Quotes From the Classic Novel Black Boy

Statements From the Classic Novel Black Boy Dark Boyâ by Richard Wright was first distributed in 1945. This self-portraying novel was a smash hit, and it is a significant twentieth century work of writing. Another well known novel by Richard Wright, Native Son, was distributed in 1940. Here are a couple of statements from Black Boy. Dark Boy Quotes The black out cool kiss of exotic nature when dew went onto my cheeks and shins as I ran down the wet green nursery ways in the early morning. Im hungry now, yet I wont live with you. Im doing everything I can, At the point when you traverse, kiss back there. White, red and dark, however rapidly advises him to quiet, saying, Theyll consider you a hued man when you grow up. Do you mind, Mr. Wright? You cannot eat a dead canine, can you? On the off chance that I kissed my elbow, I would transform into a young lady. At twelve years old, before I had one entire year of formal tutoring, I had an origination of life that no experience could ever delete, a preference for what was genuine that no contention would ever refute, a feeling of the world that was mine and mine alone, an idea with regards to what life implied that no training would ever adjust, a conviction that the significance of living came just when one was battling to wring an importance out of futile torment. I said to myself, that kid just doesnt comprehend what hes doing... The stripped will of intensity appeared to be consistently to stroll in the wake of a song. You should know God through some congregation. Regardless of whether that isnt right, its not far wrong. I never observed a pooch chomp that could truly sting... the principals discourse is the better discourse. My can is extreme and quarters is scant. This was the way of life from which I sprang. This was the dread from which I fled. Shading loathe characterized the spot of dark life as underneath that of white life... Having been pushed out of the world in light of my race, I had acknowledged my predetermination by not being interested about what molded it. Attempting to satisfy everyone, I satisfied no one... We should have a cleanse. You lost individuals! I lived in the South and I never observed any chain posses. Escape our positions! I would send different words to tell, to walk, to battle, to make a feeling of the appetite of life that chews in all of us, to keep alive in our souls a feeling of the indescribably human.

Evolution or Revolution

The fifteenth to eighteenth hundreds of years was a period that highly esteemed old style points of reference and progression, yet saw emotional change and development that upset fighting. From Europe to Asia to North America, major chronicled vents occurred coming about into radical financial changes.Advertising We will compose a custom paper test on Evolution or Revolution explicitly for you for just $16.05 $11/page Learn More However, contingent upon one’s point of view, the occasions and exercises that happened between the fifteenth to eighteenth hundreds of years can be either progressive or developmental. It is likewise basic to take note of that students of history don't show similitudes in information base since every antiquarian examinations past occasions in an unexpected way. In this manner, it is basic to inspect indistinguishable occasions and present them from both developmental and progressive at the same time. To begin with, unrest is an indiscreet, sweeping, o r outright profound situated change in the way of reasoning in regards to something. Then again, advancement is an adjustment in a clear course of a movement, perpetual change from direct to increasingly multifaceted, with the outcomes speaking to an upgraded state; or a course of consistent, social, political and financial progress[1]. Between the fifteenth and eighteenth hundreds of years, numerous things occurred, some taking a short life expectancy and others a long life expectancy. Along these lines, it is basic to take a gander at certain models and break down whether they are transformative or progressive. For example, the way towards the creation of American constitution was progressive. Beginning in 1775, the Battles of Lexington and Concord were the establishment of the American Revolution. In any case, a basic examination of the circumstance uncovers how the procedure was a greater amount of advancement than insurgency. Indeed, the American Revolution itself didn't start discretionarily, however was an issue arranged quite well. Furthermore, before the genuine war began, numerous advancements occurred. A few antiquarians guarantee that the principal thing that prompted the Revolutionary War was the inundation of Europeans into the place that is known for America and the tyrannical control. The Sugar Act of 1764 was additionally something else that set off the American Revolution. From these models, any reasonable person would agree that the period somewhere in the range of 1500 and 1800 was both progressive and transformative. The fifteenth to eighteenth hundreds of years likewise observed United States go into a common war, which many term â€Å"the second American Revolution†. The American States battled among themselves to control the issues of the whole area. Despite the fact that the Civil War coordinated the qualities of a progressive procedure, its causes were on the opposite different.Advertising Looking for paper on history? We shoul d check whether we can support you! Get your first paper with 15% OFF Learn More Undeniably, a few variables prevailing in this period for instance, subjugation were transformative in light of the fact that, from the underlying phases of imperialism, subjection had been one of the American establishments. Be that as it may, as time passed by, the northern states plotted a transition to annul bondage. In actuality, the southern states kept rehearsing it. In any case, the appointment of a thoughtful President and some sacred revisions, for example, the option to cast a ballot nearly abrogated bondage. Plainly, this was a developmental procedure. Another occurrence, which statistician occurred between the fifteenth to eighteenth hundreds of years is modern upheaval. History is packed with data on individuals deserting coal as the type of vitality and receiving power as the new source. In by and large, social and financial insurgency happened during this period and occupations openings expanded. Innovatively, different nations for instance, United States and Britain received new advancements by relinquishing the old automations. In Britain for instance, extraordinary mechanical upset occurred and caused the ascent in costs of items and encouraging of the cash economy. From the outset, numerous nations thought that it was difficult to adjust the new mechanical advancements because of absence of aptitude. Therefore, so as to convey the new innovation, nations needed to look for ability from other nation acquainted with the innovation. Indeed, even today, most creating nations experience difficulties in conveying mechanical advancement to warfare[2]. References Braudel, Fernand. Human advancement and Capitalism fifteenth eighteenth Century. New York: World History Center, 1985. Web. Lewis, Hackett. Modern Revolution. New York: HarperCollins, 1992. Web. References Fernand, Braudel. Progress and Capitalism fifteenth eighteenth Century (New York: World History Center, 1 985). Fernand, Braudel. Progress and Capitalism fifteenth eighteenth Century (New York: World History Center, 1985). This paper on Evolution or Revolution was composed and put together by client Jabari Gonzalez to help you with your own investigations. You are allowed to utilize it for research and reference purposes so as to compose your own paper; be that as it may, you should refer to it in like manner. You can give your paper here.

Preparing For an Analysis Essay

Preparing For an Analysis EssayAn Analysis Essay is a very important part of your grade and you must write it well. This is because there are some students who have writing skills but have poor or no understanding of what is required to be a good essay. It is your responsibility to make sure that you know what needs to be written and how to prepare for an Analysis Essay correctly.Your main objective in writing an essay is to get across as much information about the subject as possible. Of course, you must provide some valuable information. This information can include facts, figures, and important points about the topic. However, it is equally important to be able to write about a specific topic that relates to the assignment itself.In preparing an Analysis Essay, it is important to identify the types of topics that you want to discuss. There are many different types of topics that you could write about. Some of the topics that are popular include politics, economics, philosophy, lit erature, history, science, etc. By having these types of topics in mind, you will be able to identify a particular type of essay that you would like to write. This can also help you keep track of your research and prepare the best way possible.By writing the essay, you want to make sure that you have all of the appropriate supplies on hand. When you want to write an Analysis Essay, there are some resources that you need to make sure that you have on hand. These supplies include a computer, a dictionary, writing utensils, etc. These supplies are very necessary for your Writing Assignments. Therefore, be sure that you have them on hand so that you do not run out.When you are preparing for an Analysis Essay, it is also important to understand the structure of the essay. There are two formats when it comes to essays, the linear format and the free-form format. By knowing the format that you want to use, you will be able to better plan your essay.Another element of an essay that you must consider is that it should be clear, concise, and to the point. Of course, there are many different ways to approach a Writing Assignment, but it is always best to keep it simple, concise, and to the point. This will help to avoid any confusion later on when a student gets a chance to review the essay.By being able to write an essay, you will be prepared for whatever comes your way. This will give you the confidence that you need when you are taking this important course in your academic career. Although most students do not have writing skills, there are some who do. In order to be prepared, be sure that you follow the tips that I have provided in this article.It is very important to prepare for an Analysis Essay by preparing ahead of time. Not only will this make it easier for you to write, but it will help you learn the basics of this course. So, be sure to prepare yourself by finding a good study guide for Analysis Essays.

Chapter 3 Conventional Wisdom - 1091 Words

Chapter 3: Conventional Wisdom Freakonomics was one of the best novels that I have ever read! I am truly amazed at how Steven Levitt and Stephen Dubner compared their study and research to the economy that we live in today. Out of all of the chapters in Freakonomics, Chapter 3: Conventional Wisdom, is the one that stood out the most. This particular topic relates to the world in many different ways. Conventional wisdom is often wrong. Conventional wisdom can be described as the ideas or beliefs that are accepted by most people that go unquestioned. A prime example of conventional wisdom is the belief that the earth is flat. In chapter three of Freakonomics, Steven Levitt discusses many ways that conventional wisdom is wrong. He asks the question, Why do drug dealers still live with their moms? He explains the conventional wisdom that most drug dealers are wealthy. People believe that one of the most profitable jobs in America is drug dealing, particularly crack dealing. Levitt examines this conventional wisdom and throughout chapter three explains why this isn’t true. The authors explored the research of Sudhir Venkatesh, a scholar who once lived amongst a gang of drug dealers while researching the crack culture in Chicago. Based off of Levitt’s analysis of the financial records of a Chicago gang, the Black Gangster Disciple Nation, he proved that most drug dealers were not wealthy at all. In fact, the majority of the dealers earned an average of three dollars an hour,Show MoreRelatedThesis Of Freakonomics1352 Words   |  6 Pages the main focus of the book is a new way of interpreting the world using economic tools. He explores incentives, information asymmetry, conventional wisdom, crime and abortion, and parenting throughout the six chapters of the book. There are five important principles in this book which are â€Å"Incentives are the cornerstone of modern life†, â€Å"The conventional wisdom is often wrong†, â€Å"Dramatic effects often have distant, even subtle, causes†, â€Å"Experts—from criminologists to real-estate agents—use theirRead MoreFreakonomics Essay811 Words   |  4 PagesFreakonomics Book Report In chapter 1, Levitt and Dubner describe how many people in different cultures and walks of life, which are otherwise inclined to be honest, find subtle ways of cheating to advance their position or increase monetary awards when incentives are strong enough. The authors define an incentive as â€Å"a means of urging people to do more of a good thing or less of a bad thing,† and identify three varieties of incentives. Economic incentives are those, which a person responds toRead MoreEssay on Review of Freakonomics1663 Words   |  7 Pagesincentives. Incentives are described in a funny way as means of urging people to do more of a good thing or less of a bad thing, and in this chapter we find some examples Ââ€"public school teachers in Chicago, sumo wrestling in Japan, take care center in Israel and Paul Feldmans bagel business Ââ€" of how incentives drive people and most of the time the conventional wisdom turns to be wrong when incentives are in place. Read MoreConventional Wisdom, By John Kenneth Galbraith1119 Words   |  5 Pagescreated the phrase â€Å"conventional wisdom†, and found that social and economic behaviors prove to be complex. The passage uses an example of the homeless in 1980s in the U.S. A spokesperson for the benefits of the homeless states that there were around 3 million homeless in the U.S. The American public found that this was absurd, since this meant that 1 in every 100 people was homeless. However, it was found that he made up those amounts. Another example of this so called conventional wisdom, is listerineRead MoreFreakonomics by Steven D. Levitt Stephen J. Dubner  Is Based  on These Fundamental Ideas: Incentives, Conventional Wisdom, â€Å"Experts†-Use Their Informational Advantage897 Words   |  4 PagesFreakonomics By Steven D. Levitt Stephen J. Dubner  is based  on these fundamental ideas: Incentives, conv entional wisdom, â€Å"Experts†-use their informational advantage Incentives are the cornerstone of modern life. And understanding them or, often, ferreting them out—is the key to solving just about any riddle, from violent crime to sports cheating to online dating.There are three basic incentives economic, moral and social. How do we profit and what incentives drive us to act unethical? TheRead MoreAnalysis Of The Book Freakonomics By Steven D. Levitt895 Words   |  4 Pagesway as well as the way specific outcomes occur. They look into different aspects of society and view them with different perspectives. With the use of specific data and the fundamentals of economics, the very obscure comparisons and the different chapters in the book show correlation between economics and human nature. The main point of this book is to explain a few fundamental ideas through the answers of strange questions and how they play a major role in society. One of the primary fundamentalRead MoreFreakonomics by by Steven D. Levitt and Stephen J. Dunbar Essay1723 Words   |  7 Pagesassociates them. From comparing teachers and sumo wrestlers, to inquiring why crack dealers still live with their mothers Levitt and Dunbar manage to successfully put a spin on conventional wisdom by looking at it through very different perspectives. Unlike most books this book has no central idea, in fact in the opening chapter Levitt makes clear that this is by design. The key concern was to make people challenge ideas and thoughts that are commonly believed to be true. One of the main fundamentalsRead MoreArgument Analysis : Freakonomics 1467 Words   |  6 PagesFreakonomics Argument Analysis: Chapter Three 1. Chapter three, Why Do Drug Dealers Still Live With Their Moms?, expresses an intriguing thought by authors, Steven D. Levitt and Stephen J. Dubner. The Freakonomics authors follow a courageous man, Sudhir Venkatesh, a student at the University of Chicago, in his effort to understand and research the mysterious drug dealing business. Venkatesh first approached dangerous gangs and dealers in Chicago with a simple survey to learn more aboutRead MoreThe Book Freakonomics By Steven D. Levitt2418 Words   |  10 Pagesis cheating, even though the entire chapter is not about cheating. He begins talking about the human needs for economic incentives. In which he brings up this example of a daycare in Israel, which he shows that it is a fine to grab the attention of parents to use this service and pick up their children on time, which at the end of the day is an incentive we don’t pay attention to in our everyday lives. Although this book does not go over the names of it s chapter, it is about â€Å"stripping a layer orRead MoreThe Book That Caught My Eye Was Freakonomics : A Rogue Economist1967 Words   |  8 PagesI read the back of the book and was intrigued by Steven Lewitt and how he studies riddles of everyday life. I am going to assess the 6 chapters and give an overall summary and my evaluations of the novel. Freakonomics has three main concepts relating to economics: winner takes all labor market, supply demand and equilibrium price and incentives matter. Chapter 1 starts out with a study on ten day-care centers in Haifa, Isreal. This study lasted twenty weeks. The first four weeks of the study economists

Supply Chain Management Avi Food Systems - 1111 Words

Business Essentials (2016) stated that, AVI Food systems is the biggest company in the Vending Machine Operators Industry. It was founded in 1960 and it is focused on having freshness and quality in its products by making them from scratch. They have a portfolio of services, which includes dining, catering, vending, national food management, coffee beverage, and environmental services. This company controls all the supply chain management, from the control of the ingredients and preparation, to the standards of quality, taste, and presentation. One of their major advantages is that they have a broad selection of products offering and a partnership with the world s largest candy. Besides the products they make, they also include nationally-known products in the vending machines. This has allowed them to offer a customized service to their clients. AVI Food is capable to adapt any service they sell per clients needs. AVI Food systems has client partners in different sectors. The concept of client partners it is very common in the vending machine operators’ industry. The clients typically offer a location and the vending company pays for it. The ultimate consumers are the people going to that location. Partners for AVI are business, universities and colleges, franchises, and medical centers. It is possible to state that this company has an advantage in experience with more than 55 years in the industry, large product offering, and diversity client partners. However, beingShow MoreRelatedOrdering System1613 Words   |  7 PagesORDERING SYSTEM USING ANDROID APPLICATION WITH BILLING AND INVENTORY SYSTEMS IN A RESTAURANT A Title Defense Presented to The Faculty of Institute of Information and Communications Technology West Visayas State University La Paz, Iloilo City In Partial Fulfillment of the Requirements for Introduction to Research in IICT Ruth Adorable Ma. Rosevelle Cainglet Kristine Genogaling Kasandra Leah Jayne Paniza Mary Joy Petrola Abstract This study focuses on developing an Automated Ordering System usingRead MoreCounterfeit Drugs : Problems and Solutions for the Indian Pharmaceutical Industry3836 Words   |  16 Pagescase of counterfeit medicine is simply unacceptable to society. In addition to placing patients’ health at risk and undermining public confidence in medicines, the presence of counterfeit drugs exposes the vulnerability of the pharmaceutical supply chain and therefore jeopardizes the credibility of the entire industry. The problem of counterfeit drugs in India is now well recognized by most pharmaceutical companies, government authorities, and the general public. The purpose of this article isRead MoreDistribution Channels and Logistics Management2529 Words   |  11 PagesCHAPTER 8 Distribution Channels and Logistics Management Objective: examining the nature and role of the channels in attracting and satisfying customers The Nature of Distribution Channels †¢ Distribution channels are intermediaries used by the producers to bring their products to the market. †¢ Why? Because the use of intermediaries bring greater efficiency in making goods available to target markets. In other words, they match the supply with the demand. †¢ Most important benefit of using intermediariesRead MoreManaging Production Ramp-Up in Manufacturing Networks14551 Words   |  59 Pageslearning is very important as well as the sources of learning like engineering time, experiments as well as normal experience. Supply chain capabilities are used to promote and encourage meaningful growth and development so as to achieve time to market and time to volume. These supply chain capabilities are used to integrate customers and manufacturers as well as supply and demand in the market. Table of Content Read MoreCompany, Industry, Labor, and Employment Analysis of Whole Foods Market4102 Words   |  16 PagesFortune 500, 2012 ranks Whole Foods Market as the 264th best company in the United States, and Fortune 100, 2012 ranks Whole Foods as the 32nd best company to work for. Whole Foods Market is a global leader in the natural and organic foods. The company operates within the natural and organic segment, which include seafood, meat, poultry, bakery and grocery. The company also prepares specialty food such as wine, coffee, vitamins, nutritional supplement and body care. Whole Foods Market also produces educationalRead MoreSharing Economy10348 Words   |  42 Pagesprivate and public organisations to accelerate their transition towards sustainability. The organisation offers a wide range of services around sustainability and system innovation: from companies’ environmental assessment to sustainable strategic design, from new green services definition to effective implementation of CSR management. Based in Finland, the organisation is active throughout Europe, relying on an extensive network of like-minded organisations and sustainability experts. www.ecovalaRead MoreChannels of Distribution and Logistics18744 Words   |  75 Pageschannels of distribution appreciate the importance of managing the physical flows of products, services and information into, through, and out of the organization to its customers n grasp the meaning and scope of physical distribution and logistics management n be aware of developments and trends in production and manufacturing, particularly the growth of ‘lean manufacturing’ and implications for logistics n recognize the role of Information Technology and marketing in logistics Channels of distributionRead MoreThe strategic analysis of EasyJet and Easy Group --the analysis of organisational assets and Growth-share Matrix analysis for the Easy Group3795 Words   |  16 Pagescrew 2330 management and admin 482 total 3,453 Figure3. (easyJet.com 2004 a.) easyJet has established an open employee management style which smooths the communication within the organisation. For example, easyJet asks their cabin crew staff to comment on aspects of their work on their internal web site. Most of the firms corporate information is shared across the business and employees can get information electronically. There are also regular communication meetings, management briefings andRead MoreToyota Supply Chain78751 Words   |  316 PagesSUPPLY CHAIN MANAGEMENT A STRATEGIC APPROACH TO THE PRINCIPLES OF TOYOTA’S RENOWNED SYSTEM ANANTH V. IYER SRIDHAR SESHADRI ROY VASHER New York Chicago San Francisco Lisbon London Madrid Mexico City Milan New Delhi San Juan Seoul Singapore Sydney Toronto Copyright  © 2009 by Ananth V. Iyer, Sridhar Seshadri, and Roy Vasher. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form orRead MoreCompetitors Analysis - Soft Drink Industry5000 Words   |  20 Pagessafety and product quality of their beverages through a system they have designed call The Coca-Cola Quality System. This in an integrated approach to managing all aspect relating to the product Ââ€" quality, the environment and health and safety. This worldwide system involves every aspect of their business. All employees are empowered to follow and expected to maintain the high quality standards. While PepsiCo is operating the beverage and food industry, the company is extremely committed to providing

Pprf Free Essays

string(190) " may take place through tasks set and theory/practice related discussions including Handbook and Guidance Booklet – 2011/12 Page 7 The Professional Project research into career paths\." Professional Project Handbook and Guidance 2011/12 The Professional Project Handbook and Guidance Booklet – 2011/12 Page 2 The Professional Project Foreword Please may I extend a warm welcome to those students studying the Professional Project (PP). We intend the Project to be a rewarding experience and one which encourages and supports you in your time at Newcastle Business School. This is a demanding element of your programme but one which we hope you will find engaging and helps focus on your future career. We will write a custom essay sample on Pprf or any similar topic only for you Order Now Wishing you well in your studies. Regards Dr. Simon Lillystone Module Tutor NX0315 – The Professional Project Handbook and Guidance Booklet – 2011/12 Page 3 The Professional Project Handbook and Guidance Booklet – 2011/12 Page 4 The Professional Project CONTENTS PAGE Page SECTION 1 – Introduction 7 SECTION 2 – Section A of Project 10 SECTION 3 – Section B of Project 11 SECTION 4 – Reflective Statement 12 SECTION 5 – Written Presentation Format 13 SECTION 6 – Reference Specifications and Format 18 SECTION 7 – Project Submission Information 20 APPENDIX A – Specimen Title page 3 APPENDIX B – Specimen Declarations Page 22 APPENDIX C – Specimen Contents Page 24 APPENDIX D – Ethics in Research Consultancy (Guidelines Procedures for Students Undertaking UG Projects) 25 Handbook and Guidance Booklet – 2011/12 Page 5 The Professional Project Handbook and Guidance Booklet – 2011/12 Page 6 The Professional Project S ECTION 1 – INTRODUCTION Module Background Information The Professional Project is a 30 point module which will be taken by all direct entry final year students to an undergraduate programme of study at NBS. It counts for 25% of the marks on the final year of the Honours degree and its importance should not be underestimated. The module provides an opportunity to explore the key study competences required to achieve academic success and develop these into employment competences to promote career success. These competences will be developed, practised and written up as part of the Project and applied to an investigation of a business issue/problem. To support this individual investigation into an applied business problem or issue the student will be given a defined topic to research and relevant information relating to the topic. The information will be set in the context of an appropriate academic framework and the student will be expected to draw relevant conclusions, write up and submit the work in an approved format. The target length of the whole project will be 8,000 to 10,000 words. A workshop programme and eLearning Portal will support the process. Learning Outcomes This module is intended to be taken by direct entry final year students to an undergraduate programme of study at NBS. At the end of the module students will be able to: 1. Apply key intellectual competences at level six and critically appraise their employment competences to support continuing professional/career development 2. Conduct a literature review involving the critical evaluation of appropriate theories, models, frameworks and principles and apply those principles to a particular business problem or issue drawing appropriate inferences and conclusions. Aims The Professional Project promotes the development of key competences required to achieve academic and professional career success. These competences will be developed, practised, written up and applied to an investigation of a business issue/problem. The student will be supported in their learning by an eLearning Portal and a workshop programme. The student will be given guidance as to the nature of work to be undertaken in the workshop programme. The module will make use of current research activity related to the chosen subject and, where appropriate, to that specifically carried out by staff of Newcastle Business School. Formative assessment will take place within the contact sessions and may take place through tasks set and theory/practice related discussions including Handbook and Guidance Booklet – 2011/12 Page 7 The Professional Project research into career paths. You read "Pprf" in category "Papers" Approaches to Teaching and Learning and Formative Assessment The module is intended to deliver knowledge of and attendance to the competences and abilities for effective study at level six together with entry to and participation within the graduate labour market. It provides an opportunity to undertake a major piece of academic research into a specific business related problem. The module necessitates a broad syllabus where much use will be made of directed study supported by the facilities of the Careers Service, Study Skills Centre and Library. This approach will facilitate the development of students as independent learners. The creation of Learning Sets will be encouraged to facilitate understanding of the issues and problems associated with the completion of the project. The process leading to the completion of the project will include reading, reflection and research. This will be incorporated into the workshop programme which will support the student throughout the process. It is intended that the project will be closely allied to their preferred field of employment. Through the project and workshop activities it is envisaged that students will appreciate the importance of active engagement in competences and career development to improve NBS graduate success in securing appropriate careers or future study opportunities The module is supported by a Learning and Teaching Plan that outlines the formal sessions and by an elearning Portal. The assessment for this module will be an individual project, incorporating the writing up of the student’s understanding of personal and professional competence development and an investigation into an applied business problem or issue. The student will be given a defined topic to research and relevant information relating to the topic. The information will be set in the context of an appropriate academic framework and the student will be expected to draw relevant conclusions, write up and submit the work in an approved format. The target length of the whole project will be 8,000 to 10,000 words. The learning outcomes will be achieved through the lecture/workshop programme and will culminate in the completion of the final project. The project will demonstrate the student’s understanding of the above learning outcomes. Formative assessment will take place within the workshop sessions and may take place through tasks set and theory/practice related discussions. Workshop Support Programme This is a taught programme with weekly workshops during the first semester followed by six workshops in the second semester. The Project will not be individually supervised. Instead the students will be expected to work in learning sets. However, it must be noted that the final project is to be an individual piece of work. Handbook and Guidance Booklet – 2011/12 Page 8 The Professional Project Recommended Reading List for Module Cottrell, S (2008) The Study Skills Handbook 3rd Edn Palgrave MacMillan Basingstoke Armstrong (2005) A Handbook for Leadership and Management: a guide to managing for results. Kogan London Toplis, J. Dulewicz, V. and Fletcher, W. (2005) Psychological Testing – a Manager’s guide. CIPD London Cameron (2007) The Business Student’s Handbook: learning skills for study and employment (available as an e-book) Bolles, RN (2008) What colour is your parachute? A practical manual for job hunters. Ten Speed Publishing Walliman, N (2001) Your Research Project Sage Publications Bell, J (2005) Doing your research project Open University Press Cottrell, S. (2008) Critical Thinking Skills Palgrave Basingstoke Jankowicz,A. D (2005) Business Research Projects Thompson Business Press Remenyi,D, Williams,B, Money,A Swatz,E (2007) Doing Research in Business and Management Sage Publications Bryman,A Bell E (2003) Business Research Methods Oxford University Press Price, G. Maier, P. (2007) Effective Study skills – unlock your potential. Pearson Education McMillan, K. Weyers, J. (2009) The Smarter Student Prentice Hall / Pearson London McMillan, K. Weyers, J. (2007) How to write dissertations project reports Prentice Hall/ Pearson London Additional Learning Resources (e. g. websites, CD Roms) Blackboard Site The module is supported by the e-learning portal. It is imperative that the site is fully utilised by the students. Certain links to psy chological tests are available under the site which will be used to support the learning process. eLearning platform at Northumbria http://elearning. unn. ac. uk/ Handbook and Guidance Booklet – 2011/12 Page 9 The Professional Project SECTION 2 – SECTION A OF THE PROJECT The Project is intended to link personal and professional career development with an academic piece of work in the form of a literature review. The appreciation of professional, career and personal development should not be underestimated. It should provide evidence to support that development with critical reflection by the student. A series of psychometric tests are available via BlackBoard to support your self-analysis. The outline of Section A of the project should take the form seen below with supporting evidence shown in the appendices. Part 1: Who I am as a learner? †¢ †¢ Implications for your learning Family friends to comment Discuss the implications of the questionnaire findings and show how these relate to how you learn. Appendix A – VARK, Myers Briggs, Belbin Inventory Part 2: Implications for career choice †¢ †¢ †¢ Lifelong learning Transferable skills Justify chosen career choice Discuss how your personality type and how you learn affect your choice of career Appendix B – curriculum vitae, two job adverts, a standard application form Appendix C – PowerPoint Presentation Handbook and Guidance Booklet – 2011/12 Page 10 The Professional Project SECTION 3 – TOPIC SELECTION (SECTION B) General topic areas will be defined by the nature of the programme e. g. , those students studying finance would be expected to focus their topic on this area. However, the selection of a final suitable question or issue for Section B of the Project rests with the student. In some cases ideas can be gleaned from many sources. Work placement experiences, aspired career paths, tutor research interests, course work and readings are just a few. Copies of recent projects may suggest ideas as well. Normally projects that are available for inspection have achieved a mark of 60% or more. It is intended that suitable projects will be made available on the Blackboard site. Originality The question or issue needs to be related to business or management or to the specific named degree the student is studying. It is the student’s responsibility to verify that the title and the approach of the project are original. However, a student may not claim exclusive rights to a topic area. Guidelines for Suitable Questions The student can assume that the question as initially conceived will evolve as the project progresses. By evolve it is meant that the particular aspect of the question which becomes centred to the project may well change in one direction or another as the project progresses. This evolution or â€Å"fine tuning† of a question is quite usual and should be expected. The goal is to find a question which is general enough to be significant, but specific enough to become focused. In any event, the final title as established should not be changed without consent of the Project Supervisor. Handbook and Guidance Booklet – 2011/12 Page 11 The Professional Project SECTION 4 – REFLECTIVE STATEMENT A vital element of the project is critical reflection by the student. It is important therefore to produce a reflective statement which will link the two sections of the project together. This is a very important area of the project and should be a considered and well thought out element of the final piece of work. The workshops will provide guidance and support on critical reflection as part of the programme. Handbook and Guidance Booklet – 2011/12 Page 12 The Professional Project SECTION 5 – WRITTEN PRESENTATION FORMAT Length The total length of the project should not exceed 10,000 words. As a general guide Section A of the project should be between 3,000 and 4,000 words while Section B of the project should be between 5,000 and 6,000 words. The word count is to be declared (Appendix B). Summarising and compressing the information in your project into 10,000 words is one of the skills that students are expected to acquire, and demonstrate as part of the project process. The word count does not include abstract, title page, contents page, glossary, tables, appendices and end material. If the project is to be very much shorter (i. e. ess than 8,000 words), it is necessary to clear this in advance of the final deadline with your tutor. Some slippage is acceptable but anything in excess of 11,000 words will be penalised. Referencing It is the student’s responsibility to see to it that all ideas, opinions, conclusions, specific wordings, quotations, conceptual structures and data taken directly or indirectly from the work of others and used in the project are approp riately cited and referenced. (THE IMPORTANCE OF PROPER REFERENCING – SEE SECTION 7 – CANNOT BE OVER EMPHASISED). Structure and Components TABLE OF CONTENTS Title page Declaration and Word Count Abstract (to cover both sections) Acknowledgements Contents Page List of figures Glossary (if appropriate) Section A Part 1: Who I am as a learner? Implications for your learning Family friends to comment Part 2: Implications for career choice Lifelong learning Transferable skills Handbook and Guidance Booklet – 2011/12 Page 13 The Professional Project Justify chosen career choice Appendix A – VARK, Myers Briggs, Belbin Inventory Appendix B – Curriculum vitae, two job adverts, a standard application form Appendix C – PowerPoint Presentation Section B Part 1 Introduction Reason for choice of topic Academic objectives of Project Outline of sections Part 2 Setting the Scene – (if required) Part 3 Literature Review Rationale for literature reviewed Critical review of literature relating to academic objectives Part 4 References Bibliography Appendices A B C Reflective Statement Last Page o o It is useful to specify the last page so that the reader may ensure that no pages have been omitted in error. Summary and Conclusions Title – The title should be succinct yet clearly specify the content of the report. This should be descriptive and explicit rather than poetic or implicit. Twelve words is normally the maximum length. It should be agreed and finalised as part of the final draft. It may be different from the original proposed title. Acknowledgements – The student may wish to thank those people who have been particularly helpful in the preparation of the project. Consideration of persons external to the NBS is particularly appropriate. Facetious acknowledgements are not acceptable. Abstract – The purpose of the abstract is to summarise the entire project, including a description of the problem, the student’s contributions, and conclusions. Four keywords are required. (See sample Appendix C. ) Handbook and Guidance Booklet – 2011/12 Page 14 The Professional Project Declarations and Word Count – To be included (See sample Appendix B). Do not forget to sign. No signature: No Mark. Introduction – The purpose of this section is to contextualise the study. This means that the significance or importance of the subject is set out. If there is no apparent importance to the study to any external reader, the topic may not be appropriate. Personal interest may inspire selection of the project topic, but ultimately, its mportance to others should be specified. This can often be done by positioning the project in relation to other work that has been published, either as an advancement, continuation, compilation or verification. This part should also tell the reader how the topic will be unfolded and the order of forthcoming material. Literature Review – A review of the current literature surrounding the q uestion or issue should provide a clear understanding. It should be up-to-date and relevant. Conclusion – This section explains the relationship between the body of knowledge and the question. It should present the case for the project’s success in meeting its goals, as well as any shortcomings and limitations that apply. It may suggest further work or study needed on the question or issue, as well as ways the new work can be used or applied in other cases. It is not meant to be a summary or restatement of the entire project, which belongs in the abstract. If the student has developed any strong personal opinions about the subject which seem appropriate to relate, this is the place where such content is appropriate. Appendices – Often the concepts of the study can be clarified in graphic form, or data presented in tabular form. Normally, this material should be entered into the text at or near the place it is referred to in the text. Where such material would be inconvenient to include in the text itself, it can be included in an appendix. As a general rule, if figures, tables, charts or quotes are less than a full page and can be conveniently included in the text, you will want to do so, since reference to appendices is awkward for the reader. All such material, in the text or at the end, should be titled and sequentially numbered. Tabular material which is presented in landscape format should be bound with the top of the table to the spine. Appendices are labelled alphabetically, although if there is little such material and it is all of a similar nature, it may all be included in one Appendix. Appendices are referenced in text in parentheses (Appendix A) not (see appendix A). Writing Style The level of writing must be appropriate to the level of the Bachelor’s degree. Specifically, acute attention should be paid to correct spelling, grammar, punctuation, sentence structure and clarity of style. Also, it is the student’s responsibility to edit the text for typing errors, uncover all spelling errors even if the document is, typed by another party. Note that a spell-check programme does not uncover all spelling errors, e. g. principal v principle. Normally, there should be no first person references (I, we, us) in Section B of the project. If self-reference is required, reference may be made to â€Å"the present author† Handbook and Guidance Booklet – 2011/12 Page 15 The Professional Project or â€Å"this study†. The exception to this is in the conclusion section B and Section A, where personal comments may be appropriate. Students from overseas who wish to develop their English style and grammar may wish to make use of the Study Skills Centre. Page Layout Pages should be numbered in sequence at the top right hand corner, starting with and including the title page (Appendix A). Margins and headings: the specifications are 1? † left margin, 1? † on the other three sides. The page number should be above the top margin line. The right margin should be unjustified (left ragged), since the spacing between words used to make the right margin even inhibits readability greatly, while adding little aesthetically. Headers and footers are to be used with discretion. Please do NOT include your name in any header or footer. Tables and charts should be numbered in sequence by chapter, e. g. Table 3. 1 is the first table in Chapter 3. Each figure should be properly referenced and accompanied by a descriptive title which completely explains the contents of the figure. It is not acceptable to insert photocopies of tables into the body of the project. Tables should be word processed into the project. In broad terms this principle also applies to diagrams – no photocopies from books etc. There will, of course, be occasions when a photocopy of a table or a diagram is specifically required in order to illustrate points peculiar to the original. Use of such photocopies must be cleared with the supervisor. Similar principles apply to the appendices with regard to tables and diagrams. It is recognised that there will be circumstances (e. . a project on advertising) where photocopies are necessary. The project must be word-processed, and final copy must be printed single sided on A4 paper. Spacing may either be set at double or one and a half line spacing, depending on the machine used. Spacing greater than double spacing is not acceptable. The body of the project should be in Font size 12 (This is written Font Size 12) or similar. Arial is the pref erred font face. Legibility Both the draft and final copies of the project must be produced in such a manner that the text is entirely legible. This means an image suitable for good reproduction from a photocopier. Colour Printing Handbook and Guidance Booklet – 2011/12 Page 16 The Professional Project Black printing is the norm. Colour printing must be used with discretion. There are no extra marks for colour. The University makes no guarantee as to the provision of colour printing facilities. Retention of Working Papers The working documents (e. g. notes, any photocopies of articles used, drafts etc) used for your project MUST be retained by the student until formally notified of the award of their degree. As part of the NBS quality control a stratified sample of students will be asked by letter (after projects have been handed in) to submit their working papers. Please ensure you keep you working papers so that if called for they can be produced. The University tries to be reasonable over this. We do not expect you to keep every scrap of paper. We do expect you to keep the bulk of the important working papers. Thus students would normally (for example) be expected to include in their working papers some (but not necessarily all) successive drafts of the project. Any photocopies of library material etc you use should also be kept. Working Papers MUST be accessible. i. e. DO NOT pack them away in some inaccessible place such as luggage you are shipping home. If your project includes calculations, the working papers for those would be expected. And if your project includes a survey or questionnaire the original papers for those should be kept – along with names and addresses of any firms or individuals involved. Keep all computer based material in digital format, CD, etc. Production of â€Å"working papers† includes being able to produce the discs. Do not keep material on the hard drive. Failure to produce working papers when requested by the University to do so constitutes an Academic Irregularity, which may adversely affect the awarding of the students’ degree. If it is not possible to establish, by inspection of the working papers, the sources of material in the project the award of the degree will be delayed until the matter is resolved. Handbook and Guidance Booklet – 2011/12 Page 17 The Professional Project SECTION 6 REFERENCE SPECIFICATIONS AND FORMAT Plagiarism and Citation The intellectual work of others which is being summarised in the report must be attributed to its source. It is assumed that all ideas, opinions, conclusions, specific wordings, quotations, conceptual structures and data, whether reproduced exactly or in paraphrase, which are not referenced to another source is the work of the student. If this is not the case, an act of plagiarism may have occurred, which is cause for disciplinary action at the course or University level. Plagiarism Please pay particular attention to originality and the proper acknowledgement of your sources. It is important that the work you submit: †¢ Is original in as far as the Project constraints allow †¢ Gives proper acknowledgement to any work by others which is used in completing your project Originality means that the project subject is presented in a way which differs from any other: †¢ Published works †¢ Study guides †¢ Projects/Projects of other students, past or present This does not preclude the use of the same material from wider reading (to support it with examples, or relevant opinions and ideas, or to place it within the context of existing knowledge). In fact, credit is specifically given for references in the assessment scheme. It does mean, however, that the sources of any such material MUST be identified. You should ensure that: †¢ Words or phrases taken verbatim from published works are placed in quotation marks and the source acknowledged. †¢ Quotations take the form of brief relevant extracts (only exceptionally exceeding 100 words in length). Where lengthier use of a published work is appropriate, you may summarise or paraphrase an author’s words, but the source of the summary or paraphrase must again be fully acknowledged by textual reference. Unacknowledged use of the work of others (plagiarism) is regarded as dishonest practice and will be dealt with on that basis, as per the University’s Regulations. Format in Text The format for reference styles is laid out in the Northumbria University Library publication Cite Them Right and is available on the UNN Website. Two styles of Handbook and Guidance Booklet – 2011/12 Page 18 The Professional Project referencing are defined, the British Standard (Numeric) System and the Harvard System. Please use the Harvard System for your project. A comprehensive discussion on referencing is laid out in the library’s publication, which must be followed in detail. The following is a brief sample for illustration only: The Harvard (Name/Date) System uses name and year in text, e. g. According to Steinman (2003) there are three parts†¦ or A recent study (Steinman 2003) states there are three parts†¦ Direct quotes should have author, year and page number. This should be done as (Steinman, 2003:6) or Steinman (2003:6). If a quote crosses over pages you would write (Steinman, 2003:6-7). The purpose of the page reference is to enable the reader to find easily your source material. Particular points should also have page references whereas general themes from a complete article do not require the precise page number. Format in References Section The Harvard (Name/Date) System is listed at the end of the text in alphabetical order by author and date, e. g. Lafferty, B. A and Hult, M. T. (2001) A Synthesis of Contemporary Market Orientation Perspectives, European Journal of Marketing. Vol. 35:no. 12:pp. 2-109 Full specifications and examples are illustrated in the library’s monograph. Referencing Electronic sources: e. g. from the World Wide Web should be as follows: PC MAGAZINE. URL: http//www. ziff. com/~ PC Mag/(date of downloading/viewing) (Name, Date (of article), Title) (i. e. as well as any date attached to a document on the web, electronic references should also include the date on which the web was read for the particular source). The citation for non En glish works should follow the same order as English works. For books: author, date, title of book, publisher. For articles: author, date, title of article, title of journal, volume and page numbers. Further details for other electronic referencing are in the Library’s monograph â€Å"Cite them Right† Handbook and Guidance Booklet – 2011/12 Page 19 The Professional Project SECTION 7 – PROJECT SUBMISSION INFORMATION Projects are to be submitted to SHAPE UNN Office (room 309C) by no later than 4. 00 PM Friday 23rd March 2012. You must NOT exceed the deadlines given without an approved PEC. In exceptional circumstances late submission of the Project, up to a maximum of 2 weeks, may be sought. These must be approved in advance, with appropriate evidence, and are not meant to cover administrative difficulties. INCLUSION OF A DISK COPY OF THE PROJECT THREE CDs containing a complete copy of the body of the Project (appendices may be omitted as may diagrams within the body of the Project) is to be submitted along with the Project. The title page of the Project must be the first page on the disk. Non submission of a disk, or submission of a corrupt or blank disk will be regarded as an Academic Irregularity. Computer programmes are available which detect changes in grammar and style. The University uses such programmes as an aid in detecting plagiarism. Evidence from such programmes will be used in any disciplinary action taken by the University in cases of alleged plagiarism. Confidentiality This is regarded as an exceptional procedure and this must be agreed by the Tutor [who must be asked to the confidentiality form available on the blackboard site] and declared by the student to Reception on submission. The confidential Project will be pulped. If the confidentiality form is not submitted at hand in the Project will be regarded as non-confidential. It would be prudent to also state that the Project is confidential in footer on each page of the Project. Binding Requirements for Undergraduate Projects All Projects are bound in standard Business School covers. Students are required to submit TWO copies of the completed project. Newcastle Campus Projects submitted at Newcastle campus are submitted bound in standard Business School format. Handbook and Guidance Booklet – 2011/12 Page 20 The Professional Project Please note the Declarations statement must be signed and all pages in the correct order before taking the copies of the Project for binding. The procedure is: †¢ †¢ †¢ Pick up binding materials from SHAPE UNN office. Take the binded copies and CDs along to SHAPE UNN office by no later than 4. 00 pm on or before your hand in date with your Disc. Sign on the submission log sheet at the Reception to signify you had submitted the Project on time. Failed Projects A failed Project may or may not, depending upon the student’s overall performance, be re-submitted. That decision is made by the Examination Board. If a student’s performance merits a re-submitted Project according to the assessment regulations such that it would enable a student to improve upon the class of degree awarded the University (i. e. Examination Board) will invite the student to re-submit their Project. The student may accept or reject this offer. The Examination Board may direct that a new and unrelated topic be investigated. Any student whose Project falls into this category is so advised via the standard University Examination results letter sent at the end of the summer term. That letter will state whether re-submission is invited or not. Re-submitted Projects are submitted following the same process as described for first submission. The fees payable will be notified to students in their offer to retrieve and students should note that they will need to pay for the binding of this resubmission. Supervision is limited to one 20 minute meeting with the original tutor who will review the problems with the original submission. Mark Disclosure It is impossible for the prospective mark which a Project might achieve to be accurately estimated before a Project is formally marked. Every Project is marked and a sample is moderated. Some are marked a third (or more) time(s) either by External or Internal Examiners. The mark attached to a Project is a result of this process. It is therefore simply not possible for a tutor to give a definitive view as to exactly what standard a Project might reach. This does not, of course, preclude a tutor giving general guidance as to the calibre of the students work, but such guidance should be given and taken with due consideration to the above and can not be considered a binding assurance . Students will receive a copy of the completed assessment sheet following the conclusion of the examination boards. Handbook and Guidance Booklet – 2011/12 Page 21 The Professional Project APPENDIX A Proforma Note: This information must fit within the outline shown so that it will be visible through the window in the front cover. Please ensure your family name is in BLOCK CAPITALS NAME This is the position of the window in the front cover sheet Thomas JONES BA (Hons) Business Administration Helen Smith The Ethics of Advertising April 2009 Newcastle DEGREE TUTOR TITLE DATE O CAMPUS STUDENT No: 00/123456 Project submitted in partial fulfilment of the requirements of the BA (HONS) BUSINESS ADMINISTRATION of Northumbria University Handbook and Guidance Booklet – 2011/12 Page 22 The Professional Project Appendix B DECLARATIONS I declare the following:(1) that the material contained in this Project is the end result of my own work and that due acknowledgement has been given in the bibliography and references to ALL sources be they printed, electronic or personal. (2) the Word Count of this Project is: Section A: †¦Ã¢â‚¬ ¦. Section B: †¦Ã¢â‚¬ ¦.. Reflective Statement: †¦Ã¢â‚¬ ¦. Total Word Count: †¦Ã¢â‚¬ ¦.. (3) that unless this Project has been confirmed as confidential, I agree to an entire electronic copy or sections of the Project to being placed on Blackboard, if deemed appropriate, to allow future students the opportunity to see examples of past Projects. I understand that if displayed on Blackboard it would be made available for no longer than five years and that students would be able to print off copies or download. The authorship would remain anonymous. 4) I agree to my Project being submitted to a plagiarism detection service, where it will be stored in a database and compared against work submitted from this or any other School or from other institutions using the service. In the event of the service detecting a high degree of similarity between content within the service this will be reported back to my supervisor and second marker, who may decide to undertake further investi gation which may ultimately lead to disciplinary actions, should instances of plagiarism be detected. 5) I have read the University Policy Statement on Ethics in Research and Consultancy and the Policy for Informed Consent in Research and Consultancy and I declare that ethical issues have been considered and taken into account in this research. SIGNED: 1 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. DATE: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 Handbook and Guidance Booklet – 2011/12 Please remember to sign the declaration before submitting your Project. Page 23 The Professional Project Appendix C TABLE OF CONTENTS Title page Declaration and Word Count Abstract (to cover both sections) Acknowledgements Contents Page List of figures Glossary (if appropriate) Section A Part 1: Who I am as a learner? Implications for your learning Family friends to comment Part 2: Implications for career choice Lifelong learning Transferable skills Justify chosen career choice Appendix A – VARK, Myers Briggs, Belbin Inventory Appendix B – Curriculum vitae, two job adverts, a standard application form Appendix C – PowerPoint Presentation Section B Part 1 Introduction Reason for choice of topic Academic objectives of the Project Outline of each part Part 2 Part 3 Setting the Scene – if required Literature Review Rationale for literature reviewed Critical review of literature relating to academic objectives Part 4 References Bibliography Appendices: Reflective statement Last Page o o It is useful to specify the last page so that the reader may ensure that no pages have been omitted in error. Handbook and Guidance Booklet – 2011/12 Page 24 Summary and Conclusions The Professional Project Appendix D Ethics in Research The Northumbria University policy for ethics in research is to be found on the NBS Research Group Blackboard site. Checklist for NBS Students designing and conducting primary research Completely based on secondary data which has previously been published, is desk based and does not involve people in data collection? NO Does your research involve engagement with people in primary data collection? e. g. interview, focus group, questionnaire etc. YES YES There are not normally ethical issues to address. However you should remain ethically aware. Please ensure that you have not breached plagiarism or copyright regulations and have adequately referenced your material Handbook and Guidance Booklet – 2011/12 You should not involve children or vulnerable adults in your research (other than authorised exceptions with CRB checks) If researching in an NHS context, please discuss ethical approval with a representative from your workplace and gain advice from your supervisor/School Ethics Sub Committee before proceeding Read the policy on informed consent: http://northumbria. c. uk/static/worddocuments/informe dconsent and gain consent from the organisation and people involved. Use implied, verbal or written consent and complete, where appropriate, an informed consent form (available on Blackboard) Read guidelines and address anonymity/confidentiality in research design and writing up: http://northumbria. ac. uk/static/worddocuments/ethicsp olicy. doc Read guidelines on data protection : http://northumbria. ac. uk/sd/central/uso/ndp/nudpp Ensure that you have NOT used inducements to obtain participants Page 25 How to cite Pprf, Papers

The Matrix opening scenes analysis Essay Example For Students

The Matrix opening scenes analysis Essay Most of the diegetic sounds in the film are quite quiet, as they must not overrule the attention of the viewers, as that would not be realistic. Some of the diegetic sounds must be loud and intrusive like the phones ringing. This is sharp and sudden, and it is a very clever way of drawing attention to a certain object, in this case a phone. When the phone rings in the phone box outside the hotel, it triggers two events. Trinity runs to it in attempt to escape and the other is that the driver in the lorry driving past turns into an agent and drives straight towards Trinitys only means of escape. We will write a custom essay on The Matrix opening scenes analysis specifically for you for only $16.38 $13.9/page Order now This is a good example of how diegetic sound can be used to trigger events in a film and also a good way of linking scenes and events together. In the opening scenes Extra-Diegetic sound is used quite a lot. At the beginning, the music is quite similar to the noises that a computer makes when it is busy. When the camera zooms through the number 0 in the tracking device the music gets gradually louder, or crescendos This prepares the viewers for the first scene and lets them know when something special is about to start. The music in the first scene is very peculiar and mysterious. It creates an air of suspense, which is good as the first scene has a lot of action in it. The music adds character to the scene, if it wasnt there, the movie would be lifeless. This shows that extra diegetic sound is a vital part of any film. There are many said themes that can be related to The Matrix. The first of which is the second coming of Jesus. Neo, who is The One symbolises Jesus, coming to save the world again. He is the one who will set the people free and let them see the truth. Cypher represents Lucifer, a fallen angel and the rest of the crew on the Nebuchadnezzar are Jesus disciples. Another theme of the film is a stereotypical Man against Machine story. Man is afraid of machine and technology, yet it is man that creates it. The machines that have taken over the world and are blinding the people of the world from the truth are opposed to the crew aboard the Nebuchadnezzar who are trying to set the people free. The love story in The Matrix is very subtle, the first time I watched the movie I barely noticed it. In fact, at the end when Trinity declares her love for Neo, I was a little surprised. But after repeated viewings, Ive come to appreciate the understated way the relationship is shown. Trinitys feelings for Neo are communicated almost entirely through body language, and the meaning is very obvious once you know to look for it. It makes a lot of sense when you consider that both Neo and Trinity are programmers. They are not the type of people who would spend a lot of time talking about their feelings. Also, Trinity has heard the Oracles prophecy that she will meet a man, fall in love, and the man will be the One. So the relationships development is complicated by the fact that Trinity already knows what is going to happen. The vase is going to break theme (where it is ambiguous whether someones knowledge of the Oracles prediction may have caused the prediction to come true) is repeated, not only in Neos choice between Morpheus and himself, but also in Trinitys relationship with Neo. If the Oracle hadnt told her that she would fall in love with The One, and if Morpheus hadnt told Trinity that Neo was the one, she probably wouldnt have even considered him romantically. .ub5a2f4b1ef3594ba8ab742ea1cb4f6f5 , .ub5a2f4b1ef3594ba8ab742ea1cb4f6f5 .postImageUrl , .ub5a2f4b1ef3594ba8ab742ea1cb4f6f5 .centered-text-area { min-height: 80px; position: relative; } .ub5a2f4b1ef3594ba8ab742ea1cb4f6f5 , .ub5a2f4b1ef3594ba8ab742ea1cb4f6f5:hover , .ub5a2f4b1ef3594ba8ab742ea1cb4f6f5:visited , .ub5a2f4b1ef3594ba8ab742ea1cb4f6f5:active { border:0!important; } .ub5a2f4b1ef3594ba8ab742ea1cb4f6f5 .clearfix:after { content: ""; display: table; clear: both; } .ub5a2f4b1ef3594ba8ab742ea1cb4f6f5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub5a2f4b1ef3594ba8ab742ea1cb4f6f5:active , .ub5a2f4b1ef3594ba8ab742ea1cb4f6f5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub5a2f4b1ef3594ba8ab742ea1cb4f6f5 .centered-text-area { width: 100%; position: relative ; } .ub5a2f4b1ef3594ba8ab742ea1cb4f6f5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub5a2f4b1ef3594ba8ab742ea1cb4f6f5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub5a2f4b1ef3594ba8ab742ea1cb4f6f5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub5a2f4b1ef3594ba8ab742ea1cb4f6f5:hover .ctaButton { background-color: #34495E!important; } .ub5a2f4b1ef3594ba8ab742ea1cb4f6f5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub5a2f4b1ef3594ba8ab742ea1cb4f6f5 .ub5a2f4b1ef3594ba8ab742ea1cb4f6f5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub5a2f4b1ef3594ba8ab742ea1cb4f6f5:after { content: ""; display: block; clear: both; } READ: Analysis of Sexual Harassment EssayAt the end of the movie, when Trinity kisses Neo and he then returns to life, one interpretation is that her kiss awakens or revives him. This is a restatement of the Sleeping Beauty myth, though with the genders reversed. Symbolically, Trinitys kiss and declaration of love resurrects Neo and transforms him into the One. Trinity: Neo, Im not afraid any more. The Oracle told me that I would fall in love and that man, the man that I loved, would be the One. So you see, you cant be dead. You cant be. Because I love you. You hear me? I love you. The Oracle had told Neo, you got the gift, but it looks like youre waiting for something. In The Matrix as love story, it is Trinity that he was waiting for. She enables him to use his gift. The positioning of the Camera is vital to make a good film. It determines what the audience can see and what they cannot, therefore the camera can hide certain things that the director wants to keep a mystery or they can reveal things that the characters in the film cannot see, therefore giving the audience an advantage over the actual character, this however can make things very predictable for the audience. In the first scene of The Matrix there are many different styles of camera shots, some which are completely unique to The Matrix and have never been used before in any film. A lot of the shots track one certain character, although there are still often montages of many different shots. When the camera tracks a certain character, it is a good way to show how fast they can go, or where they are going. This is shown in The Matrix when the Agent is running after Trinity along the roofs of some warehouses. This scene shows just how fast and stable that the two characters are, and how close they are to each other. Also, this is shown when Trinity and the Agent in the lorry are both heading for the phone box. It shows how close it was to trinity getting killed. In some parts of The Matrix, the special effects team have slowed everything down immensely, even to show the bullets moving through the air. This effect is called bullet time, and it is unique to one film. The Matrix. Bullet time is used during the special fighting moves and for camera effects throughout the film. It is one of the special effects that made The Matrix one of the most famous films in history. The effect is used to aesthetically please the audience and it links in with the films genre, sci-fi because it usually slows down action scenes where the actors are doing something inhumanely possible, showing that the characters are different in some way. Bullet time is first used during the opening scene, when Trinity jumps up to kick a policeman. The camera spins 360 degrees around Trinity, and then speeds up to real-time just in time for her to kick the policeman in his face. Bullet time is used for the viewers to appreciate just how fast these action characters can move, it is also a way of saying Hey! Look at our special effects. Using this special effect early on suggests that the film with be packed with them. Which, of course it is. The Matrix is a film about knowledge and truth, which are two of the most sought after materials in the world. As long as one of them is still in the Matrix, people will still seek for them. By taking the Red Pill, the possibility of finding both of these things is present. Being given such great possibilities, who would even think Why oh why didnt I take the blue pill? Yes there are greater responsibilities involved, but who could turn down the opportunity to know the truth about reality, life, and the world. The red pill is the only way to go. Perhaps ignorance is bliss for some, but a vast majority of people would like to know the answers to lifes most asked questions, and being outside of the Matrix is the only way to get them.

1949 UN Resolution Calling for Referendum on Kashmir

1949 UN Resolution Calling for Referendum on Kashmir Pakistan was carved out of India in 1947 as the Muslim counterweight to Indias Hindu population. Predominantly Muslim Kashmir to the north of both countries was divided between them, with India dominating two-thirds of the region and Pakistan one third. A Muslim-led revolt against the Hindu ruler triggered a build-up of Indian troops and an attempt by India to annex the whole in 1948, provoking a war with Pakistan, which sent troops and Pashtun tribesmen to the region. A UN commission called for the withdrawal of both countries troops in August 1948. The United Nations brokered a cease-fire in 1949, and a five-member commission made up of Argentina, Belgium, Columbia, Czechoslovakia and the United States drew up a resolution calling for a referendum to decide Kashmirs future. The full text of the resolution, which India never allowed to be implemented, follows. Resolution of the Commission of January 5, 1949 The United Nations Commission for India and Pakistan, Having received from the Governments of India and Pakistan, in communications dated 23 December and 25 December 1948, respectively, their acceptance of the following principles which are supplementary to the Commissions Resolution of 13 August 1948: 1. The question of the accession of the State of Jammu and Kashmir to India or Pakistan will be decided through the democratic method of a free and impartial plebiscite; 2. A plebiscite will be held when it shall be found by the Commission that the cease-fire and truce arrangements set forth in Parts I and II of the Commissions resolution of 13 August 1948 have been carried out and arrangements for the plebiscite have been completed; 3. (a) The Secretary-General of the United Nations will, in agreement with the Commission, nominate a Plebiscite Administrator who shall be a personality of high international standing and commanding general confidence. He will be formally appointed to office by the Government of Jammu and Kashmir.(b) The Plebiscite Administrator shall derive from the State of Jammu and Kashmir the powers he considers necessary for organizing and conducting the plebiscite and for ensuring the freedom and impartiality of the plebiscite.(c) The Plebiscite Administrator shall have authority to appoint such staff of assistants and observes as he may require. 4. (a) After implementation of Parts I and II of the Commissions resolution of 13 August 1948, and when the Commission is satisfied that peaceful conditions have been restored in the State, the Commission and the Plebiscite Administrator will determine, in consultation with the Government of India, the final disposal of Indian and State armed forces, such disposal to be with due regard to the security of the State and the freedom of the plebiscite.(b) As regards the territory referred to in A.2 of Part II of the resolution of 13 August, final disposal of the armed forces in that territory will be determined by the Commission and the Plebiscite Administrator in consultation with the local authorities. 5. All civil and military authorities within the State and the principal political elements of the State will be required to co-operate with the Plebiscite Administrator in the preparation for the holding of the plebiscite. 6. (a) All citizens of the State who have left it on account of the disturbances will be invited and be free to return and to exercise all their rights as such citizens. For the purpose of facilitating repatriation there shall be appointed two Commissions, one composed of nominees of India and the other of nominees of Pakistan. The Commission shall operate under the direction of the Plebiscite Administrator. The Governments of India and Pakistan and all authorities within the State of Jammu and Kashmir will collaborate with the Plebiscite Administrator in putting this provision into effect.(b) All person (other than citizens of the State) who on or since 15 August 1947 have entered it for other than lawful purpose, shall be required to leave the State. 7. All authorities within the State of Jammu and Kashmir will undertake to ensure, in collaboration with the Plebiscite Administrator, that: (a) There is no threat, coercion or intimidation, bribery or other undue influence on the voters in the plebiscite;(b) No restrictions are placed on legitimate political activity throughout the State. All subjects of the State, regardless of creed, caste or party, shall be safe and free in expressing their views and in voting on the question of the accession of the State to India or Pakistan. There shall be freedom of the press, speech and assembly and freedom of travel in the State, including freedom of lawful entry and exit;(c) All political prisoners are released;(d) Minorities in all parts of the State are accorded adequate protection; and(e) There is no victimization. 8. The Plebiscite Administrator may refer to the United Nations Commission for India and Pakistan problems on which he may require assistance, and the Commission may in its discretion call upon the Plebiscite Administrator to carry out on its behalf any of the responsibilities with which it has been entrusted; 9. At the conclusion of the plebiscite, the Plebiscite Administrator shall report the result thereof to the Commission and to the Government of Jammu and Kashmir. The Commission shall then certify to the Security Council whether the plebiscite has or has not been free and impartial; 10. Upon the signature of the truce agreement the details of the foregoing proposals will be elaborated in the consultations envisaged in Part III of the Commissions resolution of 13 August 1948. The Plebiscite Administrator will be fully associated in these consultations; Commends the Governments of India and Pakistan for their prompt action in ordering a cease-fire to take effect from one minute before midnight of 1 January 1949, pursuant to the agreement arrived at as provided for by the Commissions Resolution of 13 August 1948; and Resolves to return in the immediate future to the Sub-continent to discharge the responsibilities imposed upon it by the Resolution of 13 August 1948 and by the foregoing principles.

Castle Garden Was Americas First Immigration Center

Castle Garden Was America's First Immigration Center Castle Clinton, also referred to as Castle Garden, is a fort and national monument located in Battery Park at the southern tip of Manhattan in New York City. The structure has served as a fort, theater, opera house, national immigrant receiving station, and aquarium throughout its long history. Today, Castle Garden is called Castle Clinton National Monument and serves as the ticket center for ferries to Ellis Island and the Statue of Liberty. History of Castle Garden Castle Clinton began its interesting life as a fort built to defend New York Harbor from the British during the War of 1812. Twelve years after the war it was ceded to New York City by the U.S. Army. The former fort reopened in 1824 as Castle Garden, a public cultural center and theatre. Following the passage of the Passenger Act of 3 March 1855, designed to safeguard the health and welfare of immigrant passengers to the U.S., New York passed its own legislation to establish a receiving station for immigrants. Castle Garden was chosen for the site, becoming Americas first immigrant receiving center and welcoming more than 8 million immigrants before it was closed on April 18, 1890. Castle Garden was succeeded by Ellis Island in 1892. In 1896 Castle Garden became the site of the New York City Aquarium, a capacity in which it served until 1946 when plans for the Brooklyn-Battery Tunnel called for its demolition. The public outcry at the loss of the popular and historic building saved it from destruction, but the aquarium was closed and Castle Garden stood vacant until it was reopened by the National Park Service in 1975. Castle Garden Immigration Station From August 1, 1855 through April 18, 1890, immigrants arriving in the state of New York came through Castle Garden. Americas first official immigrant examining and processing center, Castle Garden welcomed approximately 8Â  million immigrants - most from Germany, Ireland, England, Scotland, Sweden, Italy, Russia, and Denmark. Castle Garden welcomed its last immigrant on April 18, 1890. After the closing of Castle Garden, immigrants were processed at an old barge office in Manhattan until the opening of the Ellis Island Immigration Center on 1 January 1892. More than one in six native-born Americans are descendants of the eight million immigrants who entered the United States through Castle Garden. Researching Castle Garden Immigrants The free CastleGarden.org database, provided online by the New York Battery Conservancy, allows you to search by name and time period for immigrants who arrived in Castle Garden between 1830 and 1890. Digital copies of many of the ship manifests can be accessed through a paid subscription to Ancestry.coms New York Passenger Lists, 1820–1957. Some images are also available for free on FamilySearch. Microfilms of the manifests can also be obtained through your local Family History Center or National Archives (NARA) branches. The CastleGarden database is down somewhat frequently. If you receive an error message, try the alternative search features from Steve Morses Searching the Castle Garden Passenger Lists in One Step. Visiting Castle Garden Located at the southern tip of Manhattan, convenient to NYC bus and subway routes, Castle Clinton National Monument is under the administration of the National Park service and serves as a visitor center for Manhattans national parks. The walls of the original fort remain intact, and park ranger-led and self-guided tours describe the history of Castle Clinton / Castle Garden. Open daily (except Christmas) from 8:00am to 5:00pm. Admission and tours are free.

Compressing the supply chain through E-commerce for the customer Dissertation

Compressing the supply chain through E-commerce for the customer benefit in the fashion industry - Dissertation Example h higher volumes of consumers across the world due to high adoption levels of Internet consumption has reduced dependency on decentralized procurement and distribution systems, allowing them to centralize these functions for efficiency, time, and also cost savings. In Sweden, as one example, 90 percent of consumers use the Internet (Entertainment NewsWeekly 2011). In Singapore, younger consumers are buying fashion products via the Internet at a growth rate of approximately 10 percent annually (Ramchandani 2011). In the United States, e-commerce sales are estimated, currently, at $227.6 billion (Steigrad 2011). It is these growth patterns in online fashion consumption that continue to provide new opportunities to compress traditional supply chains to include more efficiency and replenishment for fashion products that have very limited life cycles. Reducing the dependency on traditional collaborations, the newer, unrestricted geographic boundaries imposed by less efficient procurement and distribution systems and even changing consumer trends for purchasing and demand continue to drive new synergies for using e-commerce as a fashion supply model. Research aims and objectives This research project aims to identify how to achieve maximized customer benefit by using e-commerce as a tool to compress the supply chain. Cost-reduction, improved efficiency, streamlined supply chain processes and fashion replenishment will be examined to determine how to gain outputs that lead to customer benefits. The research objectives are as follows: 1. Determine the nature of consumer fashion market demand driving new e-commerce procurement and distribution models. 2. Identify the current e-commerce supply chain models currently finding success in key fashion markets. 3. Determine how... This research project will tackle the issues of e-commerce within the supply chain under the premise that there is no pre-existing template that provides greater benefit to the customer. Thus, the project will be wholly exploratory in design. The traditional agile supply chain methodology involves demand-driven systems. In such a chain, market data and information are exchanged from the business to all layers of the supply chain process in order to forecast and deliver replenishment to meet consumer demand. However, agile supply networks seem to only have this title for their ability to provide merchandise by moving sourcing closer to specific target consumer markets (Barnes and Lea-Greenwood). Even under agile systems, merchandise planning failures have caused price increases on consumer goods, high levels of excess inventories, and significantly lower margins that come from demand uncertainty and collaborative failures within this vast network of procurement and distribution. Why is this? In the sourcing process, considerable investment is included in testing procedures once the textile raw materials have been purchased. All quality assurance processes are different depending on the fashion merchandiser, however it usually includes quality checks of threads, buttons, zipper durability, and testing fabric swatches/samples against existing quality standards templates. The Hong Kong Clothing Company, as one example, boasts an agile supply chain network that includes rigorous quality checks prior to even distributing the raw materials/textiles to the production floor in-house.

Close reading Essay Example | Topics and Well Written Essays - 1250 words

Close reading - Essay Example Matusky and Sooi (2004) studied the Malaysian dance and commented that the Malaysian musical traditions were always accompanied with dance or dance drama that did not have any dialogue as its essence was to engage the audience to the set act so that they could derive a meaning out of the performance. This acted as an act that included the attributes of the classical or folk music2. As a result, the dance incorporated the use of the body more so the hands and the feet. Thus through their traditional Malay music, the Malay dancer(s) introduced the use of hands as they swayed their hands from side to side or up and down as a form to express emotion and attachment to the song. Malay classical dance history and characteristics The early Malay dances incorporated various dance forms such as mak yong, mek mulung and manohra and these were practiced often in the courts thus their origination. The mak yong comprised of a much dramatized dance act that depicted the stories of the princes and p rincesses. The women who acted as princesses wore royal costumes while the men wore the same costumes and an additional male clown. Their dance was also accompanied by drums, gongs and a serunai. The dance is also related to Puteri, which is an ancient ritual that was believed, that when it was performed by the dancers, it was prone to release supernatural powers and as a result, the kings did not follow much on that, rather they adopted the dance that was related to theatrical performances. This dance involved the simple act of a female and a male at the courts. Manohra also shares some aspects with mak yong such as the dance that consists of the female and the male and it also incorporates more of dance rather than the story that is behind to the dance set being performed. Manohra also served as a traditional and respected ritual and it was also believed to have the aspect of super natural powers. When the dance was performed, it was always accompanied with the serunai, two gedung , two gedumbak, kesi, bamboo or wood clappers and gongs. As of today, there exists only two active manohra groups’ in Malaysia and tey happen to occupy the parts of Kelantan. Mek mulung on the other hand involved a dance drama that depicted a local legend that had happened in the community. As a result this dance also had the same aspects in meaning and body gesture when compared to mak yong and manohra. When the dance was performed, it was always accompanied with the use of the serembong, gong, serunai and ceruk. The oldest surviving Malaysian performance traditions can be dated back to the peoples of the Orang Asli communities of Peninsular Malaysia who are very scarce in numbers in the region. Some of the community sub groups include the Negrito communities that include the Bateq, Jahai, Kensui, Kintak, Lanoh and Mendriq peoples and they are located in the Kelantan, Pahang, Perak and Terengganu regions. The Senoi include the Che Wong, Jahut, Mahmeri, Semai, Semoq Beri and Temiar peoples who are located in Kelantan, Pahang, Perak and Selangor, and the Proto-Malay peoples incorporate the Jakun, Orang Kanaq, Orang Laut, Orang Seletar, Semelai and Temuan) majoritively in Johor, Melaka, Negeri Sembilan and Pahang. The Orang Asli performances involved the incorporation of music, song and dance and they were preformed mainly at social events

missouri compromise :: essays research papers

The forefathers of our country had many ideals on the inherent inalienable rights of man, although this did not hold true for all peoples. Our country practiced slavery of the African. The agricultural economy of the south required the labor of slaves to complete their work. The Northwest Ordinance of 1787 outlawed slavery of the current territory of the United States, but after the purchase of the Louisiana Territory and the settlement to come, the question of slavery was once again forced into the political arena of our country.1 The Missouri Compromise would be an effort to once again silence this issue. The articulate speeches of the 16th congress both north and south showed the strong positions held by each side.   Ã‚  Ã‚  Ã‚  Ã‚  The defense of slavery in the 1790 – 1820 period may be characterized generally as being in a state quiescence, only occasionally roused from a passive condition to become articulate. On the other hand, the idea of slavery in the North was just beginning to become formulated, and many northerners were beginning to see slavery as a threat to their institution of government. Thomas Jefferson, a proponent of the natural rights theory, stated that slavery was a â€Å"cruel war against human nature itself violating its most sacred rights of life and liberty in persons of a distant land.†2 While the attitudes of northerners and southerners was not completely one for slavery, and on against, the events of the Missouri debates would bring our country into a new era of a widening schism between North and South with slavery as the main cause. Never before had the South so vigorously defended slavery against the onslaught of northern offense. When the bill was first proposed in 1819 the number of free and slave states was equal at 11. When the debate got underway, Taylor and Tallmadge stated the argument strongly for the restricitonists, and Scott, Missouri’s territorial delegate, for the right of unqualified admission. Upon such a controversy, Missouri’s favor was already maintaing slavery in its border and the population warranted statehood. By the compromise of 1787 Missouri would have become a free state because of the majority being North of the Ohio River. Slaveholders, however, were determined to bring slavery into Missouri, and a substantial number of slaveholders settled in Missouri.3 The proponents of the Missouri Bill argued that congress had no right to interfere with the construction of a state constitution except that it be Republican in form.

Shadow Kiss Chapter 18

Eighteen EVERYTHING BECAME FUZZY after that. I had vague impressions of moving in and out of consciousness, of people saying my name, and of being in the air again. Eventually, I woke up in the school's infirmary and found Dr. Olendzki looking down at me. â€Å"Hello, Rose,† she said. She was a middle-aged Moroi and often joked that I was her number one patient. â€Å"How are you feeling?† The details of what had happened came back. The faces. Mason. The other ghosts. The terrible pain in my head. All of it was gone. â€Å"Fine,† I said, half-surprised to be saying those words. For a moment, I wondered if maybe it had all been a dream. Then I looked beyond her and saw Dimitri and Alberta looming nearby. The looks on their faces told me the events on the plane had indeed been real. Alberta cleared her throat, and Dr. Olendzki glanced back. â€Å"May we?† Alberta asked. The doctor nodded, and the other two stepped forward. Dimitri, as always, was a balm to me. No matter what happened, I always felt a little safer in his presence. Yet even he hadn't been able to stop what had happened at the airport. When he looked at me like he was now, with an expression of such tenderness and concern, it triggered mixed feelings. Part of me loved that he cared so much. The other part wanted to be strong for him and didn't want to make him worry. â€Å"Rose†¦Ã¢â‚¬  began Alberta uncertainly. I could tell she had no clue how to go about this. What had happened was beyond her realm of experience. Dimitri took over. â€Å"Rose, what happened back there?† Before I could utter a word, he cut me off. â€Å"And do not say it was nothing this time.† Well, if I couldn't fall back on that answer, then I didn't know what to say. Dr. Olendzki pushed her glasses up the bridge of her nose. â€Å"We only want to help you.† â€Å"I don't need any help,† I said. â€Å"I'm fine.† I sounded just like Brandon and Brett. I was probably only one step away from saying, â€Å"I fell.† Alberta finally regained herself. â€Å"You were fine when we were in the air. When we landed, you were most definitely not fine.† â€Å"I'm fine now,† I replied stonily, not meeting their eyes. â€Å"What happened then?† she asked. â€Å"Why the screaming? What did you mean when you said we needed to make ‘them' go away?† I briefly considered my other fallback answer, the one about stress. That sounded completely stupid now. So, again, I said nothing. To my surprise, I felt tears build up in my eyes. â€Å"Rose,† murmured Dimitri, voice as soft as silk against my skin. â€Å"Please.† Something in that cracked me. It was so hard for me to stand against him. I turned my head and stared at the ceiling. â€Å"Ghosts,† I whispered. â€Å"I saw ghosts.† None of them had expected that, but honestly, how could they have? Heavy silence fell. Finally, Dr. Olendzki spoke in a faltering voice. â€Å"W-what do you mean?† I swallowed. â€Å"He's been following me for the last couple of weeks. Mason. On campus. I know it sounds crazy – but it's him. Or his ghost. That's what happened with Stan. I locked up because Mason was there, and I didn't know what to do. On the plane†¦ I think he was there too †¦ and others. But I couldn't exactly see them when we were in the air. Just glimpses†¦ and the headache. But when we landed in Martinville, he was there in full form. And – and he wasn't alone. There were others with him. Other ghosts.† A tear escaped from my eye, and I hastily wiped at it, hoping none of them had seen it. I waited then, not sure what to expect. Would someone laugh? Tell me I was crazy? Accuse me of lying and demand to know what had really happened? â€Å"Did you know them?† Dimitri asked finally. I turned back and actually met his eyes. They were still serious and concerned, no mockery. â€Å"Yeah †¦ I saw some of Victor's guardians and the people from the massacre. Lissa's†¦Lissa's family was there too.† Nobody said anything after that. They all just sort of exchanged glances, hoping perhaps that one of the others might shed light on all this. Dr. Olendzki sighed. â€Å"Could I speak with the two of you privately?† The three of them stepped out of the examining room, shutting the door behind them. Only it didn't quite catch. Scrambling off the bed, I crossed the room and stood by the door. The tiny crack was just enough for my dhampir hearing to pick up the conversation. I felt bad about eavesdropping, but they were talking about me, and I couldn't shake the feeling that my future was on the line here. † – obvious what's going on,† hissed Dr. Olendzki. It was the first time I'd ever heard her sound so irate. With patients, she was the picture of serenity. It was hard to imagine her angry, but she was clearly pissed off now. â€Å"That poor girl. She's undergoing post-traumatic stress disorder, and it's no wonder after everything that's happened.† â€Å"Are you sure?† asked Alberta. â€Å"Maybe it's something else†¦Ã¢â‚¬  But as her words trailed off, I could tell she didn't really know of anything else that would explain it. â€Å"Look at the facts: a teenage girl who witnessed one of her friends getting killed and then had to kill his killer. You don't think that's traumatic? You don't think that might have had the tiniest effect on her?† â€Å"Tragedy is something all guardians have to deal with,† said Alberta. â€Å"Maybe there's not much to be done for guardians in the field, but Rose is still a student here. There are resources that can help her.† â€Å"Like what?† asked Dimitri. He sounded curious and concerned, not like he was challenging her. â€Å"Counseling. Talking to someone about what happened can do worlds of good. You should have done that as soon as she got back. You should do it for the others who were with her while you're at it. Why doesn't anyone think of these things?† â€Å"It's a good idea,† said Dimitri. I recognized the tone in his voice – his mind was spinning. â€Å"She could do it on her day off.† â€Å"Day off? More like every day. You should pull her from this entire field experience. Fake Strigoi attacks are not the way to recover from a real one.† â€Å"No!† I had pushed open the door before I realized it. They all stared at me, and I immediately felt stupid. I'd just busted myself for spying. â€Å"Rose,† said Dr. Olendzki, returning to her caring (but slightly chastising) doctor mode. â€Å"You should go lie down.† â€Å"I'm fine. And you can't make me quit the field experience. I won't graduate if you do.† â€Å"You aren't well, Rose, and there's nothing to be ashamed of after what's happened to you. Thinking you're seeing the ghost of someone who died isn't too out there when you consider the circumstances.† I started to correct her on the thinking you're seeing part but then bit it off. Arguing that I'd really seen a ghost wasn't probably going to do me any favors, I decided, even if I was starting to believe that was exactly what I was seeing. Frantically, I tried to think of a convincing reason to stay in the field experience. I was usually pretty good at talking myself out of bad situations. â€Å"Unless you're going to put me in counseling 24/7, you're just going to make it worse. I need something to do. Most of my classes are on hold right now. What would I do? Sit around? Think more and more about what happened? I'll go crazy – for real. I don't want to sit on the past forever. I need to get moving with my future.† This threw them into an argument about what to do with me. I listened, biting my tongue, knowing I needed to stay out of it. Finally, with some grumbling from the doctor, they all decided I would go on half-time for the field experience. It proved to be the ideal compromise for everyone – well, except me. I just wanted life to go on exactly as it had. Still, I knew this was probably as good a deal as I'd get. They decided that I'd do three days of field experience a week, with no night duties. During the other days, I'd have to do some training and whatever bookwork they dug up for me. I'd also have to see a counselor, which I wasn't thrilled about. It wasn't that I had anything against counselors. Lissa had been seeing one, and it had been really useful for her. Talking things out helped. It was just†¦well, this was just something I didn't want to talk about. But if it came down to this or being kicked out of the field experience, I was more than happy to go with this. Alberta felt they could still justify passing me on half-time. She also liked the idea of having counseling going on at the same time I was dealing with fake Strigoi attacks – just in case they really were traumatizing. After a bit more examination, Dr. Olendzki gave me a clean bill of health and told me I could go back to my dorm. Alberta left after that, but Dimitri stuck around to walk me back. â€Å"Thanks for thinking of the half-time thing,† I told him. The walkways were wet today because the weather had warmed up after the storm. It wasn't bathing suit weather or anything, but a lot of the ice and snow were melting. Water dripped steadily from trees, and we had to sidestep puddles. Dimitri came to an abrupt stop and turned so that he stood right in front of me, blocking my path. I skidded to a halt, nearly running into him. He reached out and grabbed my arm, pulling me closer to him than I would have expected him to do in public. His fingers bit deep into me, but they didn't hurt. â€Å"Rose,† he said, the pain in his voice making my heart stop, â€Å"this shouldn't have been the first time I heard about this! Why didn't you tell me? Do you know what it was like? Do you know it was like for me to see you like that and not know what was happening? Do you know how scared I was?† I was stunned, both from his outburst and our proximity. I swallowed, unable to speak at first. There was so much on his face, so many emotions. I couldn't recall the last time I'd seen that much of him on display. It was wonderful and frightening at the same time. I then said the stupidest thing possible. â€Å"You're not scared of anything.† â€Å"I'm scared of lots of things. I was scared for you.† He released me, and I stepped back. There was still passion and worry written all over him. â€Å"I'm not perfect. I'm not invulnerable.† â€Å"I know, it's just†¦Ã¢â‚¬  I didn't know what to say. He was right. I always saw Dimitri as larger than life. All-knowing. Invincible. It was hard for me to believe that he could worry about me so much. â€Å"And this has been going on for a long time too,† he added. â€Å"It was going on with Stan, when you were talking to Father Andrew about ghosts – you were dealing with it this whole time! Why didn't you tell anyone? Why didn't you tell Lissa †¦ or †¦ me?† I stared into those dark, dark eyes, those eyes I loved. â€Å"Would you have believed me?† He frowned. â€Å"Believed what?† â€Å"That I'm seeing ghosts.† â€Å"Well†¦ they aren't ghosts, Rose. You only think they are because – â€Å" â€Å"That's why,† I interrupted. â€Å"That's why I couldn't tell you or anybody. Nobody would believe me, not without thinking I'm crazy.† â€Å"I don't think you're crazy,† he said. â€Å"But I think you've been through a lot.† Adrian had said almost the exact same thing when I asked him how I could tell if I was crazy or not. â€Å"It's more than that,† I said. I started walking again. Without even taking another step, he reached out and grabbed me once more. He pulled me back to him, so that we now stood even closer than before. I glanced uneasily around again, wondering if someone might see us, but the campus was deserted. It was early, not quite sunset, so early that most people probably weren't even up for the school day yet. We wouldn't see activity around here for at least another hour. Still, I was surprised to see Dimitri was still risking it. â€Å"Tell me then,† he said. â€Å"Tell me how it's more than that.† â€Å"You won't believe me,† I said. â€Å"Don't you get it? No one will. Even you †¦ of all people.† Something in that thought made my voice catch. Dimitri understood so much about me. I wanted – needed – him to understand this too. â€Å"I'll†¦try. But I still don't think you really understand what's happening to you.† â€Å"I do,† I said firmly. â€Å"That's what no one realizes. Look, you have to decide once and for all if you really do trust me. If you think I'm a child, too na?ve to get what's going on with her fragile mind, then you should just keep walking. But if you trust me enough to remember that I've seen things and know things that kind of surpass those of others my age†¦well, then you should also realize that I might know a little about what I'm talking about.† A lukewarm breeze, damp with the scent of melted snow, swirled around us. â€Å"I do trust you, Roza. But†¦ I don't believe in ghosts.† The earnestness was there. He did want to reach out to me, to understand†¦but even as he did, it warred with beliefs he wasn't ready to change yet. It was ironic, considering tarot cards apparently spooked him. â€Å"Will you try to?† I asked. â€Å"Or at the very least try not to write this off to some psychosis?† â€Å"Yes. That I can do.† So I told him about my first couple of Mason sightings and how I'd been afraid to explain the Stan incident to anyone. I talked about the shapes I'd seen on the plane and described in more detail what I'd seen on the ground. â€Å"Doesn't it seem kind of, um, specific for a random stress reaction?† I asked when I finished. â€Å"I don't know that you can really expect ‘stress reactions' to be random or specific. They're unpredictable by nature.† He had that thoughtful expression I knew so well, the one that told me he was turning over all sorts of things in his head. I could also tell that he still wasn't buying this as a real ghost story but that he was trying very hard to keep an open mind. He affirmed as much a moment later: â€Å"Why are you so certain these aren't just things you're imagining?† â€Å"Well, at first I thought I was imagining it all. But now †¦ I don't know. There's something about it that feels real†¦ even though I know that isn't actually evidence. But you heard what Father Andrew said – about ghosts sticking around after they die young or violently.† Dimitri actually bit his lip. He'd been about to tell me not to take the priest literally. Instead he asked, â€Å"So you think Mason's back for revenge?† â€Å"I thought that at first, but now I'm not so sure. He's never tried to hurt me. He just seems like he wants something. And then †¦ all those other ghosts seemed to want something too – even the ones I didn't know. Why?† Dimitri gave me a sage look. â€Å"You have a theory.† â€Å"I do. I was thinking about what Victor said. He mentioned that because I'm shadow-kissed – because I died – I have a connection to the world of the dead. That I'll never entirely leave it behind me.† His expression hardened. â€Å"I wouldn't put a lot of stock in what Victor Dashkov tells you.† â€Å"But he knows things! You know he does, no matter how big an asshole he is.† â€Å"Okay, supposing that's true, that being shadow-kissed lets you see ghosts, why is it happening now? Why didn't it happen right after the car accident?† â€Å"I thought of that,† I said eagerly. â€Å"It was something else Victor said – that now that I was dealing in death, I was that much closer to the other side. What if causing someone else's death strengthened my connection and now makes this possible? I just had my first real kill. Kills, even.† â€Å"Why is it so haphazard?† asked Dimitri. â€Å"Why does it occur when it does? Why the airplane? Why not at Court?† My enthusiasm dimmed a little. â€Å"What are you, a lawyer?† I snapped. â€Å"You question everything I'm saying. I thought you were going to have an open mind.† â€Å"I am. But you need to too. Think about it. Why this pattern of sightings?† â€Å"I don't know,† I admitted. I sagged in defeat. â€Å"You still think I'm crazy.† He reached out and cupped my chin, tipping my face up to look at his. â€Å"No. Never. Not one of these theories makes me think you're crazy. But I've always believed the simplest explanation makes sense. Dr. Olendzki's does. The ghost one has holes. But, if you can find out more†¦then we may have something to work with.† â€Å"We?† I asked. â€Å"Of course. I'm not leaving you alone on this, no matter what. You know I'd never abandon you.† There was something very sweet and noble about his words, and I felt the need to return them, though mostly I ended up sounding idiotic. â€Å"And I won't ever abandon you, you know. I mean it†¦ not that this stuff ever happens to you, of course, but if you start seeing ghosts or anything, I'll help you through it.† He gave a small, soft laugh. â€Å"Thanks.† Our hands found each other's, fingers lacing together. We stood like that for almost a full minute, neither of us saying anything. The only place we touched was our hands. The breeze picked up again, and although the temperature was probably only in the forties, it felt like spring to me. I expected flowers to burst into bloom around us. As though sharing the same thought, we released our hands at the same time. We reached my dorm shortly after that, and Dimitri asked if I'd be okay going in on my own. I told him I'd be fine and that he should go do his own thing. He left, but just as I was about to step through the lobby door, I realized my overnight bag was still back at the med clinic. Muttering a few things that would have gotten me a detention, I turned around and hurried back in the direction I'd just come. Dr. Olendzski's receptionist motioned me toward the examining rooms when I told her why I was there. I retrieved the bag from my now-empty room and turned into the hall to leave. Suddenly, in the room opposite mine, I saw someone lying in bed. There was no sign of any of the clinic's staff, and my curiosity – always getting the better of me – made me peek inside. It was Abby Badica, a senior Moroi. Cute and perky were the adjectives that usually came to mind when I described Abby, but this time, she was anything but. She was bruised and scratched up, and when she turned her face to look at me, I saw red welts. â€Å"Let me guess,† I said. â€Å"You fell.† â€Å"W-what?† â€Å"You fell. I hear that's the standard answer: Brandon, Brett, and Dane. But I'll tell you the truth – you guys need to come up with something else. I think the doctor's getting suspicious.† Her eyes went wide. â€Å"You know?† It was then that I realized my mistake with Brandon. I'd come at him demanding answers, which had made him reluctant to share anything. Those who'd questioned Brett and Dane had faced similar results. With Abby, I realized that I just had to act like I already knew the answers, and then she'd give up the information. â€Å"Of course I know. They told me everything.† â€Å"What?† she squeaked. â€Å"They swore not to. It's part of the rules.† Rules? What was she talking about? The royal-bashing vigilante group I'd been picturing didn't really seem like the type to have rules. There was something else going on here. â€Å"Well, they didn't have much of a choice. I don't know why, but I keep finding you guys afterward. I had to help cover for them. I'm telling you, I don't know how much longer this can go on without someone asking more questions.† I spoke like I was a sympathizer, wanting to help if I could. â€Å"I should have been stronger. I tried, but it wasn't enough.† She looked tired – and in pain. â€Å"Just keep quiet until everything's set, okay? Please?† â€Å"Sure,† I said, dying to know what she'd â€Å"tried.† â€Å"I'm not going to drag anyone else in. How'd you even end up here? You're supposed to avoid attracting attention.† Or so I assumed. I was totally making this up as I went along. She grimaced. â€Å"The dorm matron noticed and made me come in. If the rest of the Man? finds out, I'm going to get in trouble.† â€Å"Hopefully the doctor'll send you on your way before any of them find out. She's kind of busy. You've got the same marks as Brett and Brandon, and none of theirs were that serious.† So I hoped. â€Å"The†¦uh, burn marks were a little tricky, but they haven't had any problems.† It was a gamble in my game here. Not only did I have no clue about the specifics of Brett's injuries, I also didn't actually know if those marks Jill had described on him were burns. If they weren't, I might have just blown my insider act. But, she didn't correct me, and her fingers absentmindedly touched one of the welts. â€Å"Yeah, they said the damage wouldn't last. I'll just have to make up something for Olendzki.† A small flicker of hope shone in her eyes. â€Å"They said they wouldn't, but maybe†¦maybe they'll let me try again.† It was at that moment that the good doctor returned. She was surprised to see me still there and told me I needed to get back home and rest. I said goodbye to both of them and trekked back out into the cold. I barely noticed the weather as I walked, though. Finally, finally, I had a clue in this puzzle. Man?.