when they brought me before him. They were really propping me up more than keeping me from running, though. I was so young, you see, and everything kept fading in and out. But I remember exactly what the general said to me. He said, ‘I told this bird to sing and it sang. I told your parents I wanted to give you the honor of being my wife and they refused. Now look over there. Will you be like the canary or your parents, I wonder?' And he pointed to a dim corner of the room – of course it was all torchlight then, and the torches had been put out for the night. But there was enough light for me to see that there was a heap of round objects, with thatch or grass at one side of them. At least that is what I first thought – truly. I was that innocent, and I believe shock had done something to my mind.† â€Å"Please,† Elena said, stroking Lady Ulma's hand gently. â€Å"You don't have to keep on with this. We understand – â€Å" But Lady Ulma didn't seem to hear the words. She said, â€Å"And then one of the general's men held up a sort of coconut with very long thatch at the top, braided. He swung it casually – and all of a sudden I saw it for what it really was. It was my mother's head.† Elena choked involuntarily. Lady Ulma looked around at the three girls with steady, dry eyes. â€Å"I suppose you think me very callous for being able to talk about such things without breaking down.† â€Å"No, no – † Elena began hastily. She herself was shaking, even after tuning down her psychic senses to their least extent. She hoped Bonnie wouldn't faint. Lady Ulma was speaking again. â€Å"War, casual violence, and tyranny are all I have known since my childhood innocence was crushed in that moment. It is kindness now that astounds me, that makes my eyes sting with tears.† â€Å"Oh, don't cry,† begged Bonnie, throwing her arms around the woman impulsively. â€Å"Please don't. We're here for you.† Meanwhile Elena and Meredith were regarding each other with knitted eyebrows and quick shrugs. â€Å"Yes, please don't cry,† Elena put in, feeling faintly guilty, but determined to try Plan A. â€Å"But tell us, why did your family estate end up in such bad condition?† â€Å"It was the fault of the general. He was sent to faraway lands to fight foolish, meaningless wars. When he left he would take most of his retinue with him – including slaves who were in favor at the moment. When he left once, three years after he had attacked our home, I was not in favor, and I was not chosen to be with him. I was lucky. His entire battalion was wiped out; the household members who went with him were taken captive or slaughtered. He had no heir and his property here reverted to the Crown, which had no use for it. It has lain unoccupied for all these many years – looted many times, no doubt, but with its true secret, the secret of the jewels, undiscovered†¦as far as I know.† â€Å"The Secret of the Jewels,† Bonnie whispered, clearly putting it all in capital letters, as if it were a mystery novel. She still had an arm around Lady Ulma. â€Å"What secret of the jewels?† Meredith said more calmly. Elena couldn't speak for the delicious shivers that were running through her. This was like being part of some magical play. â€Å"In my parents' day, it was common to hide your wealth somewhere on your estate – and to keep the knowledge of its hiding place strictly to the owners. Of course, my father, as a designer and trader in jewels, had more to hide than most people knew of. He had a wonderful room that seemed to me something like Aladdin's cave. It was his workshop, where he kept his raw gems as well as finished pieces that had been commissioned or that he designed for my mother or out of his imagination.† â€Å"And no one ever found that?† Meredith said. There was just the slightest tinge of skepticism in her voice. â€Å"If anyone did, I never heard about it. Of course, they could have gotten the knowledge out of my father or mother, in time – but the general was not a meticulous and patient vampire or kitsune, but a rough and impatient demon. He killed my parents as he stormed through the house. It never occurred to him that I, a child of fourteen, might share the knowledge.† â€Å"But you did†¦Ã¢â‚¬  Bonnie whispered, fascinated, taking the story where it had to go. â€Å"But I did. And I do now.† Elena gulped. She was still trying to stay calm, to be more like Meredith, to maintain a cool head. But just as she opened her mouth to be coolheaded, Meredith said, â€Å"What are we waiting for?† and jumped to her feet. Lady Ulma seemed to be the most tranquil person there. She also seemed slightly bewildered and almost timid. â€Å"You mean that we should ask our master for an audience?† â€Å"I mean that we should go out there and get those jewels!† Elena exclaimed. â€Å"Although, yes, Damon would be a big asset if there's anything that takes strength to lift. Sage, too.† She couldn't understand why Lady Ulma wasn't more excited. â€Å"Don't you see?† Elena said, her mind racing. â€Å"You can have your household back again! We can do our best to fix it up the way it was when you were a child. I mean, if that's what you want to do with the money. But I'd love, at least, to see the Aladdin's cave!† â€Å"But – well,† Lady Ulma seemed suddenly distressed. â€Å"I had meant to ask Master Damon for another favor – although the money from the jewels might help with that.† â€Å"What is it that you want?† Elena said as gently as she could. â€Å"And you don't need to call him Master Damon. He freed you days ago, remember?† â€Å"But surely that was just a – a celebration of the moment?† Lady Ulma still looked puzzled. â€Å"He didn't make it official at the Servile Offices or anything, did he?† â€Å"If he didn't it's because he didn't know!† Bonnie cried out at the same time as Meredith said, â€Å"We don't really understand the protocol. Is that what you need to do?† Lady Ulma seemed able only to nod her head. Elena felt humble. She guessed that this woman, a slave for more than twenty-two years, must find true freedom difficult to believe in. â€Å"Damon meant it when he said we were all free,† she said, kneeling by Lady Ulma's chair. â€Å"He just didn't know all the things he had to do. If you tell us, we can tell him, and then we can all go to your old estate.† She was about to get up again, when Bonnie said, â€Å"Something's wrong. She isn't as happy as she was before. We have to find out what it is.† By opening her psychic perceptions a bit, Elena could tell that Bonnie was right. She stayed where she was, kneeling by Lady Ulma's chair. â€Å"What is it?† she said, because the woman seemed to bare her soul most when she, Elena, asked the questions. â€Å"I had hoped,† Lady Ulma said slowly, â€Å"that Master Damon might buy†¦Ã¢â‚¬  She flushed, but struggled on. â€Å"Might find it in his heart to buy one more slave. The†¦the father of my child.† There was a moment of perfect silence, and then all three girls were talking, all three, Elena guessed, trying frantically to do what she herself was working at, which was not mentioning that she had assumed Old Drohzne was the father. But of course he couldn't be, Elena scolded herself. She's happy about this pregnancy – and who could be happy to have a child by a disgusting monster like Old Drohzne? Besides, he didn't have a clue that she might be pregnant – and didn't care. â€Å"It might be easier said than done,† Lady Ulma said, when the babble of reassurances and questions had died down a little. â€Å"Lucen is a jeweler, a renowned man who creates pieces that†¦that remind me of my father's. He will be expensive.† â€Å"But we've got Aladdin's cave to explore!† Bonnie said gleefully. â€Å"I mean, you'll have enough if you sell off the jewelry, right? Or do you need more?† â€Å"But that is Master Damon's jewelry,† Lady Ulma said, seeming horrified. â€Å"Even if he did not realize it when he inherited all of Old Drohzne's property, he became my owner, and the owner of all my property†¦.† â€Å"Let's go get you freed and then we'll take things one step at a time,† Meredith said in her firmest and most rational voice. Dear Diary, Well, I am writing to you still as a slave. Today we freed Lady Ulma, but decided that Meredith and Bonnie and I should remain â€Å"personal assistants.† This is because Lady Ulma said Damon would seem odd and unfashionable if he didn't have several beautiful girls as courtesans. There is actually an upside to this, which is that as courtesans we need to have beautiful clothes and jewelry all the time. Since I've been wearing the same pair of jeans ever since that b*st*rd Old Drohzne sliced up the pair I wore into this place, you can imagine that I'm excited. But, truly, it's not just because of pretty clothes I'm excited. Everything that happened since we freed Lady Ulma and then went to her old estate has been a wonderful dream. The house was run down, and obviously the home of wild animals who used it as a lavatory as well as a bedroom. We even found the tracks of wolves and other animals upstairs, which led to the question of whether werewolves live in this world. Apparently they do, and some in very high positions under various feudal lords. Maybe Caroline would like to try a vacation here to learn about the real werewolves though – they're said to hate humans so much that they won't even have human or vampire (once human) slaves. But back to Lady Ulma's house. Its foundation is of stone and it's paneled inside with hardwood, so the basic structure is fine. The curtains and tapestries are all hanging in shreds, of course, so it's sort of spooky to go inside with torches and see them dangling above and around you. Not to mention the giant spiderwebs. I hate spiders more than anything. But we went inside, with our torches seeming like smaller versions of that giant crimson sun that always sits on the horizon, staining everything outside the color of blood, and we shut the doors and lit a fire in a giant fireplace in what Lady Ulma calls the Great Hall. (I think it's where you eat or have parties – it has an enormous table on a dais at one side, and a room for minstrels above what must be the dance floor. Lady Ulma said that this is where the servants all sleep at night, too (the Great Hall, not the minstrel gallery). Then we went upstairs, where we saw – I swear – several dozen bedrooms with very large four-poster beds that are going to need new mattresses and sheets and coverlets and hangings, but we didn't stay to look around. There were bats hanging from the ceiling. We headed for Lady Ulma's mother's workroom. It was a very large room where at least forty people could sit and sew the clothes that Lady Ulma's mother designed. But here's the exciting part! Lady Ulma went to one of the wardrobes in the room and moved away all the tattered, moth-eaten clothes that were in it. And she pressed some different places at the back of the cupboard and the whole back of the cupboard slid out! Inside it was a very narrow stairway going straight down! I kept thinking about Honoria Fell's crypt and wondering if some homeless vampire might have taken up residence in the room downstairs, but I knew that was silly because there were spiderwebs just inside the door. Damon still insisted that he go down first because he has the best eyesight in the dark, but I think the truth is that he was just curious to see what was down there. We each followed him one at a time, trying to be careful with the torches, and†¦well, I can't find the right words for what we discovered. For just a few minutes I was disappointed because everything on the big table down there was dusty rather than sparkly, but then Lady Ulma began to gently brush jewels off with a special cloth and Bonnie found sacks and packages and she poured them out – and it was like pouring out a rainbow! Damon found a cabinet where there were drawers and drawers of necklaces, bracelets, rings, armlets, anklets, earrings, nose rings, and hairpins and ornaments, too! I couldn't believe what I was seeing. I poured out a pouch and found that I had a huge handful of glorious white diamonds dripping through my fingers, some of them as big as my thumbnail. I saw white pearls and black pearls, both smaller and perfectly matched, and huge and in marvelous shapes: almost as big as apricots with pink or golden or gray sheens to them. I saw sapphires the size of quarters, with stars you could see almost from across the room. I held handfuls of emeralds and peridots and opals and rubies and tourmalines and amethysts – and a lot of lapis lazuli, for the discriminating vampire, of course. And the jewelry that was already made up was so beautiful it made my throat ache. I know Lady Ulma had a quiet little cry, but I think it was partly from happiness as we all kept complimenting her on her jewels. In days she has gone from being a slave who owned nothing to an incredibly rich woman who owns a house and all the means she would ever need to keep it up in style. We decided that even though she is going to marry her lover, it was best at first for Damon to buy him quietly and free him quietly, but to play â€Å"Head of the Household† for as long as we are here. During that time we will treat Lady Ulma as family, and will put the jeweler Lucen back to work until we leave, when he and Lady Ulma can quietly take Damon's place. The feudal lords around here are not demons anymore, but vampires, and they have less objection to humans owning property. Have I told you about Lucen? He's a wonderful artist with jewels! He has a burning need to create – in his early days as a slave he would create with mud and weeds, imagining that he was making jewelry. Then he got lucky and was apprenticed to a jeweler. He's felt sorry for Lady Ulma for so long, and loved her for so long, that it's like a little miracle that they are truly able to get together – and most importantly, as free citizens. We were afraid that Lucen might not like the idea of us buying him as a slave and not freeing him until we leave, but he never thought he'd be free – because of his talent. He's a slow, gentle, kind man, with a neat little beard and gray eyes that remind me of Meredith's. And he's so amazed at being treated decently and not worked around the clock that he would have accepted anything, just to be allowed to be near Lady Ulma. I guess he was an apprentice when her father was a jeweler, and he fell in love with her all those years ago, but he thought he would never, never ever be able to be with her, because she was a young lady of quality and he was a slave. They're so happy together! Every day Lady Ulma looks more beautiful, and younger. She asked permission from Damon to dye her hair all black, and he told her she could dye it pink if she liked, and now she just looks incredibly beautiful. I can't believe I ever thought of her as an old hag, but that's what agony and fear and hopelessness do to you. Every one of those gray hairs was from being a slave, with no property, no say in her future, no safety, no ability even to keep her children, if she had them. I forgot to tell you the other upside of Meredith, Bonnie, and I being â€Å"personal assistants† for a while. It's that we can employ a lot of poor women who make their living by sewing, and Lady Ulma actually wants to design and show them how to make our finest clothes. We told her that she could just relax, but she says all her life she's fantasized about being a designer like her mother and now she's dying to do it – with three completely different types of girl to dress. I'm dying to see what she'll come up with: she's already started sketching and tomorrow the man who sells fabric will come and she'll pick the materials. Meanwhile Damon has hired about two hundred people (really!) to clean out Lady Ulma's estate, put up new wall hangings and curtains, refurbish the plumbing system, polish up the furniture that has kept nicely, and to get new furniture where things have fallen apart. Oh, and to plant ready-grown flowers and trees in the gardens and put in fountains and all kinds of stuff. With that many people working, we ought to be able to move in in just a matter of days. All this has just one purpose, aside from making Lady Ulma happy. It's so that Damon and his â€Å"personal assistants† will be accepted by high society as the season of parties begins this year. Because I've kept the best for last. Both Lady Ulma and Sage could immediately identify the people in the riddles that Misao gave to us! It just goes to prove what I thought before, that Misao never imagined that we'd actually make it here, or that we could get entrance to the places where they've hidden the two halves of the fox key. But there's a very easy way to get invited into the houses we need to get into. If we're the newest, splashiest nouveau riche (sp?) around, and if we circulate the story that Lady Ulma has been restored to her rightful place, and if everyone wants to know about her – we'll get invited to parties! And that's how we get into the two estates we need to visit to look for the halves of the key that we need to free Stefan! And we're incredibly lucky, because this is the time of year when everyone begins to give parties, and both households we want to visit are having early celebrations: one is a gala, and one is a spring soiree to celebrate the first flowers. I know my writing is shaky now. I'm shaky myself at the thought that we are actually going to look for the two halves of the fox key that will let us break Stefan out of his prison. Oh, diary, it's late – and I can't – I can't write about Stefan. To be here in the same city with him, to know the direction to his prison†¦and yet to not be able to get to see him. My eyes are so blurred I can't see what I'm writing. I wanted to get some sleep to be ready for another day of running around, supervising, and watching Lady Ulma's estate blossom like a rose – but now I'm afraid I'll just have nightmares about Stefan's hand slowly slipping out of mine.

Stefan’s Diaries: Origins Chapter 34

I watched in satisfaction as Damon lustily drank, his tentative sips becoming gulps as he held his face down to Alice's neck. As Alice's nearly lifeless body grew white, a healthy flush rose in Damon's cheeks. As Damon drank the last drops of Alice's blood, I took a few steps outside the shack. I glanced around in wonder. Just last night, the area had seemed desolate, but now I realized that it teemed with life–the scent of animals in the forest, the flap of birds overhead, the sound of Damon's and my heartbeats. This spot–this whole world–was full of possibility. My ring glimmered in the moonlight, and I brought it to my lips. Katherine had given me eternal life. Father always had told us to find our power, to find our place in the world. And I had, though Father hadn't been able to accept it. I took a deep breath, and the coppery scent of blood filled my nostrils. I turned as Damon stepped out from the shack. He seemed taller and stronger than even a few moments ago. I noticed that he had a matching ring on his middle finger. â€Å"How do you feel?† I asked, waiting for him to see everything I saw. Damon turned away from me and walked toward the water. He knelt down and cupped the liquid to his mouth, washing away the remnants of blood on his lips. I crouched next to him at the edge of the pond. â€Å"Isn't it amazing?† I asked. â€Å"It's a whole new world, and it's ours. Forever!† I said, giddy. Damon and I would never have to grow older. Never have to die. â€Å"Y ou're right,† Damon said slowly, as if he were speaking in an unfamiliar language. â€Å"We'll explore it together. Just think. We can go to Europe, explore the world, get away from Virginia and memories†¦.† I touched his shoulder. Damon turned to face me, his eyes wide. I stepped back, suddenly fearful. There was something different about him, a foreignness in his dark eyes. â€Å"Are you happy now, brother?† Damon snorted derisively. I took a step toward him. â€Å"Y ou'd rather be dead than have this whole world for the taking? Y ou should be thanking me!† Fury flashed in his eyes. â€Å"Thanking you? I never asked you to make my life a hell from which I can't escape,† he said, spitting each word into the pond. Suddenly he pulled me into a hug with such strength that I gasped. â€Å"But hear this, brother,† he hissed in my ear. â€Å"Though we will be together for an eternity, I will make an eternity of misery for you.† With that, he released me from his grip and sprinted into the dark forest. As his form disappeared into the black shadows of the trees, a single crow rose from the woods. It let out a plaintive shriek, and then it was gone. Suddenly, in a world that mere moments ago had teemed with possibility, I was utterly alone. EPILOGUE October 1864 When I try to reconstruct that moment when I succumbed to my Power and destroyed my relationship with Damon, I imagine a split second of silence. In that second, Damon turned around, our eyes connected, and we made peace. But there was no silence, nor would there ever be again. Now I constantly hear the rustling of animals in the forest, the quickening of breath that occurs when any being knows danger is near, the pitter-patter-pause of a heart stopping. I also hear my thoughts, tumbling and colliding against each other like ocean waves. If only I hadn't been weak when Katherine stared into my eyes. If only I hadn't gone back to see Father. If only I hadn't made Damon drink. But I did. The fallout of those choices is a mantle that only grows darker and more nuanced with age. And I must live with the consequences of my misdeeds for eternity. LUSTING AFTER MORE OF STEFAN'S DIARIES? TURN THE PAGE FOR A SNEAK PEEK OF BLOODLUST, COMING JANUARY 2011. 1 It was October. The leaves on the trees in the cemetery had turned a decayed brown, and a cold breeze had whistled in, replacing the stifling heat of Virginia summer. Not that I much felt it. As a vampire, the only temperature my body registered was that of the hot blood from my latest victim coiling through my veins. I stood beneath the limbs of a large oak, a light mist swirling around my ankles, my shirt and hands sticky with the fresh blood of the girl I carried in my arms. My brother, Damon, lay prone at the base of the tree, his black eyes staring blankly up at me. It had been days since I'd last forced him to feed. His body had taken on a chalky texture, blood vessels twisting darkly under his skin like cracks. Even now, as I dropped the nearly dead girl at his feet, I had to drape his right arm across her stomach to keep him from rolling over onto his back. Were it not for the blood that had purpled her dress, they would have looked like two lovers holding each other. â€Å"I hate you with everything I am,† he whispered into her ear, though I knew his words were meant for me. She stirred but didn't open her eyes. â€Å"Y need your strength,† I said. â€Å"Drink.† He breathed in and his shoulders went limp. The metallic scent of her blood hung heavy in the air around us. â€Å"That isn't strength,† he said, his eyes fluttering shut. â€Å"It's weakness.† â€Å"Stefan †¦Ã¢â‚¬  This from the girl, Clementine Haverford, who reached a trembling hand out to me, her own sweet blood glistening like a silk glove around her fingers. Last summer, Clementine and I kissed in the shadows of the Wickery Bridge after one of the games Damon had dreamed up for us. She'd allowed my hand to graze the bodice of her blue muslin dress. I kneeled down and tucked a few loose strands of hair behind her ear. A voice somewhere in my mind told me that I should feel regret over taking her life, but I felt nothing. â€Å"You're a monster,† Damon said, keeping his lips as far as possible from the blood that seeped from Clementine's neck. â€Å"Forever is a long time to deny what you are,† I told him. From where we crouched in the hemlock grove, I could see my old neighbors milling around stone grave markers in the very center of the cemetery. My heightened vampire senses allowed me to pick through the crowd of townspeople. Honoria Fells sniffed into a lace handkerchief. Sheriff Forbes kept his hand on his holster. Jonathan Gilbert cleared his throat and flicked open a pocket watch. My head throbbed with every whisper, like the world was breathing secrets directly into my eardrums. Mayor Lockwood stood separate from the others, eulogizing our father, Giuseppe Salvatore –the man who had killed me and Damon, his only family, in cold blood. Father believed vampires to be utterly, unredeemably evil, and so he condemned us to death for trying to save Katherine Pierce, the vampire with whom we'd both fallen in love–the vampire who'd changed us to be like her. Lockwood's voice sliced through the raindrops that had just begun to fall. â€Å"We come together today to say farewell to one of Mystic Falls' greatest sons, Giuseppe Salvatore, a man for whom town and family always came before self.† They stood before a gaping hole in the earth. Father would be wearing the suit he wore to church on Sundays, the black one. With the wide lapels that came together just at the point where I'd accidentally cut him open when he came at me with a stake. I could just make out the winged figure above him, the angel statue that marked my mother's final resting place. Two empty plots lay just beyond, where Damon and I should have been buried. â€Å"It shan't be possible to picture this hero's life,† Lockwood continued, â€Å"but in a portrait in which Giuseppe is flanked by his two fallen sons, heroes of the Battle of Willow Creek.† Damon let out a low, rattling scoff. â€Å"The portrait he paints,† he muttered, â€Å"should contain the muzzle flash of Father's rifle.† He rubbed the place where Father's bullet had ripped through his chest only a week earlier. Mayor Lockwood looked out over his congregation. â€Å"A menace has descended on Mystic Falls, and only a brave few have risen to the challenge of protecting all that we hold dear. Jonathan, Giuseppe, and I stood shoulder to shoulder against the threat. Now we must heed Giuseppe's last words as a call to arms.† Lockwood's voice dragged with it the scent of smoky, blackened wood from the destroyed church on the opposite side of the cemetery. He was talking, ostensibly, about the groups of Union and Confederate soldiers who had been nipping about our part of Virginia for months, but there was no mistaking that he really meant vampires. Vampires like the ones Damon and I had been shot trying to free, like the ones Damon and I had become. â€Å"I could do it,† I told Damon. â€Å"I could run out there and tear out all of their throats before they knew it.† â€Å"What's stopping you, brother?† he hissed. I knew his encouragement came only from the possibility of me dying in the act. I held my breath and listened to Damon's panting, to the droning lies rising from Father's plot, and to some kind of clicking, like a watch or a fingernail tapping against a mausoleum wall. I wasn't used to the rawness of my senses; the world gave me so much more as a vampire than it had as a human. â€Å"Come,† I said, putting an arm around him. â€Å"Let's get one last look at Mystic Falls' finest citizens.† He didn't say anything but leaned into me, allowing me to hold him up as we moved from Clementine's bleeding body toward the grave site. We were just at a mausoleum a hundred yards from Father's grave when Lockwood introduced Gilbert to recite a prayer. Gilbert licked his lips. As he read some prayer or another out loud, I noticed the clicking once more. It picked up in speed as we neared the crowd. The clicking was now a steady, insistent rattle –and it seemed to be coming directly from Jonathan's hand. Then, with my mother's wings stretched wide behind him, Jonathan Gilbert consulted the clicking object in his palm. My blood ran cold. The compass. Jonathan had created a compass that, rather than pointing north, identified vampires. Suddenly, Jonathan looked up. His eyes locked on Damon and me instantly. â€Å"Demon!† He let out an unholy shriek and pointed in our direction. â€Å"I think he means us, brother,† Damon said with a short laugh.