Monday, September 30, 2019

Gender Inequality in Workplace Essay

Gender inequality and discrimination in organizations will damage the individual quality of life in relation to Maslow’s analysis of human needs. Especially for higher order need which are needs for social, esteem and self-actualization. Women experience gender inequality in workplace. Although there are many women who earn more than men, the average women earn is still lower than men’s. A study has found that in 1992, the median earnings of a year-round, full-time woman worker was $21,440 and for a man worker it was $30,358. Thus women, on average, make about 71 percent of what men make. Women age 45 or over, on average, have a net worth of 64%of men’s asserts, $282,826 compare to $430,650. On the other hand, when organizations hiring people, many executives have a subconscious that men can do better than women for some particular job. Many women feel that â€Å"if we try to climb the corporate ladder, we bump our heads on a glass ceiling, beyond which we cannot climb. The glass ceiling metaphor for subtle gender discrimination in the corporate world.† In fact, in many people’s pespectives, some jobs are designed as the jobs men should do but women, such as actuary, financial analyst, fin ancial engineer, administrator, professional specialist and so on. It is gender inequality which is unfair. While women are moving into the professions, they are stalled in the lower-paying positions. Because this phenomenon has existed for a very long time, there appeared occupational segregation meaning that women sometimes been considered as somebody who do not fit for any particular jobs. This kind of discrimination has leading an earning gap between men and women. For every dollar a man earned, a women earned, on average, 71 cents according to the Womens Bureau of the U.S. Department of Labor. It has been estimated that one-half of the earning gap is due to direct discrimination in the labor market. Thus, women desire more for the need of self-actualization because they believe it will be more harder for them to develop their creativity and problem solving skills, also, harder to reach their goals. What people lack is usually what they need. Women eventually have more need than men for self actualization. Women experience gender inequality in social life as well. Many people still consider women is that group of people who should be in the lower class of  the society. Gender discrimination is still a serious problem. An on-line consultation has ask a question that whether you agree gender inequality should be a highly priority or not. The answer show that 85.6% of respondents strongly agreed or agreed that gender inequality should be a priority. Another question was considering the issue if government should increase funding support for women’s organizations working for equality and bring women’s equality into attention of policy maker. The result can be translated into an average of 4.19 (5 in total), which indicates that the respondents generally agreed. For education, on the other hand, is more obvious. In many parents’ subconscious, born a boy is much better than a girl, because they believe boys can be more successful than girls in the future. Depending on those thoughts, parents will let boys to go to school and been educated but leave girls at home to do some bacis housework. For instance, in China, in primary school, girls constitute only 44 percent of primary school enrollment. In secondary school, girls make up 39 percent. At college level and higher, women account for only 26 percent of enrollment. Thus, for the esteem need and social need, women have more on those than men. Women want to have more respect from other people, they want to be identified by their success. On the other hand, because of women’s nature characteristics, they will have more need on sex intimacy as well.

Sunday, September 29, 2019

Buying Behavior

There are many aspects of life that effect a person’s buying behavior. Buying behavior is the decision process and actions of people involved in buying and using products and services. Influences on buying behavior can be classified into three major categories: situational influences, psychological influences, and social influences. Situational influences include physical surroundings and social surroundings. Depending on who is around at a certain time may sway a person’s decision to buy something. Psychological influences include perception, motives, attitudes, personality, and lifestyles.Although these psychological influences are very much internal they still effect people’s actions on the outside. Social influences include roles, family influences, reference groups, social classes, and subcultures. Social influences are perhaps the most distinguishable influences and contribute to buying behavior in many ways. Influences on consumer buying behavior come from all aspects of life and have major impacts on the type, brands, and kinds of products people buy everyday. One of the major psychological influences on buying behavior is lifestyle.A lifestyle is an individual’s pattern of living based on his or her interests, activities, and opinions. A person’s lifestyle is based off what they need, want and do, this in turn effects their buying behavior. It influences what products people need, which brands they prefer, and how and when they shop. A lifestyle develops into a consistent pattern people follow in their lives. An example of how a certain lifestyle affects a persons buying behavior is the new shift in the United States towards a healthy and natural lifestyle.People who want to become healthier will buy healthy foods and maybe even purchase things such as new running shoes or a gym membership. A person who is not concern with following a healthy lifestyle would not have any motives to buy these things. My lifestyle defin es what I spend my money based on my hobbies, opinions, and interests. Every month I pay twenty dollars a month for a gym membership because staying in shape is something that I value. I also shop as stores such as Forever 21 and H&M because they sell trendy clothes for an affordable price.This suits my lifestyle because I like to keep up with the latest fashion without spending all of my income on clothing. I also spend a lot of money on gas for my car because I commute back and fourth to school. I decide to use my money on gas because getting an education is important to me. A major part of my lifestyle is love for animals. I have recently bought a puppy and now must buy things for him such as food, toys, and medicine. The type of lifestyle a person has, has a major impact on what types and brands of products they buy. One of the major social influences on the buying decision process are the roles a person assumes.A role is the actions and activities that a person in a particular position is thought to complete based on expectations of the individual and surrounding persons. People can assume many roles in life and must buy different kinds of product for each role. The most common example of how a persons different roles effect their buying decisions is the clothes that they wear. A person has different clothes that they wear at home, at the club, at the gym, and at work. They must adapt to the role they are assuming at a certain time and their clothing must suit each of these roles.I assume many roles in my life including daughter, student, girlfriend, friend, and worker. As a girlfriend I decide where what do on the weekends and often spend money on going out. As a daughter I buy food, toilet paper, and essential good for everyone’s use in the house. As a student I buy pens, paper, and supplies that make me successful in doing my school work. Buying behavior is very much based on specific roles in life, and because people’s roles are ever cha nging sequentially so is their buying behavior. One of the major social influences on buying behavior is family influence.Family influence is the different influences each family member assumes in the buying decision process. All family members play a role in the families decision to buy something. There are four major roles that family members can play. The gatekeeper collects and controls information about price, quality, and location. They do the research on the best product, brands, and places to shop. The influencer expresses his or her opinion and tries to influence the family’s ultimate buying decision. The decider makes the actual buying choice.They make the final decision on what product will be purchased. However, they do not necessarily make the purchase that role is assumed by the buyer. These various roles show how different family members contribute to the buying behavior of the family as a whole. In my family my brother is the gatekeeper, my mom is the decider, I am the influencer, and my dad is the buyer most of the time. We all are usually the users, which are the household members who consume or use the product. I always help my mom make the grocery list so I can tell her all of the food I want her to buy.Also I have traveled the most out of anyone in my family and often try to influence where we take our family vacations. My mom does not always take my advice but she always takes it into account when making any decisions. An example of me in the role of the influencer is last year when we were planning our family vacation I kept telling my parents how many things there were to do in Bermuda and how much fun it would be for the whole family. We ended up going to Bermuda much to my persuasion. Family influences can also pass on from generation from generation.For example when I moved into my own apartment I always bought Snuggle fabric softener because that’s what my mom always used and I always loved the way my clothes smelt gro wing up. I am now loyal to the Snuggle brand because my mom was always loyal to the brand. Family members can have many direct or indirect influences on buying behavior. Another social entity that affects buying behavior is reference groups. A reference group is a group that a person identities with so powerfully that he or she embraces the values, attitudes, and behavior of other group members.People often look to others in their reference group for â€Å"conspicuous† purchase, or purchases that will be seen by others. They seek out brand patronage, information on products, and brand comparisons from people in their reference group to help them make buying decisions. Reference groups are usually formed with people that are trusted and thus the information given can affect whether a person does or does not buy a product, buys a specific brand, or buys a certain type of product.Buying behavior can be changed to be more in line with actions of other group members once a member is swayed in a specific direction. A reference group in which I belong to is my three best girlfriends. We are always giving each other advice on the best clothes, nail polish, shampoo, and even hairdressers. We all use the same products and are always sharing positive and negative feed back on brands and services. I think that my reference groups has the most influence on my buying behavior because I have such similar wants, needs, and expectations to the other members.Social class is another social influence on buying behavior. Social class is an open group of individuals with similar social rank. In the United States it is made up of three major social classes Upper American, Middle American, and Lower American. People in similar social classes also develop many similar social patterns. They have similar values, belongings, needs, and wants. The fact that people in the same social classes are so similar, they are influenced by each other’s actions. These influences include which brands people buy, where they shop, and what kinds of products they buy.My family falls into the upper middle class. We are careful with money but still spend it on leisure and entertainment. My parents often ask neighbors for advice when buying things such as a new lawn mower, grill, or car. As a result many of the people in the neighborhood all have John Deer lawn mowers and Toyota cars. Another social influence on buying behavior is subculture. A subculture is a group of individuals whose characteristics, values, and behavioral precedents are comparable within the group and different from those in the nearby culture.Some examples of subcultures are college students, teenagers, Latin Americans, and the West Coast. Subcultures influence attitudes, lifestyles, and beliefs. This affects what people in certain subcultures like and do. For example, people from Japanese culture eat raw fish, and their children learn to like raw fish as well; however, not many children in other pl aces of the world eat sushi. A subculture that I am a part of is college students. College students usually have a small budget so we are looking for quantity over quality.We buy cheap alcohol and fast food because we can get a lot of product for less money. Another subculture that I belong to is commuters. Unlike people who live at school I must spend money on gas and leave extra time to get to class. As commuters we look for the cheapest gas stations and the shortest routes to school. Subcultures influence buying decisions because most of its counter parts have very similar motives. There are many factors that influence the buying decision process. Some of these influences are social, some are psychological, and some are situational.When marketers are trying to market their products they need to keep in mind all of these factors. These categories can help marketers discover whom advertisements should be targeted at in order to be the most successful. They also reveal the reasons p eople buy what they buy which gives marketers key information that they can use to change the marketing mix to suit the buyer’s needs and wants. The decision buying process is a complex process that is affected by many interior and exterior pressures.

Saturday, September 28, 2019

Managing Marine Resources Sustainably

MANAGING MARINE RESOURCES SUSTAINABLY 8/17/2011 Sanie Joel V. Cagoco Managing Marine Resources Sustainably 2011 ARTICLE SUMMARY Eutrophication is a syndrome of ecosystem responses to human activities that fertilize water bodies with nitrogen (N) and phosphorous (P), often leading to changes in animal and plant populations and degradation of water and habitat quality. Nitrogen and phosphorous are essential components of structural proteins, enzymes, cell membranes, nucleic acids and molecules that capture and utilize light and chemical energy to support life. The biologically available forms of Nitrogen and Phosphorous are present at low concentrations in pristine lakes, rivers, estuaries and in vast regions of the upper ocean. The natural resources of the sea are extremely valuable and, for the most part, are renewable. If properly managed, they should provide continuing returns into the future without diminishing their productivity. Yet, for many of these resources, including those of importance to industries such as ? shing and tourism, ef? ient management and sustainable exploitation have been the exception rather than the rule. Resources have been depleted and have collapsed due to over-exploitation, with severe economic and social consequences for the humans relying on them. Increasing demand for ocean resources due to population growth and economic expansion has raised concern about the sustainability of the ocean resources and amenities that contribute to the well-being of people around the globe. Highly productive fisheries have collapsed, marine and coastal habitats have been Eutrophication was first evident in lakes and rivers as they became choked with excessive growth of rooted plants and floating algal scums, prompting intense study in the 1960’s – 70’s and culmination in the scientific basis for banning phosphate detergents and upgrading sewage treatment to reduce wastewater Nitrogen and Phosphorous discharges to inland waters. lost or degraded, and carbon dioxide from fossil fuels is changing the climate and some of the basic properties of the marine environment. These stresses increase the urgency of developing sustainable practices for activities in the ocean. Of the ocean's renewable resources, fish are probably the most pressing concern to people around the world. The sustainability of the ocean's fisheries is essential for the well-being of people in both developing and industrialized nations, through markets that range from local to global in scale. Seafood is the major source of protein for more than 1 billion people internationally, while about 44 million depend on fishing or fish farming for their livelihood. Because seafood provides an immediate connection between the ocean and people, we discuss fish production in terms of managing the wild harvest and developing sustainable quaculture practices. (Susan Roberts and Kenneth Brink) 1 Managing Marine Resources Sustainably 2011 Common to most definitions of sustainability is the concept of using renewable resources without jeopardizing their availability for use by future generations. Sustainable means different things to different people, and notably has been a point of contention in fisheries management. The 1992 UN Convention on Biological Diversity defined sustainable use as ? the use of components of biological diversity in a way and at a rate that does not lead to long-term decline of biological diversity, thereby maintaining its otential to meet the needs and aspirations of present and future generations. Fisheries management involves regulating when, where, how, and how much fishermen are allowed to harvest to ensure that there will be fish in the future. It draws on fisheries science in order to find ways to protect fishery resources so sustainable exploitation is possible. Modern fisheries management is often referred to as a governmental system of appropriate management rules based on defined objectives and a mix of management means to implement the rules, which are put in place by a system of monitoring control and surveillance. Thru Fishery management, oceans would be fished and farmed to protect long-term production, not to generate the highest short-term cash flow. Market prices for catches would rise and fall within a predictable and profitable range, which would reward fairly the boat owners’ investments and crews’ labor. Fishing families would earn stable, year-round wages, and their coastal communities would thrive on these fishing wages and income generated by supporting businesses. Consumers would have stable supplies of high-quality local seafood. An armistice would end the debilitating wars between fishermen and environmentalists; government regulators would make quick realistic decisions; and court dockets would be empty of head-of-the-pin fisheries cases Many different strategies have been proposed to make fisheries more sustainable. A few of these approaches, which could be pursued in concert, are described here: (a) adopting more conservative catch limits, (b) changing the economic incentives of the fishing industry, and (c) enhancing the demand for sustainable products. An ecosystem is the basic functional unit in ecology, as it includes both organisms and their abiotic environment. No organism can exist without the environment. Ecosystem represents the highest level of ecological integration which is energy based. A pond, a lake, a coral reef, part of any field and a laboratory culture can be some of the examples of ecosystems. Thus an ecosystem is 2 Managing Marine Resources Sustainably 2011 defined as a specific unit of all the organisms occupying a given area which interacts with the physical environment producing distinct trophic structure, biotic diversity and material cycling. Aquaculture, also known as aqua farming, is the farming of aquatic organisms such as fish, crustaceans, molluscs and aquatic. Aquaculture involves cultivating freshwater and Growing our own seafood through aquaculture can provide part of the solution to a major saltwater populations under controlled conditions, and can be contrasted with commercial fishing, which is the harvesting of wild fish. Mariculture refers to aquaculture practiced in marine environments. The wild capture fisheries are only one part of the seafood industry. The largest growth in seafood production since 1990 has been in aquaculture, which currently accounts for about one-third of the world’s total fish and shell harvest. Aquaculture is expected to increase in importance as the demand for seafood increases. ecological catastrophe – overharvesting of the world’s marine life – while contributing to the global supply of healthy seafood. In aquaculture, there is also the option of farming herbivores instead of carnivores. This typically means culturing filter-feeding shellfish such as mussels, clams, and oysters. These species do not require fish feeds – they are mostly herbivores that consume phytoplankton in the water and their culture can be beneficial in areas prone to phytoplankton blooms and eutrophication. However, some of the other concerns about aquaculture also apply to the culture of these mollusks including the effects of aquaculture operations on marine habitats and resident species. ARTICLE’S RELATIONSHIP TO PHILIPPINE ENVIRONTMENTAL CONDITION AND IT’S AGENCIES CONCERNED The country’s main environmental institution is the Department of Environment and Natural Resources (DENR). It was created in 1987 by Executive Order No. 192, which consolidated several government agencies performing environmental functions. The DENR is primarily responsible for the conservation, management, development and proper use of the country’s environment and natural resources, specifically forest and grazing lands, mineral resources, and lands of the public domain, as well as the licensing and regulation of all natural resources. 3 Managing Marine Resources Sustainably 2011 Apart from the DENR, there are other national government agencies involved in environmental management. The major ones include the Department of Agriculture (DA) and its Bureau of Fisheries and Aquatic Resources (BFAR), Department of Energy (DOE), Department of Health (DOH), National Commission on Indigenous Peoples (NCIP), National Water Resources Board (NWRB), National Power Corporation (NAPOCOR), and Philippine National Oil Corporation (PNOC) (the last two, in connection with watershed areas and reservations supporting hydroelectric power generation and geothermal fields, respectively). Moreover, even agencies not traditionally associated with environmental functions, such as the Department of Trade and Industry (DTI), Department of Transportation and Communication (DOTC) and Department of Public Works and Highways (DPWH), have been given environmental management roles under the Clean Air Act and Clean Water Act. Given the country’s poor fiscal position, limited financial resources is a problem that the DENR and other agencies with environmental management functions share with the rest of the bureaucracy. To address the environmental sector’s financial needs despite this limitation, reforms are necessary in both demand and supply sides. Progress has been made in terms of the institutional arrangements in the Philippines in addressing marine resources sustainably but the present situation requires a comprehensive strategy that will enable the country to effectively chart a more sustainable future. The establishment of a clear institutional mechanism by which the challenge of managing marine resources can be addressed is necessary. Ambiguities in the government institutions tasked to deal with marine resources issues must be eliminated. The highest priority however is to adopt and implement a strategic framework which should guide the Philippine response in managing our marine resources. CONCLUSION If aquaculture is to fulfill its great promise, however, governments and citizens alike must be vigilant. Short-term economic considerations will make it all too easy for marine aquaculture to slip into the ecologically harmful methods of large-scale, intensive livestock production increasingly adopted on land. Despite some recent improvements, experience to date with commercial salmon farming is not encouraging in this regard. The most popular farmed species among consumers in developed countries tend to be carnivores, creating an additional challenge to sustainability. Forms of 4 Managing Marine Resources Sustainably 2011 aquaculture that consume more fish than they produce cannot assist society in addressing the global problem of wild fisheries depletion. As we look forward over a century, it is clear that human impacts will continue, but that the nature and form of those impacts will surely change. New approaches are being developed to help balance the uses of coastal and marine environments, including no consumptive ecosystem services such as erosion control, biological carbon sequestration, recreation and tourism. Continued investments in research and strategic, long-term planning can help to ensure that future generations will have an opportunity to experience and enjoy the ocean and its many resources. The responsible use of the planet’s resources to meet the needs of society for healthful food is a goal universally supported by those across the spectrum of the aquaculture debate. All human activities have an effect on the environment, but in these early years of the 21st century, we are increasingly realizing that we have trod too heavily on the planet. Unsustainable consumption patterns, particularly in developed countries, are leading to global ecological disruption and rapid depletion of both renewable and nonrenewable resources. It is in this context that the future of aquaculture must be determined. Growing our own seafood through aquaculture can provide part of the solution to a major ecological catastrophe—overharvesting of the world’s marine life—while contributing to the global supply of healthy seafood. About the article’s authors: S. J. Roberts is the director of the Ocean Studies Board at the National Research Council where she has worked since 1998. She received her B. S. in zoology from Duke University and Ph. D. in marine biology from the Scripps Institution of Oceanography. She has undertaken research on fish physiology, symbiosis, and developmental biology. At the National Research Council, she has conducted many studies on marine resource issues such as marine protected areas, ecosystem effects of fishing, and endangered species. K. H. Brink is a physical oceanographer at the Woods Hole Oceanographic Institution, where he has worked since 1980. He was educated at Cornell (B. S. ) and Yale (Ph. D. ). His research concentrates on currents over the continental shelf, and their implications. His service as President of The Oceanography Society, and as Chair of the National Research Council's Ocean Studies Board, have involved him in a range of practical concerns about the ocean. 5

Friday, September 27, 2019

Coffee tree genome sequenced Essay Example | Topics and Well Written Essays - 750 words

Coffee tree genome sequenced - Essay Example The accessibility of the absolute chloroplast genome enables an interagency spacer that can utilize genetic engineering that will improve the crop. I think the author of the article intends to report a complete sequence of the coffee chloroplast other than documenting the technological methods using new genome sequencing. The information will also compare genomic organization in lieu with phylogentic relationships of coffee with other angiosperms This article brings into focus the issue of DNA proteins in humans and genetic engineering. This is because the topic will tackle chloroplast genetic engineering of the chloroplast genome coffee. Samson et al. (342) state that coffee is one of the crucial cash crops in the world. The world consumes nearly 3 billion cups of coffee every day. The crop is second to oil in terms of foreign exchange value in many developing countries. Coffee belongs to the Rubicae family specifically of the angiosperms. The two species of coffea include Arabica and rubica . Worldwide, people use the former due to its quality and fragrance while it remains vulnerable to pest and diseases such as nematodes, coffee berry borers, fungus among others. Researchers reckon a need to improve coffee Arabica in terms of its resistance to pests like the coffea canephora that causes plenty of damage to the tree mortality and the coffee trees. Some researchers have managed to perform successful genetic coffee engineering. Some of the genetic engineering included the simultaneous cultivation of c. Arabica protoplasts in conjunction with different genes. I think the researchers acquired somatic embryos of c. Arabica through electroporation method that enabled them to combine other genes. I find that the researchers went ahead to try out different integrations in a bid to acquire a c. Arabica resistant type. It seems the efforts were in futility until they acquired

Thursday, September 26, 2019

Classic Hollywood Cinema Essay Example | Topics and Well Written Essays - 1500 words

Classic Hollywood Cinema - Essay Example This essay explores the interaction between the message and medium in a scene from Casablanca. The scene that will be analyzed is the scene when Annina Brandel (Joy Page), a refugee who is desperately looking for exit visas for her and her husband Jan Viereck (Helmut Dantine), converses with Rick and asks for guidance regarding her dealing with Renault. This scene demonstrates the themes of nationalism and sentimentalism; it uses the cinematic elements to complicate the portrayal of the themes, by showing how Rick fights his inner emotions, values, and goals, and these elements also reinforce the themes through expressing them through symbolisms and motifs, as well as the actions and words of the characters. Rick embodies his contradictions as an empty and â€Å"filled† man, which manifests more in the form of sentimentalism. He seems to not care for the idea of true love. French bargirl Yvonne (Madeleine LeBeau), in the beginning of the film, pleads for Ricks attention. She drinks heavily, showing her confusion with her feelings and Ricks feelings for her. She asks Rick for a date that night, but all he says is: â€Å"I never make plans that far ahead.† During this time, through a middle shot, Ricks back is on the audience as he busily writes on something on the bars desk. It shows his indifference to Yvonne. As he pulls Yvonne out, shadows fall on Rick. These shadows symbolize the darkness inside his heart. He seems to have no feelings for anyone. He does not believe in â€Å"love† or â€Å"passion,† which can be inferred as he brusquely shoves Yvonne out of his bar. This woman evidently likes him, but he does not care for her. His actions demonstrate how h e also brushes aside love and passion away from his life. He has an emptiness inside him and the scene sends the first impression of Rick as a lonely introvert. Nonetheless, when he speaks with Annina, the scene reveals the complication between the

Operations Management MBA program Quality Management case study Essay

Operations Management MBA program Quality Management case study - Essay Example These parts are then accumulated and sent to the film assembly machines to produce a 10-frame cartridge. The completed cartridges are then inventoried and sent to the packaging section to fill a large shipping carton. The shipping cartons are then stacked, palletized and stored ready for shipment. The management of the R2 plant focuses on high volume output, low operating costs, timely production and low defect rates in their manufacturing processes The quality control department was responsible for sampling the lot of finished cartridges for defects and create a disposition whether to release the lot to the market or hold the lot for further testing and rework or reject the whole lot as unacceptable. This is a traditional approach of quality control where the efforts of quality control are focused on the last stage of production prior to delivery of products. This type of approach is very costly, time consuming and wasteful. In 1985, the R2 plant introduced and implemented a new process control program which they named Project Greenlight. The program involves a statistical process control chart that measures the variability of the product attributes and variables such as Pod Weight and Finger Height.

Wednesday, September 25, 2019

Answer those questions Essay Example | Topics and Well Written Essays - 500 words

Answer those questions - Essay Example In addition to it, he identified the 4 moons of the Jupiter and proved to the world that, it is possible for a planet to have moons, which rotate around them. His major astronomical observation was that of ‘Venus’. Galileo developed formulas related to various functioning of the machines and also invented many machines. Galileo fight with â€Å"machines† is referred to that of the fight with the problem of objectivity of science. He laid out model for solving all types of motion (machine).He argued that, â€Å"the problems of floating bodies could be reduced to Archimedean principle†. Galileo faced conflicts with the Roman Catholic Church. It is usually portrayed as the conflict between the science and the religion, but it is not as simple as that, as it was very deep. Copernican science and Aristotelian science became the Church tradition. It was a conflict of these. Galileo presented his scientific views in support of Copernicus as well as his biblical views in a â€Å"letter to the Grand Duchess of Tuscany† (1615). It became the reason of his first Church trial and censure. For the â€Å"Church†, if Aristotle was found to be wrong, Christianity was wrong. When Galileo revealed the idea presented in his book, he was charged with unorthodoxy or heresy. This was due to the published â€Å"Dialogue Concerning the Two Chief World Systems†. This was found offensive and unpleasant to the Cardinal-turned-Pope Urban VIII. Therefore, the Pope requested that his ideas and views be presented and published as part of his writing. But, the writing was as a dialogue between three characters, in which the popes ideas was represented by the dumbest character, "Simplicius". Due to this, he was arrested. Q.2. Swift in Voyage to Laputa, says that the behaviour and attitude of the animals depicted was very orderly and â€Å"rational†. It was also quite acute and judicious. Therefore, he tried to conclude that they must be

Tuesday, September 24, 2019

Bipolar Disorder Research Paper Example | Topics and Well Written Essays - 2000 words - 2

Bipolar Disorder - Research Paper Example The difference between perceptions of mental illness today and in the 19th century is between night and day (Nunes, 2002). That said we need to dramatically increase the amount of information and education out there on this issue. We need to know when such things become a problem and when they should be left alone. Mental health is an issue that affects all of us and must be taken very seriously by all of us. Among the more serious mental health problems that practitioners are starting to address are those arising from bipolar disorder. This essay will examine bipolar disorder and include an interview with an individual who suffers from the disorder. Bipolar disorder is a serious problem. It involves mood disorders. Sufferers swing from manic episodes to depressive episodes. Sometimes there are triggers, but sometimes these are very hard to detect (Behrman, 12). It is said that creative people often suffer from this disorder and produce some of their greatest work during the manic phases. But those who suffer from it have serious problems with relationships and employment. Some need need to be medicated, others hospitalized. It is a disorder with a wide prevalence. What can society do to help bring these issues to light and to try to help? A key thing to do is to encourage people suffering from mental illness or mental disorders such as bipolar disorder to seek help. No man or woman is an island and it can be very difficult to balance one’s life and to know when and if you might have a problem (Millon, 78). You might need help. Sometimes this involves asking your partner to help you out, to have a shoulder to cry on. But it might also involve asking a professional to talk to you and prescribe something. There’s no shame in that: it is important to get past the stigma of mental illness. That’s why those people exist and they know what they’re doing. Sometimes people have so much on the go that they themselves are unable to get a

Monday, September 23, 2019

Mcdonaldization and it's effect on globalization Essay

Mcdonaldization and it's effect on globalization - Essay Example Therefore, the process of McDonalization obliviously predates the starting and the proliferation of McDonald’s restaurant. The system of McDonald and the standard on which it spread so successful across the world is a representation of the example of modern development of rationalization. Whereas the fast food restaurant is the paradigm of the McDonaldization process, the process by now has affected many if not all of the social structures as well as institutions in the US. The same has penetrated many countries across the world. Therefore, the term ‘McDonaldization’ is not limited to just the fast food industry or the US. Instead, it refers to far reaching distinctive process of social change (Ritzer, 121). The model of McDonalization has been used well beyond the industry of fast food restaurant and even daily intake to such disparate phenomenon as higher education, vegetarianism, theme parks, southern fork art and politics. This process is a wide social development. Not all systems are the same as McDonalization which may be a matter of extent, with some situations being more McDonalized than others. Nevertheless, few modern social situations or institutions have managed to escape its impact altogether (Ritzer, 105). The relevance of the thesis of McDonalization to the issue of globalization ought to be apparent, both explicitly and implicitly. It asserts that social systems in the modern society are increasing in McDonalization and more so, that the fundamental principles of efficiency, predictability, accountability and control by the replacement of nonhuman for human technology that undergird it have been brought in from America to most of the rest of the world. This is to the degree that these principles have been adopted and turned to be defining characteristics of institutions in other countries and it can be stated that they are undergoing the process of McDonaldization (Richland WA

Sunday, September 22, 2019

Mississippi’s school Essay Example for Free

Mississippi’s school Essay The SAGE program in partnership with John Hopkins University of Baltimore Maryland, invites, states or districts to become members in improving the student achievement in the potential members’ schools. Through the National Network of Partnership Schools, SAGE and others in the network will work states, districts and other educational organization members to form an Action Team for Partnership plan. Members follow the Six Types of Involvement format (NNPS online). Five years of NNPS surveys and result focused studies on member schools’ progress has been reported (2005). NNPS uses research results to develop practical tools, materials, and guidelines for schools and school districts. Presently, over 1000 schools, 100 districts, and 17 state departments of education are working with NNPS to use research-based approaches to establish and strengthen their programs of school, family, and community partnerships (2005). It is suggested that incorporating the following elements create better programs and outreaching to parents of the students and increased parental involvement (2005). 1. Leadership 2. Teamwork 3. Action plans 4. Implementation of plans 5. Funding 6. Collegial support 7. Evaluation 8. Networking Results from longitudinal studies showed that â€Å" a review of literature on family involvement with students on reading, indicated that, across the grades, subject specific interventions to involve families in reading and related language arts, positively affected students’ reading skills and scores (Sheldon Epstein, 2005b). The original SAGE pilot program research involved participants of which fifty percent were below the poverty level (Vinson, 2002). Participating classes were reduced from average size to fifteen students per teacher. An evaluation by Molinar, Smith and Zahorik (1999) revealed that the first grade SAGE students demonstrated higher achievement when compared to nonparticipating schools in both language arts and math. Second and third graders were reported to follow the same pattern. The third study to be reviewed is the Prime Time (1984) project in Indiana. This was originally planned to be a two year project started in 1984 but it had such promising results that by 1988 all k-3 classes were reduced in Indiana. The average FTE was eighteen. In 1989, McGivern, Gilman and Tillitski compared samples of achievement levels of second graders from six districts with reduced class sizes and three districts that were not reduced and found significantly larger gains in reading and math among students of smaller classes. As with project STAR, SAGE has suffered criticism. Limitations mentioned were that â€Å"students were not assigned to experimental control groups on a random basis†, and that school policies were changed and implemented during the course of the study (Vinson, 2002). A widely criticized factor was the use of teacher incentives to motivate small classroom achievement. As mentioned previously, opinions on class size vary. Over the years several researchers have analyzed studies and evaluated the effectiveness of each. Glass and Smith (1979) found after analyzing seventy-seven empirical studies on class size versus student achievement, that small classes were associated with higher achievement at all grade levels. For greatest results in student achievement, students should attend small classes for over one-hundred hours (1979), with under twenty students. Small classes are beneficial because of 1) better student reaction 2) teacher morale and 3) quality of the teaching environment (Vinson, 2002). In a review of one-hundred relevant studies, small classes had been the most beneficial, during kindergarten and third grade, but only if teachers change their methods and procedures (Robinson and Wittebols, 1986). Slavin’s (1990) research of empirical studies, were chosen for analysis based on a three part criteria; 1) class size had been reduced for at least one year 2) twenty students were compared to substantially larger class sizes and 3) students in both class sizes were comparable (1990). Contrary to previously mentioned researchers, Slavin believed that smaller class size had minimal positive effects on students and those effects did not continue once students were returned to normal, larger classes (1990). A highly published researcher, Eric Hanushek has voiced his opposition to small classes benefiting student achievement since the mid-1980s. In all his reviews of class size studies, he’s always concluded that; â€Å"The evidence about improvements in student achievement that can be attributed to smaller classes turns out to be meager and unconvincing (Vinson, 2002)†. Johnson (2000), citing a study at the Heritage Foundation examining National Assessment of Educational Progress (NAEP) reading data, asserted that the difference in reading assessment scores between students in small classes and students in large classes was insignificant. He criticized class size reduction programs citing California as example of how such programs exacerbate the problem of lack of qualified teachers to fill classrooms. His claim of the lack of association between class size and performance was consistent with Hanushek’s conclusions (1999). Studies of the effects of class size in secondary schools are much more rare and largely equivocal (Deutsch 2003; Grissmer 1999). Many of those who advocate for smaller class sizes at the secondary level argue that small classes positively impact the school environment, thus, improving performance indirectly. In her review of the literature of class size and secondary schools, Deutsch (2003) highlights studies that conclude small classes stimulate student engagement, allow more innovative instructional strategies, increase teacher-student interactions, reduce the amount of time teachers devote to discipline, improve teacher morale, and minimize feelings of isolation and alienation in adolescence that can come from anonymity. Another important process variable the researcher will investigate is the effects of school policy on student achievement. An influential policy becoming common in schools is that of parental support and teacher incentives. As with the other factors in this model, conclusions about the effects of both on student performance has been mixed, but recent studies seem to point to more positive correlations, particularly teacher experience (Hedges, Lane, and Greenwald 1994). Mississippi’s Department of Education’s Schools and Parents Partnering for Student Success is a brochure given to the parents of Mississippi public school students to educate them on what level of proficiency their child should be on in an attempt to form a relationship between school and home. Strategies for improving student achievement according to Mississippi’s School.

Saturday, September 21, 2019

Usage Involved The Area Of Simple Present English Language Essay

Usage Involved The Area Of Simple Present English Language Essay This report was compiled to examine Simple Present Tense (SPT) use with beginner ESL students, aged 7-10 years old, attending Primary school. Ideally class sizes consist of 5-10 students, all L2 learners. The purpose and structure of SPT is highlighted. SPT differences with other languages and SPT difficulties faced by ESL students are outlined. SPT activities from introductory lessons through to higher proficiency have been discussed. Definition of Simple Present tense: The tense of a verb that expresses action or state in the present time and is used of what occurs or is true at the time of speaking and of what is habitual or characteristic or is always or necessarily true, that is sometimes used to refer to action in the past, and that is sometimes used for future events (Merriam-Webster, 2003, pg.982). These are not so much the meanings of the simple tenses themselves as the meanings which they gain in particular contexts. It is only the tense plus the context which can be said to express a certain temporal or aspectual meaning such as repetition, habit, or generality. The tenses themselves do not carry such specific meanings. If they did, then context would not be necessary for interpreting the time reference of a verb (Pennington, 1988, pg.). Simple Present tense is used to discuss: Repeated actions and express the idea that an action is usual. The action can be a hobby, a daily occurrence, a scheduled event or something that happens regularly e.g. I play soccer. It can also be something a person often forgets or usually does not do e.g. She never goes on holidays. Habitual is a common term used to describe the meaning of this term, which has come under scrutiny. What constitutes habitual action is determined completely by experience, and not at all by language especially not by the tense of the verb (Pennington, 1988, pg.53). Facts or generalisations It indicates that the speaker believes that a fact was true before (past), is true now (present), will be true in the future e.g. Spiders have eight legs and is timeless. It is also used to make generalizations about people or hings e.g. Vanessa is boring (Pennington, 1988, pg.53). Past and Future events Simple present is used to talk about the past or future and is described in a very immediate way, bringing the past or future into the present, including them as part of the present reality of the speaker and the hearer. As pointed out by Brown and Levinson (1978), shifting to the present tense is a way to show deference and positive regard towards the hearer, making a good story which pulls [the hearer] right into the middle of the events being discussed, metaphorically at any rate, thereby increasing their intrinsic interest; (p. 111). (Pennington, 1988, pg.52) http://www.englishpage.com/verbpage/simplepresent.html Structure of Present Simple sentences I base He You form She verb + S We of It They verb (+) Subject + verb + (+) Subject + verbS + (-) Subject + DONT + verb + (-) Subject + DOESNT = verb + (?) DO + subject + verb + (?) DOES + subject + verb + (WH)WH Q + DO + subject + verb +.. (WH) WH Q + DOES + Subject + verb + WHO + verbS WHO + verbS (Singalovski, 2008) Spelling When you add S to the verb you have to pay attention to spelling. 1. think + s 2. catch + es When the verb ends with s, sh, ch, x, z or o we add es. 3. stay + s fry Æ’Â   fries (Singalovski, 2008) Description of differences between English and Korean Korean language is spoken by 60 million people in North and South Korea. With an additional 5 million emigrants speaking the language worldwide in China, Japan, North America, and the former Union of Soviet Socialist Republics (Renaud, 2002, pg.1). The phonetic system, the syntactic structure, and semantics between English and Korean differ so greatly that the transition from one language to the other requires enormous efforts from the learner. More specifically, in relation to simple present tense, Korean learners typically struggle with the following disparities: In English, the word order is SVO (subject-verb-object), while the basic pattern of a Korean sentence is SOV (subject-object-verb). Although Korean has case-marking morphemes to designate the cases of the nouns and shows a more flexible word order, the predicate always comes at the end of a sentence (Cho, 2004, pg.33). In Korean the subject of the sentence is left out if it can be implied by the context, whilst in English, sentences need explicit subjects (Worldlingo, 2011). In Korean language new words are created by combining simple words, without changing their form (agglutinative). Words are created by adding suffixes to the basic part of the word (stem). Suffixes attached to a verb stem indicate things such as verb tense (past, present, or future), verb aspect (complete, repeated, or continuing), and honorification (marking of the relative status of the person addressed to or referred to from the speaker or addressers point of view-an elder, a stranger, a close friend) (Renaud, 2002, pg.4). In English the following third person pronouns are commonly used he, she, it, her, him (singular) and they, them (plural) . In Korean there are two third person pronouns used, male and female; the female form sounds awkward, and is mostly used when translating texts. Korean originally had only one third person pronoun for both genders, meaning it. However it has increasingly been interpreted as a male pronoun used for both genders. Although in recent years the pronoun the female counterpart is slowly gaining ground due to the influence of translations from European languages, it is almost restricted to specific styles of written language, because Korean generally uses subject less or modifier + noun constructions (Worldlingo, 2011). Generally forms used to denote third person in Korean are not separate lexical items, but rather are formed by combining the demonstrative pronouns i = this, ku =that and ce =that (over there), with bound nouns. The deictic use depends on the distance between the referent and the speaker. They indicate respectively, close proximity, middle proximity and distant proximity (Iksop, Ramsey, 200, pg.90,91). In Korean verbs in the present tense do not take -s in the third person singular. Korean learners of English commonly fail to ensure there is subject-verb agreement, by missing inflected endings in writing and speaking (Cho, 2004, pg.33). Many Koreans repeat the question-answer format of Korean negative questions when communicating in English. To the question, Didnt you like it? English speakers answer either, Yes, I did or, No, I didnt, whilst Koreans generally respond either Yes, I didnt like it, or No, I liked it. Native English speakers are generally perplexed by Koreans amalgamation of positive and negative elements of discourse. Korean students also experience fossilization problems when attempting to express conditionals, indirect questions, rhetorical questions and hypothetical statements, as a result of first language interference (Cho, 2004, pg.33). Clearly, the difficulties Korean learners have in learning English are not limited to just Koreans. Students of any nationality may experience difficulties due to language difference, culture gaps, and the discrepancy between their language ability and their overall maturity(Cho, 2004, pg.36). . . Difficulties simple present tense poses to learners Parrott (pg.195, 2010) and Wee (pg.35, 36, 2009) outline the subsequent issues, as characteristic and typical difficulties learners face with simple present tense. Omitting third person s / Omitting auxiliary verbs Errors of omission consist of the omission of compulsory elements in tense or number markers such as the omission of the grammatical morphemes. These include the omission of -s/-es/-ies for the verbs after the third person singular in the simple present tense. The copula be verb is often omitted in the simple present and simple past well as the progressive tenses (WEE, 2009, pg.351). Addition of Unnecessary Elements Unnecessary elements that are present result in errors of addition, for example, the use of redundant tense markers. Students may put -s,-es,-ies markers after the verbs that follow the plural nouns/pronouns in the simple present tense or redundantly put the -ed marker in cases where it is not necessary, for example, cuted, puted (WEE, 2009, pg. 352). Double Marking Double marking occurs when two items are marked for the same feature such as tense, for example, My neighbour doesnt likes Mary. or The thief didnt ran away when I shouted. Students may redundantly add -s, -ed or -ing forms to the verb after a modal which should be followed by the base form of a verb (WEE, 2009, pg. 352). Incorrect tense choice Errors of misformation occur when students choose the wrong forms of the words in place of the right ones. These commonly happen in cases of subject-verb agreement, for example, The men was here last night. The wrong tense may be used, for example, the use of the past tense forms to express present or future time or the use of the present tense forms to refer to past actions (WEE, 2009, pg. 352). Questions and Indirect Speech Students are often confused when they use reported questions or indirect speech resulting in the occurrence of errors of ordering. This means that the correct elements are wrongly sequenced, for example, They asked me where was the girl. Students face a lot of difficulties in using the phrasal verbs and may produce sentences like I pick up her. or I phone up him. (WEE, 2009, pg. 352) Questions and negative forms Errors arise from several possible general sources, namely interlingual errors of interference from the native language, intralingual errors within the target language, the sociolinguistic context of communication, psycholinguistic and cognitive strategies, along with countless affective variables (Brown,1980: 66). Level students are taught simple present tense and through which contexts and topics. Effectively teaching simple present tense verbs to ESL students helps to build a strong foundation for their use of the English language. The simple present tense is usually the first verb tense ESL students are taught (Teaching ESL to Adults). Students learn best when they feel safe yet challenged, when responses are accepted yet extended, and when expectations are realistic yet high. Teachers can assist by teaching explicitly within context and providing varying levels of support as students become increasingly independent and how it changes in different situations (BOS NSW, 2000, pg.8). ESL learners need an explicit, methodical and planned language program that is integrated into their general class work in all key learning areas, and that takes into account their needs and development (BOS, NSW, pg.13). English language teachers have changed, or are changing, from a traditional approach to teaching formal grammar rules to a more communicative approach to teaching how to use grammar meaningfully in context. Communicative approaches to presenting grammar usually include a focus on meaning and use as well as form. Grammar can be taught in many ways there is no best way that suits all grammar points (Gardener, 2008, pg.39). Students are introduced to simple present tense at school (K-6) through numerous curriculum topics English, Human Society and Its Environment (HSIE), Science and Technology. Students use specific text types to practice usage of simple present tense. Each text type uses different language and grammatical features. These features are outlined in Table 1.2. This table indicates primary use of simple present tense in Report writing. In addition, Parrot (2000, pg.190), identifies past narratives and commentaries as other instances in which the simple present tense is also used. Reports and narratives are focus texts (structure, grammar and context) in the English K-6 syllabus. Grammar is used as a tool to help students understand how sentences are structured so that they are meaningful, clear and syntactically accurate (BOS NSW, pg.9). Reports are also commonly used in the following Key Learning Areas (KLAs) HSIE Significant events and people, Cultural Diversity (BOS NSW, 2006) and in Science and Technology Living Things, Earth and Its Surroundings (BOS, 1993, pg.10). The HSIE and Science and Technology syllabus highlight activities that essentially require the use of language. Students use language to pose questions, clarify ideas and communicate understandings (BOS, 1993, pg.27). Describe activities you could use for simple present tense The way in which the verb tenses are introduced can make the structure of the English Language easier for the students to understand. Whereas pre-teen and early teen children learn a language by listening and repeating what they hear, without any need to think about grammar, this facility seems to fade as everyone gets older. The older a student is the more he or she will want to analyze the structure or learn using rules. Unfortunately many rules for the English language have exceptions sometimes many exceptions (Stocker DG, 2011). Activities in a b require more direct, explicit instruction through discussion, modeling and controlled activities. Whilst c requires more implicit instruction and allows students to apply knowledge of tense in meaningful ways, through less controlled activities. Activities are conducted independently, in pairs and as a whole class, using verbal, auditory, visual, written and kinesthetic activities. Activities are implemented across all KLAs in the NSW K-6 curriculum. Introducing simple present Introductory activities- Define simple present tense to students, the structure and forms which it can take (positive, negative, yes/no, questions -wh) and when it is used. Focus on frequency adverbs, spelling and pronunciation. This can be done through discussion, asking questions and modeling. Students are taught as a whole class but also independently asked to give answers. Introductory activities need to be introduced over a series of lessons and each concept is taught independently of the others e.g. positive and negatives not taught with plurals. In between each topic follow up activities presented in b and c can be implemented. Activities Simon Says, Guessing Games What animal am I ?, Verbal Show and Tell, Songs Wonderful Tonight (Eric Clapton) Practicing and consolidating in controlled circumstances Worksheets -unscrambling sentences, cloze passages, short answer questions, changing negatives to positives, changing singular to plural. Such worksheets can be found at http://www.eslprintables.com/printable.asp?id=248248. Writing Report writing using simple present tense, using their prior knowledge of simple present tense and report writing. Teacher discusses structure and language features with students as whole class. Students are given an outline and topic and are able to construct in pairs. Routines students write their daily routines. Directions students give directions to a designated location. GAP Activities Interactive whiteboard Teachers can access interactive whiteboard activities using DET Portal, through TALE. The preceding links provide suitable simple present activities that reinforce initial concepts taught. https://portalsrvs.det.nsw.edu.au/learningobjects/Content/L10347/object/content/index.html https://portalsrvs.det.nsw.edu.au/learningobjects/Content/L10346/object/content/index.html These activities consist of short stories, followed by supporting activities to enforce the concepts being discussed. Lessons can be implemented using a combination of individual or whole class approaches. Freer practice of the aspect of language Interactive computer games- The British Council have designed this language website for K-6 students. It includes interactive games, songs, videos and short stories to assist students in developing an awareness of simple present tense. Each of these activities is supplemented with worksheets and visual arts activities. Activities can be found at the following web address: http://learnenglishkids.britishcouncil.org/en/category/language-focus/grammar-present-simple This website allows students to work at their own pace, requires minimal teacher direction and gives students instant feedback, all whilst learning through an enjoyable medium. There are numerous educational websites, however each should be thoroughly assessed for appropriateness, quality and curriculum standards. Board Games- The preceding websites provide printable board games. http://www.eslhq.com/worksheets/preview_worksheet.php?worksheet_id=26329 http://www.ihbangkok.com/!new/resources/present-simple-board-game.pdf Each game is supported with teacher reference notes. Each game concentrates on a different form of simple present tense. Students work together in small groups of 2 or 3. The questions in the templates can be altered, so that students are answering meaningful questions and to avoid repetition. The aforementioned activities are a small sample of activities that could be used to teach simple present tense. Multiple activities can be sourced from the internet, textbook and colleagues then manipulated and altered to suit the needs of individual students. These activities allow for both informal and formal assessment to take place and allow the teacher to continually evaluate students progress.

Friday, September 20, 2019

Does The Media Undermine Democracy In Malaysia Media Essay

Does The Media Undermine Democracy In Malaysia Media Essay Throughout the last decades, Malaysians have enjoyed regular elections and political stability. However, the stability slowly took a turn when the detention of former Deputy Prime Minister Anwar Ibrahim and the subsequent sentence of 15 years for charges of corruption, abuse of power, and sexual misconduct made the public lose its faith in the integrity of the governments aims (Heufers, 2002) This the somehow added the growing number of detentions under the Internal Security Act (ISA) and other repressive laws severely threaten political competition, participation, and civil and political liberties. The media in Malaysia comprising of the mainstream that is mainly owned and controlled by the government and the alternative media, a form of independent journalism. Many government leaders in the developing world would justify their control over the media in terms of jealously guarding and guiding its members towards the path of national development and to ensure that the media does not fall into the wrong hands (Mustafa, 2005) In other words, the government wants to take control of media so they can set the agenda in the minds of society. This already restricts a sense of openness in the mainstream media. Mustafa (2005) stated in an analysis on the coverage of Malaysias 2004 general elections by four mainstream newspapers (The Star, the New Straits Times (NST), Berita Harian and Utusan Melayu), the total number of news items that were positive towards BN among all four major newspapers were roughly 40% and above. The other part of the percentage went straight to new items that were negative towards the opposition. Only a slight number of news (4% and below) were negative new items towards BN. Mustafa (2005) also highlighted sample of headlines used by these newspapers that gave an idea of slant news reporting; Malaysians prefer Pak Lahs vision of Islam (NST, March 15 2004), Perlis merana jika pilih pembangang (Perlis suffers if opposition is voted) (Utusan Melayu, March 16 2004 ) This shows a high level of bias coverage within the highly influential mainstream newspapers during the 2004 general elections. Another research presented by Ramanathan (2008) consists of a two month content analysis on how the mainstream media presents their reports on the 2008 general elections. Choosing newspapers in four languages (English, Bahasa Malaysia, Tamil and Mandrin) and the new media; internet, online newspapers and SMS as well as monitoring commentaries by selected television channels such as RTM, CNN and Channel News Asia on a selective basis. According to research, the type of coverage done by five of the mainstream newspapers was sided towards pro-BN stories. 277 stories analysed from Utusan Malaysia has 155 pro-BN stories, 56 pro- opposition and 66 neutral. The Star had a total of 153 stories analysed, 100 were pro-BN and only 22 were pro-opposition. Nanyang Siang Pau had 118 stories, 74 of them pro-BN and 26 pro-opposition. For Tamil newspapers, a qualitative analysis was undertaken that led to conclusions of since Tamil Nesan was being majority owned by Datin Indrani Samy Velu, the newspaper printed many stories featuring Dato Samy Velu and prominent MIC politicians and there were hardly any coverage given to Indian candidates form opposition political parties. The mainstream media weakens the openness of presenting political news to society. If democracy is all about the peoples right to oppose, to provide critiques with the role of media to influence the people, they are not giving much of a decision or choice to begin with. Of course there are minimal parts where the government values and would take into consideration the opinions of the people. For example, the topic of teaching Maths and Science in English (PPSMI), society is free to give out comments and opinions on what they think about the topic. People are writing in to newspapers, taking part in massive forums to state their opinion and to fight for what they stand for and the government values the opinion of the people in this case. Why cannot this be the same with political issues? After all, it is the political opinion and stands made by the public that would contribute to the democracy of the country. Some may say that the alternative works as a perfect place for independent journalism; however it is still closely monitored by the authorities. Blogs and online publications are beginning to worry the Malaysian authorities enough to re-consider the existing policy of non-regulation of the Internet and to call for some controls over the content (Ramanathan, 2008) A clear example was when Raja Petra Kamarudin, editor of alternative news Portal Malaysia Today was charged with publishing a seditious article on 25 May 2008 with the title, Lets send Altantuya murderers to hell. Raja was the first blogger to be charged under a sedition act where he claim trail but refused to post bail. Six months after detention under the ISA, Raja was released with no charges being filed against him. Accountability The tight gate-keeping and censorship practised by the government over the mainstream media influences the accountability of democracy. The government does not like reports that are too critical; therefore the responsibility to forming a democracy country is limited due to the restrain in reporting. During the general election in 2008, Ramanathan (2008) analyzed two-months prior to and after the elections, the mainstream media did coverages on upbeat stories about Barisan Nationals chances and dismissed the oppositions chances. Among them were: a two-page focus on Issues close to the heart featuring an in-depth interview with Abdullah, an article titled Guan Eng not a threat in Penang dismissed the chances of opposition leader Lim Guan Eng in capturing the state government in Penang and instead Lim won handsomely. With slanted reporting like this, the accountability of the government would be doubted by the public hence would give the public the opportunity to opt for something else which they did in the 2008 general election whereby BN suffered one of their worst lost because the public opted for an alternative media. This incident brought the alternative media to a different level when weblogs, text messages and copies of Internet-streamed videos became the most influential information sources for voters ahead that resulted in a surprise blow to the BN) party, which has ruled the country for more than 50 years. The media holds the representative responsible for taking care of the the people so what happens when these politicians lose in an election? How would they answer to accountability? The innocent death of Teo Beng Hock signifies a crisis of confidence in Malaysian democracy and accountability. Many critics, including those in the current government, argues that restrictions were put in place at a time when they were needed and that preventing public discussion of certain issues is not only counter-productive but it is also futile (Ramanathan, 2008) With the support towards the alternative media and the growing public sphere, the results from the 2008 election are bound to bring about greater freedom of expression. Though the responsibility of the democracy is in hand, there are some heartening post-election developments; The Home Affairs Ministry approved in April 2008 an application for a permit from the opposition Parti Keadilan Rakyat (PKR) to publish its party newspaper. With such actions, this would indeed encourage and strengthen the accountability of the peoples perception towards the countrys democracy. Conclusion The mainstream media needs to loosen its strings and start to bring greater media liberalisation to unclog the clouds of uncertainty and doubt in the minds of society. The alternative media is not enough. Society needs to hear the truth from the government. Only then can the country achieve great democracy.

Thursday, September 19, 2019

Congress and Human Cloning :: Argumentative Persuasive Topics

Congress and Human Cloning This year Congress may face several decisions that could help forge, in the words of Pope John Paul II, "the path to a truly humane future, in which man remains the master, not the product, of his technology" (Address to President Bush at Castel Gandolfo, July 23). The first and most immediately urgent of these decisions regards human cloning. The Weldon/Stupak Human Cloning Prohibition Act, approved 18-to-11 by the House Judiciary Committee, is poised for a vote by the full House. It should be approved without delay. Some researchers have already announced that they are trying to produce a live-born child by cloning -- despite an overwhelming scientific consensus that about 99% of new humans created by this method would die before birth, and the rare survivor would suffer from massive medical problems. The Weldon/Stupak bill addresses this looming tragedy at its source, by banning the use of somatic cell nuclear transfer to create a new organism of the human species. This bill is carefully crafted to address only this specific problem. It has no effect on in vitro fertilization or any other reproductive technology in current use, but deals only with cases of asexual reproduction which do not involve fertilization of egg by sperm. The bill explicitly exempts any use of cloning technology to produce animals, plants, DNA, tissues, or cells other than human embryos (including stem cells which are not themselves human embryos). Proponents of cloning nonetheless argue that this bill somehow interferes with a procedure that is essential to stem cell research. Until now, of course, these same groups were insisting that embryonic stem cell research could be fully pursued using only "excess" embryos created by in vitro fertilization that "will be discarded anyway." Now they say that mass production and destruction of cloned embryos to provide genetically matched stem cells will be needed to take stem cell research from the laboratory into the clinic. While the cloning debate is now forcing such groups to admit that their earlier statements may not be true, their new claim is also open to serious question. The National Institutes of Health's new report on the science of stem cells cites cloning as one way to prevent rejection of embryonic stem cells as foreign tissue, but cites other approaches as well -- and expresses great uncertainty as to whether these cells will provoke a significant immune reaction even without such manipulations (NIH, Stem Cells: Scientific Progress and Future Research Directions, June 2001, pp. Congress and Human Cloning :: Argumentative Persuasive Topics Congress and Human Cloning This year Congress may face several decisions that could help forge, in the words of Pope John Paul II, "the path to a truly humane future, in which man remains the master, not the product, of his technology" (Address to President Bush at Castel Gandolfo, July 23). The first and most immediately urgent of these decisions regards human cloning. The Weldon/Stupak Human Cloning Prohibition Act, approved 18-to-11 by the House Judiciary Committee, is poised for a vote by the full House. It should be approved without delay. Some researchers have already announced that they are trying to produce a live-born child by cloning -- despite an overwhelming scientific consensus that about 99% of new humans created by this method would die before birth, and the rare survivor would suffer from massive medical problems. The Weldon/Stupak bill addresses this looming tragedy at its source, by banning the use of somatic cell nuclear transfer to create a new organism of the human species. This bill is carefully crafted to address only this specific problem. It has no effect on in vitro fertilization or any other reproductive technology in current use, but deals only with cases of asexual reproduction which do not involve fertilization of egg by sperm. The bill explicitly exempts any use of cloning technology to produce animals, plants, DNA, tissues, or cells other than human embryos (including stem cells which are not themselves human embryos). Proponents of cloning nonetheless argue that this bill somehow interferes with a procedure that is essential to stem cell research. Until now, of course, these same groups were insisting that embryonic stem cell research could be fully pursued using only "excess" embryos created by in vitro fertilization that "will be discarded anyway." Now they say that mass production and destruction of cloned embryos to provide genetically matched stem cells will be needed to take stem cell research from the laboratory into the clinic. While the cloning debate is now forcing such groups to admit that their earlier statements may not be true, their new claim is also open to serious question. The National Institutes of Health's new report on the science of stem cells cites cloning as one way to prevent rejection of embryonic stem cells as foreign tissue, but cites other approaches as well -- and expresses great uncertainty as to whether these cells will provoke a significant immune reaction even without such manipulations (NIH, Stem Cells: Scientific Progress and Future Research Directions, June 2001, pp.

Wednesday, September 18, 2019

life :: essays research papers

I felt the warmth of my mother’s hands on my soft skin while she held my face. Her soft voice whispered in my ear â€Å"good night†. It was a cold winter night after Christmas as my mother tucked me in to bed, like she always had. After telling me good night her lips hit my cheek to give me the last kiss she ever would. As she walked out, I told her â€Å"I love you with all my heart and always will.†   Ã‚  Ã‚  Ã‚  Ã‚  In the, morning the warmth of the sun hit my face and woke me up like any other morning, but something was different, something just wasn’t right. I lay in my warm bed, trying to ascertain why I wasn’t feeling right. I jumped out of bed and woke my little brother up to go eat breakfast. As we walked down the hall, I heard my dad pouring a cup of hot coffee. â€Å"Daddy is mom still sleeping,† I asked. Mom will be gone for a while but baby, don’t worry he told my brother and me in a sad voice. We will be just fine. I didn’t understand why my mom would be gone though. I asked myself â€Å" will she ever come back?†   Ã‚  Ã‚  Ã‚  Ã‚  Seven years have gone by and still my mom is gone, and my life has changed more than I thought it would. â€Å" Jess, get Drew’s clothes ready for school tomorrow,† my dad would admonish me every night before going to bed. Making sure my brother would be ready for school every morning, making sure he ate breakfast before he left for school, and making sure his homework was done everyday was what my mother used to do every morning and day; but now she is gone. Now that she is gone I have to take that place.   Ã‚  Ã‚  Ã‚  Ã‚  Now that I am the only lady in the house, I have to be the mother. No more going out on Friday nights with my friends, no more doing whatever I want. Every Friday, my friends would go out to the movies, and have fun without me. I had to stay home and make sure everything was right for my family. Now I have responsibilities like my brother who is now like my son. He thinks of me as not only a sister but a mother too. When you hear an eight year old boy call you mom and you are as young as me, it’s the scariest feeling you can have.

Tuesday, September 17, 2019

Succubus on Top CHAPTER 12

â€Å"Thetis,† he said after several more moments of silence, â€Å"talk to me here.† I looked up sharply. â€Å"What do you want me to say? You already know the answer. They wouldn't lie. Well, actually, they lie all the time but not about something like that.† He nodded and set the bowl and spoon on the coffee table. Slouching back on the couch, he didn't look at me, instead staring off across the room in thought. I could guess what was going through his mind. He knew what I was and what I did. But it was one thing to have a superficial knowledge of it and another to suddenly know there was tangible evidence each time I had sex. He would recognize the glow now and know that I had just come from someone else's bed, that not so long ago I'd been in someone else's arms doing the most intimate things two people could do. Things I couldn't do with him. â€Å"I'm sorry,† I said, not knowing what else I could say. â€Å"For what?† â€Å"For†¦this. For doing what I do.† â€Å"Why? It is what you do. It's what you have to do, right? There's no need to apologize for your own†¦uh, nature.† â€Å"So†¦what? You're okay with that? Knowing what I'm doing with other guys? Or rather, when I'm doing it?† â€Å"‘Okay' is a funny word, but yeah, I guess. What I'm not okay with is†¦Ã¢â‚¬  He paused, as always considering his words before speaking. â€Å"What I'm not okay with is you being afraid to tell me about this. You must have seen how†¦entranced†¦I was. But you never brought it up or explained it to me.† â€Å"What was I supposed to say? ‘Thanks for noticing how pretty I am. It's because I just went down on some stranger in a sleazy club.'† Seth flinched, and I immediately regretted my example. â€Å"Maybe†¦maybe it could be phrased a bit more, uh, tactfully than that, but yeah. I guess essentially that's what you could tell me.† I poked at the melted remains of my ice cream. â€Å"It's not that easy, and you know it. It's got to be hard enough for you to accept that I'm sleeping around on you, so to speak, without real evidence to confirm each time it happens.† â€Å"Why don't you let me decide what I can or can't accept.† He didn't sound angry exactly, but I'd never heard him so sharp and assertive. The arrogant part of me didn't like being spoken to like that, but I knew he was justified in the comment. And, I had to admit, that confidence was kind of a turn-on. Alpha males. Yum. â€Å"I know what you are,† he continued, â€Å"and I know what you do. I had to acknowledge that from the beginning of the relationship. It bothers me, yeah, but that doesn't mean I can't go on with the knowledge.† He laid his hand over mine, his fingertips absentmindedly stroking my skin. â€Å"But you can't be afraid to tell me the truth. Not ever. Even if it's ugly. What we have isn't about sex – like that wasn't already perfectly obvious. But if we don't have honesty either, then there's nothing left.† I forced my eyes up to him and smiled. â€Å"How can you be so young and so wise at the same time?† â€Å"I'm not that wise,† he said, pulling me to him so I leaned against his shoulder. He didn't challenge the â€Å"young† comment. Looking at our ages objectively, one could practically accuse me of cradle robbing. I sighed and snuggled into him. â€Å"It means nothing, you know. All that stuff I do. I don't even remember their names.† â€Å"I know. You've told me. Although†¦Ã¢â‚¬  â€Å"What?† â€Å"Sometimes that's not exactly comforting. Sex isn't supposed to be about ‘nothing.' I don't really like the idea of you being with guys you don't want to be with. Even if you're technically my girlfriend†¦I'd rather you at least liked what was going on. â€Å" â€Å"Well†¦in the ultimate heat of it, I sort of do like it. The energy I get from sex†¦well, you can't really understand it. But it†¦it's literally what I live for. So even if I don't want to be with someone before and after the deed, there's still that one moment, no matter how brief, when I want them.† I tried to give him a reassuring smile. â€Å"Besides, don't feel too bad for me. Things are a lot better than they used to be. I have more of a choice about who I'm with now, which makes a big difference. It's not like I just take whoever comes along.† â€Å"What do you mean you have a choice now} Haven't you always?† I laughed uneasily. â€Å"Oh, come on, Seth. You know women didn't start getting any real rights until about a century ago. Men haven't always been kind or considerate in their relations with the fair sex – especially those in the lower classes.† He stared at me, shocked, and pulled back a little. I loved how expressive those eyes were, even if their current emotion wasn't exactly positive. â€Å"You're talking about†¦it†¦it sounds an awful lot like rape.† I shrugged, immediately realizing we needed to steer out of these waters. â€Å"It's hard to rape a succubus. In the ultimate climax, the succubus is the conqueror – especially if the guy ends up blacking out.† â€Å"You aren't really answering my question.† â€Å"And you aren't really asking it.† We lapsed into silence. A moment later Seth took me back into a tight embrace, burying his face in my shoulder this time. â€Å"Hey, now. Don't let it bother you. Don't judge the past by the standards of today. It won't work. They're incompatible.† â€Å"I don't like the idea of you doing things you don't want to do,† he said gruffly. â€Å"I wish I could do something†¦wish I could, I don't know, protect you.† â€Å"You can't,† I whispered, kissing the crown of his head. â€Å"You can't, and you have to accept that.† We went to bed together after that, the first time since the kissing incident. Seth held me tightly all night, even in his sleep, clinging as though I might slip away if he let go. Again, I marveled at his understanding. And again, I questioned whether I was in love yet. How would I know? What was love anyway? I ticked off a list as my hands held tightly to his back. Affection. Connection. Understanding. Acceptance. All these things he gave me. Those were parts of love. All these things he offered freely, no matter how terrible each new discovery about me was. I wondered whether I returned as much as I received. Did I have any right to be in this relationship? Somehow I doubted it, yet it made me want him all the more. When we drove to the bookstore the next morning, he held my hand with a thrilling possessiveness. He didn't let go until we actually cleared the bookstore's door. â€Å"Did Doug come in today?† I asked Beth after I'd made a sweep of the store. â€Å"Yeah. He was here earlier. I think he's in your office.† I walked to the back. The office was dark. When I turned on the light, I found him hunched in a corner, his body curled up in a tight ball. I immediately dropped down beside him. â€Å"What's wrong?† After several seconds, he lifted his eyes up to mine. They were dark and troubled. â€Å"Nothing.† To contradict him seemed both obvious and pointless. â€Å"What can I do to help?† He laughed bitterly, a terrible sound. â€Å"Don't you get it, Kincaid? Nothing helps, that's the problem. There's no point to any of this. You know that as well as I do.† â€Å"Do I?† He gave me a cynical smile. â€Å"You're one of the most depressed people I know. Even when you're smiling and flirting and all of that. I know you hate this life. This world. I know you think it's all stupid. â€Å" â€Å"Not true. There's good in the bad. There's always hope. What's gotten into you?† â€Å"Just reality, that's all. Just woke up and realized how stupid it all is. Dunno why I even bother.† I touched his arm. â€Å"Hey, you're kind of freaking me out here. Did you get any sleep? Do you need something to eat?† He leaned back against the wall, face still bleak and full of snide humor. â€Å"Kincaid, I need so many fucking things, it's not even funny. But you know what? We don't get them. That's how it is. What's that saying? Life is brutish and short?† â€Å"Er†¦close enough.† I sat there with him for a long time, listening to him go on. His words were an outpouring of bitter anger and black despair. A frightening combination. I'd never heard him like this. Not upbeat Doug, always ready with a joke. Doug, the guy who never took anything seriously. His bleak face reminded me of Casey's when I'd found her in the caf? ¦, but she hadn't been this down. As the clock ticked, I wondered what I should do. He certainly couldn't work today, yet I feared sending him home. Who knew what he might do in this mood? Previously, I would never have worried about him hurting himself, but all bets seemed to be off now. â€Å"I want you to stay here,† I finally said, standing up and straightening the kinks out of my legs. â€Å"I've got to get back out there, but I'm going to check on you later, okay? Promise you'll find me if you need me. We'll eat lunch later on. I'll get us some falafels from that place you like.† He only gave me a twisted half-smile, face stormy and mocking. I left, taking the letter opener with me. His mood didn't change as the day wore on; even the falafels did no good. Once more, I wondered desperately what I should do. He had no family in the city I could call. I knew the hospitals had psych emergency services; should I contact one of them? Shortly after lunch, Alec showed up. He avoided Casey's pleading eyes and gave me a smile that tried too hard. â€Å"Hey Georgina, is Doug around?† I hesitated. I didn't like Alec, but he was sort of Doug's friend. Maybe that would help. I led the drummer to the back. When Doug saw him, he leapt up with an astounding burst of energy, his face both desperate and rapt. â€Å"Jesus Christ, man! Where have you been?† â€Å"Sorry,† said Alec. â€Å"I got held up.† They huddled together, then looked uneasily over at me. Sensing I was unwanted, I backed out of the office but not before I saw Alec reaching into his coat and Doug looking very eager. It was Alec, I realized. Alec was feeding Doug whatever drug he was addicted to. The realization made me want to go in there and throttle him, wipe that stupid grin off his face. Yet, when the two emerged a half hour later, the change in Doug was so marked that I couldn't bring myself to act. A swagger had returned to his step, the normal cheery grin back on his face. Janice passed by, and he made some playful remark that caused her to laugh. Seeing me, he pranced up and saluted. â€Å"Ready for duty, boss. What do you have for me?† â€Å"I†¦Ã¢â‚¬  I stared stupidly, which only made him smile more. â€Å"Rein it in, Kincaid,† he said with mock severity. â€Å"I know that as a good groupie, you're ready to take me anytime, anywhere. But, as literary professionals, we've got to control our passion until after hours.† I was still staring. â€Å"Um†¦why don't you, uh, grab a register?† He saluted again and clicked his heels together, military style. â€Å"Can do.† He turned to Alec. â€Å"I'll see you at the rehearsal tonight?† â€Å"Yup.† Doug flashed both of us a grin, then sauntered off. I stood there alone with Alec. He waited expectantly, like I was supposed to say something. The words â€Å"fuck off† seemed appropriate, but I changed my mind. I smiled at him. It was a slow, sweeping smile that started with my lips and then shone in my eyes, the kind of smile that said I'd just noticed something I'd never seen before. Something I suddenly liked – and wanted. Alec's own smile faltered. I think hitting on me had become so automatic, he didn't expect a response anymore. He swallowed and then turned his own grin back on. â€Å"A rehearsal, huh?† I said. â€Å"You guys got another show coming up?† â€Å"Next weekend. You going to come?† â€Å"I'll try. Are you going to have another party after?† â€Å"Probably. Wyatt's having one tomorrow if you wanna go to that.† â€Å"Are you going to be there?† I asked silkily, catching his eye meaningfully. â€Å"You bet.† â€Å"Then I'll be there.† I turned to go, still giving him the hypnotic smile. â€Å"See you then.† As soon I was out of his sight, my smile lapsed into a grimace. Ack. I hadn't thought it was possible to loathe that guy anymore, but I'd been proven wrong once again. Still, flirting with him, I'd realized, might be the best way to figure out what was going on with Doug. I felt pretty sure Alec had tried to push whatever he had on Casey. If I appeared to fall prey to his so-called charm too, he might let me share in the goods. Doug, as I soon discovered, certainly wasn't going to provide any help in the matter. â€Å"You've got something,† I teased later when he and I ran into each other in the fantasy books. I gave him the lethal smile. He returned it. â€Å"Magnetism? Sex appeal? Intelligence? Babe, I've got it all.† I stepped forward and pulled playfully on his shirt, looking up into his face. â€Å"That's not what I mean. You've got something good, something you aren't sharing.† He stayed close to me and tugged on a lock of my hair in return. â€Å"Don't know what you're talking about.† â€Å"The hell you don't. Do you know how many hours I've been working for you and Paige lately? Good lord. It's driving me crazy. Grey Goose only goes so far. If you've got some stash, you need to spread the love.† â€Å"Hey, I'll spread as much love as you want. Name the time and place.† â€Å"I thought we were friends.† I pushed lightly on his chest and stepped back with a pout. â€Å"You're holding out on me. No way could you have perked up so quickly. Not after how you were this morning. You took something. â€Å" â€Å"Bah, mood swing. You're a woman; you understand. Just woke up grumpy, that's all. A little falafel and some Kincaid charm, and now I'm good to go. Great even.† He took a step back toward me, apparently hoping I'd renew the flirtation. Heat burned in his eyes, something a little darker and more intense than our typical bantering called for. â€Å"In fact, I'm downright unstoppable now. A god, babe. Come on back to the office, and I'll show you.† I walked away, giving him a taunting look over my shoulder, still playing it light. â€Å"Not my religion, babe.† He laughed as I left him. We'd been flirting for years, and I knew he'd probably take no offense at my teasing or baiting. I, on the other hand, was pissed. Bad enough this shit of Alec's could push Doug into over-the-top exuberance and inappropriate behavior at work. Dragging him into the pits of despair, however, was an entirely different matter. I was going to find out what was going on and put an end to it – even if it meant cozying up to that sleaze, Alec. Remembering one of the other complications in my life right now, I called Bastien later that night for a status check. â€Å"Don't even ask, Fleur .The clouds of failure are gathering.† â€Å"What the hell is it with you depressed guys today? Why do I have to be everyone's goddamned cheering-up committee?† I ordered him to drive to Queen Anne immediately. When he arrived, he was still whining. â€Å"Dana's being really nice to me,† he conceded, â€Å"but nothing intimate. She can't ever come over alone either. She's always got Jody with her or some other CPFV freak. My odds are probably better at getting her sidekicks into bed as a group than ever nailing her. They're all trying to get me to join their cult. I suppose making the gesture can't hurt, but I think I'll see more of her if I pretend to be a hesitant convert. You know, she also asks about you a lot.† â€Å"Like what?† â€Å"Random stuff. Last time she wanted to know how the clothes you bought were working out. What's that about?† â€Å"Not a clue,† I lied. It was ironic, really, because just then Bastien noticed the Victoria's Secret bag still sitting on my counter. My privacy apparently not a concern, he emptied it out and looked through the lingerie with approval. â€Å"You want to try something on?† I asked wryly, noting his scrutiny. â€Å"You always did have good taste.† He held up the black mesh bra and peered at me through it, as though imagining how it would look on. â€Å"Although I still don't know why you buy this stuff. Just shape-shift it.† â€Å"I have a respect for ‘intellectual property.' Whoever designed this deserves their pay.† â€Å"Even if it was constructed by third-world labor?† I made a face. â€Å"Come on, let's get out of here.† â€Å"Where to?† â€Å"A piano bar.† Surprise put his malaise on hold. â€Å"Are those still around?† â€Å"Yup. There's actually a couple of them in Seattle.† In fact, one was even nearby, less than a fifteen-minute walk away. As we went, however, Bastien wouldn't stop worrying about the Dana thing. It drove me crazy. I hated her too, believe me, but I couldn't figure out what was making this such a maniacal obsession for him. Fortunately, the piano bar was just wacky enough to distract him – as I'd hoped it would be. We ate yummy bar food and drank froofy drinks like Midori martinis and Sex on the Beach. Meanwhile, dueling pianists sang everything from Eminem to Barry Manilow. As the evening passed, getting a request played cost more and more money. However, the patrons grew drunker and drunker, so they didn't mind putting the cash down. Knowing this in advance, I had brought a stack of bills, and Bastien and I took great amusement in seeing just how well the piano players could keep up with our increasingly older and more obscure requests. Bastien and I sang along beautifully. Shape-shifting, in addition to so many other benefits, could modify one's voice and vocal cords. The piano players had an astounding knowledge of our requests, and we were so impressed – and drunk – by the end of the night that we gave them a hefty tip. Before we could leave, however, Bastien made me wait to hear one more request. â€Å"I slapped a fifty down with it,† he said. â€Å"They've got to play it soon. I picked it just for you.† â€Å"If it's ‘Superfreak,' I walk,† I warned. He laughed. â€Å"You'll know it when you hear it. It reminded me of you and your writer. â€Å" Sure enough, I immediately knew which song his silly sense of humor had led him to. The smile cracking his face was sort of a giveaway too. Pulling half of me onto his lap, he sang along loudly with Fiona Apple's lyrics: â€Å"I've been a bad, bad girl I've been careless With a delicate man And it's a sad, sad world When a girl will break a boy Just because she can. â€Å" â€Å"You're truly a creature of hell,† I told him, trying to wiggle away. â€Å"You know that, don't you?† â€Å"I just tell it like it is.† He held onto me and kept singing. â€Å"Heaven help me For the way I am Save me from These evil deeds Before I get them done†¦Ã¢â‚¬  When we finally left the bar, both of us laughing and humming, we passed a group of girls even more drunk than us. A few of them gave Bastien open looks of invitation, and I glanced at him expectantly. He shook his head. â€Å"Too easy. Besides, I'd rather go home with you. So to speak.† He walked me back toward my apartment, holding my arm as he had once done when social mores dictated it for anyone of good breeding. The pavement was slick from earlier rain, and a moist chill hung in the air. Not far away, the Space Needle gleamed watchfully above the nearby buildings; it would have Christmas lights on it soon. Bastien tightened his hold on my arm and turned his gaze absentmindedly toward the cloudy sky for a while before looking over at me. † Fleur ,do you want to know why I'm so gung-ho about this Dana business?† I willed myself to sober up, suspecting something big was about to come. â€Å"You mean other than your righteous fury at her?† He smiled gently and looked down at the pavement, watching our feet. â€Å"I'm in trouble. Big trouble.† He sighed. â€Å"You ever heard of a demon named Barton?† â€Å"No. Should I have?† â€Å"Maybe. He works in Chicago. Very high up. Very powerful. He's one of those who expects ‘favors' from his staff.† I nodded in understanding. It was one of the occupational hazards succubi and incubi faced, and probably something else Seth would be happier not knowing about. As workers in the sex industry, so to speak, our demonic supervisors often thought we wouldn't mind one more â€Å"customer.† Many saw it as our duty. Whatever his other failings, Jerome at least had never demanded anything of that nature from me. â€Å"So†¦anyway, Barton has this succubus named Alessandra. Relatively new. You know, a century or so. Beautiful. She has as good an eye for exquisite physical detail as you. And she's bright. Wicked sense of humor. Outgoing.† I stared at him in astonishment. â€Å"Are you in love, Bastien?† â€Å"No, but I was – am – very attracted to her. Hard not to be. We got to know each other, and well, one thing sort of led to another†¦Ã¢â‚¬  â€Å"As it often does with you.† â€Å"Yes,† he admitted ruefully. â€Å"But let me tell you, it was amazing. That woman†¦wow.† â€Å"So how are you in trouble?† â€Å"Well, the thing is, Barton's kind of possessive about his people. He expected Alessandra's body to be exclusively for his use – mortal business aside, of course.† â€Å"And he found out?† â€Å"Yes. He turned unbelievably jealous.† Contempt filled Bastien's voice. â€Å"Stupid emotion for our kind. Of course, demon or no, I suppose he might have had reason to feel insecure knowing his girlfriend had been with a sex-master like myself. I mean, once you go Bastien†¦Ã¢â‚¬  â€Å"Keep telling the story, ego-master. What happened?† â€Å"Well†¦to say he was pissed off would be an understatement. Honestly, I don't think I'd be enjoying your lovely company today if Janelle hadn't done some serious intervening.† Janelle was Bastien's archdemoness in Detroit. â€Å"But mostly she just protected me from physical torture. Everything else is a mess. My career is in shambles. Barton has powerful friends, and Janelle's made it clear she's not going to cover my ass anymore.† We had reached my building and stood outside it now. He ran a hand through his dark curls, face suddenly weary. â€Å"I'm on everyone's shit list all of a sudden. Plans are already in motion to transfer me somewhere else, and I know it's going to be horrific. Like Guam. Or Omaha. That's why I need this Dana thing. A big hit like this – a public humiliation for the other side. It'll put me on top again. They won't be able to punish me, not if I've got a takedown like that on my record.† I started to understand his obsession with the radio host. â€Å"But the takedown isn't exactly taking.† â€Å"I don't know what else to do. I've tried all the old tricks, all the textbook moves plus a few exclusive Bastien moves. None of it's working.† I reached out to him. â€Å"You might have to accept that she's got a strong will,Bas.It happens.† â€Å"I know.† He sounded so miserable, it broke my heart. â€Å"Hey, come on. Don't give up the fight yet. I taught you everything you know, remember? We'll find a way out of this. We'll get that wench wet yet.† He laughed and brushed a finger against my cheek. â€Å"You always make me feel better when I'm around you, you know that? It's one of the wonderful things about you. That and – if the rumors are true – your mouth. â€Å" â€Å"The rumors are true, and I'm going to help you with this, you'll see. Besides, nothing else works on her, there's always hard liquor, right?† â€Å"Ah yes, the old standby.† He hugged me tightly and kissed each cheek. â€Å"Good night, my sweet. Thanks for a lovely evening.† I kissed him back. â€Å"Anytime.† I had my hand on the door handle when I thought of something. â€Å"Hey, Bastien?† He turned from where he'd been walking away down the sidewalk. â€Å"Yes?† â€Å"Why'd you do it?† â€Å"Do what?† â€Å"Alessandra. You must have known how Barton felt about her, right?† â€Å"I did.† â€Å"So why risk it?† He looked at me like he could scarcely believe I had to ask. â€Å"Because I could. Because she was beautiful and wonderful and I wanted her.† I knew better than to argue with that. It was textbook incubus logic. Smiling, I went inside.