Starting a Football Team Essay -- Papers

Starting a Football Team So you and your friends think youre ready to tackle being part of a union. skilful ... but be careful. Its not as easy as it sounds and you mustiness be aware of all the pitfalls before you take the leap. Organisation An essential must before you do anything else. You need at least two or three people to take some responsibility. Being part of any federation carries a heavy burden for one newcomer. From these people, elect a secretaire, a treasurer (oh yes, it all costs money) and a manager. Of course one person female genital organ do several roles, but its a lot for a newbie to take on alone. Unless youre a strong individual, your club wont last long. --------------------------------------------------------------------- Registration right away you need to register yourselves with your local county football association. They are the governing body for all football within your area. You cannot even play a friendly again st an some other(prenominal) team unless youre registered. Remember, football isnt all sweetness and light and sometimes unsavoury incidents happen. Your local football association are there to deal with such matters, among other things. If you are not registered and something goes wrong, you could find you or your players on a civil charge with the chance of a heavy fine or even dawdle (thats not to say you get away scot free if youre registered, more on that later). Usually county football associations (and local leagues) will only deal with the club secretary this is standard practice. When you register, you will need a name for your team. Be prepared for a disappointment. Your name may already be in use and your... ...me, Im as mad as the rest --------------------------------------------------------------------- Well, this all sounds horrendous to me, where do I sign up? Presuming the men in the white coats havent dragged you away screaming and yo u fuck in our part of Essex, you can apply to the Essex Sunday Corinthian League on-line from this link before the end of March each season. But be warned - All new clubs are screened and your applications success isnt guaranteed. Having said that, the on-line application is proving a roaring success. No fewer than six teams were playing in the League during 2000/2001 after submitting an on-line application TIP - Always apply to more than one League. This way you stand a better chance of being accepted. some Leagues wont ask for money when you apply, only after youre in.

Genetic Screening Will Not Put Limits on Equal Opportunity :: Science Biology Biological Essays

Genetic Screening Will not Put Limits on Equal OpportunityIntroductionGenetic viewing is a pressing issue in todays public policy forum, research and industry. Genetic screening generates enormous opportunities and is an incredible advance in science. However, genetic screening poses problems that are not and rump not be easily overlooked. These are the following two issues dealt with in this paper. What endure genetic screening offer deal that currently is not being offered and at what cost to the people will this advance be? Genetic screening was devised to offer people a servicing and more important, to essentially, protect them from themselves.Genetic screening involves the screening of persons genotypes to determine if they (1) are already associated with disease or are predisposed to disease, (2) may pass on disease to their descendants, or (3) produce other variations not associated with disease. (NAS 1975) Genetic screening is used as a means to prevent the onset or pr ovide control for genetically inherited diseases. This in the long run is economical and treatment is effective. Screening of this type involves the detection of genetic disease and must initial be defined to assure an understanding in the objectives of screening. Carriers of a genetic disease appear normal and are not affected except if the trace is expressed quantitatively across a population. In this case, the individual will digest some disease characteristics however, not as severe as those with the disease. Individuals that have a genetic disease are almost always homozygous recessive for that gene meaning that there is an insufficiency in its ability to fulfil the correct function. One must not mistake a genetic screening test with a genetic diagnostic test. The difference is great and can be easily confused. A genetic screening test is not a definite confirmation of disease presence. It only gives an alert or manifestation to the possible presence that could affect the health of an individual. A genetic diagnostic test can tell with greater certainty if a disease is cave in in an individual. (Blatt 1996)Testing-MethodsThere are different times throughout the life span of a human in which genetic tests, both screening and diagnostic, can be preformed. The most popular and recognizable are the prenatal tests and testing of newborns. The genetic screening tests currently available for pregnant women are maternal blood serum alpha-fetoprotein (MSAFP) screening, enhanced MSAFP, amniocentesis, chorionic villus sampling (CVS), percutaneous umbilical blood sampling (PUBS), fetal biopsy and fetal cell sorting.

fight club Essay -- essays research papers

Chuck Palahniuks Fight Club, that perhaps gained more exposure through the film adaptation, is narrated by a character whose name is never revealed but who is often referred to in critiques and reviews as Joe, a reference to the characters discovery of an old Readers Digest article in which the bodily organs and functions of various people refer to themselves in the first person. The name Joe is used in this context throughout the novel to comically articulate the characters mood or mentality, for example on page 59, he says I am Joes unfounded Bile Duct. Joe discovers a cure for his insomnia in various support groups for diseases that he does not have, taking solace in the pain and open suffering of others until he encounters Marla, another tourist as he describes her, who disrupts his self prescribed therapy. After his apartment mysteriously explodes while away on business, Joe moves into a dilapidated residence with what is later revealed as an alter ego in the form of the char acter Tyler Durden. The pair set about creating an anarchistic club where the primary physical documentary is to fight, for reasons that will be textually observed in relation to this notion of identity. Tyler and Joe eventually develop what is essentially a small organisation, which is often narrated in almost militaristic descriptions, where a group of followers receive instructions and engage in seemingly anarchistic activities that are orchestrated by Tyler, motivated by issues of socio-econ...

Achieving the American Dream :: Essays on the American Dream

From the nineteenth century to the present, the unite States has been hailed as a write d own of opportunity where individuals could achieve personal, political, religious, and economic freedoms. The image of the land of opportunity was true to different degrees for the African-American sharecropper in the postwar South, the immigrant at Ellis Island, and the wealthy capitalist or manager in the period from eighteen-sixty fin to nineteen-fourteen with the African-American being at the low end of the rung and the capitalist being at the top.The newly freed African-American in the postwar South had the hardest epoch achieving freedoms due to white men considering them as inferior. As on southerner of the time said, the ex-slave was not a free man he was a free lightlessness . This is best exemplified in the Black Codes and Jim Crow laws of the time. If we look at the African-American of the time and compare them to the rest of the citizens of United States then they were seriousl y lacking in the basic freedoms granted to American Citizens. However, if we take a different approach and compare them to what they were only decades earlier, then we see that they had gained m some(prenominal) freedoms which they formerly did not return which Reverend E.P. Holmes, a black Georgia preacher best stated when he said Most anyone ought to know that a man is better dispatch free than as a slave, even if he did not have anything, I would rather be free and have my liberty .African-Americans established their own churches, schools, social clubs, and even businesses which bequeathd services such as insurance, banking, hair cutting, and funerals to the black community. With the help of the federal government they took great steps in gaining more freedoms. The Freedmens Bureau was the first step congress took to aid the newly freed slaves. The Freedmens Bureaus main purpose was to help negotiate labor contracts, provide medical care, and help set up schools for the freedm en. The second step congress took was in passing the Civil Rights act of 1866 which states that all persons born in the United States excluding non-taxed Indians, were citizens entitled to full and equal benefits of all laws . Two years later, congress passed the Fourteenth Amendment which reaffirmed citizenship for all persons- regardless of race-born or naturalized in the United States and forbade any state from abridging the privileges and immunities of citizens to deprive any person of life, liberty, or property without due process of law or to deny any person equal resistance of the laws.

Child Labor Essay example -- essays research papers fc

Child LaborChild Labor, refers to the economically active population under the suppurate of fifteen years old, who ar employed in various industries (Grootaert, 2). Recently, child labor has become a large topic of debate however, in virtually cases, it is very unfavorable. The perception that globalization is leading towards the exploitation of children, is becoming an important problem for international business. In my opinion, child labor should be eradicated. It is not precisely harmful to the health of children, but it takes away their chance for an education, and simply takes away their childhood.The International Labor Organization estimates that 250 million children around the world, between the ages of five and fourteen, tap. come on of the 250 million, 120 million of them piddle fulltime (ILO, 5). Child labor is common in industries such as agriculture, domestic services, carpet and textile, quarrying and brick making, and also prostitution. Some children work in f actories and other workplaces in the formal economy however, many work on farms or in homes. Child labor has many hazardous set up on the health of children. Some children work in areas such as stone quarries, tanning leather, and electroplating metals. All of these working conditions endanger the health of the child. Children in varied occupations face different fatal diseases. Silicosis, which is caused from working in stone cutting, brick factories, granite and slate factories is one such disease. Tuberculosis, is also another disease endeared by children in clayware related industries. Another very big problem, because of poor living conditions, is malnutrition.The lack of education for working children is also another very serious problem. Child laborers work for most of the day, and in some cases 16 hours a day. There is no question, that education is a major contributing factor to the overall development of the child. Yet, because of the massive working hours, children ar e deprived of time for education. Some children are more or less slaves, controlled by their employer to work all the time. In other cases, the parents are even responsible for child labor, because they give priority to labor and making money, over education. Some children must earn the income for the entire household (Grootaert, 3). Asi... ...). However, developing countries including brazil-nut tree and India, which have very high rates of child labor, rejected the proposal. But the rate of child labor is still dropping. In 1996, Brazil had 3.3 million child laborers. Soon after, international pressures, forced President Fernando Henrique Cardoso to create an anti-child labor initiative. This program basically paid parents to send their children to school. By the year 2000, the amount of child workers decrease to 2.5 million. Today, child labor is still decreasing, but it seems almost impossible to eradicate. Child labor is ethically wrong and immoral and yet, there are still b usinesses that call for to turn their heads away.Works CitedBachman, S. L. The Political Economy of Child Labor and its Impacts on International Business. Business Economics Jul. 2000 1-4.Buckley, Stephen. The Littlest Laborers Why does Child Labor Continue to extend in the Developing World? Washington Post 16 Mar. 2000 1-5.Grootaert, Christian. Child Labor an Economic Perspective. International Labor Review 136. 1995 2, 3, 7.International Labor Organization. 1996. 20 Jun. 2001.

Mother Daughter Relationship in I Stand Here Ironing by Tillie Olsen Es

Mother Daughter Relationship in I Stand Here Ironing by Tillie OlsenI Stand Here Ironing by Tillie Olsen If Only....Almost every parent dreams of giving their children what they never had growing up. However, unavoidable situations cannot be changed and we are forced to read do with what life gives us. Lifes twists and turns are not always predicted, we get caught up with other things and lose sight of the important ones. In the story, I Stand Here Ironing, Tillie Olsen portrays the life and regret of a four-year-old single mother struggling to raise her daughter Emily. Olsen points out through uncontrollable fate in society, Emilys mother is forced to become a working-class mother who must hold down a job and care for her child. To more the ideal mother-daughter relationship is not like the one we find is this story. This is neither the fault of the mother nor daughter.In the beginning, while she is ironing, the mother of a nineteen-year-old girl reflects on her daughters childhood. She is caught between feeling responsible for Emilys unhappy childhood and realizes that she was powerless in making her life better due to the drop of alternatives. As she is ironing, the mother remembers back to when her eldest daughter was an infant. She was a young, inexperienced mother who followed like the books said (204) and considered Emily to be the first and only one of her quintet children that was beautiful at birth (203). During the worst years of the Depression, her husband deserts the family leaving them to fend for themselves. With no money or savings available to have the two, her mother is forced to find work and Emily is handed over to a variety of temporary ... ... her child. Olsen articulates the difficulties, obstacles, and struggles faced with non-privileged families in the story. The character of the mother in I Stand Here Ironing is one that is strong and wise. Throughout the story, she reflects on various ev ents in Emilys life that shaped the person she is today self-sustaining and independent. At first while she is still young, she looks at her helpless daughter with guilt and pity because she is not able to give her the life she deserves. However, Emily grows into a young adult woman, Olsen points out the mother soon realizes that her daughter is a lovely, capable woman with potential. Her only hope is that Emily herself can and will realize it for herself. Olsens bespeak that our circumstances shape who we are, but no matter the situation, we can still overcome them because there is potential in everyone.

Mother Daughter Relationship in I Stand Here Ironing by Tillie Olsen Es

Mother Daughter Relationship in I Stand Here iron out by Tillie OlsenI Stand Here Ironing by Tillie Olsen If Only....Almost every p atomic number 18nt dreams of giving their children what they never had growing up. However, unavoidable situations cannot be changed and we are forced to make do with what heart gives us. Lifes twists and turns are not always predicted, we get caught up with other things and lose sight of the authorised ones. In the story, I Stand Here Ironing, Tillie Olsen portrays the life and regret of a young single engender struggling to raise her daughter Emily. Olsen points out with uncontrollable circumstances in society, Emilys mother is forced to become a working-class mother who must hold down a craft and care for her child. To many the ideal mother-daughter relationship is not like the one we find is this story. This is neither the fault of the mother nor daughter.In the beginning, while she is ironing, the mother of a ni neteen-year-old girl reflects on her daughters childhood. She is caught between feeling responsible for Emilys unhappy childhood and fulfils that she was powerless in making her life purify due to the lack of alternatives. As she is ironing, the mother remembers back to when her eldest daughter was an infant. She was a young, inexperienced mother who followed like the books said (204) and considered Emily to be the first and solitary(prenominal) one of her five children that was beautiful at birth (203). During the worst years of the Depression, her husband deserts the family leaving them to fend for themselves. With no money or savings available to support the two, her mother is forced to find work and Emily is handed over to a variety of temporary ... ... her child. Olsen articulates the difficulties, obstacles, and struggles faced with non-privileged families in the story. The character of the mother in I Stand Here Ironing is one that is strong and wise. Throughout t he story, she reflects on various events in Emilys life that shaped the someone she is today self-sufficient and independent. At first while she is still young, she looks at her helpless daughter with guilt and pity because she is not able to give her the life she deserves. However, Emily grows into a young adult woman, Olsen points out the mother soon realizes that her daughter is a lovely, capable woman with potential. Her only hope is that Emily herself can and will realize it for herself. Olsens suggest that our circumstances shape who we are, but no matter the situation, we can still overcome them because there is potential in everyone.

Education School Essay

Education is a topic that has been implemented on our generation more than ever before. However, it is not for the grades, degree or the income that education should be classic to us. It is for the sake of learning and developing our character that education should be valued. When lot go to school, they receive education and thus become educated, however, these people must happen in mind that a major portion of the world receives no form of formal education. Due to their good fortune, the educated people have responsibilities to the world.The get-go responsibility of an educated person is to help educate others. This may come in the form of teaching classes, tutoring, helping others or simply correcting errors. When we teach people we spread the value of education and share skills that are essential for survival. Other people are able to think rationally and evolve into a self dependent person through the knowledge they attain. Once people are educated, they are able to prevent others from taking advantage of them or cheating them. through with(predicate) education, people are alike able to use the resources they own efficiently and sparingly.Finally, education allows people from different nationalities and locations to communicate and work together in a beneficial harmony. The second responsibility of an educated person is to aim to advance to a better future. It is through evolution that we have become more understanding and learned. For this process to be beneficial and continuous, we must use it and upgrade it through our use. In the past, communication was a problematic process, today we have e-mail accounts, carrel phones, chat sites, video chat sites and messengers for instant communication.Presently, global melting and oil depletion are major complications. If we are able to advance and address this problem, we would be employ our education beneficially. There would be less violence over oil and the future would be a less worrisome place if g lobal warming was tackled. However, this is just one amongst the billions of changes we could make, all to create a better future. The third responsibility of an educated person is to create or maintain stability and arrangement in the world.Through stability and order, the worldbecomes a much safer place where people share respect for each other and live in harmony. When there is order, people are insured of payments for their services. They are motivated to work-hard and use positive, instead of negative means to earn their income. Thus, through stability and order, ethics can also be implemented into people.Thus, the three main responsibilities of an educated person are to educate others, aim for a better future and create as rise up as maintain stability in the world. Through these goals, the world becomes a positive place and continues to flourish after each generation.

How to Teach Something Essay

During the week I taught my father how to tend rock band he learn how to play the drums on blue and medium level. It was fun t individuallying him he caught on easily and he got a genuinely high scores and it was a vast experience. I taught this readiness to my pop music because its something that my little sister and I like to do and it would be fun to do together. I overly taught this skill because my dad and I dont do a lot of things together and this would just be another great thing to do together I chose my dad because he likes learning new things. He also likes have fun So I thought this skill would make him really joyous. He also wanted to learn how to play this game but we never had it and then I got it for Christmas. So I asked him if he still wanted to learn how to play it and he said yes. After I asked him he was so excited. It was really nice to see him happy.At the beginning of the lesson, things started off nice we both got a little frustrated at another but af ter the first game he started getting the attend to of it and kind of started to get the concept. He really enjoyed the first game. And we had a lot of laughs. But then we got on the real levels and it started to confuse him a little. But after ten minutes I explained it a little more and he got it. In the middle of the lesson, my father was on a roll and I kept on switching the song because each song could be a little more difficult. And it was hard for at some points and then we took it a little slower and he started to get the hang of it more and more each time it It was awesome to see how good he was getting.After the lesson was over, my dad learned how to play like an expert On medium and easy level I had such a great time teaching my dad and in the end its going towards great use because now I can do a lot more things with him at hope. In the end of everything seeing my dad really happy with his accomplishment and seeing that he wanted to learn to be with me more was the icin g on the cake

People Attend College for Many Different Reasons Essay

Although people result college or school for many different reasons, one of the most common reason for people to attend a college is for a career preparation. Although we have new experiences and also crap knowledge by attend a college or university, those are not the primary reasons for people attending a college because we can also get new experiences wherever new we go and whatever new we do. We impart surely have new experiences if we attend a college notwithstanding we do not attend a college for new experiences.Second, we do not just attend a college only for increased knowledge. If increase the knowledge is the only motivation for the person, then we have many other sources like textbooks, journals, internet and many other sources which can help us to gain knowledge. We need not attend a college if gaining knowledge is the only reason. However, we gain knowledge if we attend a college but gaining knowledge is not the only purport to attend a college or university.For exa mple, if a university offers a very splendid environment and it can impart knowledge to the students better than any other university but if it does not offer any degree and does not show any job opportunities, I am pretty sure that few people will prefer to join it. Similarly, if a university is not so good at infrastructure and research work but if it still able to provide a better placement and career growth, it is no surprise that many people will be ready to join that university compared to the latter.So, from the reasons and examples stated above I call in there are many factors that influences a person to join a college or university, career preparation is the most important of all.

Bluesky

Please refer interested instructors to TIE for access to the teaching notes. Introduction students look at been introduced to revenue management. Have previously assigned the gaffe in advance of class and then spent from 30 minutes to one hour of class time discussing the students solutions. When using all three cases, have assigned the (A) and (B) Cases in advance of class and asked the students to submit spreadsheets with solutions to both cases before class begins. During the 90- minute class we would devote approximately 40 minutes to discussing the (A) Case, 20 minutes on the (B) Case, and the remaining 30 minutes working through theCase together in class (students are told in advance to bring their laptops to class). ordinarily ask students to pair up, and I try to match a student with relatively little simulation experience with one who is more comfortable with the material. I tell pairs that the weaker student should be the one with hands on the keyboard. Finally, a note o n timing have used this full plan for Cases (A)-(C) nevertheless once, in an elective on service operations management. The schedule was a bit tight and we had to rush the discussion of the spiral-down effect in the (C) Case.In the future whitethorn spread the material over more than one class period. These cases focus on the revenue management of a single flight leg with two fare classes and uncertain demand. The (A) Case asks the students to forecast high-fare demand and implement a simple bookings policy. The (B) Case uses simulation to establish booking limits in the presence of buy-up expression and cancellations. The (C) Case focuses on the spiral-down effect, which occurs when there is a mismatch between the revenue management optimization model and actual customer behavior.This Teach ins Note freshman describes the logistics for using the cases the order of the cases, choosing assignments, and the timing of class discussions. Then the note summarizes each case, describes potential solutions, and provides guidelines for class discussions. The last section describes technical background, extensions, and additional reference material. The closing section may be particularly useful for instructors without a strong background in revenue management as the section or its references may provide answers to students questions about the implementation of revenue management systems.The final section also explains how the models in this case may be adapted to handle eightfold itineraries in an airline Nortek, as scribed in the Bluesy Airlines Network Revenue Management Case Series. Single-Leg Revenue Management (A) This case provides students with the opportunity to build a statistical forecasting model and to use the output from this model in a simple revenue management decision. This section describes how the data were generated, potential solutions to the problem, and provides some counsellor on how the case can be discussed in class.

Nazism vs. Fascism Essay

R.Q. To what extent were the German and Italian regimes under Hitler and Mussolini Totalitarian?i. Why?With this research I want to disc everyplace whether Hitler and Mussolini transformed Germany and Italy, respectively into Totalitarian regimes. In my discretion this played a major role when looking at traditions, respectability of countries and reputations of countries. Such emotions discharge also trigger wars, as we so in WWII. Initially, I feel that Dictatorships having absolute power over a country can cause many inconveniences for the citizens of it. Hence, I want to understand their motives and ambitions. Also, I double that this is a very important time period in which milestones and late dimensions have been opened. Thirdly, I decided on this topic because I am a German citizen, who is naturally interested in the background and history of ones father country.ii. What?I am personnel casualty to use a series of books written in different time periods by different writer s from different countries. This shows a certain scope of viewpoints, which makes the answer to this question more objective. I am also going to use the Internet as one research option of my immanent assessment.iii. I planned my es theorise. This can be seen in the appendix, 1) Essay Plan. This plan shows how I am going to attempt to accomplish my Taski. Define national socialisma. Nazism is the body of political and economic doctrines held and put into effect by the issue Socialist German Workers Party in the Third Reich including the totalistic principle of governing body, state control of all industries, predominance of groups assumed to be racially superior, and victory of the Fhrer1.ii. Define Fascisma. Fascism is a political philosophy, movement, or regime (as that of the fascisti) that exalts nation and often race above the individual and that stands for a centralize autocratic government headed by a dictatorial leader, severe economic and social regimentation, and fo rcible suppression of opposition2.iii. Define Totalitariana. Totalitarian is defined as of or relating to centralized control by an autocratic leader or hierarchy. Of or relating to a political regime based on subordination of the individual to the state and set control of all aspects of the life and productive capacity of the nation especially by coercive measures (as censorship and terrorism)3iv. All these definitions above are essential in order to understand how totalitarianism is initially linked with Nazism and Fascism. These terms, Nazism Fascism and Totalitarianism have all got the subordination of the individual to the state and the control of straits etc. of the individual in common. The difference between them, however is that Totalitarian is purely a term describing a situation, a current state of intimatelything. Nazism and Fascism on the other hand, describe an ideology that developed over centuries and at last ruled a country.When we are looking at these definiti ons, we discover, that both ideologies have a feature of totalitarianism innate. Therefore, initially we would say that they the states, Germany and Italy, both are totalitarian because the autocracy by which they are ruled is totalitarian. This must mean that the tribe desire in it because they elected this system of government, and hence the system must be totalitarian. This, however, is debatable. In the ongoing lines I will question the above statement by looking closer at the two ideologies and how they became elected.i. Discrimination of Minoritiesa. Germanyi. Minorities, such as Jews, Blacks, Gypsies and women were discriminated widely. Anything non of Aryan derivation, was inferior. Women, for example, were expected to behave just like K,K,K-meaning Kinder, Kirche, Kche. Translated, Children, church, Kitchen. In other words, they were expected to have as many children as possible to expand the Aryan race, support the religion and cook well. Jews, of course, were treated the worst, i.e. concentration camps.b. Italyi. Fascist Policy towards women was condescending. Women were not put equal to men. It was also anti-urban and anti-consumerist. There was birth control and additional taxes on unmarried. This, in a way, was similar to Nazi Germany, where thither were incentives to bear as many children as possible. It aimed to promote the superior race. Fascist policy was at the beginning not racially concerned. However, when relations with Germany improved, Mussolini adopted some anti-foreign steps. This aimed to give the people a feeling of superiority over other nations and should promote the will to fight for the cause of the nation. Employment conditions for female workers were restricted. They were excluded from several workplaces.ii. Churcha. Germanyi. Germany was almost entirely a Christian country. Hitler realised this and did not underestimate the power the church, as a single institution, could have on the peoples minds. Therefore, he knew it w ould not be wise to attack the church during his campaigns. Hence, he made an agreement with the church, the Concordat, which granted the church religious freedom. This, however was only superficially. In reality, any process of the church speaking bad about Hitler or his party, NSDAP, was prosecuted or sent to a concentration camp. Even Church schools were influenced by Hitler the bible was replaced by Mein Kampf and the patsy by the swastika.b. Italyi. In Italy the church played a more important role than in Germany because of the Pope and the Vatican being situated in Italy. Hence, Mussolini tried, after 1922 when advent to power, to include the church as much as possible in the fascist state in order to stabilise and ensure power for his party, PNF. universality was also seen as a possible threat to the emerging fascist state. Hence, a concordat was attempted to improve church-state relations. Catholicism was considered the religion of most Italians, which was so deeply roote d in Italian life that could directly endanger the position of the fascist might.iii. Educationa. Germanyi. Education in Germany was largely controlled by the Nazis. The important subjects were history, biology and physical education. All of course indoctrinated and altered to shine a good light on the Nazi party and its style of rule. Special schools were kind for the most talented. This meant that from a very young age onwards, children in Germany were focused on the Nazi ideology, similar to the Youths, which I will talk about in the next paragraph.b. Italyi. Education was focused on Fascist ideas and ideology. Children were educated in physical education and military training. These are just examples to illustrate what Mussolini cherished to achieve.iv. Youthsa. Germanyi. Various youths existed in Nazi Germany, all aiming to control the mind of German children. Hitler once described his views concerning the purpose of youths When an opponent declares, I will not deign your s ide, I calmly say Your child belongs to us alreadyIn a short time, they will know nothing else but this community. These programs existed for boys and girls. Boys camps were more physical, preparing for war. Girls camps were aiming to make them strong to bear many healthy children.b. Italyi. From 1929 onwards, Mussolini focused more intensely on the control of children in his regime. He wanted to control them by education, which he stated as a right of the leading body in a totalitarian state. The Ministry of Public Instructions was changed to the Ministry of National education (ONB) in 1929. This new organisation provided pre-military training, drill and gym. All measures to convey a more aggressive and disciplined way of live. This program was even integrated into the school curriculum. recruitment was thus made very easy and numerous. The Fascists wanted to create an Italy were there were young courageous men willing to fight for the cause of the nation. Their motto was Believe, Obey, labour. This displays exactly what Mussolini was after. Especially during the great depression, Mussolini tried to give his people a cause to believe in. He created groups or fixed mass meeting so that the people would experience a way of unity.v. Propagandaa. Germanyi. Minister of Propaganda in Nazi Germany was Goebbels. He was an able man, with enormous aims. Not only wanted he the people to accept the regime. He wanted them to capitulate to them, grasping the ideology. He, for the first time in history, effectively made use of the radio and press. He seized control over both. By 1932 less then 25% of the population owned a radio. Hence, he made provisions for producing cheap sets of wireless radios. He called it the Volksempfnger, translated, nation-receptionist. The press seemed harder to control. The Nazi publisher-Eher Verlag-bought many of the 4,700 existing newspapers. Goebbels held a daily press conference and eventually, the Editors Law, made the seizure of the pre ss complete. Via the radio, the Aryan race was emphasized. Jewish music was not played. mickle were constantly bombed with Nazi propaganda, their ideology.b. Italyi. Mussolini wanted to create an image of the new Italian. This image should be aggressive and patriotic. He also used heroic figurers from the wars to illustrate the allege superiority of the Italian nation.vi. Police Statea. Germanyi. The party seemed to be well organized and structured. Hitler himself, however, rejected any document work. Now the question appears, how it was so satisfactory? The answer is that a powerful force was acting behind the scenes. This force was the army. It consisted of the SS, short for Schutz-Staffel, the SA, short for Sturm-Abteilung, the Gestapo, known for its brutality and later the SD, Sicherheitsdienst, the party internal police force. All these acted in order to maintain or restore order. The SS was once created to be Hitlers personal bodyguard. It evolved to be a unit with unbeliev able power over, economic, political and social matters. It turned out to be an extremely useful tool for Hitler.b. Italyi. The military was also guaranteed a supreme status in Italy. However, the German army had become a political power whereas the Italian had not. After the death of Hindenburg, Hitler was able to benefit from an exclusive oath. Mussolini never had such an hazard under the still existing Monarchy. The Italian Military acted with divided loyalties. The Italian army did not face any threats form party-army-type organizations, as opposed to the German SS and SA.vii. Power of the Leadera. Germany/Italyi. Both, der Fhrer and il duce, were charismatic and ambitious men. They had a set aim which they wanted to achieve no matter what the cost was. They managed to call for masses so that they would virtually believe anything they said. These are, among others, characteristics a strong Leader must have in order to be successful. Hitler was not only institute chancellor bu t became President after Hindenburgs death. He also appointed himself Chief-Commander of all armed forces. This gave him the mere control over many bodies.i. crusade factors against each othera. Germany vs. Italyii. Conclusiona. When looking back at my research and all the information I collected during it, I think it is fair to say that both ideologies and those implementing it, transformed the respective countries to a large extent into totalitarian regimes.Although, I would say that this phenomena did not occur in the conventional way. By definition, a totalitarian regime controls every aspect of life. When looking at the moment they came to power and the day they left, a great difference in many senses can be seen. Especially, when looking at how they controlled the peoples minds. Propaganda, Force, Speeches, youths and discrimination are all factors, which increased their influence. This integrated so quickly into the respective countries roots, so that it was inevitable that people would eventually believe what they heard.They would also obey by it because they the how brutal their measures could be. Power conveyed and achieved by force was one feature in these regimes. The other means was propaganda. New technology, new innovations enabled them to convey their messages and slogans whenever they wanted. They could also reach every member of their community. They not only controlled adults. One of their ideas was to transform the young so that their ideology would be carried make headway with the next generation.1 http//www.m-w.com/cgi-bin/dictionary?book=Dictionary&va=Nazism2 http//www.m-w.com/cgi-bin/dictionary?book=Dictionary&va=fascism3 http//www.m-w.com/cgi-bin/dictionary?book=Dictionary&va=totalitarian

Study Guide for Maternity Nursing

Study Guide for Exam 1 * What are the risk factors for uterine atony? Loss of uterine toneOverdistention of the uterus (multiple gestation, polyhydramnios, macrosomia, fibroid tumors, distention with clots), bladder distention, peremptory multiparity, uterine trauma (forceps vacuum, c-section, cervical biopsy), bottle feeding, length of labor (precipitous or prolonged), Hx of PPH, medications (anesthesia, recent tocolysis, magnesium sulfate, induction greater than 15 hours), abruptio placenta, placenta previa, infection, inversion of uterus, placenta accrete increta percreta * Upon tactual exploration you find that your clients uterus is above the umbilicus and displaced to the right, what is your nursing intervention? sk patient last epoch they voided. check for distention of the bladder (superpubic distention), hike voiding. teaching patient to try and void q2h. Methods to promote urination hand under warm water, squirt bottle, sitz bath, analgesic, warm shower. * How would you expect a pp clients labs to change/ 1. WBC Increase 2. H&H Decrease 3. Platelets Stay Same * Bright red bleeding of lochia rubra one week or more(prenominal) into the pp period would suggest what? Late postpartum hemorrhage What teaching do you give after administering a rubella vaccine? Patient should not abide pregnant for one month following the vaccine * You assess a pp client 20 minutes after birth and discover that she has saturated her pad. Her fundus is jolly above the umbilicus but centered (not off to the side this time) and boggy. What allow for be your next action? Early postpartum hemorrhage. Massage uterus securely and continuously until uterus becomes firm. Call for help (to notify physician).Position flat with feet elevated approximately 30 degrees. Vital signs, I&O. Medicine to contract uterus whitethorn be needed, IV, O2 10L through mask, Cath, prep for D&C, bimanual massage * How do you relief a Post C-section client of gas pains? What are gas pains post- surgical described as? Gas pains are described as pain in the stomach. stomach distended and hard. For tx promote ambulation for pain (medication will not effective) and offer warm beverages to promote peristalsis * Study the postpartum psychosocial phases.Page 424 of book * Review postpartum care of the Mexican-American woman. Page 410 of book. * What are the signs of a cervical/high vagina laceration? Fundus will remain firm, continuous spurting of bright red blood * Study risk for postpartum depression. Pg. 741 * Review signs and symptoms of PIH. * What treatments would be given for metritis and what is the rationale? * Review care of the client with mastitis. * The math will include all of the same type problems as last exam including a GTPAL.G come up of times pregnant T number of term births P number of preterm births A number of abortions (spontaneous and induced) L number of living children * Know the 3 lochia types and time span for each. Rubra (red) days 1-4 Serosa (pink-brown) days 2-10 Alba (white) days 11+ 3-6 weeks postpartum * Review teaching for the mother concerning uterine involution/ recovery and self-care activities for a sensitive vaginal delivered client.

Psychology and Behavior

1. Abstract The enquiry bea is relegateroom concern, and specific in tout ensemble toldy wading with scholars bearing tasks in a existent cultivateroom website. It is univers everyy recognized that the instructor is the key soul in an education sy floor and a well-managed schoolroom shadower provide an exciting and dynamic scholarship experience for every star involved. The main fair game of the look into is to identify approaches for managing pupil behaviour in order to book valuable styles to achieve legal and positive classroom focussing.The present investigate was cross-section(a), and tec utilize this type of search be arrest it usher out be some(prenominal) soft and decimal. detective hence essays to turn around teaching from a littler group or sub primed(p) of the community in such a way that cognition gained is representative of inwardness population of the study. 2. foot Statement of the search is Student Behavior Problems The prese nt look for was cross-sectional as the investigate operationer cereb tread on one intermiticular point. The major advantage of cross-sectional research is that data kindle be compile from different type of people in a short term period.The research worker employ this type of research be sustain it can be both qualitative and quantitative. The Researcher utilise non-probability correct out for this study. The sampling mannequin which suited the research was convenience sampling. The investigator employ the questionnaire survey and classroom notice as research tool. 2. 1. Research Problem How should a teacher deals with disciples appearance problems in a serviceable classroom situation? 2. 2. Sampling Detail When defining the population upon which the research is to be cogitate, the researcher must relegate sampling decisions in the overall planning of the research.Due to the factors of expense, time and handiness it may non be feasible or practical to ob tain measures from a population. Researchers, hence cause to collect knowledge from a slenderer group or subset of the population in such a way that knowledge gained is representative of total population of the study. The Researcher used non-probability sampling for this study. The sampling mannequin which suited the research was convenience sampling. It involves the warm convenient individuals to armed service as respondents and continuing the process until the involve sample size has been obtained.Non-probability sampling is scoop suited for a small scale survey. Its uttermost little complicated to set up, less expensive and comme il faut if researchers dont intend to deduct the findings beyond the sample in question. The researcher visited 5 face medium schools for questionnaire survey and classroom annotation, which were set in urban argona of Lahore city. alto eviscerateher the schools were private and all girls institutions. The researcher observed the student s of label seventh in the substantive classroom situation and tried to appraise the ways teachers can control/ defame misbehaviour in their classrooms.The total tally of sample population was 60 students. Age of the students was 12-13 years old. future(a) chapter talks about the literature re quite a little. 3. belles-lettres Re glance 3. 1. What Is classroom vigilance? Classroom management is a term used by teachers to draw in the process of ensuring that classroom lessons run smoothly despite profuse mien by students. The term be situations implies the prevention of lush way. It is possibly the most difficult sentiment of article of belief for many teachers and indeed experiencing problems in this area causes some to leave teaching alto exither. Canter. 1997) Teachers feel overwhelmed and uneffective in dealing with fashion problems in their classrooms. Canter (1997) pointed out that in the past, a simple stem look or warning was fitted to shape up a classroom. Mis doings, as Doyle contends, is any sue by one or to a greater extent(prenominal)(prenominal) students that threatens to disrupt the activity flow or pull the class toward a program of action that threatens the precaution of the group or violates norm of appropriate classroom way held by the teacher, the students, or the schools staff (Doyle, 1986 p. 396). 3. . The vehemence in Classroom Management 3. 3. Influences on Classroom Management According to Emmer and Stough (2001), some studies arrive used student achievement or attitude as outcomes. But most classroom management research to daylight has been concerned with identifying how teachers bring about student engagement with each other and leap the disruptions in the classroom. The following account will summarize the work of some consequential behavior theorists and in turn will identify the influences that each has made on classroom behavior and management. 3. 3. 1.Burrhus Frederick mule driver Burrhus Frederick Ski nners philosophies can be related to the issue of classroom management. Skinner (Sprinthall, 1981) forceful his research on how the organism learns, careless(predicate) of its inherited potential, regardless of its stage of physical or psychological development, and often regardless of its species. In regards to the classroom, Skinner (Conte, 1994) stated that by rewarding students for grievous behavior and ignoring or punishing wrong behavior, students would come to fancy how to be constitute in a classroom environment. . 3. 2. William Glasser Glassers Reality Therapy (Emmer and Stough, 2001) express the use of choice as the cause of behavior, good or bad, and thus instructed teachers to direct students towards making place judgments about their behavior. By making respect judgments, students would come to realize the importance of good choices in behavior and continue to make them again in the future. Therefore, students were taught the difference between a good judgment, a nd a bad judgment.In todays classrooms, rewards are switchn over for good choices and consequences are given for bad choices. This process t is used to promote good behavior and belittle bad behavior in the classroom. 3. 3. 3. Jacob Kounin Jacob Kounin and his colleagues engaged in firm classroom management research. His work focused on determining whether specific behavior settings and environmental conditions influenced behavior. He also identified a set of teacher behaviors and lesson distinctions, including, wittiness, smoothness, momentum, overlapping and group alerting.These characteristics would describe a teacher who knew what was going on at all times in the classroom and was able to deal with more than one issue or problem at a time. Kounin (Conte, 1994) thought teachers who could be that aware would be better managers of children in the classroom. 3. 3. 4. Abraham H. Maslow Maslows research on hierarchy of involve has also influenced effective classroom management. serving students meet their own gets is of the boundary importance to enhance student learn opportunities and to maintain teacher longevity in the classroom.Maslow (as cited in Sprinthall, 1981, p. 327) an important psychologist in the area of indigence theory, has suggested that there is a decided order in which individuals attempt to pay off their needs. Maslow had declared there is an order-of-importance that is universal among all humans. Herbert Grossman (Gordon, 2001) recaps students basic needs and the order which those needs must be met to produce well balanced members of monastic order. 3. 4. Role of Teacher as Classroom ManagerAccording to Honeyford (1982) a major limiting factor in any classroom is the teacher not only do his character, personality and competence play a large part in determining the atmosphere of the lesson, the sort out of relationships which exist, the styles of communication and the rules and regulations governing the formalities, but the teach er also performs a key role in influencing the pupils view of himself and the sort of progress he/she makes. Successful classroom management has been defined as producing a mettlesome rate of work involvement with a low rate of deviancy in academic settings (Laslett and Smith, 1984).Well-managed classrooms did not burden from magic, but that carefully established and maintained procedures should be at work (Sadker and Sadker, 1997). 3. 4. 1. Time management attainment Academic erudition time in the classroom has emerged as an important variable. Studies require shown that the amount of on-task behavior can vary as much as 40 percent from one classroom to the next. evening how quickly a teacher calls the class to order can vary all the way from one to ten minutes. Thus, how fficiently you pitch your lessons, how long you take to get started, how you over equilibrate digressions, off-task behavior, discipline and how you storage area transitions will have an effect on student learning(Walberg,1988). 3. 4. 2. seats arrangement Arrangements of quadriceps and article of furniture in ways that bundle up students together or obstruct the teachers view make it more difficult for a teacher to detect behavior task initiations early (Duke and Rehage, 1979). Seating arrangement must depend on the type of lesson to be taught, and the type of classroom furniture.Proper arrangement of furniture also contributes to the functionality of classrooms. Furniture is arrange so that students are oriented to the primary source or sources of information (e. g. , the teacher, audio-visual materials), while at the same time having access to other sources of activities (e. g. , work areas, computers) without disturbing in the classroom (Nitsaisook and Anderson, 1989). According to Anderson (1991) desks, chairs and tables can be arranged in a variety of ways light and temperature can be increased or decreased. 3. 4. 3. qualify in the classroomCallahan (1996) asserts that the opera hat classroom environment is one that results in efficient learning. Discipline involves employing guidance and teaching techniques to encourage students to become self directive and thus to arrive at an atmosphere conducive to learning. A teacher establishes classroom rules either with his or her students or sooner the school year begins. Rules are best if they are few in spell, simple and easy to understand, and fair. Also rules should be posted in the classroom for all to see, and the teacher should go over the rules on the beginning day of school. 3. 4. 4.Dealing with disruptive students In order to handle misbehaving student, the following suggestions may prove helpful Deal with the present, certain problem immediately, not with the past instances of the student misbehavior. Talk to the student directly, instead of talking about him with others. go int be harsh and provoked. ride out calm and address firmly. Anger, empty threats and physical handling must be avoide d. If the students misbehavior is impeding the teacher in teaching, 1statements be used by explaining to the student why you are derangement by his behavior. 3. 4. 5. Exhibit Assertive BehaviorAssertive behavior differs significantly from both passive behavior and aggressive behavior. This researcher Emmer elaborates that teachers bring out emphatic behavior in the classroom when they Use assertive body language by maintaining an erect posture, facing the anger student but keeping liberal distance so as not to expect black and matching the facial expression with the satiate of the message being presented to students. Use an appropriate tone of voice, utterance clearly and deliberately in a pitch that is slightly but not greatly assign from normal classroom speech, avoiding any display of emotions in the voice. Persist until students respond with the appropriate behavior. Do not ignore an inappropriate behavior do not be diverted by a student denying, arguing, or blaming, b ut listen to licit explanations. 3. 5. Addressing Problematic Student Behavior Reports of problematic behaviors are on the rise nationally in Pakistan, not only in the classroom but in society at large (Kowalski, 2003). Some of these immature, irritating, or thoughtless behaviors or classroom incivilities include Lateness or leaving early Side conversations Disregard for deadlines Grade grubbing Sniping re kales Cheating These behaviors are not just teachers pet peeves they have real costs including Distracting other students and instructor in class Reducing student conjunction gruelling other students and instructors motivation in or out of class Affecting paleness in grading Using instructor time unproductively Feeling disrespected as a curse word learner or authority mannikin 3. 6. Possible Causes In order to limit or deal effectively with these behaviors, it is important to understand the factors that cause or facilitate them. . 6. 1. Attention Dreikurs believed that most students start misbehaving by seeking attention, and when this fails, they move on to more problematic goal-seeking behaviors, such as power. 3. 6. 2. Power Some students dont falter to take a stand on matters important to them and are often disruptive and confrontational in reaching their goal. 3. 6. 3. Revenge Some students compensate for real or imagined hurt feelings and they target teacher or students for revenge. Revenge may come in the form of a physical and/or psychological attack. 3. 6. . evasion of Failure Wanting to avoid perennial failure, some students appear to be discouraged and helpless. This phenomenon, described as learned helplessness by psychologists, is characteristic of students who fail needlessly because they do not invest their best efforts. 3. 7. Possible Strategies Sorcinelli (2002) suggests 4 principles to reduce incivilities. The principles are broad and so each one can be used to generate several concrete strategies. 3. 7. 1. Define expectations at t he outset. Make good use of the first day of class.Use the first day to spend a penny the right climate for productive interaction. Allow student participation in setting ground rules. Having students enter in setting the rules for classroom behavior and interaction 3. 7. 2. drop anonymity Engage students one-on-one. Use the time right before and after class to make small talk with students. Ask about the weekend, or the homework, or common interests. Learn and use names consistently and let students know that you are nerve-racking to memorize their names in the first weeks. 3. 7. 3. Encourage mobile learning.Meaningful engagement has obvious benefits for student learning and performance, but it can also bring some side benefits with respect to student behavior in the classroom. In fact, Sorcinelli (1991) points out that in classes that use active learning effectively, students Feel more amenable for orgasm to class, and coming prepared Pay more attention in class Feel more re sponsible for their learning. The next chapter deals with research systemology. 4. Research Methodology In this chapter of research methodology, researcher has talked about the main research questions, research instruments and procedure. . 1. Research Questions The present study focused on the following two questions 4. 1. 1. How can the teacher maintain positive student behavior in the classrooms? 4. 1. 2. How uttermost do the classroom rules have a significant effect on students behavior? 4. 2. Participants When defining the population upon which the research is to be focused, the researcher must take sampling decisions in the overall planning of the research. Due to the factors of expense, time and availableness it may not be possible or practical to obtain measures from a population.Researchers, hence endeavor to collect information from a smaller group or subset of the population in such a way that knowledge gained is representative of total population of the study. The Resea rcher used non-probability sampling for this study. The sampling framework which suited the research was convenience sampling. It involves the nearest convenient individuals to serve as respondents and continuing the process until the necessitate sample size has been obtained. Non-probability sampling is best suited for a small scale survey.Its faraway less complicated to set up, less expensive and adequate if researchers dont intend to guess the findings beyond the sample in question. The researcher visited 5 English medium schools for questionnaire survey and classroom observation, which were located in urban area of Lahore city. All the schools were private and all girls institutions. The researcher observed the students of Grade seventh in the real classroom situation and tried to assess the ways teachers can control/ smear misbehavior in their classrooms. The total number of sample population was 60 students.Age of the students was 12-13 years old. 4. 3. Research Instrument s The researcher used two tools. 4. 3. 1. Questionnaire Survey Questionnaires were used by the researcher to obtain the required data. It was an easier way to get relevant data from a large population. The researcher distributed questionnaires among 30 teachers and asked them to fill in their responses. The questionnaire was piloted before it was given to the participants. The questionnaires were administered to middle school teachers and the responds were take ind. In this way data was collected from English medium schools of Lahore.Questionnaire contain 20 questions, among them 15 questions are close ended and 5 questions are open ended. Questionnaires can provide quantitative data using closed (or fixed-response) questions, where the respondent is presented with a number of alternative responses to a question and asked to mark the one that they feel is most appropriate. Researcher has used clobber scale for this, which include five options such as strongly agree, agree, neutral , disagree and strongly disagree. Closed questions have been criticised for forcing people to choose their answer from the alternatives provided quite a than answering in their own words.Qualitative data can be gathered using open (or free-response) questions to which respondents are asked to write their own answer 4. 3. 2. Classroom Observation Classroom Observation was undertaken in order to get a proper insight into the problem being explored. The researcher undertook four classroom observations that are wide used to measure changes in classroom behaviors. Classroom observation is confidential and it is an objective recording of what the instructor is doing and saying, what the students are doing and saying and interactions between the instructor and students.The researcher visited 5 different schools, and observed the students of Grade seventh in the real classroom situation. Classroom observation as a research and evaluation method can provide reliable and valid data on how te achers and students behave in the classroom before and after an intervention. It will explain the criteria for selecting an appropriate classroom observation protocol and examine under what bunch classroom observation protocols can be used effectively.In the consideration of the current study special accent mark was placed on the use of classroom observation to examine how the teacher dealt with problematic students in the real classroom situation. 4. 4. Pilot Testing Both the research instruments, questionnaire and classroom observation was piloted before it was given to the participants. 4. 5. honest Considerations The information provided by the participants should remain confidential. For this purpose of confidentiality, informed hold form was signed by all the participants before the study was started. 4. 6. ProcedureThe researcher distributed questionnaires among 30 teachers and asked them to fill in their responses. The questionnaires were administered to middle school t eachers and the responds were examined. In this way data was collected from English medium schools of Lahore. Researcher distributed questionnaire among participants and collect the filled questionnaires from them next day. Researchers left the questionnaires with the participants and give them time of one day, so that they can have generous time to fill them. 5. Analysis For the cryptanalysis of data, researcher runs spss. . Conclusion The effective use of behavioral and cognitive strategies in the classroom may appear daunting even to experienced teachers. The purpose of this research was to escort which management techniques and practices were most effective in the classroom in controlling student behavior, based upon overcritical analysis of the research literature. The aim of the research was to enable students to develop the knowledge, skills and attitudes about classroom management and the objective was to identify approaches for managing student behavior.However, changin g your behavior and strategies is often the most efficient and effective means of amend all types of classroom behaviors, both disruptive and non-disruptive. So is has been concluded after the research that teachers first need to understand these problems regarding students behavior and then try to find solutions by seeing the world through the eye of their students. And then developing and using a set of intervention strategies on a regular basis, problems of emotions and behavior can be effectively managed and changed in the classroom.Psychology and Behavior1. Abstract The research area is classroom management, and specifically dealing with students behavior problems in a real classroom situation. It is universally recognized that the teacher is the key person in an education system and a well-managed classroom can provide an exciting and dynamic learning experience for everyone involved. The main objective of the research is to identify approaches for managing student behavior i n order to apply valuable ways to achieve effective and positive classroom management.The present research was cross-sectional, and researcher used this type of research because it can be both qualitative and quantitative. Researcher hence endeavors to collect information from a smaller group or subset of the population in such a way that knowledge gained is representative of total population of the study. 2. Introduction Statement of the research is Student Behavior Problems The present research was cross-sectional as the researcher focused on one particular point. The major advantage of cross-sectional research is that data can be collected from different type of people in a short time period.The researcher used this type of research because it can be both qualitative and quantitative. The Researcher used non-probability sampling for this study. The sampling framework which suited the research was convenience sampling. The researcher used the questionnaire survey and classroom obs ervation as research tool. 2. 1. Research Problem How should a teacher deals with students behavior problems in a practical classroom situation? 2. 2. Sampling Detail When defining the population upon which the research is to be focused, the researcher must take sampling decisions in the overall planning of the research.Due to the factors of expense, time and accessibility it may not be possible or practical to obtain measures from a population. Researchers, hence endeavor to collect information from a smaller group or subset of the population in such a way that knowledge gained is representative of total population of the study. The Researcher used non-probability sampling for this study. The sampling framework which suited the research was convenience sampling. It involves the nearest convenient individuals to serve as respondents and continuing the process until the required sample size has been obtained.Non-probability sampling is best suited for a small scale survey. Its far le ss complicated to set up, less expensive and adequate if researchers dont intend to generalize the findings beyond the sample in question. The researcher visited 5 English medium schools for questionnaire survey and classroom observation, which were located in urban area of Lahore city. All the schools were private and all girls institutions. The researcher observed the students of Grade 7th in the real classroom situation and tried to assess the ways teachers can control/minimize misbehavior in their classrooms.The total number of sample population was 60 students. Age of the students was 12-13 years old. Next chapter talks about the literature review. 3. Literature Review 3. 1. What Is Classroom Management? Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. The term also implies the prevention of disruptive behavior. It is possibly the most difficult aspect of teaching for many teachers and indeed experiencing problems in this area causes some to leave teaching altogether. Canter. 1997) Teachers feel overwhelmed and powerless in dealing with behavior problems in their classrooms. Canter (1997) pointed out that in the past, a simple stem look or warning was sufficient to shape up a classroom. Misbehavior, as Doyle contends, is any action by one or more students that threatens to disrupt the activity flow or pull the class toward a program of action that threatens the safety of the group or violates norm of appropriate classroom behavior held by the teacher, the students, or the schools staff (Doyle, 1986 p. 396). 3. . The Emphasis in Classroom Management 3. 3. Influences on Classroom Management According to Emmer and Stough (2001), some studies have used student achievement or attitude as outcomes. But most classroom management research today has been concerned with identifying how teachers bring about student engagement with each other and limit the disruptions in the classroom. The following account will summarize the work of some important behavior theorists and in turn will identify the influences that each has made on classroom behavior and management. 3. 3. 1.Burrhus Frederick Skinner Burrhus Frederick Skinners philosophies can be related to the issue of classroom management. Skinner (Sprinthall, 1981) emphasized his research on how the organism learns, regardless of its inherited potential, regardless of its stage of physical or psychological development, and often regardless of its species. In regards to the classroom, Skinner (Conte, 1994) stated that by rewarding students for good behavior and ignoring or punishing wrong behavior, students would come to understand how to behave in a classroom environment. . 3. 2. William Glasser Glassers Reality Therapy (Emmer and Stough, 2001) stressed the use of choice as the cause of behavior, good or bad, and thus instructed teachers to direct students towards making value judgment s about their behavior. By making value judgments, students would come to realize the importance of good choices in behavior and continue to make them again in the future. Therefore, students were taught the difference between a good judgment, and a bad judgment.In todays classrooms, rewards are given for good choices and consequences are given for bad choices. This process t is used to promote good behavior and diminish bad behavior in the classroom. 3. 3. 3. Jacob Kounin Jacob Kounin and his colleagues engaged in substantial classroom management research. His work focused on determining whether specific behavior settings and environmental conditions influenced behavior. He also identified a set of teacher behaviors and lesson characteristics, including, wittiness, smoothness, momentum, overlapping and group alerting.These characteristics would describe a teacher who knew what was going on at all times in the classroom and was able to deal with more than one issue or problem at a t ime. Kounin (Conte, 1994) thought teachers who could be that aware would be better managers of children in the classroom. 3. 3. 4. Abraham H. Maslow Maslows research on hierarchy of needs has also influenced effective classroom management. Helping students meet their own needs is of the utmost importance to enhance student learning opportunities and to maintain teacher longevity in the classroom.Maslow (as cited in Sprinthall, 1981, p. 327) an important psychologist in the area of motivation theory, has suggested that there is a definite order in which individuals attempt to satisfy their needs. Maslow had declared there is an order-of-importance that is universal among all humans. Herbert Grossman (Gordon, 2001) recaps students basic needs and the order which those needs must be met to produce well balanced members of society. 3. 4. Role of Teacher as Classroom ManagerAccording to Honeyford (1982) a major limiting factor in any classroom is the teacher not only do his character, pe rsonality and competence play a large part in determining the atmosphere of the lesson, the sort of relationships which exist, the styles of communication and the rules and regulations governing the formalities, but the teacher also performs a key role in influencing the pupils view of himself and the sort of progress he/she makes. Successful classroom management has been defined as producing a high rate of work involvement with a low rate of deviancy in academic settings (Laslett and Smith, 1984).Well-managed classrooms did not result from magic, but that carefully established and maintained procedures should be at work (Sadker and Sadker, 1997). 3. 4. 1. Time management skill Academic learning time in the classroom has emerged as an important variable. Studies have shown that the amount of on-task behavior can vary as much as 40 percent from one classroom to the next. Even how quickly a teacher calls the class to order can vary all the way from one to ten minutes. Thus, how fficie ntly you have your lessons, how long you take to get started, how you handle digressions, off-task behavior, discipline and how you handle transitions will have an effect on student learning(Walberg,1988). 3. 4. 2. Seating arrangement Arrangements of space and furniture in ways that bunch students together or obstruct the teachers view make it more difficult for a teacher to detect behavior task initiations early (Duke and Rehage, 1979). Seating arrangement must depend on the type of lesson to be taught, and the type of classroom furniture.Proper arrangement of furniture also contributes to the functionality of classrooms. Furniture is arranged so that students are oriented to the primary source or sources of information (e. g. , the teacher, audio-visual materials), while at the same time having access to other sources of activities (e. g. , work areas, computers) without disturbing in the classroom (Nitsaisook and Anderson, 1989). According to Anderson (1991) desks, chairs and tab les can be arranged in a variety of ways light and temperature can be increased or decreased. 3. 4. 3. Discipline in the classroomCallahan (1996) asserts that the best classroom environment is one that results in efficient learning. Discipline involves employing guidance and teaching techniques to encourage students to become self directive and thus to create an atmosphere conducive to learning. A teacher establishes classroom rules either with his or her students or before the school year begins. Rules are best if they are few in number, simple and easy to understand, and fair. Also rules should be posted in the classroom for all to see, and the teacher should go over the rules on the first day of school. 3. 4. 4.Dealing with disruptive students In order to handle misbehaving student, the following suggestions may prove helpful Deal with the present, current problem immediately, not with the past instances of the student misbehavior. Talk to the student directly, instead of talking about him with others. Dont be harsh and provoked. Stay calm and address firmly. Anger, empty threats and physical handling must be avoided. If the students misbehavior is impeding the teacher in teaching, 1statements be used by explaining to the student why you are upset by his behavior. 3. 4. 5. Exhibit Assertive BehaviorAssertive behavior differs significantly from both passive behavior and aggressive behavior. This researcher Emmer elaborates that teachers display assertive behavior in the classroom when they Use assertive body language by maintaining an erect posture, facing the offending student but keeping enough distance so as not to appear threatening and matching the facial expression with the content of the message being presented to students. Use an appropriate tone of voice, speaking clearly and deliberately in a pitch that is slightly but not greatly elevated from normal classroom speech, avoiding any display of emotions in the voice. Persist until students respond wi th the appropriate behavior. Do not ignore an inappropriate behavior do not be diverted by a student denying, arguing, or blaming, but listen to legitimate explanations. 3. 5. Addressing Problematic Student Behavior Reports of problematic behaviors are on the rise nationally in Pakistan, not only in the classroom but in society at large (Kowalski, 2003). Some of these immature, irritating, or thoughtless behaviors or classroom incivilities include Lateness or leaving early Side conversations Disregard for deadlines Grade grubbing Sniping remarks Cheating These behaviors are not just instructors pet peeves they have real costs including Distracting other students and instructor in class Reducing student participation Lowering other students and instructors motivation in or out of class Affecting fairness in grading Using instructor time unproductively Feeling disrespected as a fellow learner or authority figure 3. 6. Possible Causes In order to limit or deal effectively with these be haviors, it is important to understand the factors that cause or facilitate them. . 6. 1. Attention Dreikurs believed that most students start misbehaving by seeking attention, and when this fails, they move on to more problematic goal-seeking behaviors, such as power. 3. 6. 2. Power Some students dont hesitate to take a stand on matters important to them and are often disruptive and confrontational in reaching their goal. 3. 6. 3. Revenge Some students compensate for real or imagined hurt feelings and they target teacher or students for revenge. Revenge may come in the form of a physical and/or psychological attack. 3. 6. . Avoidance of Failure Wanting to avoid repeated failure, some students appear to be discouraged and helpless. This phenomenon, described as learned helplessness by psychologists, is characteristic of students who fail needlessly because they do not invest their best efforts. 3. 7. Possible Strategies Sorcinelli (2002) suggests 4 principles to reduce incivilities. The principles are broad and so each one can be used to generate several concrete strategies. 3. 7. 1. Define expectations at the outset. Make good use of the first day of class.Use the first day to create the right climate for productive interaction. Allow student participation in setting ground rules. Having students participate in setting the rules for classroom behavior and interaction 3. 7. 2. Decrease anonymity Engage students one-on-one. Use the time right before and after class to make small talk with students. Ask about the weekend, or the homework, or common interests. Learn and use names consistently and let students know that you are trying to memorize their names in the first weeks. 3. 7. 3. Encourage active learning.Meaningful engagement has obvious benefits for student learning and performance, but it can also bring some side benefits with respect to student behavior in the classroom. In fact, Sorcinelli (1991) points out that in classes that use active learning effe ctively, students Feel more responsible for coming to class, and coming prepared Pay more attention in class Feel more responsible for their learning. The next chapter deals with research methodology. 4. Research Methodology In this chapter of research methodology, researcher has talked about the main research questions, research instruments and procedure. . 1. Research Questions The present study focused on the following two questions 4. 1. 1. How can the teacher maintain positive student behavior in the classrooms? 4. 1. 2. How far do the classroom rules have a significant effect on students behavior? 4. 2. Participants When defining the population upon which the research is to be focused, the researcher must take sampling decisions in the overall planning of the research. Due to the factors of expense, time and accessibility it may not be possible or practical to obtain measures from a population.Researchers, hence endeavor to collect information from a smaller group or subset of the population in such a way that knowledge gained is representative of total population of the study. The Researcher used non-probability sampling for this study. The sampling framework which suited the research was convenience sampling. It involves the nearest convenient individuals to serve as respondents and continuing the process until the required sample size has been obtained. Non-probability sampling is best suited for a small scale survey.Its far less complicated to set up, less expensive and adequate if researchers dont intend to generalize the findings beyond the sample in question. The researcher visited 5 English medium schools for questionnaire survey and classroom observation, which were located in urban area of Lahore city. All the schools were private and all girls institutions. The researcher observed the students of Grade 7th in the real classroom situation and tried to assess the ways teachers can control/minimize misbehavior in their classrooms. The total numbe r of sample population was 60 students.Age of the students was 12-13 years old. 4. 3. Research Instruments The researcher used two tools. 4. 3. 1. Questionnaire Survey Questionnaires were used by the researcher to obtain the required data. It was an easier way to get relevant data from a large population. The researcher distributed questionnaires among 30 teachers and asked them to fill in their responses. The questionnaire was piloted before it was given to the participants. The questionnaires were administered to middle school teachers and the responds were examined. In this way data was collected from English medium schools of Lahore.Questionnaire contain 20 questions, among them 15 questions are close ended and 5 questions are open ended. Questionnaires can provide quantitative data using closed (or fixed-response) questions, where the respondent is presented with a number of alternative responses to a question and asked to mark the one that they feel is most appropriate. Resear cher has used licked scale for this, which include five options such as strongly agree, agree, neutral, disagree and strongly disagree. Closed questions have been criticised for forcing people to choose their answer from the alternatives provided rather than answering in their own words.Qualitative data can be gathered using open (or free-response) questions to which respondents are asked to write their own answer 4. 3. 2. Classroom Observation Classroom Observation was undertaken in order to get a proper insight into the problem being explored. The researcher undertook four classroom observations that are widely used to measure changes in classroom behaviors. Classroom observation is confidential and it is an objective recording of what the instructor is doing and saying, what the students are doing and saying and interactions between the instructor and students.The researcher visited 5 different schools, and observed the students of Grade 7th in the real classroom situation. Class room observation as a research and evaluation method can provide reliable and valid data on how teachers and students behave in the classroom before and after an intervention. It will explain the criteria for selecting an appropriate classroom observation protocol and examine under what circumstances classroom observation protocols can be used effectively.In the context of the current study special emphasis was placed on the use of classroom observation to examine how the teacher dealt with problematic students in the real classroom situation. 4. 4. Pilot Testing Both the research instruments, questionnaire and classroom observation was piloted before it was given to the participants. 4. 5. Ethical Considerations The information provided by the participants should remain confidential. For this purpose of confidentiality, informed consent form was signed by all the participants before the study was started. 4. 6. ProcedureThe researcher distributed questionnaires among 30 teachers an d asked them to fill in their responses. The questionnaires were administered to middle school teachers and the responds were examined. In this way data was collected from English medium schools of Lahore. Researcher distributed questionnaire among participants and collect the filled questionnaires from them next day. Researchers left the questionnaires with the participants and give them time of one day, so that they can have enough time to fill them. 5. Analysis For the coding of data, researcher runs spss. . Conclusion The effective use of behavioral and cognitive strategies in the classroom may appear daunting even to experienced teachers. The purpose of this research was to determine which management techniques and practices were most effective in the classroom in controlling student behavior, based upon critical analysis of the research literature. The aim of the research was to enable students to develop the knowledge, skills and attitudes about classroom management and the o bjective was to identify approaches for managing student behavior.However, changing your behavior and strategies is often the most efficient and effective means of improving all types of classroom behaviors, both disruptive and non-disruptive. So is has been concluded after the research that teachers first need to understand these problems regarding students behavior and then try to find solutions by seeing the world through the eyes of their students. And then developing and using a set of intervention strategies on a regular basis, problems of emotions and behavior can be effectively managed and changed in the classroom.

The Host Chapter 44: Healed

WandaWe dont make up time. Id do it myself, but I cant come in the angle right. Theres no other way.I dont think I can do it.For Jamie, even? I pushed the good array of my face as hard as I could against the matterrest of the passenger seat and closed my look.J ared was attribute the rough fist-sized st star Id found. Hed been weighing it in his hand for five minutes.You solely comport to get the prime(prenominal) a couple of(prenominal) layers of skin off. Just hide the scar, thats solely. Cmon, Jared, we have to hurry. JamieTell him I say to do it now. And perk up it a good one.Mel says do it now. And make sure you do it hard decorous. Get it all the prototypical time.Silence.Do it, JaredHe took a deep breath, a gasp. I felt the air ply and squeezed my eyes tighter.It made a squishing sound and a thud-that was the first thing I noticed-and then the impingement of the bumble wore off, and I felt it, too.Ungh, I groaned. I hadnt meant to make any sound. I knew that would make it worse for him. unless so much was involuntary with this body. Tears sprang up in my eyes, and I coughed to hide a sob. My head rang, vibrated in aftershock.Wanda? Mel? Im sorryHis arms wrapped round us, pulled us into his chest.S okay, I whimpered. Were okay. Did you get it all?His hand touched my chin, turned my head.Ahh, he gasped, sickened. I took half your face off. Im so sorry.No, thats good. Thats good. Lets go.Right. His voice was mollify weak, but he leaned me back into my seat, settling me care lavishy, and then the car rumbled beneath us.Ice-cold air blew in my face, shocking me, stinging my raw cheek. Id forgotten what air-conditioning felt like.I opened my eyes. We were driving low-spirited a smooth wash-smoother than it should have been, care broad(a)y altered to be this way. It snaked away from us, coiling around the brush. I couldnt cod very farthermost ahead.I pulled the visor tear down and flipped open the mirror. In the shadowy moonlight, my fa ce was blackamoor and white. Black all across the right side, oozing down my chin, dripping across my neck, and seeping into the soupcon of my new, clean shirt.My stomach heaved.Good job, I whispered.How much pain are you in?Not much, I prevaricationd. Anyway, it wont hurt much persistenter. How far are we from Tucson?Just then, we reached pavement. Funny how the sight of it made my heart step on it in panic. Jared s tallnessped, keeping the car hidden in the brush. He got proscribed and removed the tarps and chains from the bumper, lay them in the trunk. He got back in and eased the car forward, checking carefully to make sure the track was empty. He reached for the headlights.Wait, I whispered. I couldnt speak louder. I felt so exposed here. Let me drive.He looked at me.It cant look like I walked to the hospital like this. Too many questions. I have to drive. You hide in the back and tell me where to go. Is there several(prenominal)thing you can hide under? very well, he state slowly. He put the car into reverse and pulled it back into the deeper brush. Okay. Ill hide. But if you take us somewhere I dont tell you to goOh Melanie was stung by his doubt, as was I.My voice was flat. Shoot me.He didnt answer. He got out, loss the engine running. I slid across the cup holders into his seat. I comprehend the trunk slam.Jared climbed into the backseat, a thick plaid blanket under his arm.Turn right at the road, he said.The car was an automatic, but it had been a long time and I was unsure behind the wheel. I moved ahead carefully, pleased to find that I remembered how to drive. The highway was still empty. I pulled out onto the road, my heart reacting to the open space again.Lights, Jared said. His voice came from low on the bench.I searched till I found the switch, then flicked them on. They seemed horribly bright.We werent far from Tucson -I could see a chicken glow of color against the sky. The lights of the city ahead.You could drive a little disso luteer.Im right at the limit, I protested.He pa phthisisd for a second. Souls dont speed?I laughed. The sound was only a tad hysterical. We obey all laws, business laws included.The lights became much(prenominal) than a glow-they turned into individual points of brightness. Green signs informed me of my exit options. Take Ina Road.I followed his instructions. He kept his voice low, though, enclosed as we were, we could both have shouted.It was hard to be in this unacquainted with(predicate) city. To see houses and apartments and stores with signs lit up. To know I was surrounded, outnumbered. I imagined what it must timber like for Jared. His voice was signally calm. But hed done this before, many times.Other cars were on the road now. When their lights washed my windshield, I cringed in terror.Dont pickpocket apart now, Wanda. You have to be strong for Jamie. This wont work if you cant do that.I can. I can do it.I concentrated on Jamie, and my hands were steadier on the whe el.Jared directed me through the mostly sleeping city. The better facility was just a small place. It must have been a medical building once-doctors offices, rather than an actual hospital. The lights were bright through most of the windows, through the glass front. I could see a fair sex behind a greeting desk. She didnt look up at my headlights. I drove to the darkest corner of the park lot.I slid my arms through the straps of the backpack. It wasnt new, but it was in good shape. Perfect. There was just one more thing to do.Quick, give me the knife.Wanda I know you love Jamie, but I really dont think you could use it. Youre not a fighter.Not for them, Jared. I indispensableness a affront.He gasped. You have a wound. Thats enoughI need one like Jamies. I dont know enough just about Healing. I have to see exactly what to do. I would have done it before, but I wasnt sure Id be suit satisfactory to drive.No. Not again.Give it to me now. Someone will notice if I dont go inside s oon.Jared theme it through quickly. He was the best, as Jeb had said, because he could see what had to be done and do it fast. I heard the steely sound of the knife coming out of the sheath.Be very careful. Not too deep.You involve to do it?He inhaled sapientlyly. No.Okay.I took the ugly knife. It had a heavy manage and was very sharp it came to a tapered point at the tip.I didnt let myself think about it. I didnt motive to give myself a chance to be a coward. The arm, not the leg-thats all I paused to decide. My knees were scarred. I didnt necessity to have to hide that, too.I held my left arm out my hand was shaking. I braced it against the opening and then twisted my head so that I could bite down on the headrest. I held the knifes handle awkwardly but tightly in my right hand. I pressed the point against the skin of my arm so I wouldnt miss. Then I closed my eyes.Jared was breathing too hard. I had to be fast or he would stop me.Just pretend its a shovel opening the grou nd, I told myself.I jammed the knife into my arm.The headrest muffled my scream, but it was still too loud. The knife fell from my hand-jerking disgustingly out from the muscle-and then clunked against the floor.Wanda Jared rasped.I couldnt answer yet. I well-tried to choke back the other screams I felt coming. Id been right not to do this before driving.Let me seeStay there, I gasped. Dont move.I heard the blanket rustling behind me despite my warning. I pulled my left arm against my body and yanked the doorsill open with my right hand. Jareds hand brushed my back as I half fell out the door. It wasnt a restraint. It was comfort.Ill be right back, I coughed out, and then I kicked the door shut behind me.I stumbled across the lot, fighting nausea and panic. They seemed to balance each other out-one keeping the other from taking nurse of my body. The pain wasnt too bad-or rather, I couldnt feel it as much anymore. I was going into shock. Too many kinds of pain, too close together . Hot liquid rolled down my fingers and dripped to the pavement. I wondered if I could move those fingers. I was afraid to try.The woman behind the reception desk-middle-aged, with dark chocolate skin and a few cash th pronounces in her black hair-jumped to her feet when I lurched through the automatic doors.Oh, no Oh, dear She grabbed a microphone, and her contiguous words echoed from the ceiling, magnified. healer Knits I need you in reception This is an emergencyNo. I tried to speak calmly, but I swayed in place. Im okay. Just an accident.She put the microphone down and hurried around to where I stood swaying. Her arm went around my waist.Oh, honey, what happened to you?So careless, I muttered. I was hiking I fell down the rocks. I was cleaning up after dinner. A knife was in my handMy hesitations seemed like part of the shock to her. She didnt look at me with suspicion-or humor, the way Ian sometimes did when I lied. Only concern.You poor dear Whats your hear? rubbish Spires , I told her, using the rather generic name of a herd member from my time with the Bears.Okay, spyglass Spires. Here comes the therapist. Youll be fine in just a moment.I didnt feel panicked at all anymore. The kindly woman patted my back. So gentle, so caring. She would never harm me.The Healer was a youngish woman. Her hair, skin, and eyes were all a similar shade of light brown. It made her unusual looking-monochromatic. She wore tan nightgown that only added to that impression.Wow, she said. Im Healer Knits Fire. Ill get you fixed up directly. What happened?I told my story again as the cardinal women led me down a hallway and then through the very first door. They had me lie down on the stem-covered bed.The room was familiar. Id been in only one place like this, but Melanies childhood was full of such memories. The short row of double cabinets, the sink where the Healer was washing her hands, the bright, clean white walls source things first, Knits Fire said cheerfully. She pulled a cabinet open. I tried to focus my eyes, knowing this was important. The cabinet was full of rows and rows of agglomerateed white cylinders. She took one down, reaching for it without searching she knew what she wanted. The small container had a label, but I couldnt read it. A little no pain should help, dont you think?I saw the label again as she twisted the lid off. Two short words. No Pain? Was that what it said?Open your mouth, Glass Spires.I obeyed. She took a small, thin square-it looked like tissue paper-and laid it on my tongue. It dissolved at once. There was no flavor. I swallowed automatically.Better? the Healer asked.And it was. Already. My my head was clear-I could concentrate without difficulty. The pain had melted away with the piddling square. Disappeared. I blinked, shocked.Yes.I know you feel fine now, but please dont move. Your injuries are not treated yet.Of course.Cerulean, could you get us some water system? Her mouth seems dry.At once, Healer Knits. The older woman left the room.The Healer turned back to her cabinets, opening a different one this time. This, too, was filled with white containers. Here we are. She pulled one from the top of a stack, then took another(prenominal) from the other side.Almost as if she were trying to help me finish my mission, she listed the names as she reached for them.Clean-inside and out Heal Seal And where is ah, Smooth. Dont want a scar on that beautiful face, do we?Ah no.Dont worry. Youll be perfect again.Thank you.Youre very welcome.She leaned over me with another white cylinder. The top of this one came off with a pop, and there was an aerosol spray nozzle underneath. She sprayed my forearm first, coating the wound with clear, odorless corrupt.Healing must be a fulfilling profession. My voice sounded just right. Interested, but not unduly so. I havent been in a Healing facility since insertion. This is very interesting.Yes, I like it. She started spraying my face.What are you doing now?S he smiled. I guessed that I was not the first curious soul. This is Clean. It will make sure cryptograph foreign stays in the wound. It kills off any of the microbes that might infect the wound.Clean, I repeated to myself.And the indoors Clean, just in case anything has snuck into your system. Inhale this, please.She had a different white cylinder in her hand, a thinner bottle with a pump rather than an aerosol top. She puffed a cloud of mist into the air above my face. I sucked in a breath. The mist tasted like mint.And this is Heal, Knits Fire continued, twisting the detonating device off the next canister, revealing a small pouring spout. It encourages your tissues to rejoin, to grow the way they should.She dribbled a tiny bit of the clear liquid into the wide cut on my arm, then she pushed the edges of the wound together. I could feel her touch, but there was no pain.Ill seal this up before I move on. She opened another container, this one a pliable tube, and then squeezed out a line of thick, clear jelly onto her finger. deal glue, she told me. It holds everything together and lets the Heal do its job. She wiped it over my arm in one swift pass. Okay, you can move that now. Your arm is fine.I held it up to look. A faint pink line was visible under the shining gel. The blood was still wet on my arm, but there was no source anymore. As I watched, the Healer cleaned my skin with one quick pass of a damp towel.Turn your face this way, please. Hmm, you must have hit those rocks just exactly wrong. What a mess.Yes. It was a bad fall.Well, thank goodness you were able to drive yourself here.She was lightly dripping Heal onto my cheek, smearing it with the tips of her fingers. Ah, I love to watch it work. Looks much better already. Okay around the edges. She smiled to herself. Maybe one more coat. I want this to be erased. She worked for a minute longer. in truth nice.Heres some water, the older woman said as she came through the door.Thank you, Cerulean.Let me know if you need anything more. Ill be up front.Thanks.Cerulean left. I wondered if she was from the Flower Planet. Blue flowers were rare-one might take a name from that.You can sit now. How do you feel?I pulled myself up. Perfect. It was true. I hadnt felt so healthy in a long time. The sharp shift from pain to ease made the sensation more powerful.Thats just how it should be. Okay, lets dust on a little Smooth.She twisted the last cylinders top and shook an iridescent pulverise into her hand. She patted it into my cheek, then patted another handful onto my arm.Youll always have a small line on your arm, she said apologetically. Like your neck. A deep wound She shrugged. Absentmindedly, she brushed the hair back from my neck and examined the scar. This was nicely done. Who was your Healer?Um Faces Sunward, I said, pulling the name from one of my old students. I was in Eureka, Montana. I didnt like the cold. I moved south.So many lies. I felt a twist of anxiety in my stomach.I started out in Maine, she said, not noticing anything amiss in my voice. As she spoke, she cleaned the blood from my neck. It was too cold for me, too. Whats your occupational group?Um I serve food. In a Mexican restaurant in Phoenix. I like gamey food.Me, too. She wasnt looking at me funny. She was wiping my cheek now.Very nice. No worries, Glass Spires. Your face looks great.Thank you, Healer.Of course. Would you like some water?Yes, please. I kept a grip on myself. It wouldnt do to bolt the glass down the way I wanted to. I wasnt able to stop myself from finishing it all, though. It tasted too good.Would you like more?I yes, that would be nice. Thank you.Ill be right back.The second she was out the door, I slid off the mattress. The paper crackled, freezing me in place. She didnt dart back in. I had only seconds. It had taken Cerulean a few minutes to get the water. Maybe it would take the Healer just as long. Maybe the cool, pure water was far away from this room. Maybe.I rippe d the pack off my shoulders and wrenched the drawstrings open. I started with the second cabinet. There was the stacked mainstay of Heal. I grabbed the whole column and let it clatter quietly into the bottom of my pack.What would I say if she caught me? What lie could I tell?I took the two kinds of Clean next, from the first cabinet. There was a second stack behind the first of each, and I took half of those, too. Then the No Pain, both stacks of that. I was about to turn back for the Seal, when the label of the next row of cylinders caught my attention.Cool. For fevers? There were no instructions, just the label. I took the stack. slide fastener here would hurt a human body. I was sure of that.I grabbed all the Seal and two cans of Smooth. I couldnt press my luck any further. I closed the cabinets quietly and threw my arms through the straps of the pack. I leaned against the mattress, making another crackle. I tried to look relaxed.She didnt come back.I checked the clock. It had been one minute. How far away was the water?Two minutes.Three minutes.Had my lies been as obvious to her as they were to me?Sweat started to dew up on my forehead. I wiped it away quickly.What if she brought back a Seeker?I thought of the small pill in my pocket, and my hands shook. I could do it, though. For Jamie.I heard quiet footsteps then, two sets, coming down the hall.