Ky School for the Deaf Changes Essay

No one is sure exactly what will become of Kentucky School for the Deaf campus. The school is rich in history of Danville and even houses its own museum in one of the buildings. Kentucky School for the Deaf was first established in 1823 and although it is not the first school for the deaf in the United States it is the first state funded school for the deaf. Several books have been written about the history of KSD. The entire book, A Centennial History of the Kentucky School for the Deaf by Charles Paxton, can be viewed online through the Kentuckiana Digital Library. Another book, published in 1973, is the History of the Kentucky School for the Deaf, 1923-1973, written by James B. Beauchamp and published by the KSD Alumni Association. In the late 70’s and early 80’s Kentucky School for the Deaf was thriving when enrollment reached its high at 440 students. Most of these students lived on campus and only went home once a month. There was a staff of 220 at that time. Today’s enrollment is about 130 students, of which approximately 75 are dorm who live on campus during the week. The remaining are day students bused in from surrounding counties. Many deaf students who once attended KSD are now mainstreamed into public schools in their home counties. Staff has been cut to 150. KSD has a campus of approximately 166 acres near the center of Danville. Some of this land was declared surplus land by the Kentucky Board of Education several years ago. The proposal was made to reduce campus size to 50 acres and to demolish several buildings. The campus at one time had 14 buildings. These include Argo-McClure Hall, built in 1964. It houses Technology classes for middle and high school students. Kerr Hall houses high school and middle school classes and Walker Hall is a self contained elementary school. Middleton Hall is the boy’s dormitory while Brady Hall is the girl’s dorm as well as where the infirmary and office are located. Grow Hall is the cafeteria for high school and middle school. Thomas Hall is the high school gymnasium as well as containing the Student Grille, Swimming pool and Athletic offices Jacobs Hall is KSD’s historical museum and is one of the oldest buildings on campus. It is listed as a National historic Landmark (Bill Macentire, Kentucky Landmarks) and shows student dorms and classrooms from the 1850’s. Because of this it can not be sold or demolished. Beauchamp Hall and Fosdick Hall are empty buildings that once housed boys and girls dorms. Bruce Hall is currently being used as an alternative learning school by the Danville Independent and Boyle County Schools. Barbee Hall has been rented to Danville Independent Schools for offices for several years. Old Lee Hall, facing South Third Street was built in 1958 and used for girls vocational classes. It was razed in 2010. It had sat empty for many years and fallen into disrepair. It had become very much an eyesore to the community but was in such bad shape it could not be renovated. The newer Lee Hall, facing South Second Street, once housed the middle school. It has sat empty for many years after mold was discovered growing in the basement. Some say the building was cleaned and repairs made to heating and air conditioning system and that the third floor apartments are now used to house dignitaries who visit. But one never sees any activity happening at the building. There was some talk that the building may one day be renovated to use as the elementary school. In 2004 a Master Plan was developed for KSD. The plan recommended the number of buildings be reduced from 17 to seven. The new campus would include Argo-McClure, Brady, Jacobs, Kerr, Middleton and Thomas halls and a new elementary school would be built at a cost of 6. 5 million. Beauchamp, Fosdick and Grow Halls would be torn down. Barbee, Bruce, Lee, Rogers and Walker Halls, the laundry and power plant and engineers home would be sold and the proceeds used to fund future needs for the campus. Last week Rogers Hall demolition began. Rogers Hall has been closed for many years having been declared unsafe by the state. It was the elementary school gymnasium. Currently the elementary school does not have a gym and uses a large classroom as its gymnasium. Also last week asbestos was discovered at Grow Hall. Now the middle and high school students are having to walk half a mile to Walker Hall to eat their meals in the cafeteria there. Many are complaining about the long walk in the cold and icy conditions. No one is sure when Grow Hall will reopen. Although the state at one time had money set aside for the building of the new school this has not happened. Now they are looking to save money. A better solution might be to use the newer Brady Hall. It already contains dorms, classrooms, a large kitchen area, a gymnasium, offices, even an infirmary. It is quite a large building and would easily accommodate the 130 students currently enrolled at KSD. KSD future seems uncertain but there is always hope for a better tomorrow. Works Cited Fosdick, Charles P. Centennial. History of the Kentucky School for the Deaf, Danville, Kentucky. 1923. Web. 8 Feb2011 Hudson, John W. Jr. Special collections-Kentucky School for the Deaf. Grace Daughtery Library. Centre College. 2002. 8 Feb 2011 MacEntire, Bill. Kentucky Landmarks. 2009. 8 Web. 2011.

Contribute to the support of child and young person development Essay

1.2. Identify different observation methods and know why they are used Different methods of observations are appropriate for different situations. Narrative (AKA running records). This methods are the ones where you write at the time what children are doing, notice something interesting, or are looking for a specific skill or area of development, simply writing down what you see as is happening. This method is used as it can provide a rounded picture of a child, and no preparation is needed. Diary Is when a daily record is kept of what children have done. This is often shared with parents and is useful for children and young people who do not have speech, like a baby or a young person with learning difficulties. This method is used as it can help other to know what a child has been doing, and it also provides a long time record. Anecdotal These observations are the ones you have not actually seen but are points that others such as parents might tell you about, after something important or interesting has happened they can be written down in a diary or the child’s records. This method is used as it can help other to know what a child has been doing in a different situation. Time Sampling This observation allows you to look at what a child does over a period of time, such as morning or part of the afternoon. This method is used as it can provide a snapshot view of what the child doing and is also possible to record the activity of more that one child. Event Sample A prepared sheet is drawn up in advance considering carefully the type of information that needs to be collected. A column is put down for each piece of information. When the behaviour is seen, the person who has seen it should fill in the sheet, This method is used to look at how often and in what circumstances a child shows a particular behaviour. Checklist Check list are easy to use because they focus the observer on particular aspects of child development. This method is used as it is quick and easy to use, and you can repeat the assessment and see the differences. 3.1. Describe the different transitions children and young people may experience. Throughout childhood there are many different points when children have to cope with changes. Some changes are difficult for children such as when parents separate or when someone close to them dies. As a result of changes, some children’s development can be affected. They become afraid, tearful or on the other hand angry and frustrated. Knowing what type of transitions children might face can help us to support them. This table shows some of the more common transitions: Emotional Change in family circumstances Parents might separate, new people might join the family (step-brothers), siblings might no be born, some close to the child might become ill or die, families may become short of money or become wealthier, parents might start working away from home or longer hours, might lose their jobs or work from home. Changes in friendships A friend might move away, friendships might change. Changes in carers/practitioner Might change nanny, au pair or move childminder. Physical Change in location Might move area or country might move home. Physiological Changes in health and body Might become ill or develop a chronic medical condition that requires treatment. Going through puberty Intellectual Changes in setting (Each setting will have its own rules/style and expectations) Might move from pre-school or nursery, move from class, move schools, start going to breakfast or afternoon club. Other Daily transitions Moving from one setting to another as part of their routine, going to a club or lesson. Between carers Going between parents and practitioners. 3.2 Explain how to give adult support for each of these transitions. Emotional Change in family circumstances Work closely with parents and share information about the child’s needs, give them time to talk about what is happening, allow them to express their feelings, reassure them, look out form more information from specialist organisations. Changes in friendships Encourage children to express their feelings, help them make new friends. Changes in carers/practitioner Work closely with other practitioners to learn more about the child, and visit them so they can get to know them. Physical Change in location Work closely with parents, allow time to settle and talk about where they use to be or go, spend time getting to know each other to find out more about the child. Physiological Changes in health and body Work closely with parents, look for more information, allow time for questions, reassure. Intellectual Changes in setting (Each setting will have its own rules/style and expectations) Share information about children’s needs strengths and interests, meet the person who will be with them,, involve the children. Other Daily transitions Allow time to settle and adjust, give plenty of warning and avoid rushing them. Between carers Aim to be consistent, consider using a diary so everyone know what the child has done. 4.1. Explain how a work setting can encourage children and young people’s positive behaviour. In my work setting there is Positive Behaviour Policy that intents to manage children’s behaviours and has clear procedures that staff must follow to encourage positive behaviour and also to manage unwanted behaviour. There are many ways in which we can help children/young people to learn about positive behaviour. Positive relationships play a key part in behaviour because children and young people need support and attention. Therefore is important to take time to talk and have fun with children. In the work setting we encourage positive behaviour by meeting their basics needs and listening to children and valuating their opinions, children need to express their feelings. It also important to provide a stimulating and challenging environment, so children can enjoy and have fun while learning, we encourage this by planning the experiences well and giving children choices to allow children to learn about having some responsibility. Being inclusive and thinking about children as individuals and about what they need, showing positive behaviours such as kindness and taking turns and gentleness, also setting clear and fair boundaries that are right for their age. We reinforce positive behaviour by giving them praise, encouragements and rewards. We also encourage children to resolve conflict by themselves.

Christmas Day Essay

Speak about one of the holidays celebrated in Great Britain/Moldova Every country and every nation has own traditions and customs. It’s very important to know traditions and customs of other countries. It helps to know more about the history and line of different nations. English are proud of their traditions and carefully keep them up. As I know all English people celebrate Christmas on the 25th of December. It’s the season of good will. It’s the most beautiful time of the year – the time of love, joy and hopes. Is remarkable that children of Great Britain still believe in Father Christmas and write letters to him. Christmas Day is a family holiday. All the people look forward to it, expecting something special. The Christmas trees is the mark of British people. The trees are decorated with candies, cookies and bulbs and are taken down only twelve days after Christmas. After preparation of the Christmas fir-tree British start preparing a festive table. The table seems extremely tempting and is gorgeously decorated with fruits and candles. It is necessary that the Christmas pudding contained thirteen ingredients, of which, one is for Jesus and the rest for the twelve disciples. A silver coin is dropped in the pudding mix which is meant to bring prosperity and good luck to the family. Turkey, served with cranberry sauce, and potatoes are the centre of attraction of the entire feast. After a heavy meal, all members of the family watch the customary Christmas special speech by the British Monarch. In the evening, people pay visits to their relatives around Britain. Certain churches have services in which every child is given a candle wrapped in a red ribbon. These candles represent Jesus Christ and the red ribbons symbolize the blood of Jesus and the God’s love for the entire world.

How does speaking openly about race help refine the imperative for Essay

How does speaking openly about race help refine the imperative for leverage diversity - Essay Example This will contribute to long-term success and profitability of the company. The new competencies to promote racial diversity help drive leadership commitment to diversity and inclusion in the workplace in the following ways. Firstly, the new competencies lead to the removal of negative barriers and biases in the hiring process giving each individual an equal opportunity. This requires the creation of a friendly environment that will promote individual and team development and get the best of out of each individual. Secondly, the new competencies ensure that each organization has formulated policies that ensure inclusion and diversity in the workplace. The third competency is challenging the status quo in the hiring process by ensuring there is racial diversity. Speaking openly about race will help to debunk the various stereotypes people have about the different races. When Hobson encourages people involved in the hiring process to be color brave it resonates with me as I believe in an America that has equal opportunity for all irrespective race, political affiliations, culture and gender. From the video, it is clear that Hobson encourages the African Americans not expect sympathy because of racial inequality of the past, but to be positive and determined to succeed despite the challenges

Knowledge Management Individual Assignment Essay

Knowledge Management Individual Assignment - Essay Example Knowledge Management is one of the hottest topics in the fields of management and information technology. Several activities are involved in the process of knowledge management. Out of the many, the most commonly cited and discussed knowledge management activity is knowledge sharing or transfer (Ford, et al., 2003). Knowledge sharing is observed to be critical towards the success of today’s business organisation (Davenport, and Prusak, 1998). This is so because it results in deployment of knowledge to certain organisational portions at a rapid rate which can prove to be highly beneficial for the organisation (Syed-Ikhsan, and Rowland, 2004). Knowledge management can thus be considered as a socio-technical system that includes different form of storage, generation, sharing and representation of knowledge. Specific functional features of knowledge management are found to be always based on certain assumptions that are inherent to the cultural backgrounds of the people who either create or manage them. However, if people having national or professional cultural backgrounds use these systems in a way that differs from those intended by its designers, it might actually result in inhibiting the process of knowledge sharing in organisations (Branch, 1997). This study entails about analysing the impact that organisational culture has on the knowledge sharing environment of the companies in general. Communities of Practice and Knowledge Management Communities of Practice (CoPs) have received renewed attention in the recent years mainly in the field of different ways of managing the social and human aspects of knowledge dissemination and creation within the firms. One can find various existing literature that are related to the discussion of CoPs in the knowledge management literature (Davenport, and Prusak, 1998; Wasko, and Faraj, 2000; Wenger, et al., 2002; Ardichvili, et al., 2003). Lave, and Wenger (1991) were the first to coin the term community of practice a nd it can be defined as a system of activity wherein the participants are involved in sharing their understanding related to their present activities performed in the organisation and how they are valued in their lives and the communities. One of the assumptions that is central to the concept of CoP is that community members who are adjudged to be less experienced are involved in a learning process received from the social interactions with the community members who are considered to be experts of a specific domain of knowledge (Lave, and Wenger, 1991). One of the most important benefits of CoP is its ability to generate or disseminate tacit knowledge. This type of knowledge cannot be communicated easily because most of the times it is either embedded in a particular context or is intuitive in nature (Nonaka, 1994). This type of tacit knowledge possessed by an organisation is believed to be critical towards the sustainable competitive advantage gained by the companies because others cannot easily copy or imitate it (Liedtka, 1999). Brown and Duguid (1991) have argued that internalising and sharing tacit knowledge needs

Recruitment and Staffing Proposal Coursework Example | Topics and Well Written Essays - 1000 words - 1

Recruitment and Staffing Proposal - Coursework Example I will also suggest three detailed selection approaches that the company may consider when performing a cost-benefit analysis for each process. My final duty will be to recommend to you the best method that suits the business and solves its human resource challenges. Highly qualified staff is fundamental to ensure high performance of any organization (Joseph, n.d). However, finding the best employees depends on the methods of recruitment adopted by the firm. The problem of staffing proves even more challenging in this era than what it was in the past because of the shifting dynamism in employment patterns. Challenges also emanate in relation to matching organizational performance with the demand levels of the institutions (Joseph, n.d). Most of the problems of dynamism in employment result from high levels of competition in the job market. There is, therefore, a requirement that businesses consider adopting the best recruitment approaches, which will ensure the best employees in management positions. There are varied methods used when recruiting employees, which depend mostly on organizational needs. One such method is gamification, which involves posting of virtual problems and inviting potential candidates to solve (DeMarco, 2014). The method borrows from graphical computer games, which may serve as both an advertisement and staffing plan. The method’s success may result from the fact that it targets a particular job skill. The cost-benefit analysis for this rationale gives the company a challenge of designing skill-specific games for use in recruitment. Using the same approach may select the best candidates for the required skills and at the same time, introduce as particular product or service of the firm as an advert. Another approach is the Go Undercover Technique, which gives the selected candidates time long enough to prove their worth (DeMarco, 2014). Such a method is a matter of chance,

Multiyear Plans and Analysis Essay Example | Topics and Well Written Essays - 750 words

Multiyear Plans and Analysis - Essay Example We analyze data as revealed by the City of Charlottesville 2009, 2010 Financial Ratios and also carry out ratio analysis that helps us discover more information about the business (Gibson, 2012). We compare the City of Charlottesville’s 2009 and 2010 performance using relevant ratios. Liquidity measures, or short-term solvency measures -measure the ability of the city to meet its short-term debt obligations. These ratios majorly focus on current assets and current liabilities (Denise, 2013). The current ratio shows how many times the current liabilities are included with the current assets. Higher ratios are recommended. The city retained its current rate for the two years under study. The ratios are above one which is a good indication of the city’s ability to pay its short-term obligation. The working capital is the difference between a company’s current assets and its current liabilities. A higher amount is required as it shows the excess of assets after accounting for all liabilities. The city’s performance in 2010 is hence more preferred as compared to that of 2009. Long term solvency measures the city’s ability to meet its long-term debt obligations. Debt ratio indicates the ratio of total liabilities to total assets. A lower percentage is more preferred (Denise, 2013). In 2009, 39% of every dollar of the city’s asset was debt while the ratio was 38% in 2010. 2010 is hence more preferable to 2009. The profit margin indicates that the city is not generating income. Its expenditure is higher than its income. From a dollar in revenue the city is making 11 cents loss. The city’s management is hence not useful in converting the available assets into sales. They should hence come up with new policies of raising revenue that will help the adequately meet their expenses. Days payable ratio are the number of days it takes a city to pay their creditors. The longer the period, the better

Case Study Essay Example | Topics and Well Written Essays - 500 words - 19

Case Study - Essay Example The changes to the completion were mainly from Amazon which entered the market for online auctions and the entry of other smaller players who cloned eBay’s business model. These in turn made eBay look towards more innovation and building brand loyalty among its consumers as well as providing remote customer support to its users. Q2) eBay took a series of steps to ensure that it responds to the competition by going after newer products and platforms. In its quest to remain the number one online auction site, eBay pioneered a set of changes in its business model. For instance, it adopted the paradigm of going global and acting local. What this meant was that eBay expanded into international markets and retained the local flavor in each of these markets by adopting practices that were commensurate with the market in which they operated. The business model that eBay implemented relied on trust, loyalty and building brands that saw its business grow in size. To respond to the competition, eBay also introduced a wide range of products as well as invested in computing infrastructure that was needed for its aggressive forays into newer ranges of products and services. There were changes to the trading platform as well that were introduced by eBay and which culminated in the metamorphosis of eBay into a world class online auction site. Q3) The opportunities for eBay are many and some of them include newer forms of auction formats that allow innovative pricing models for its products and greater participation of the customers in the online auction site. The other opportunities arise from the expansion of eBay into Asia and other regions that are bound to get volumes of customers who would be a source of loyal customer base for the company. The most significant opportunity for eBay would arise from targeting the youth and the teenagers who form a

Globalization and Production Chain Essay Example | Topics and Well Written Essays - 4250 words

Globalization and Production Chain - Essay Example Globalization refers to the increasing universal connectivity and economic integration of cross-border activities in the corporate sector through removals of barriers of free trade and capital mobility. It has major impacts on the world in the financial, communal, cultural, political, environmental and technological areas. Globalization is a comprehensive term and it has a number of key concepts and theories concealed within it. The idea can perchance be better portrayed as an idle process built upon a number of sub-processes such as virtual corporations across physical borders, progress in information technology, elimination of cultural and physical barriers etc. that are increasingly shrinking the humanity into a global system constituting of a universal society. The best example of globalization is the internet revolution. Despite the level of importance acquired by the subject a standard definition is yet to evolve and a number of varied opinions dominated by the perceived merits of the concept are used to describe the all important the driving engine of the 21st Century. Globalization has been defined been defined with respect to various aspects of life some view it as the homogenization of cultures, norms, values and attitudes across transnational borders. While others consider it as the standardization of procedures, experiences and knowledge which may not only be limited to the corporate sector but even to other areas that impact an individual's life in current globally influenced society. On the other hand from an economics point of view globalization is considered to be the meeting of prices, products, wages, rates of interest and profits towards the developed country's standards. Notwithstanding the varying opinions the following attributes have been universally accepted to be associated with the impacts of globalization and whatever leads to any of the following results would be an aspect of the Globalization. People around the world are integrated and connected to each other while the physical distances have shrunken. This trend has been evident in the aftermath of the evolution of information technology. A convenient flow of information and capital throughout the globe. Goods and services manufactured in one country being easily accessible by the people living in other countries. The role of Multinational Corporations (MNC's) has been evident in this case. Communication and journey across the borders becomes a routine activity. All the above states characteristics can be easily identified in the current environment we live in. To maintain a Mercedes, wear a French perfume, to talk to friend in Australia, to be able transfer money from New York to London in a split second or to be roaming on the streets of Delhi within a couple of days are realities that have traveled through the dark roads of idealism and have blessed us by the virtue of globalization. A question then arises is globalization a feature of the 20th Century or its existence can be traced back further. The answer to this is that globalization has been a phenomenon that is as old as the human existence. Man has always tried to break down the shackles of physical frontiers and explore new horizons. From the time when human being first involved into barter trade till the undertaking of organizational activities through

The Effect of Radiation in Inducing Mutation Essay Example for Free

The Effect of Radiation in Inducing Mutation Essay ABSTRACT To determine the effects of gamma radiation in inducing mutation on the growth of corn (Zea mays), an experiment using corn seeds exposed in to different rate of radiation (0kr, 10 kr, 30 kr, and 50 kr) was done. Four treatments were prepared using 10 seeds from each of the following different radiation rates. The seeds were planted and were observed for seven weeks. The percent germination and mortality rate, as well as the height (in cm) were obtained. Results showed that the control obtained the highest germination rate and average plant height while the lowest was obtained by the treatment which used the highest irradiation rate (50 kr). From the results it could be concluded that increasing the radiation rate can inhibit the growth in terms of height and lower the percent germination by inducing mutation. As the exposure of the corn seeds to gamma radiation increases, the more it reduces the corn’s potential for optimum growth and development. INTRODUCTION Mutation is defined as the change in the DNA sequence of a gene in an organism that is essentially heritable and permanent. It occurs when the genetic message carried by the gene is altered or damaged (Mendioro et al., 2010). Mutation can either be spontaneous or induced. One way to induce mutation is through the use of mutagens. Mutagens are natural or human made agents (chemical or physical) which can alter the DNA sequence  structure of organisms. Examples of mutagens include different types of chemicals and radiation. The use of gamma rays, a type of radiation classified under the ionizing radiations, is commonly used in various experiments in inducing mutation. The use of gamma radiation has diverse effects on the behavior and structure of a chromosome. It can also cause adverse effects on the physiological and biochemical processes of plants. Exposing seeds in high dosage of gamma rays can cause detrimental effects in the growth and germination rate. Exposure of a seed in higher dose of radiation can cause disturbances on some of its important biological processes such as the water exchange and enzyme activity (Stoeva et al., 2001) and protein synthesis (Xiuzher, 1994). The changes on the morphology, structure and function depends on the strength of the gamma irradiation stress. The parameters used in assessing the effectiveness of radiation in inducing mutations include the percent rate of seed germination and survival of the seedlings. The study aimed to determine the effect of induction of mutation by gamma radiation on the growth of corn (Zea mays). The specific objectives were: 1. to identify the effect of increasing strength of gamma rays on growth of corn (Zea mays) in terms of height, percent germination, and percent mortality; 2. to explain the possible reasons behind the observed effect of radiation on corn. MATERIALS AND METHODS In order to determine the effects of radiation on the growth, percent germination and percent mortality of corn (Zea mays), forty seeds were used into four different treatments. The first ten seeds were used as the control (0kr) while the other thirty were irradiated with gamma radiation using different intensities (10kr, 30kr and 50kr). A plot was prepared. Four hills were made in the plot where seeds will be planted. The seeds were planted 5 cm apart on a hill, with each hill representing a specific treatment. The hills were labeled accordingly. For seven weeks, the corn plants were observed. The seed germination (germination time and percent germination) and morphological changes of the vegetative parts of the plant was noted. After weeks of observations, data were consolidated and arranged. RESULTS AND DISCUSSIONS As seen in Table 1. results showed that the percent of seed germination (based on the first day of the emergence of the seedlings) under the 10 kr treatment is higher (100%) compared to that of the control (90%), 30 kr (60%) and 50 kr (50 %). Theoretically, the control should have the highest percent germination rate, but since errors which can be attributed from the environment as well as from other physical factors are present, results obtained cannot be avoided. The treatment with the highest irradiation rate (50 kr) has the lowest rate of seed germination. However, in Table 2, results indicated that treatment under the former has the highest percent mortality rate (100 %) while the lowest obtained by the control treatment (40%). In Figure 1, results obtained showed that the treatment with highest average plant height was under Treatment 10 kr. The final average plant height under this treatment was 28.58 cm compared to the 25.98 cm of control, 20.87 of 30 kr and 6.04 of 50 kr. Again, theoretically, the control should have the highest average plant height but results showed otherwise. Through the obtained data, it can be concluded that exposing seeds to radiation can induce mutation which in the end could affect the growth rate, germination rate as well as the mortality rate of the plant. Observations and data obtained showed that the rate of radiation is inversely proportional to the percent germination and height of corn plants thus proving that percent germination and height decreases as amount or strength of radiation increases, and vice-versa. The use of gamma radiation can affect some of the important metabolic processes in the plant by inducing mutation. Mutation in return can affect other life processes, such as growth. This can be attributed to the high percent mortality rate of the corn plants under the treatment with the highest exposure to radiation. Increasing radiation exposure beyond 10 kr resulted in retarded growth and abnormal development. Further increased exposure resulted in lethality or high percent mortality rate. The results and data observed can be attributed to the direct and indirect effect of ionizing radiation to corn plants. If the cells are exposed to ionizing radiation, double-stranded breaks occur along the entire length of  the DNA. Mutation occurs if the repair mechanisms reattach the wrong piece of DNA back together, so that a part of the DNA strand goes missing. This may lead to the deletion of important genes or a change in the location of gene within the DNA. (Woodstock, 1965). Corn exposed to increasing strengths of radiation, resulted to higher probability of the occurrence of mutation. Mutation causes detrimental effects to the cell and might be lethal. Increasing the radiation either qualitatively (strength) or quantitatively (amount), would result have two possible consequences, a single mutation with severe effects which causes malfunctions in the cell and massive mutation with critical effects in the functioning of the cell. There are other possible inferences that could be deduced behind the observed results (Woodstock, 1965). Observation Date Figure 1. Average height of corn (cm) with and without exposure to increasing levels of gamma radiation. SUMMARY AND CONCLUSION The effect of induction of mutation by gamma radiation was determined through the use of corn seeds exposed to different levels of gamma radiation. Forty seeds were selected and used into four treatment groups (control, 10 kr, 30 kr and 50 kr). For seven weeks, the heights of corn plants were obtained and morphological changes were observed. Also, percent germination and mortality rate were computed. Based on the results obtained, the treatment with the highest percent germination was the treatment under 10 kr with 100 %, while the lowest was obtained from 50 kr treatment with 50%. Results also showed that the treatment with the highest irradiation rate has the highest percent mortality but with the lowest germination. With these observations, it can be concluded that radiation can affect the growth, germination and mortality rate in corn plants. The use of gamma radiation can induce mutation and can cause significant changes in the growth, germination and mortality rate of corn plants. Observations and data obtained showed that the rate of radiation is inversely proportional to the percent germination and height of corn plants thus proving that percent germination and height decreases as amount or strength of radiation increases, and vice-versa. LITERATURE CITED Mendioro, Merlyn S., Rita P. Laude, Adelina A. Barrion, Ma. Genaleen Q. Diaz, Joel C. Mendoza and Dolores A. Ramirez. 2010. Genetics (A Laboratory Manual). 12th ed. San Pablo City, Laguna: 101 pp. Stoeva, N. and Z. Bineva. 2001. Physiological response of beans (Phaseolus vulgarisL.) to gamma-radiation contamination I. Growth, photosynthesis rate andcontents of plastid pigments. J. Env. Prot. Eco., 2: 299-303. Woodstock, L.W. and M.F. Combs. 1965. Effects of Gamma Irradiation of corn Seed on the Respiration and growth of the Seedlings. American Journal of Botany 52(6): 563-569 pp. Xiuzher, L. 1994. Effect of Irradiation on Protein Content of Wheat Crop. China: 15, 53- 55 pp.

Marriage in China and Japan

Marriage in China and Japan Confucian thoughts had tremendous influence in both China and Japan, and these thoughts provided the principles of roles each person must play in daily life. Men and women play different roles in marriages in both Chinese and Japanese cultures. In both countries, marriage, in all social classes, was first and foremost a union of family rather than individual. In upper classes, marriages were political and economic relationships arranged by the prospective families. Womens roles in marriages are essentially the same in China and Japan; however, marriage practices are diverse across the culture, and they follow different traditions. In traditional times, both Chinese and Japanese societies were clearly not egalitarian and highly stratified by the interests of different social classes. Marriage practices reflected this hierarchy. Weddings were a ceremony of change of residence and social recognition. The ceremonies were most of the time simple and modest, and there was usually a feast involved. In China, marriage united not just individuals and the families but also extended family networks in the society. Marriages provide the two families to unite as well as to maintain or advance their social status in society. In numerous cultures, the suitability of an individual as a potential husband or wife was judged based on characteristics likely to make the person a valuable and productive mate and an agreeable companion. Japanese parents looked for a daughter-in-law who was healthy, skilled in housework and farming, good-natured, and obedient and a son-in-law who was healthy hard-working, and most likely to be succes sful as a provider (Rosaldo, 17, 159-161). Because of the expectation of the society, arranged marriages were widely practiced in both China and Japan. In traditional societies, parents controlled the selection of spouse and arranged the marriage between a bride and groom who had never met. They will meet for the first time on the actual wedding day. In stratified societies, the control over the selection of spouse and the arrangement of marriage served to support the continuity of the proper hierarchy within the family. Child betrothal can also be seen for consolidating relationships between families (Boude, 48-49). In China, if one family is particularly close to another, the parents will betroth their children so that they will maintain this relationship with each other. However, in the modern society, either prospective spouse can refuse to go through with a marriage arranged by their parents. This arranged marriage tradition remained in some cases; however, it is very different. The modern system of arranged marriages resembled traits from blind dating in the Western societies. When a young woman reaches the appropriate age, she and her parents put together a packet of information about her, including a photograph of her in nice clothes and information about her family background, education, hobbies, accomplishments, and interests. Her parents then inquire among their friends and acquaintances to see if anyone knows a man who would be a suitable husband for her. The matchmaker shows the packet to the potential bridegroom and, if both parties are interested, arranges a meeting between them. (The man provides a photograph and information as well.) Such meetings often take place in a restaurant. This meeting is attended usually along with representatives from both families. If the young couple feels that they are interested, they will begin dating, and marriage might occur b etween the two. It is not uncommon for a woman to have 10 or more such introductions before she finds the man whom she wants to marry to (Rosaldo, 42-45). The young man and woman usually make the final decision about marriage between themselves, though the advice and approval of their parents are highly encouraged. In cultures where marriages are arranged, traditions can serve to soften the attitude of potential spouses toward marrying the other who are not their own choices. For instance, the Chinese say that a husband and wife are linked together by fate. One man is made for one particular woman, and the two are tied to each other by an invisible red string in the wedding (red represents celebration). When a marriage is arranged by parents, their choice is guided by fate (Edwards, 61). In Asia, in the 1950s, about 70 percent of all marriages were arranged. In 1973, the figure was only 37 percent. Today only around 20 percent are (Edwards, 3). Some Japanese feel that the most important element in the marriage is not necessarily the love between the two, and maybe because of this the divorce right in Japan is generally lower than in the Western Societies, such as the U.S. The divorce rate for arranged marriages in Japan is lower than for love marriages (Morley, 93). In a Japanese marriage, once the woman has a baby, her husband refers her as a mother, not a woman anymore, which usually means their sexual life comes to an end. The new mother is said to take more interest in the child instead of the man. In most families, children sleep with the parents or just the mother. In the latter case, the father has his own room so that he will not wake his wife and children up when he goes to or comes back from work. In the Japanese culture, women usually stop working if they get pregnant. Men prefer that their wife stay at home once married, and women almost always want to spend as much time as possible with their children. While, in most Western countries, nurseries and kindergartens are free, which allows women to work, nursery schools are few and expensive in Japan, because women are expected to educate the children when they were young. Paternity leaves do not exist in Japan, and paid maternity leaves are not encouraged; therefore, wives usually stay home if they get pregnant in Japan. In most Japanese families the husband hands over his paycheck to his wife who then gives him an allowance for pocket money and generally takes charge of the day-to-day management of the households activities and expenses. The home and domestic responsibilities have been the center of Japanese womens activities since the 1890s (Morley, 40-43, 71). Women in China had a moral duty in marriages: to produce a son to continue the descent line of the husband. In Confucian thought, sons were particularly important because they were the ones who took care of their parents as they aged, arranged a proper funeral, and then performed the ritual sacrifices to honor their deceased parents and other ancestors (Edwards, 70). A wifes only way to gain power in the family is to give birth to a son. As the son grows up, the mothers power increases, particularly after he marries and brings a wife to the family. In traditional times, a man whose wife did not bear a son can bring secondary wives or concubines into the house if he could afford it (Broude, 50). Wealthy men often had several concubines and Chinese emperors had large harems of concubines to ensure numerous children for the royal family. By the early 1970s, Chinese government regarded fertility control as a key national development responsibility (Edwards, 74). Throughout the 1970s contraception was free, work units were instructed to give paid leave for women who had undergone sterilization or abortion procedures. Although the government could enforce the One Child Family Policy with some degree of success they could not easily change the cultural preference for boys. The relationship between husband and wife in Chinese marriages was an unequal one. A wife was subordinate to her husband, whom she was obligated to serve and to whom she owned respect. Traditional Chinese people always say raising a girl is like raising for some other family, because once she is marriage, she is the property of the other family. In her husbands home, the wife was also obliged to do housework. Women from rich families bind their feet so they will not be able to work. In-law relationships play a big role in a marriage as well. A Chinese bride traditionally has been expected to be submissive to her in-laws, and her husbands mother supervises her household work. Chinese wives are required to show deference to their mother-in-laws. If she disobeys, her husband can beat her on behalf of his mother and a man will take his mothers side in any disagreement between her and his wife (Broude, 312). While much has improved in the status of women in China the continued practice of female infanticide demonstrates that women are valued less than men. As Chinas economic development brings women greater independence, women tend to ask for changes within a household. United Nations sponsorship of the International Womens Year in 1975 forced the Japanese government to initiate policies to end sex discrimination (Edwards, 221). These changes create conflicts between the husband and wife. In China, where rapid economic growth is creating new hopes and fears and where government interference in personal lives is receding daily, many Chinese people say one of the most profound changes in the society is the increase in divorce. The divorce rate in Chinas capital city, Beijing, leapt to 24.4 percent in 1994, more than double the 12 percent rate just four years ago (Faison). Classes and status in the societies are reflected through the lives of women in both China and Japan. Clearly, men and women were not equal in traditional Chinese and Japanese societies, and women were the subordinate roles in a household. However, these traditions are changing constantly as the societies grow. While some traditions are still practiced in modern times, womens role in marriages and societies are improving tremendously. Work Cited Broude, Gwen J. Marriage, Family, and Relationships: a Cross-cultural Encyclopedia. Santa Barbara, Calif.: ABC-CLIO, 1994. Print. Edwards, Louise P., and Mina Roces. Women in Asia: Tradition, Modernity, and Globalisation. Ann Arbor: University of Michigan, 2000. Print. Faison, Seth. Divorce in Modern China. New York Times [N.Y.] 22 Aug. 1994. Print. Morley, Patricia A. The Mountain Is Moving: Japanese Womens Lives. New York: New York UP, 1999. Print. Rosaldo, Michelle Zimbalist., Louise Lamphere, and Joan Bamberger. Woman, Culture, and Society. Stanford, Calif.: Stanford UP, 1974. Print.

Comparison of Characters in Aphra Behn’s The Fair Jilt and Samuel Richardson’s Clarissa :: Compare Contrast Richardson Behn Essays

Comparison of Characters in Aphra Behn’s The Fair Jilt and Samuel Richardson’s Clarissa Superficially the characters Clarissa Harlowe and Miranda seem, not only to be extremely different, but complete opposites. Clarissa is an exemplary model of virtue and goodness. Samuel Richardson presents her as a chaste and innocent daughter. She is forced from her duty by a conniving brother into the arms of a manipulative man. She is the victim. Miranda is the villain of The Fair Jilt. Aphra Behn portrays her as a woman who knows what she wants and will do anything to get it, including murder. Miranda has no regard for family and is driven only by her desire for quality. On first reading, it seems that Miranda is manipulative and Clarissa is being manipulated. However, if one looks closely at these two characters, it becomes clear that they have a great deal in common. Both women are strong, intelligent and independent. Lack of parental control influences both of them, as do the inheritances they both receive from deceased family members. The characters of Clarissa Harlowe and Mi randa, although strikingly different, are also revealingly similar. Miranda and Clarissa both lack parents. Miranda’s parents pass away, leaving her an orphan and completely alone in the world, except for her sister. Her lack of a guardian gives her a large amount of personal control. Miranda must decide what to do with her life. â€Å"†¦the fair Miranda, whose parents being dead†¦ put herself into this enclosed religious house† (Behn 32). The phrase â€Å"put herself† is very important to both the story and the character. Miranda now has power over herself and this is both new and dangerous. Her freedom from parental control also has a heavy influence on her courtships and eventual marriage. If her father were still alive, Miranda would not have chosen her own husband. Her match with Prince Tarquin probably would not have come to pass. Although Prince Tarquin has a great name and â€Å"quality,† he does not have a lot of money. Miranda’s obsession with Henrick also would never occur because she wou ld never have entered the convent. Likewise, Clarissa suffers much from the absence of her parents. Her father is weakened by the gout. In his absence, James Harlowe Junior takes control of the family. Throughout the novel, Clarissa is asking her father to take control and tell her what to do.

Mad Magazine: Its Success :: essays research papers

MAD Magazine: Its Success MAD Magazine is a counter culture publication that was founded in the 1960's by William M. Gaines. The magazine satirizes everything from popular television and entertainment, to important political issues and government leaders. Despite the fact that MAD contains no advertisements, it has flourished for more than three decades and is still widely read today. In today's media advertisement has become a necessary part of the business, Ads fill the pages of newspapers, magazines, even comic books. In this clip journal project, I am attempting to determine why MAD Magazine has survived over the years without the aid of advertisement. I have come up with three main factors that could explain MAD's success. The first factor that has made Mad's survival over the years possible is it's foundations. Its creation was during the sixties, when counter culture was at its peak, a time when rebelling against "the system" and not "selling out" were the ideals of popular culture. The fact that the magazine held within its covers no advertisements catered to the ideal of not selling out, which drew a faithful audience. The second factor is tradition. As is true with most MAD readers of my generation, My first encounter with the magazine was when I was a kid, going through some old things of my father's in the attic. I came across an old issue of MAD and became interested in it although I only understood a few of the satires that it contained. It is a fact that most young people who read the magazine have parents who have read or still read it.

Social Security Essay examples -- essays research papers

SOCIAL SECURITY   Ã‚  Ã‚  Ã‚  Ã‚   The purpose of Social Security is to provide for the material needs of individuals and families, to protect aged and disabled persons against the expenses of illnesses that may otherwise use up their savings; to keep families together; and to give children the chance to grow up healthy and secure.   Ã‚  Ã‚  Ã‚  Ã‚  As I write this term paper, I will discuss the following topics, related to Social Security: 1.  Ã‚  Ã‚  Ã‚  Ã‚  A brief history of Social Security. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Types of Social Security benefits. 3.  Ã‚  Ã‚  Ã‚  Ã‚  How Social Security is financed. 4.  Ã‚  Ã‚  Ã‚  Ã‚  How you earn Social Security work credits. 1.  Ã‚  Ã‚  Ã‚  Ã‚  A brief history of Social Security: 06/08/34  Ã‚  Ã‚  Ã‚  Ã‚  Federal legislation to promote Economic Security was recommended in President Franklin D. Roosevelt’s message to Congress. 06/29/34  Ã‚  Ã‚  Ã‚  Ã‚  President Roosevelt created the committee on Economic Security to study the problems related to economic security and make recommendations for a program of legislation. 01/17/35  Ã‚  Ã‚  Ã‚  Ã‚  The Committee on Economic Securities’ recommendations were introduced in the 74th Congress. 04/19/35  Ã‚  Ã‚  Ã‚  Ã‚  The Social Security Act was passed in the House of Representatives by a vote of 372 to 33. 06/19/35  Ã‚  Ã‚  Ã‚  Ã‚  The Social Security Act was passed in the Senate by a vote of 77 to 6. 08/14/35  Ã‚  Ã‚  Ã‚  Ã‚  The Social Security Act became law with President Roosevelt’s signature. 08/23/35  Ã‚  Ã‚  Ã‚  Ã‚  The Senate confirmed the president’s nomination of the original members of the Social Security Board, John G. Winant, Chairman, Arthur J. Altmeyer, and Vincent M. Miles. 10/14/36  Ã‚  Ã‚  Ã‚  Ã‚  The first Social Security field office was opened in Austin, Texas. 11/09/36  Ã‚  Ã‚  Ã‚  Ã‚  The Baltimore Office for Record Keeping Operations opened in the Candler Building. 11/24/36  Ã‚  Ã‚  Ã‚  Ã‚  Applications for Social Security account numbers were distributed by the post office. 01/01/37  Ã‚  Ã‚  Ã‚  Ã‚  Workers began to acquire credits towards old-age insurance benefits. 01/37  Ã‚  Ã‚  Ã‚  Ã‚  First application for benefits f... ...efits, How Social Security is Financed, and How you earn Social Security Work Credits. The clock is ticking for the Social Security System with a gigantic baby boom generation approaching retirement age, Social Security faces a funding crisis. By about 2012 more money will be going out to Social Security recipients than will be coming in from workers payroll taxes. The system’s trust fund can cover the difference for a while, but by about 2032 the trust fund will be empty and the program will no longer be able to meet all of its obligations. Historically, politicians have had a simple, consistent position on Social Security, do nothing. However, a spirited bipartisan debate is raging in Capital Hill and across the nation, over a handful of possible changes, all of which were considered unthinkable a few years ago: 1) Cutting benefits across the board (or just for the wealthy). 2) Raising the payroll tax across the board (or just for the wealthy). 3) Raising the age at which retirees become eligible. 4) Investing the trust fund more aggressively. 5) Letting workers contribute to personal security accounts that the government would manage (or that workers would manage themselves).

The Mexican Revolution

Mexico’s Revolution Ariel Elias HIST 112 Proffesor Cummings 17 February 2013 Ariel Elias Professor Cummings Hist 112 17 February 2013 Mexico’s Revolution Many nations across time and the world have experienced a revolution. From the American revolution to the French revolution, history has proven conflict can engage a nation at any moment. Tanter explains that two possible scenarios, changes in the economic development and the level of education are likely to cause revolutions (Tanter 264).A revolution can be composed of a group of individuals who are willing to make the ultimate sacrifice in exchange for change in the existing government. This group of people will stop at nothing until they have completely taken over the territory they wish to control. What was the reason and who played a critical role in the Mexican revolution? Mexican political leaders and the common people would play an instrumental role in the positive or negative impact of the Mexican revolution. During 1910 and 1920, Mexico underwent a difficult and bloody time that would lead to many years of little progress in this nation’s history.The Mexican revolution is not a globally known revolution and most Americans would not initially compare it to the American revolution or understand the impact it had on Mexico. Knight states that compared to other revolutions, during the Mexican revolution many more people fought, died, and more land was destroyed (Knight 28). Some of the reasons the Mexican revolution began was due to the biased distribution of land, education, and wealth. The Mexican farmers and middle class were tired of the government treating them unfairly.The man in control of the nation during 1910 was President Porfirio Diaz. President Porfirio Diaz had ruled Mexico with an iron fist. Knight states that President Diaz had begun as an Army officer who had risen to power during a coup (Knight 28). Mexico’s economy was doing well at the time and Mexicoâ€⠄¢s elite prospered while President Diaz controlled the nation. Diaz originally promoted a no re-election policy, but soon conveniently disregarded that policy and ruled for several years. Under President Diaz’s rule, only the elite people of Mexico shared wealth, land and education.Knight states that this unequal distribution of power, money, and land began to create resentment amongst the common people in Mexico (Knight 29). Many leaders would soon rise up to fight for the people of Mexico and equal rights for all. Soon leaders such as Francisco Madera, General Huerta, and Emiliano Zapata would rise to fight for the country of Mexico. A revolution was inevitable and Mexico had plenty of individuals who would fight for their rights. Knight states that during 1910 President Diaz would be overthrown and Mexico would enter ten years of civil conflict (Knight 29).The first to attempt to overthrow President Diaz was Francisco Madero. Madero appealed to the middle class, Indians, and Mestizos. In 1911, the Mexican army was on the defense and President Diaz was forced to resign; Francisco Madera was immediately inaugurated. Unfortunately, Madero would not last long and in 1913, Madero was assassinated. Knight explains that General Victoriano Huerta would be the next to attempt to lead the war torn Mexico (Knight 31). The military solution would not last long and fierce fighting would continue. Emiliano Zapata would be known as one of the most famous and powerful revolutionaries during this time.Knight states that Zapata always remained a man for the people and fought very hard for his fellow compatriot (Knight 32). Zapata, known for handing out free food to the poor and supporting free education, was a loud voice and strength for the people of Mexico. Unfortunately, during what was meant to be a peaceful meeting, Zapata would be assassinated. These men positively influence the revolution and did everything they could to enable the average Mexican. The Mexican people would dedicate everything and everyone to the revolution. Chavez states that for men and boys there was only one option uring the revolution, becoming a soldier (Chavez 423). Young Mexico believed that the revolution would bring social justice and a stronger Mexico. The men from the mountains, farms and villages would unite under leaders such as Emiliano Zapata and fight against larger Mexican armies. There was a sense of pride and purpose in the revolution. The revolution empowered the average Mexican and encouraged them to fight. Knight states that revolutionaries had inadequate arms and training, but managed to dominate battles against a superior Mexican army (Knight 31).Eventually following many years of fighting a man named Alvaro Obregon was elected president. Washington states that the ideals of the Mexican revolution would eventually provide the people with a Constitution in 1917 (Washington 505). Mexico would finally reach a point in history where nation could focus on the entire nation and not an elite group. Mexico suffered ten years of war, suffering, and turmoil. Mexican leaders during 1910-1920 were unable to hold the country together and a revolution consumed the nation. The Mexican people grew tired of political greed, lack of support, and unequal treatment.Several leaders such as President Diaz would prove to be a man of one interest, himself. Others would quickly rise against him and attempt to claim the presidency. General Huerta and Francisco Madera would take the presidency by force, but would not last very long in the president office. Emiliano Zapata had a significant impact as a revolutionary who fought with the people and for the people. During the Mexican revolution, the nation would join forces and rise against lawless leaders. The men and women of Mexico would fight for many years for the equalities they knew they deserved.Eventually, the Mexican government drafted the constitution and was now able focus on the future. Works Cited Chavez Leyva, Yolanda. â€Å"`I Go To Fight For Social Justice': Children As Revolutionaries In The Mexican Revolution, 1910-1920. † Peace & Change 23. 4 (1998): 423. Academic Search Premier. Web. 16 Feb. 2013. Knight, Alan. â€Å"The Mexican Revolution. † History Today 30. 5 (1980): 28. Academic Search Premier. Web. 17 Feb. 2013. Washington, Walter. â€Å"Mexican Resistance To Communism. † Foreign Affairs 36. 3 (1958): 504-515. Academic Search Premier. Web. 17 Feb. 2013.

The Indigo Spell Chapter Five

I LEFT SHORTLY THEREAFTER with the Alchemists and didn't expect to see Adrian for a little while. He was staying on with the other Moroi a couple more days in Pennsylvania, so there was no chance of a repeat flight together. My trip back to California was quiet and uneventful, though my mind raced with all the developments of the last couple of days. Between Ms. Terwilliger's cryptic warning and my new lead on Marcus, I had plenty to occupy me. A text message from Eddie greeted me when I hailed a cab at the Palm Springs airport: We're eating at Marquee's. Wanna join us? A follow-up message soon came: You can drive us back. I directed the driver to take me to a suburb on the far edge of the city rather than Amberwood's home in Vista Azul. I was hungry, seeing as there'd been no dinner served on the plane in coach, and besides, I wanted my car back in my own hands. When I arrived at the restaurant, I found Eddie and Angeline sitting on one side of a booth with Jill on the other. Immediately, I knew why they'd chosen to eat so far from our school. Being away meant Eddie and Angeline could go out as a couple. Back at Amberwood, everyone thought we were related. Eddie, Jill, and I passed ourselves off as siblings, while Angeline was our cousin. Eddie and Angeline had recently started dating, so they'd had to hide their relationship from our classmates to avoid raising suspicions. We already seemed to attract enough attention as it was. Angeline was cuddled up in Eddie's arm. Even he looked like he was having a good time, which was nice to see. He took his responsibilities so seriously and was often so tense that it seemed as though it wouldn't take much to make him snap in two. Angeline – though uncouth, unpredictable, and often inappropriate – had proven remarkably good for him. That didn't make him any less diligent in his guardian duties, of course. Things were a little different on the opposite side of the table. Jill looked miserable, slumped into the seat with her arms crossed. Her light brown hair hung forward, covering part of her face. After ill-fated romances with a guy who wanted to become a Strigoi and with Eddie's human roommate, Jill had come to realize that Eddie might very well be the guy for her. It was fitting, too, because for a long time, he'd harbored a secret crush on her, fiercely dedicated to her in the way a knight served his liege lady. He'd never believed he was worthy of Jill, and without any signs of her affection, he'd turned to Angeline – just when Jill had come around and wanted him. At times, it seemed like some sort of Shakespearean comedy . . . until I looked at Jill's face. Then I'd feel conflicted because I knew if Eddie returned her affection, Angeline would be the one with that sad, sad expression. It was kind of a mess and made me glad to be free of any romantic entanglements. â€Å"Sydney!† Jill beamed when she saw me, brushing her hair away. Maybe it was because she needed the distraction, or maybe it was because Adrian's new attitude toward me had lifted some of her moodiness. Regardless, I welcomed a return to the old friendliness in her rather than the brooding and accusing looks she'd harbored since I rejected him. â€Å"Hey, guys.† I slid into the booth beside her. Immediately, I opened up my cell phone's picture album and handed it to her since I knew she'd want to know about the wedding right away. Despite all the intrigue that had gone down there, I had managed to take some pictures without the other Alchemists noticing. Even if she'd seen some of it through Adrian's eyes, Jill would still want to examine everything in detail. She sighed with happiness as she scanned the pictures. â€Å"Look at Sonya. She's so pretty.† Angeline and Eddie leaned across the table to get a look. â€Å"Oh. And there's Rose and Lissa. They look great too.† There was an odd note in Jill's voice as she spoke. She was friends with Rose, but her half sister was still a bit of an enigma. Jill and Lissa hadn't even known they were sisters until recently, and the volatile political environment had forced Lissa to behave more as a queen than a sister toward Jill. It was a difficult relationship for both of them. â€Å"Did you have a fun time?† Eddie asked me. I considered my answer for several moments. â€Å"I had an interesting time. There's still a lot of tension between the Alchemists and your people, so some of it was a little weird.† â€Å"At least Adrian was there. Must have been nice to have someone you know,† said Angeline, in well-meaning ignorance. She pointed to a picture I'd taken of the reception hall. My intent had been to get a full shot of the venue for Jill, but Adrian had happened to walk into the shot, posed and perfect like some handsome spokesmodel hosting the event. â€Å"Always so pretty.† Angeline shook her head in disapproval. â€Å"Everyone there is. I guess that means there weren't any celebratory wrestling matches?† It was a sign of Angeline's progress that she'd deduced that so quickly. Her people, the Keepers, lived in the wilds of West Virginia, and their openness to romance between vampires, dhampirs, and humans was only one of their more bizarre customs. Friendly fights broke out often, and Angeline had had to learn that such behaviors weren't acceptable out here in mainstream America. â€Å"Not while I was there,† I said. â€Å"But hey, maybe something went down after I left.† That brought grins to Jill's and Eddie's faces and a hopeful look to Angeline's. A waitress came by, and I ordered Diet Coke and a salad. Maybe I'd loosened up in my tight calorie counting, but I swore I could still taste the sugar from all the wedding cake I'd eaten after the spell. Angeline tightened her hold on Eddie's arm and smiled up at him. â€Å"If you ever get to see my home, you can fight my brother Josh to show that you're worthy of me.† I had to swallow a laugh. I'd seen the Keepers' community and knew she was absolutely serious. I worked to keep a straight face. â€Å"Aren't you breaking a lot of rules by being together without that having happened yet?† Angeline nodded, looking a little glum. â€Å"My mom would be so scandalized if she knew. But I guess this is a unique situation.† Eddie smiled indulgently at her. I think sometimes he thought we were exaggerating about the Keepers. He was going to be in for a shock if he ever did visit them. â€Å"Maybe I can fight a bunch of your relatives to make up for it,† he said. â€Å"You might have to,† she said, not realizing he was joking. It was hardly romantic banter, but Jill looked decidedly uncomfortable discussing their relationship. She turned to me, very obviously trying not to look at them. â€Å"Sydney, what are we going to do about Christmas?† I shrugged, unsure what she was asking. â€Å"The usual, I guess. Give presents. Sing songs. Have Yuletide duels.† Angeline lit up at that. Jill rolled her eyes. â€Å"No, I mean, we're going to be on winter break in a few weeks. Is there any way . . . is there any way we can go home?† There was a plaintive note in her voice, and even Eddie and Angeline broke their mutual admiration to stare at me. I shifted under their scrutiny. Angeline wasn't as concerned about visiting the Keepers, but I knew Eddie and Jill missed their friends and family. I wished I could give them the answer they wanted to hear. â€Å"I'm sorry,† I said. â€Å"You'll be staying at Clarence's for break. We can't risk . . . well, you know.† I didn't need to emphasize the need for Jill's safety. We were all familiar with that refrain. Ian's comment about how fragile the throne was drove home the importance of what we did. Jill's face fell. Even Eddie looked disappointed. â€Å"I figured,† she said. â€Å"I just hoped . . . that is, I miss my mom so much.† â€Å"We can probably get a message to her,† I said gently. I knew that was no substitute for the real thing. I was able to make occasional phone calls to my own mom, and hearing her voice was a million times better than any email could be. I even got to talk to my older sister, Carly sometimes, which always cheered me up since she was so bright and funny. My younger sister, Zoe . . . well, she was a different story. She wouldn't take my calls. She'd nearly been initiated into the Alchemists – to take on this mission, in fact – when I'd stolen it from her. I'd done it to protect her from committing to the Alchemists so young, but she'd seen it as an insult. Looking at Jill's sad face, I felt my heart clench. She had been through so much. Her new royal status. Targeted by assassins. Fitting in to a human school. Her disastrous and deadly romances. And now enduring Eddie and Angeline. She handled it all with remarkable strength, always resolutely going through with what she had to do even if she didn't want to do it. Lissa was praised for being such an exemplary queen, but there was a regality and strength to Jill as well that many underestimated. Glancing up, I caught a spark in Eddie's eyes as he too seemed to recognize and admire that about her. After dinner, I took them back to Amberwood and was pleased to see that my car was in perfect shape. I drove a brown Subaru named Latte, and Eddie was the only other person I trusted behind the wheel. I dropped him off at the boys' dorm and then took Angeline and Jill back to ours. As we were walking in the door, I caught sight of Mrs. Santos, a teacher I knew by reputation. â€Å"You guys go ahead,† I told Jill and Angeline. â€Å"I'll see you tomorrow.† They left, and I walked across the lobby, waiting patiently for Mrs. Santos to finish a discussion with our dorm matron, Mrs. Weathers. When Mrs. Santos started to turn around and leave, I caught her attention. â€Å"Mrs. Santos? I'm Sydney Melrose. I wondered if I could – â€Å" â€Å"Oh, yes,† she said. â€Å"I know who you are, dear. Ms. Terwilliger raves about you all the time at our department meetings.† Mrs. Santos was a kindly-looking woman with silver and black hair. Rumor had it she'd be retiring soon. I flushed a little at the praise. â€Å"Thank you, ma'am.† She and Ms. Terwilliger were both history teachers, though Mrs. Santos's focus was on American history, not world. â€Å"Do you have a minute? I wanted to ask you something.† â€Å"Of course.† We stepped off to the side of the lobby, out of the incoming and outgoing dorm traffic. â€Å"You know a lot about local history, right? Southern California?† Mrs. Santos nodded. â€Å"I was born and raised here.† â€Å"I'm interested in nontraditional architecture in the Los Angeles area,† I told her, the lie rolling easily off my lips. I'd thought about this in advance. â€Å"That is, non-Southwest styles. Do you know any neighborhoods like that? I'd heard there were some Victorian ones.† She brightened. â€Å"Oh, yes. Absolutely. Fascinating subject. Victorian, Cape Cod, Colonial . . . there are all sorts. I don't have all the information on me, but I could email you when I get home tonight. There are several I know off the top of my head, and I know a historian who could help you with others.† â€Å"That'd be great, ma'am. Thank you so much.† â€Å"Always happy to help a star pupil.† She winked as she started to walk away. â€Å"Maybe next semester you'll do an independent study with me. Provided you can tear yourself away from Ms. Terwilliger.† â€Å"I'll keep it in mind,† I said. As soon as she was gone, I texted Ms. Terwilliger. Mrs. Santos is going to tell me about historical neighborhoods. The response came quickly: Excellent. Come over right now. I scowled as I typed back: I just got here. Haven't even been in my room. To which she replied: Then you can get here that much faster. Maybe that was true, but I still took the time to put my suitcase back in my room and change out of my travel clothes. Ms. Terwilliger lived pretty close to the school and looked as though she'd been pacing in circles when I arrived at her house. â€Å"Finally,† she said. I glanced at the time. â€Å"It's only been fifteen minutes.† She shook her head and again wore the same grim expression she'd had out in the desert. â€Å"Even that might be too much. Follow me.† Ms. Terwilliger's home was a little bungalow that could have doubled as a New Age store or possibly a cat shelter. The level of clutter set my teeth on edge. Spell books, incense, statues, crystals, and all sorts of other magical items sat in piles in all rooms of the house. Only her workshop, the room she led me to, was neat and orderly – even to levels I approved of. Everything was clean and organized, to the point of being labeled and alphabetized. A large worktable sat in the center of the room, completely cleared off, save for a stunning necklace I'd never seen before. The chain was made of intricate gold loops, and the pendant was a deep red cabochon stone in a lacy gold setting. â€Å"Garnet?† I asked. â€Å"Very good,† she said, lifting the necklace. The candlelight in the room seemed to make every part of it glitter. â€Å"It's lovely,† I said. She held it out to me. â€Å"It's for you.† I stepped back uneasily. â€Å"For . . . me? I . . . I mean, thank you, but I can't accept a gift like that.† â€Å"It's not a gift,† she said. â€Å"It's a necessity. One that might save your life. Take it and put it on.† I refused to touch it. â€Å"It's magical, isn't it?† â€Å"Yes,† she said. â€Å"And don't give me that look. It's no different from any of the charms you've made for yourself.† â€Å"Except that anything you'd make . . .† I swallowed as I stared into the depths of that bloodred jewel. â€Å"It's going to be a lot more powerful than anything I can create.† â€Å"That's exactly the point. Now here.† She thrust it so close to me that it nearly swung out and hit me in the face. Steeling myself, I reached out and took it from her. Nothing happened. No smoke or sparks. No searing pain. Seeing her expectant look, I fastened it around my neck, letting the garnet lie next to my cross. She sighed, her relief nearly palpable. â€Å"Just as I'd hoped.† â€Å"What?† I asked. Even if I sensed nothing special about it, the garnet felt heavy around my neck. â€Å"It's masking your magical ability,† she said. â€Å"No one who meets you should be able to tell that you're a magic user.† â€Å"I'm not a magic user,† I reminded her sharply. â€Å"I'm an Alchemist.† A small flicker of a smile played over her lips. â€Å"Of course you are – one who uses magic. And to a particularly powerful person, that would be obvious. Magic leaves a mark on your blood that permeates your whole body.† â€Å"What?† I couldn't have been more shocked if she'd said I'd just contracted a deadly disease. â€Å"You never told me that before!† â€Å"It wasn't important,† she said with a small shrug. â€Å"Until now. I need you hidden. Do not take that off. Ever.† I put my hands on my hips. â€Å"Ma'am, I don't understand.† â€Å"All will be revealed in time – â€Å" â€Å"No,† I said. At that moment, I could have been talking to Stanton or any of the countless others who'd used me and fed me pieces of information throughout my life. â€Å"It will be revealed now. If you've gotten me into something dangerous, then you either need to get me out of it or tell me how to.† Ms. Terwilliger stared at me for several quiet moments. A gray tabby cat rubbed up against my legs, ruining the seriousness of the moment. â€Å"You're right,† she said at last. â€Å"I do owe you an explanation. Have a seat.† I sat down on one of the stools by the table, and she sat opposite me. She clasped her hands together in front of her and seemed to be having a hard time gathering her thoughts. I had to force myself to stay calm and patient. Otherwise, the panic that had been gnawing at me since the desert would completely consume me. â€Å"You remember that woman you saw in the picture?† she asked at last. â€Å"Your sister.† Ms. Terwilliger nodded. â€Å"Veronica. She's ten years older than me and looks half my age, as you could undoubtedly tell. Now, it isn't difficult to create an illusion. If I wanted to appear young and beautiful, I could – emphasis on appear. But Veronica? She's actually managed to make her body young and vibrant. It's an advanced, insidious kind of magic. You can't defy age like that without making some sacrifices.† She frowned, and my heart pounded. Creating youth made all my Alchemist sensibilities reel. It was nearly as bad as Strigoi immortality, maybe worse if she was talking about a human doing it. That kind of twisted magic had no place in this world. Her next words drove home the wrongness of it all. â€Å"Or, in her case, sacrificing others.† Sacrifice. The very word seemed to poison the air. She stood up and walked over to a shelf, producing a newspaper clipping. Wordlessly, she handed it to me. It was a recent article, from three days ago, talking about a nineteen-year-old UCLA student who'd been found comatose in her dorm room. No one knew what had caused it, and the girl was hospitalized with no indication of when or if she'd wake up. â€Å"What is this?† I asked, not sure I wanted to know the answer. I inspected the article more closely, especially the picture it contained. At first, I wondered why the paper would show a sleeping old woman. Then, reading the fine print, I learned that the coma victim also displayed some unexplained physical symptoms: gray-streaked hair and dry, cracked skin. Doctors were currently investigating rare diseases. I cringed, unable to believe what I saw. She was hideous, and I couldn't look at her for very long. And just like that, I suddenly understood. Veronica wasn't sacrificing victims with knives and stone altars. She was conducting some kind of perverse magic on these girls that bent the rules of nature, putting them in this hideous state. My stomach twisted, and I gripped the table for support. â€Å"This girl was one of Veronica's victims,† confirmed Ms. Terwilliger. â€Å"That's how she maintains her youth and beauty – by taking it from others. When I read this, I thought – almost hoped – some other magic user was doing it. Not that I'd wish this on anyone. Your scrying spell confirmed she was in the area, however, which means it's my responsibility to deal with her.† I dared a look down at the article again and felt that nausea well up again. The girl was nineteen. What would it be like to have the life sucked out of you at so young an age? Maybe the coma was a blessing. And how corrupt and twisted would you have to be to do that to someone? I didn't know how exactly Ms. Terwilliger would â€Å"deal with† her sister and wasn't sure I wanted to find out. And yet, if Veronica really was doing things like this to innocents, then yes, someone like Ms. Terwilliger needed to stop her. A magical attack of this magnitude was one of the most terrible things I could imagine. It brought back all my ingrained fears about the wrongness of magic. How could I justify using it when it was capable of such horror? Old Alchemist lessons came back to me: Part of what makes the Moroi particularly dangerous is their ability to work magic. No one should be able to twist the world in that way It's wrong and can easily run out of control. I tuned back into the present. â€Å"How do I fit into this, ma'am? I already figured out where she is. Why am I in danger?† â€Å"Sydney,† Mrs. Terwilliger said, looking at me strangely. â€Å"There are few young women out there with your abilities. Along with youth and beauty, she intends to suck someone's magic away and use it to make herself that much more powerful. You, my dear, would be the ultimate coup for her.† â€Å"She's like Strigoi,† I murmured, unable to repress a shiver. Although those undead vampires could feast on anyone, they preferred Moroi because they had magic in their blood. Drinking Moroi blood made Strigoi more powerful, and a chilling thought suddenly hit me. â€Å"Practically a human vampire.† â€Å"Something like that,† Ms. Terwilliger agreed. â€Å"This amulet should hide your power, even from someone as strong as her. She shouldn't be able to find you.† A calico cat jumped up on the table, and I ran a hand over her sleek fur, taking comfort in the small contact. â€Å"The fact that you keep saying ‘should' makes me a little nervous. Why would she even come looking in Palm Springs? Does she know about me yet?† â€Å"No. But she knows I'm here, and she may check on me once in a while – so I need to hide you in case she does. I'm in a bind, however, because I need to find her but can't actively do the hunting. If she finds out I'm investigating, she'll know that I know she's here. I can't alert her. If I have the element of surprise on my side, I'm more likely to stop her.† She frowned. â€Å"I'm honestly surprised she would come so close to me in California at all. Regardless, I need to keep a low profile until it's time to strike.† Ms. Terwilliger looked at me meaningfully, and I felt a sinking feeling in my stomach as I began to put together what she was saying. â€Å"You want me to hunt her.† â€Å"It's not hunting so much as gathering some data. You're the only one I can trust to do this. She and I can sense each other if we're close, no matter how much we try to hide our magic. I know this is going to sound shocking, but I actually think it'd be best if you hunted her – even if you're the one she's after. You're one of the few I can trust completely and you're resourceful enough to pull something like this off.† â€Å"But I'd be putting myself out there. You just said I'd be a big catch for her.† The twists and turns here were mindboggling. â€Å"Yes. Which is why I gave you the amulet. She won't sense your magic, and if you're cautious in your investigation, she should have no reason to notice you.† I still wasn't following the logic here. â€Å"But why me? You have a coven. If you can't do it yourself, then there must be someone else – a stronger witch – who can do it.† â€Å"Two reasons,† she said. â€Å"One is that you have excellent investigative skills – more so than others older than you. You're intelligent and resourceful. The other reason . . . well, if another witch goes after her, she might very well kill Veronica.† â€Å"Would that be such a bad thing?† I didn't like violence and killing by any means, but this might be a case where it was justified, if it could save other lives. â€Å"You said you were going to ‘take care of her.'† â€Å"If I have no choice . . . if I must kill her, then I will.† She looked dejected, and I had a moment of empathy. I loved my two sisters. What would I do if I was ever in a deadly conflict with one of them? Of course, it was hard to imagine Zoe or Carly committing this kind of atrocity. â€Å"However, there are other ways of neutralizing and subduing a magic user. If there's any way – any way at all – I can do that, I will. My coven sisters won't feel that way, which is why I need your help.† â€Å"I can't.† I pushed the stool back and stood up, nearly stepping on a cat in the process. â€Å"There must be some other way you can do this. You know I'm already bogged down in supernatural affairs.† I actually couldn't bring myself to admit the real reason I wanted to dodge this. It was about more than just risking my life. So far, all my magical interactions had been with Ms. Terwilliger. If I signed on for this, I would be plunging into the world of witches, something I'd sworn I would never do. Ms. Terwilliger tapped the article, and her voice was quiet when she spoke. â€Å"Could you let this happen to other girls, knowing there's a way you could stop it? I've never heard of any of her victims waking up. The way this spell works, Veronica needs to renew it every few years, and it requires five victims within one month. She did this once before, and it caught me off guard. This time, we have warning. Four more people could suffer this fate. Do you want that?† There it was. She'd called me on the other part that had been nagging me because she knew me too well. I couldn't let innocents suffer, not even if it meant risking myself or facing the fears that haunted me. If I could stop this, I had to. No one deserved the fate of that girl in the paper. â€Å"Of course not.† â€Å"And let's not forget that you could soon be one of her victims.† I touched the garnet. â€Å"You said I'm hidden.† â€Å"You are, for now. And I hope against all hope you'll stay that way.† I'd never seen her so grim before, and it was hard to watch. I was used to her prattling, bumbling, no-nonsense nature. â€Å"But here's something I've never told you about how magic users sense each other.† Something I'd learned over the years: it was never a good thing when people said, â€Å"Here's something I never told you. . . .† I braced myself. â€Å"Untrained magic users have a particular feel that's unique from the more experienced,† she explained. â€Å"There's a oh, wild-ness about the magic that surrounds you. It's easy for advanced witches to sense. My coven keeps track of novice magic users, but those are tightly guarded secrets. Veronica won't have access to those names, but there are spells she can use that can pick up on some of that untamed magic if it's near her. It's how she probably found this poor girl.† Ms. Terwilliger nodded toward the article. The idea of me having some â€Å"wild† magical aura was as shocking as her saying I had magic in my blood. â€Å"When she absorbs a victim,† Ms. Terwilliger continued, â€Å"she gets a burst of that wildness. It fades quickly, but when she possesses it, it can briefly enhance her ability to scry for another untrained victim. The more victims she takes, the stronger that ability will grow. There's a chance,† Ms. Terwilliger said gravely, â€Å"that it could be enough to break apart the garnet. I don't know.† She spread out her hands. â€Å"So you're saying . . . with each victim she attacks, the chance that she'll find me increases.† â€Å"Yes.† â€Å"All right. I'll help you hunt for her.† I shoved all my fears and doubts aside. The stakes were too high. My life, the other girls . . . Veronica had to be stopped for all our sakes. Someone like her couldn't be allowed to go on like this. â€Å"There's more,† added Ms. Terwilliger. Really? â€Å"More than hunting an evil witch who wants to drain me of my life and power?† â€Å"If we can stop Veronica from finding less powerful victims, we can save their lives and limit her ability to find you.† She produced a small velvet bag and emptied it out onto the table. Several small agate circles fell out. â€Å"These are charms that have some ability to mask magic. Not as strong as the garnet – that would take too long. But they're a quick fix that might save some of these other girls' lives.† I knew where this was going. â€Å"And you want me to deliver them.† â€Å"I'm sorry. I know I'm giving you some very difficult tasks here.† This was getting worse and worse. â€Å"Difficult? That's an understatement. And putting aside the fact that you want me to find a woman who could suck my life away there's also the very small detail that the Alchemists would flip out if they knew I was involved with any of this.† Ms. Terwilliger didn't answer right away. She just watched me. A black cat jumped up beside her and joined in the staring. Its yellow-eyed gaze seemed to say Do the right thing. â€Å"Where do I start?† I asked finally. â€Å"Finding that neighborhood is part of it, right?† â€Å"Yes. And I'll tell you where to find her potential victims, if you'll do the legwork of warning them. My coven keeps track of them. They'll be girls very much like you, ones with power who refuse to train and have no mentor to look after them. Once we have a clear fix on Veronica herself . . .† Ms. Terwilliger's eyes hardened. â€Å"Well, then. That's when I'll step in.† Once more, I wondered if I really wanted to know what that entailed. A moment later, she added, â€Å"Oh, and I thought it would be a good idea to obscure your appearance as well.† I brightened. I couldn't explain it, but somehow, that made me feel immensely better. â€Å"There are a lot of spells for that, right?† I'd seen a number of them in my studies. Even if I had to use magic, it was better to at least look different. â€Å"Yes. . . .† She drummed her fingers against the table. â€Å"But the amulet might not be able to hide you wearing an ‘active' spell, which would then defeat the whole purpose. What I was actually hoping was that your ‘brother' Adrian might be able to help.† My legs felt weak, and I sat back down. â€Å"Why on earth should Adrian be involved in this?† â€Å"Well, he seems like he'd do anything for you.† I eyed her, wondering if there was a double meaning in that. Her gaze was far away, her thoughts turned inward. She'd meant her words honestly. â€Å"Veronica wouldn't be able to detect vampire magic. His power . . . that spirit element he was telling me about . . . it can confuse the mind, right? Affect what others can see?† â€Å"Yes. . . .† She focused on me again, nodding in satisfaction. â€Å"If he could accompany you, help muddle whoever meets you . . . well, that would offer an extra level of protection.† I still didn't know what all I'd be doing to hunt Ms. Terwilliger's sister, but it sounded like, at the very least, there'd be a drive to Los Angeles in my future. Me, trapped in another small space with Adrian while he continued with that infuriating â€Å"loving from afar.† I was so caught up in the emotional turmoil that idea caused that it took me a moment to realize the larger issue I was letting myself get sucked into. â€Å"Do you realize what you're asking?† I said quietly. I touched the garnet again. â€Å"To be a part of this, you're asking me to expose myself to both human magic and vampire magic. Everything I try to avoid.† Ms. Terwilliger snorted, and for the first time tonight, I saw a return of her usual amused attitude. â€Å"Unless I'm mistaken, you've been exposing yourself to both kinds of magic for some time now. So, it can't go against your beliefs that much.† She paused meaningfully. â€Å"If anything, it seems like it goes against the Alchemists' beliefs.† â€Å"The Alchemists' beliefs are my beliefs,† I said quickly. She arched an eyebrow. â€Å"Are they? I would hope your beliefs would be your beliefs.† I'd never thought about it that way before, but I suddenly hoped desperately that her words were true.

Is action more important than knowledge Essay

Pablo Picasso once said that, â€Å"Action is the foundational key to all success†. In some ways I must agree with Picasso. To succeed in something of importance and value you must take action and not idle away as action speaks louder than words. Though knowledge is important because in some aspects as you cannot be illiterate about your cause if you wish to succeed. Knowledge is a key aspect of human beings. In order to advance in our society you must gain knowledge. Therefore to take action you must have a basis of information in order to be successful. You should not act in haste or proudness but rather develop your ‘pool of information’ and make an informed decision to acquire your desired results, â€Å"ignorance is the curse of God; knowledge is the wing wherewith we fly to heaven†. Some may say that taking action is more important than acquiring knowledge. They may say that people may spend too much precious time on gaining knowledge and miss there time of action. ‘History does not remember those who were knowledgeable but rather those who took action in a steadfast manner.’ Though I must disagree. History are full of those who carelessly and in alacrity took an ill-informed decision that was destructive on humanity. For example in when Lenin, the first leader of communist Russia died, his testament was not read out in public. This testament would have kicked Stalin out of the Communist Party and therefore would have stopped the mass murder that happened due to Stalin’s orders under his reign. Due to the ill-thought Trotsky and other high members of the Bolsheviks, the decision was to not read out the testament in public. This enabled Stalin to take power and soon Stalin became a despotic leader of the communist parties and created a terror in Soviet Russia as well as the rest of the world. Therefore I believe knowledge is of key importance. This is due to the timeless evidence of how acquiring knowledge is more important than taking knowledge, like the testament of Lenin and this story; There once was a man named Pars. He was thought to be slow as before making every decision he would sit and ponder about the connotations and effects this decision would have on him and his fellow classmates.

Damaged Facilities in Public Schools Essay

Introduction A. Background of the Study Students in public schools acquire sickness from he dirty environment. Frombroken chairs to unventilated rooms, this can be to them uncomfortable and thus, each student’s mood and concentration. see more:lack of school facilities affect students performance The no.1 facility that causes problem for the students is the comfort room. The comfort room in public schools nowadays is an eyesore. The odor that the comfort room releases causes illness in students and visual pollution every time the students visualizes the comfort room.The no.2 facility that has serious problem are the classrooms where the students have their classes at. You can see vandalized area in every angle of the classroom and Insufficient ventilation which made the atmosphere in the classroom very uncomfortable that the students can’t focus on the class discussion any more. The students deals with that kind of atmosphere instead of listening and focusing on the class discussions but the students focus on complaining how the classroom is so hot , and the odor inside the classroom that are caused by unmaintained cleanliness inside the classroom. The hot aura from insufficient ventilation in the classroom is another reason for a bad odor that are spreading inside the classroom and another reason that there’s a higher possibility that the students may acquire illness from the unbalanced environment. The common students that suffers from this kind of environment are the students have colds, asthma and students that have a kind of ill that are not meant to adapt in this kind of environment. The decorations in the classroom also affects each student’s moods, if the classroom is maintained properly it lightens the moods of the students in the classroom and if the classroom is not maintained properly, you’ll notice how each students in the classroom if they would behave properly or not. The students are commonly irritated and annoyed from what they are seeing and from what they are feeling inside the classroom because of the unwanted view. For this reason, the researchers decided to conduct a study about the damaged facilities in public school because they want to help the students to focus in their study, have much time to listen in their lesson and to avoid such that illness and even destruction to their surroundings. To make each students healthy once again and for the next generation that will use the facilities and to keep it in a better way. B. Statement of the Problem In this study damaged facilities of Cayetano Arellano High School was conducted. It is for the purpose of getting information about the effects of damaged facilities. Specifically, the study will seek answers to following questions : 1. Do the damaged facilities affect the health of students? 2. What is the cause of the damaged facilities? 3. Are the students aware of the damaged facilities? 4. How do students survive the rooms with damaged facilities? 5. What are the reactions of all teachers that have lots of damaged facilities? C. Significance of the Study The researchers conducted this problem because the school has so many damaged facilities like the comfort room of the boys and girls. There are no doors, not enough water, lots of trash and sometimes there are wastes in the toilet bowls. Students are irritated of the unpleasant smell and vandalized walls causing the students not to use the comfort rooms. Decaying environmental conditions such as peeling paint, crumbling plaster, non – functioning toilets, poor lighting. Inadequate ventilation, and inoperative heating and cooling systems can affect the learning as well as the health and the morally of staff and students. Also, there are damaged rooms, lack of chairs, damaged blackboards, no electric fans, and vandalized walls. That’s why some students are not comfortable to listen in class discussions and study their lessons. D.Hypothesis * There are many damaged facilities in Cayetano Arellano High School * There are no damaged facilities in Cayetano Arellano High School A. Scope and Limitations This research will cover chosen 4th year students from section 1 to 6 only. The guards, teachers, guidance councilors and the principal are not involved in the research. Chapter II A. Review of Related Literature The No Child Left Behind Act defines a healthy , high performance school building as one in which the design, construction, operation and maintenance is energy efficient, cost effective, provides good air quality and protects and conserves water(Healthy Schools Network, Inc., 2003). School facilities include the physical surroundings of the school ,construction of materials, technology available, amount of space available for students, teachers and staff, size of classrooms, and a clean and healthy environment that fosters safety(Lemasters, 1997). School principals have the responsibility of ensuring that the above infrastructure factors are emphasized and met as it relates to the quality and standards of educational facilities(Agron, 2000). A survey of a large sample of teachers in Washington, D.C. and Chicago found that school facilities conditions were shown to have direct effect on teaching and learning(Buckeley,Schneider and Shang, 2003). The findings of another study also concl uded that when teachers are allowed to teach and facilitate learning in environments that are well maintained and healthy , they are able to be more effective, which inevitably affects the academic achievement of students being taught at that particular school(O’Neill and Oates,2000). Deficiencies in school facilities negatively influence the student achievement for minority and poverty stricken students(Earthman,2002). A study of the District of Columbia school system found, after controlling for other variables such as as a student’s socioeconomic status, that students standardized achievement scores were lower in schools with poor building conditions. Students in school buildings in poor condition had achievement that was 6% below schools in fair condition and 11% below schools in excellent condition(Edwards, 1991). The relationship between building condition and student achievement in small, rural Virginia high schools. Student scores on achievement tests, adjusted for socioeconomic status, was found to be up to 5 percentile points lower in buildings with lower quality ratings. Achievement also appeared to be more directly related to cosmetic factors than to structural ones. Poorer achievement was associated with specific building condition factors such as substandard science facilities, air conditioning, locker conditions, classroom furniture, more graffiti, and noisy external environments(Cash, 1993). Similarly, study of large, urban high schools in Virginia also found a relationship between building condition and student achievement. Indeed, Hines found that the student achievement was as much as 11 percentile points lower in substandard buildings as compared to above standard buildings (Hines’, 1996). A study of North Dakota High Schools, a state selected in part because of its relatively homogenous, rural population, also found a positive relationship between school condition (as measured by principal’s survey responses) and both student achievement and student behaviour(Earthman, 1995). Heating and air conditioning systems appeared to be very important, along with special instructional facilities (i.e., science laboratories or equipment) and color and interior painting, in contributing to student achievement. Proper building maintenance was also found to be related to better attitudes and fewer disciplinary problems in one cited study (McGuffey, 1982). Research indicates that the quality of air inside public school facilities may significantly affect student’s ability to concentrate. The evidence suggests thst youth, especially those under ten years of age, age more vulnerable than adults to the types of contaminants (asbestos, radon, and formaldehyde) found in some school facilities (Andrews and Neuroth, 1988). A study of overcrowded schools in New York City found that students such schools scores significantly lower on both mathematics and reading exams than did similar students in underutilized schools. In addition, when asked, students and teachers in overcrowding negatively affected both classroom activities and instructional techniques (Rivera-Batiz and Marti, 1995). As for scientific evidence for ventilation’s effect on performance, two percent papers examining talk times for register nurses in call centers found that ventilation levels had only a small negative effect on productivity(federspiel et al. 2002, Fisk et al. 2002). The physical characteristics of the school have a variety of effects on teachers, students and the learning process. Poor lighting, noise, high levels of carbon dioxide in classrooms, and inconsistent temperatures make teaching and learning difficult. Poor maintenance and ineffective ventilation systems lead to poor health among students as well as teachers, which leads to poor performance and higher absentee rates (Andrews & Neuroth, 1988et al.), These factors can adversely affect student behavior and lead to higher levels of frustration among teachers, and lower job satisfaction. All these factors interact to hinder the learning process and perpetuate the shortage of teachers (Brouwers & Tomic, 1999; Borg & Riding, 1991; Byrne, 1991a; Ingersoll, 2001). The problem stems in part from the trend toward more energy-efficient buildings. Since the energy crisis of the 1970’s in the United States, school buildings have been built tighter, with more insulation, fewer windows, and relaxed ventilation standards in order to conserve energy. This has created a serious health hazard in some school systems where dust, mold spores, chemical fumes, and other allergens can be detected indoors at levels several times that of the outdoors (Sterling & Paquette, 1998). Impacts on health, well-being and performance may be hard to recognize. But indoor pollution levels may be 2-5 times, and occasionally 100 times, higher than outdoor levels, according to the U.S. Environmental Protection Agency (EPA). Studies indicate most Americans spend about 90 percent of their time indoors. Children are especially vulnerable because of the amount of time they spend indoors during the school day. (Ostendorf , 2001) The physical characteristics of aging or poorly designed schools can also inhibit learning with poor lighting, plumbing, and temperature control systems. The decision to build educational facilities with fewer windows in favor of fluorescent lighting may have reduced the amount of heat loss, but may also have created a more serious risk to health and performance. Natural light and artificial full-spectrum lighting has been found to minimize mental fatigue as well as reduce hyperactivity in children, while students tend to react more positively to classr ooms that have windows. Further, it has been found that fluorescent lighting may be related to greater amounts of hyperactivity in learners. Thermal comfort is also an important issue in relation to school facilities. Lackney (2000) states that classroom temperatures affect task performance and students’ attention spans (Lackney, 2000). Leaky plumbing systems in poorly ventilated schools contribute to the growth of mold on bathroom surfaces (Davis, 2001). The affects of mold in the environment can be as minor as simple irritation of the sinuses or much more serious depending on the duration of the exposure and the susceptibility of those suffering from the effects. Some people experience temporary effects which disappear when they vacate the premises, while others may experience long-term effects (Davis, 2001). Certain health effects, such as those related to allergic reactions like irritation of the eyes, nose, and throat, dermatitis, exacerbation of asthma, and respiratory distress, have been proven to be associated with mold exposure. Other reported effects such as fever, flu-like symptoms, fatigue, respiratory dysfunction (including coughing up blood), excessive and regular nose bleeds, dizziness, headaches, diarrhea, vomiting, liver damage, and impaired or altered immune function have been identified in persons who have been exposed to mold via inhalation (Davis, 2001). These maintenance and design issues can have a serious negative effect on the learning environment for students and the working environment for teachers; it is a health hazard for all who spend significant amounts of time in the building. These effects: poor student behavior, lethargy, and apathy are some of the most consistently identified stressors for teachers (Abel & Sewell, 1999; Blasà ©, 1986; Dewe, 1986; Stenlun d, 1995). Beyond the direct effects that poor facilities have on students’ ability to learn, the combination of poor facilities, which create an uncomfortable and uninviting workplace for teachers, combined with frustrating behavior by students including poor concentration and hyperactivity, lethargy, or apathy, creates a stressful set of working conditions for teachers. Because stress and job dissatisfaction are common pre-cursors to lowered teacher enthusiasm and attrition (Friedman, 1995; Rosenholtz & Simpson, 1990; Shann,1998), it is possible that the aforementioned characteristics of school facilities have an effect upon the shortage of teachers. What is lacking in the body of research related to the effects of school facilities upon student achievement and the performance of teachers is analysis of key characteristics such as lighting, ventilation, acoustics and temperature control in relation to measures of both student performance and teacher satisfaction. According to Schneider (2002), most studies have focused on single environmental media, neglecting the critical issue of interaction effects between day lighting, air quality, noise, thermal comfort, or other factors. It is possible that relationships exist between all three areas of the school environment: the quality of the school facility, behavior of students, and teacher satisfaction. Certainly, more research is needed in this area. In fact, the federal government may act as a catalyst for such research. Section 5414 of the No Child Left Behind Act of 2001 calls for more research into the health and learning impacts of environmentally unhealthy public school buildings on students and teachers (U.S. Congress 2002). Just as changes in the design of school buildings constructed during the energy crisis were driven by budget concerns created from rising energy costs, any future changes in school design trends are likely to be affected by the cost to taxpayers. Logic suggests the need for research into the specific effects of certain characteristics of school design for which tax monies will be spent before these changes will be realized. There is considerable debate as to the relationship of funding to academic achievement. According to Schneider (2002), and Hanushek (1989), there is little correlation between capital expenditures and academic achievement. Conversely, Hedges, Laine, and Greenwald (1994), and Lockwood and McLean (1993), state that a correlation between spending and academic achievement does exist. An analysis by Hanushek (1989) of 37 research articles on the direct effects of spending on achievement stated that â€Å"detailed research spanning two decades and observing performance in many educational settings provides strong and consistent evidence that expenditures are not systematically related to student achievement†. However, Hedges, Laine, and Greenwald (1994) re-analyzed data from the same 37 articles and found that there was strong evidence to support a systematic positive relationship between resource input and school output. Lockwood and McLean (1993) proposed that when the basic requi rements of the educational process have been adequately funded, additional monies do improve the educational process. Their study concluded that once a base level of funding has been provided, the result of judicious spending on the instructional program should be evidenced in improved achievement (Lockwood & McLean, 1997). However, a study in Great Britain by Pricewaterhouse-Coopers (as cited in Schneider, 2002) analyzed the effects of capital investment on academic achievement, teacher motivation, school leadership, and other issues and found that relationships were weak. Stricherz (2000) noted that student achievement suffers in inadequate school buildings, but there is no hard evidence to prove that achievement rises when facilities improve beyond the norm. Schneider (2002) summarized the debate, stating that existing studies on school building quality generally point to improved student behavior and better teaching in higher-quality facilities; however, â€Å"what is needed is more firm policy advice about the types of capital investments that would be most conducive to learning and to good teaching†. The lack of consensus is evidence of a need for further research of the specific effects of school building maintenance and design issues, not only on the student, but also the teacher and his or her job satisfaction, enthusiasm, and commitment to the profession. Should the study of these factors yield significant correlations to student achievement and overall levels of job satisfaction among teachers, it would provide justification to the allotment of monies for the renovation of existing facilities and the design of new facilities to include natural lighting, optimum acoustic and air quality in the classroom, and better temperat ure control, as well as proper maintenance. B. Preparation of study Materials Questionnaire Survey IV – 1 students IV – 6 students IV – 5 students IV – 4 students IV – 3 students IV – 2 students Statistical Analysis Collection of Data Paradigm Chapter III Methodology A. Description of the Study Area This Case Study is all about the damaged facilities in public schools. This research has been conducted for a certain purpose, to discuss in fixing the damaged facilities in every public schools. The common problems that the facilities in public schools that are facing are lack of materials and a simple cleaning materials couldn’t be provided well, students couldn’t provide those things because they don’t have enough money. Most students in the public schools are poor which is another reason that led for this kind of problem. This problem can be treated if the students would cooperate and so as the principal and the teachers. The principal can ask for government support for renovating some facilities in the school, this can gain improvements in the school easily if the government will give donations or by sending the materials directly in the school and to be used in some facilities. Students can help by simply following the rules in every classrooms and what their teachers told them to do. Cleaning is the best way to express their cooperation with this problem. Teachers can assign rules in every classroom that students has to follow to maintain the proper cleanliness and can make the classroom in right order. This research will help the problem that every public schools are facing. Solving this problem will make a big difference in every public schools. B. Preparation of Questionnaire In preparing the questionnaire for this research is difficult. Thinking how much will the questionnaire help this research and what would be the effect of the people’s answers in this problem. The researchers kept flooding their heads with questions that are important and will be a big help to their research. Answers from the surveys will be analyzed and be tallied by the researchers to find what other opinions that the people gave to them. Some of their answers will be used in the research to add some points for the topic.