Analysis of statistical status of bank based in uae Statistics Project

Analysis of statistical status of bank based in uae - Statistics Project Example e yearly market price on specific stock indicated in the company’s archive for the year 2009/2010 ranges from 2.67 to 3.45 price (AED) while specific monthly fluctuations on a fundamental average consist of 2.71 in January, 2.83 in February, 2.67 in March, 2.97 in April, 3.01 in May, 3.02 in June, 2.88 in July, 3.07 in August, 3.21 in September, 3.33 in October, 3.45 in November and 3.37 in December. The price (AED) situated here is the mean monthly figure calculated and hence are prone to price fluctuations in between days to a relative degree of negative or positive pips. The price AED on these stocks show us two premiered fundamentals and trends which enables us to potentially establish a forthcoming prediction as to how the relative stock prices would behave in the coming annual year and how much return would an investor achieve through such calculations. The first piece of evidence regarding this is the increasing trend of stock prices valued in AED. This inclination identifies that the stock prices on any amount of investment would surly benefit the investor and hence the ADX (Average directional Index) is an up move positive directed i.e. value inclined is greater that down move while value inclined > 0 which clearly indicates that the ADX is a +DM and consequently as per J Welles Wilder a + DI on the fourteen day exponential moving average, J. Welles Wilder, Jr. (June 1978). The second most evident fact suggest two particular things, the first being that as the amount of fluctuations between the stock prices is relatively high hence the risk factor involved is on the higher side as well consequently making an escalated percentage uncertainty on the return investments. The second aspect of this hypothetical claim lies with the fact that the variance on this particular stock is altitudinous in nature i.e. to claim that while observ ing the February and December stock changes we may witness a decline in the Price AED hence suggesting the fact that mean

Food and migration Essay Example | Topics and Well Written Essays - 1000 words

Food and migration - Essay Example This dish is however incomplete without the addition of the chief ingredient – gochujang. Gochujang is a spicy fermented Korean seasoning, which when translated means ‘hot pepper paste’ or ‘red pepper paste’. It is the main ingredient in most spicy Korean food. It has the consistency of a thick jelly and the flavor is a unique mix of savory, spicy and sweet. In fact, gochujang is one ingredient you will find in any Korean family’s pantry. Gochujang was first made in Korea, in the latter part of the 18th century (Annie Chun’s). The preparation of gochujang followed the introduction of chili in the country from Japan, which began to be popularly cultivated during the 16th century (Annie Chun’s). According to folk tales, the Korean king of Joseon Dynasty once stopped for a meal at a farmer’s house. There he was served barley and rice mixed with gochujang. The king liked the food so much that he ordered the farmer to supply gochujang to his royal court frequently. It is from this point onwards that Traditionally, Koreans have been known to make gochujang at home by adding powdered red chili peppers and a grain (typically rice, sweet rice or barley) to a fermented soybean paste (Kracklauer). This mixture is then placed in large earthen jars and kept in the sun to be naturally fermented for months. During this process, the proteins break down into amino acids and the starch hydrolyses into sugars. However, in recent years, most families prefer buying it from the Korean grocery store because of the time it takes to make it. Over the years, the popularity of gochujang has increased so much, that there is a definite market for ‘Americanized’ gochujang. One can even see it served with a course of bibimbap on KLM, Air Canada and Cathay Pacific flights (Huster). In fact Annie Chun’s distribution market in collaboration with the South Korean CJ Cheiljedang Corporation, the number one gochujang supplier

Family Involvement In Early Education

Family Involvement In Early Education The purpose of this research paper is to examine the effects family involvement has on the success of children and the ways families can get involved in their childs education. My literature reviews defines family involvement is when families get personally involved in education, their children do better in schools, get better grades, and grow up to be successful in life. Family involvement is one of the most overlooked aspects of American education. Today, many programs are designed without recognition of the role of families, and consequently many families remain unaware of the significance that their role can have on their childs education (NASA, 2009). Family involvement means that families work together with care givers and teachers to create an atmosphere that strengthens learning both at the program and in the home. Family involvement is an important component of the United Sates of America educational programs. The purpose of the family involvement component is to engage families as partners in the educational process. Family involvement programs was developed to give families, regardless of their own educational experience, the tools needed to become more actively involved in their childs day-to-day education (Knopf Swick 2008). Significant research over at least 25 years has demonstrated that family involvement is critical to the educational success of children (Bricker Casuso). To give more detail on the findings: When schools acknowledge the relevance of childrens homes and cultures and promote family involvement, they can develop a supportive environment for learning through meaningful activities that engage and empower families (Bricker Casuso, 1979). As our schools and programs become more diverse, that relevance of home and culture takes on greater importance and expands teachers responsibilities for collaboration with families. Families can get more involved with their childs education by, talking with their children, enhancing their childs self esteem, modeling social and educational aspirations and values and monitoring out of school activities (supervising homework etc.)(Battle, 2004). Activities parents can be more involved at school consists of: attending events, such as open house and school fairs, working in the school in support teachers such as helping with activities in the classroom, on trips and with sport activities, assisting with the governance of the school and meeting with teachers to discuss their childrens progress are all ways parents can get more involved with their child education while in school (Battle, 2004). I have seen a lack of parental involvement in Head Start due to lack of communication. I have volunteered for Head Start every since my son went there in 2006. I am a former parent and I have done four internships there. I have done two for Social Work and two for Early Childhood. Most families I have talked to use work, or they do not get grades or I am too tired to sit with those bad kids as an excuse but I try to let them know that if they dont get involved in their child education now they will regret it in the long run. When I lived in Chicago I went to a Head Start program called the Child Parent Center (CPC). My mom worked nights and had three other children to take care of. She made it her job to volunteer at my school at least three days a week. She assisted the teachers, she was even the President of the PTA. My mom got involved in what I was learning because she was a concerned parent. Parents today are not concerned about their childs education. Parents who are involved in their childs education develop more confidence in the school, and about helping their children learn at home and often enroll in continuing education to advance their own schooling (Measuring Up, 1999). Parents tend to be less involved in their childs education as their child get older. The United States Department of Education found that nationwide, as children grow older contacts between families and schools decline both in number and in the positive nature of such contacts. Although 52 percent of interactions are positive and 20 percent are negative in the first grade, by seventh grade positive contacts drop to 36 percent and negative increase to 33 percent (Measuring Up, 1999). The importance of family involvement is the environmental, social, and economic factors have the most powerful effect on student performance. The greatest factor of a child underachieving in school is growing up in poverty, inadequate learning opportunities, and exposure to drugs, lack of after school care, dysfunctional families, and inadequate health care, run down schools, neighborhood distress, few role models, poor nutrition and teen pregnancy (Measuring Up, 1999). Parents cannot always change these factors; they can always have great influence over many of these challenges. Epstein defines a school, family and community partnership as an approach that gives families and community members greater opportunities to determine options for school involvement, to participate in the wide range of involvement activities, and to assume key role and responsibilities in school-improvement efforts, including participation in the schools decision-making processes. If a partnership is to succeed, it must be based on mutual trust and respect, an ongoing exchange of information, agreement on goals and strategies, and sharing of rights and responsibilities. Schools must be willing to involve parents, families, and communities at deeper levels and to support their participation (Epstein 2002). Epstein six types of involvement consist of: Type1: Parenting: Assist families establish home environments to support children as students. Type 2: Communicating: Implement effective home to school and school to home communication practices. Type 3: Volunteering: Encourage families as volunteers in a variety of ways. Type 4: Learning At Home: Involve families in supporting learning activities at home. Type 5: Decision making: Include parents in school; decisions, developing parent leaders and representatives. Type 6: Collaborating With the Community: Coordinate resources and services from the community to strengthen school programs, family practices and student learning development. The problem with families not being involved in their childs education is laziness. A lot of younger generation parents have too many excuses on why they can and cannot get involved. The most common one is transportation problems. If you can get a ride to go clubbing on Friday and Saturday you can get a ride to visit your child Monday thru Thursday for a couple of hours. Majority of the younger generation families just dont care. Their children are being raised by a grandmother, aunt or a caregiver. They do not understand how critical parental involvement is and the effects it has on a child. From my own personal observations parents just do not understand why they need to get involved. It is my job as a professional student to address these concerns to all parents young or old. Teachers are very frustrated trying to involve parents and getting little to no response. Teachers complain that parents do not come to conferences or school open houses, check homework, or answer take home notes. This leads teachers to feel that parents just do not care about their childs education (Brown, 1989). There are many reasons to consider why parents do not get involved. For many parents, a major obstacle to getting involved is lack of time. Working parents are often unable to attend school events during the day (Brown, 1989). Evenings are more convenient and the only time they can be involved. Parents rather spend that time with family than be at an open house, which is understandable. Parental involvement during prekindergarten can promote childrens school readiness and is associated with higher academic achievement and fewer behavior problems through adolescents, at least in low income families (Basile Henry, 1996). It can also lead to greater parental involvement in elementary school, which is associated with higher achievement for children of all socioeconomic backgrounds (Basile Henry 1996). When families do not get involved in their childrens education they are more at risk of being exposed to drugs and alcohol, teen pregnancy and inadequate learning opportunities. The benefits of families who get involved in their childs education their child will get better grades, better attendance, and higher graduation rates, less or no drug or alcohol use, better self-esteem, and less violent. Parental involvement is important because it improves cognitive and social development in early years of education. Evidence indicates that parental involvement continues to have a significant effect on achievement into adolescence even adulthood. A survey in 2007 has found a variation in levels of parental involvement among different ethnic groups. African American parents are more than twice as likely as White parents to say they felt very involved in their childs education. Parents from non-White ethnic backgrounds are more involved in their childs school activities (including homework). Parents from non-White backgrounds are also less likely to say that a childs education is the school responsibility rather than the parents (17% of African American and Asian parents compared to 27% of White parents said that it was the school responsibility) (Harris Goodall, 2007). Parental involvement is easy as pie says McReynolds she came up with the pie program based on research and many years in the classroom. McReynolds states family involvement is a critical part of high quality education, a safe and disciplined learning environment, and student achievement. McReynolds PIE program actively pursues and involves parents as true and equal partners. She offers them five ways in which they can become involved. Decision making. McReynolds encourages parents to set goals for their children and for the teacher goals that reach beyond those goals she has already set. The goals are stated at the start of the school year in a contract between parents, teachers, and students. That contract lists everyones responsibilities and is signed by each of the participants. A parent is free to add to the contract specific goals for their child. The goal of the contract is a very simple one: Helping children to learn, says McReynolds. The contract is a tool to meet that end. It can change from year to year and even sometimes from child to child. If parents feel a need, we do whatever we have to do to meet that need as long as it helps the child learn. Supporting. Parents support their children in many ways, McReynolds says. They provide shelter, food, clothing, protection, and love. They also need to support the work that goes on in the classroom. McReynolds shares with parents the research that supports the need for their involvement in their childrens education at home and at school. Showing children that school is important can be done in many ways, and McReynolds offers parents many options and tools for doing that. Her next goal is to establish a parent library, a place in the school where parents can find and check out materials that will help them to help their children learn. Teaching. Parents are teachers too, says McReynolds, adding, Lets face it, children learned a huge amount from their parents before they even entered school. And a parents role as teacher doesnt end when the child enters school. McReynolds points to a number of ways in which teaching continues to be a parents responsibility and part of a parents daily routine. Providing time and a place for doing homework, reading with a child, making sure homework is understood and finished, talking about what is being done at school, and continuing to learn how to help are just a few of the ways in which parents teach. In addition, parents can get actively involved in the classroom as volunteer tutors, as lecturers sharing their own expertise, and in many other ways. Last year, McReynolds says, a small group of parents got kids interested in participating in the Valentines for Veterans program. That was just one example of a wonderful learning experience that came directly from parental involvement and it was proof that If its important, parents will help to get it done,' says McReynolds. Kids got to see their parents in action and, more importantly, they got to see themselves as contributors to the larger community. Learning. The more parents learn, the more they are able to help a child learn, McReynolds says. That means getting actively involved in finding out what is being taught, how it is taught, and how children learn and develop. Parents can take classes (offered through adult education programs, community colleges, etc.) on their own to demonstrate to their children how important learning is. Or they can take classes with their children; computer classes or hobby classes are two possibilities. McReynolds offers additional help and suggestions. She provides ideas for field trips that parents and children can take together to support classroom learning. And she holds a monthly in-service session for parents. In one recent session she focused on the childrens math curriculum. The sessions goal was to familiarize parents with the curriculum and to relieve the parents anxiety about it. Other sessions have included a science fair preparation night (where McReynolds familiarizes parents with th e scientific method through a fun airplane-making family activity); a session that explains the school grading system; and a field trip to a dinosaur exhibit at a nearby museum. Communicating. An open-door policy allows parents to come into the classroom at any time. In addition, McReynolds offers regular communication through two newsletters. Those newsletters include information about the concepts that are being taught, how those concepts can be reinforced and practiced at home, a schedule of after-school help sessions, and news about a special citizenship program in which kids earn points for positive behaviors. The newsletters also include news of upcoming in-service sessions and special projects parents might want to get involved in. Parental involvement programs, if they are to be effective, must include parents in all aspects of a childs education, Parents must be involved as teachers, learners, supporters, and advocates for their children (Hopkins, 2004). Families can get involved in their childs education by just overseeing their childs homework (time), Limiting time spent watching T.V., Providing support for educators and taking advantage of opportunities to become more involved with school administrations and policy development. Suggestion for teachers to get parents involved is to help parents understand why it is so important to their children school success. Give parents specific thing they can do to be involved. Take time to assess current practices in your school before embarking on a program for parental involvement. Develop a long term plan for a parent that includes evaluations of their childs success. Teachers need to communicate with parents and encourage parents to provide inputs on policies that affect the education of their children. 1) Teachers need parents help! Teachers are over worked and overwhelmed and in need of our help. Even if it is the smallest amount of help. 2) All parents should volunteer at least five times in a school year. 3) Parents also need to know school is a learning environment and not a day care. Parents need to remember even when their children are at school they are still your children, take responsibility in their education. 4) The more parents volunteer, the more educated you are about what is going on in the school. Parents should be an example to their children, show them the importance of education through your actions, not just your words. 5) Kids copy what they see you do, show your children how important it is to be involved parent by being one yourself. 6) All parents should know the old saying It is better to give than to receive. Giving always feel good. 7) Majority of the schools budgets are being cut, as parents we can help schools save money by donating our time, talent and treasures. 8) Parental involvement also gives you the opportunity to voice your opinions on school matters. Who said it is better to be seen and not heard? 9) With all the violence in school today being an involved parent will allow you to keep up with the issues and problems. Parents need to keep their ears and eyes open while at school and you will be surprised at what you will find out. 10) Lastly, parent need to know that their children are only young once. Do not miss out on the opportunity to create memories that will last a forever. Children will not remember that toy you gave them but they will remember all those times you became involved in their education. In conclusion, the most important person in parental involvement is the child. Anything that the parent can do to assist their child is worth it all. Special importance should be on producing ways of helping children, families, and schools work together to supply students with the advantages to put their best efforts forward. It is very clear that parental involvement is very profitable to a child learning environment.

The Unjust Deportation of Cambodian Refugees Essay -- Argument Argumen

The Unjust Deportation of Cambodian Refugees A policy that has made it possible for the deportation of refugees back to their homeland has already affected 1,400 Cambodians. As a result of the Illegal Immigration and Immigrant Responsibility Act of 1996, non-citizens of the United States who have been convicted of certain crimes are being targeted for deportation. The U.S. Committee for Refugees states that this harsh law has made it easy for the Immigration and Naturalization Service, the U.S. government agency that enforces our immigration laws, to detain and deport legal immigrants who have committed crimes. Since 1996, the INS has been required to detain and deport any immigrant who is convicted of an â€Å"aggravated felony,† which includes such crimes as DUI’s, possession of marijuana, minor assaults, shoplifting, joyriding, and even writing a bad check. Any convicted Cambodian may be detained in INS up to 6 months by law. Although they have already served time for these past convictions, Cambodian i mmigrants still face possible deportation as part of their punishment. ...

How is linguistics a scientific study Essay

When linguists claim that their discipline is the scientific study of language, they have in mind certain principles which distinguish between a scientific and a non-scientific study of language. First, linguistics is objective, that is, it considers all languages to be equal. For a linguist, there are no ‘primitive’, ‘pure’, ‘beautiful’, ‘cultural’, or ‘sophisticated’ languages. Objectivity is difficult to attain because language is so familiar to us that we can hardly dissociate ourselves from it. The objective study of language is hindered by various cultural, social and historical misconceptions about certain languages. Linguistics has demonstrated that any language, however ‘primitive’, or ‘underdeveloped’ its people may be, is as complex and highly organized as any other language spoken by a ‘civilized’ people. There is no intrinsically ‘richer’ or ‘purer’ language, because each language serves the functions needed by its speakers. The linguist deals with all languages equally with the aim to construct a general theory of the structure of the language. Second, linguistics is basically an empirical, not a speculative or intuitive, discipline in the sense that it examines specific data (e.g. speech and writing), and proceeds by verifiable and justifiable operations. It relies on observation and experiment, and uses formalized principles and a theory capable of formulation. It aims to analyze the data and make generalizations about the regularities encountered in the linguistic phenomena under study. Third, linguistics obeys the following canons of science : exhaustiveness, consistency and economy. Linguistics deals with all relevant data, i.e., it analyzes all the facts of language that fall within its scope, and studies systematically every linguistic element from all angles. It allows no contradictory statements and requires that all parts of analysis be consistent with the whole. Repetition is not allowed either, and more economic statements containing fewer concepts or symbols are preferred to longer ones. Thus, we can state that linguistic is a social science which can be subsumed under the empirical sciences. It deals with, among other things, how people  behave and interact with each other in society by means of language. Linguistics is not as accurate as the natural or ‘hard’ sciences like physics, chemistry or biology, whose scientific status is established and irrevocable perhaps what makes linguistics less precise than the natural sciences is the fact that its subject matter (spoken or written language) is part of the human behaviour in general.

Aromatherapy

The history of aromatherapy is linked strongly to the development of aromatic medicine. The ancient Greeks, Romans and Egyptians all used aromatherapy oils. In the Doreen of France there are cave paintings found to be 18,000 years old that depict the use of plants for medicinal purposes. The origins of aromatherapy have been lost with time before the keeping of any records. It is although believed that crude forms of distillation, the main method that essential oils are now obtained, were practiced thousands of years ago In Persia, Egypt and India.Distillation was used mainly for the extraction of exotic flower waters. The medicinal use of plants and their extracts In India has been continuous from ,000 years ago to the present day. One of the oldest known books on plants Is Indian and is called â€Å"Veda†. This book highlights the various uses of plants for medicinal and religious purposes. The human was seen as part of nature and the preparation was considered a sacred prac tice. Arrived medicine is one of the oldest forms of medicine practiced since ancient times. There is more information available about the development of plant use in Egypt.The Nile Valley became known as the Cradle of Medicine. Some of the plants brought to this area were codeword, cinnamon, frankincense and myrrh. In Egypt 5,000 years ago, there was a strong link between perfumery and religion. Each God was allotted a particular fragrance. It was the priest who formulated the aromas. The Egyptians used plants, aromatic oils and aromatic resins In the embalming process. They successfully preserved human bodies for 3,000 years using this method. The process of embalming and mummification was developed by the Egyptians in their search for immortality.The ancient Egyptians first burned incense that derived from aromatic woods, spices and herbs in honor of the Gods. It was their belief that as the smoke SSE up towards the heavens it would carry their prayers and wishes directly to the deities. The development of aromatics as medicines delivered the creation of the foundation that aromatherapy was built upon. In the hot climate and with poor standards of sanitation, aromatic substances were used to make life more pleasant and safer. The Egyptians were passionate about the use of simple fragrances and used them In their dally lives.At celebrations and festivals women wore perfumed cones on their heads that melted in the heat and released a beautiful scent. After washing, they sun and to refresh their skin. The use of aromas for religious and medicinal purposes was also adapted in other countries such as China, Greece and Rome. The Greeks expanded the knowledge of the Egyptians by recording and classifying the actions and main properties of plant medicinal. The father of holistic medicine, Hippocrates, was an advocate of massage and recommended the use of daily massage and a scented bath.He also recognized the medicinal values of aromas. Greece is subsequently famou s because of the presence of Hippocrates. Another Greek, Messages, formed a perfume called ‘Angelino'. It was capable of healing mounds and in the reduction of inflammation. The Greeks used the knowledge they had gained from the Egyptians to classify the future study of plant medicine thus making a vital contribution. Because of the influence of the Egyptians and Greeks, the Romans became more appreciative of perfumes and spices. The word perfume derives from the Latin per fume, meaning â€Å"through the smoke†.This refers to the burning of incense. There are many biblical citations making reference to incense together with the use of ointments and plant oils. As the Roman Empire spread, the knowledge of the healing properties of plants parade also. Roman soldiers went on long Journeys and collected seeds and plants which in time reached Britain and other countries, eventually becoming naturalized. Among these were parsley, fennel, sage, thyme and rosemary. The Romans u sed lavish means for plant aromatics with baths and massage being most recognized.Romans also used aromatic plants for beauty treatments, cosmetics, hygiene, and medical treatments. Distillation In 980 AD a man named Vaccine was born in Persia. He is responsible for making a vast improvement to the basic distillation units known then. He extended he length of the cooling pipe forming a coil shape. This enabled the vaporized plant molecules and steam to cool down more rapidly and efficiently. With improvements to the distillation process, more attention was giving to essential oils because of new formulae for ointments and perfumes.It is believed that the use of essential oils as we know them today began at this time. During the Holy Wars, the Crusaders were treated for stomach problems with the same plant medicines used by the natives. These would include the floral waters and essential oils. On their Journey omen they would have stopped at various Mediterranean islands where the kn owledge of plants had been preserved from Roman times. The Crusaders brought home perfumes and flower waters for their wives relaying the stories of the medicines being known once again in Italy and perhaps for the first time in the rest of Europe.During the Middle Ages aromatic plants such as Thyme and Melissa were cultivated in monasteries. In the 12th century a German Abbess, Hildebrand, grew lavender for therapeutic properties which he also used as an essential oil. Throughout the 14th century, Frankincense and Pine were found to be burned in the trees. Perfume candles were burned inside and garlands of aromatic herbs and spices were often seen worn around ones neck in a bid to fight against the deadly plague which raged throughout Europe. Venice was the gateway to trade with the Arabs.Perfumed leather for gloves was first discovered here. In 1 533, Catherine De Medici influenced the production of essential oils and perfume in France. The area of Grease in France became the main perfume producing area. The Renaissance period brought with it the wide use of essential oils because of improvements in methods of distillation. The first botanical gardens were introduced in Europe prior to the birth of Christ. They were later to be found in many monasteries. During the 16th Century, Royal Hungarian Water was produced by the distillation of alcohol with fresh rosemary blossoms.Another infamous water was introduced by a Franciscan monk who left Italy to live in Cologne in 1665. The recipe for ‘Aqua Memorabilia' was made world famous by his nephew J. M. Farina. It is known nowadays as the well known ‘AAU De Cologne'. It was used as a health-promoting lotion and included the essential oils of bergamot, lemon, orange, lavender, thyme and smeary. These were then diluted in strong ethyl alcohol. In Britain by the year 1700, the use of essential oils was widespread. It was used in mainstream medicine until the time came that chemistry allowed the synthesis o f materials within the laboratory.Around the time of the Bubonic Plague, doctors would walk through streets wearing hats with large ‘beaks'. Within these beaks they placed aromatic herbs so that the air inhaled passed through them and this air was believed to be antiseptic. The decline of the use of herbs in Britain is partly due to the Industrial Revolution. The relocation of peoples housing to smaller terraced houses with little or no gardens resulted in a decline of the use of fresh herbs. By the year 1986, chemistry was becoming increasingly important.The drugs produced through the synthesis of the therapeutic properties from plants have proved to be very powerful in the role of modern medicine. The synthetic copies of the natural healing materials tend to be toxic and do not appear to have the same respect for the living human tissues. During the early years of this century a renewed interest in natural healing methods became apparent. This was no doubt stimulated by the side effects shown after long properties of essential oils. Essential oils were used on the wounds of those who suffered in the awful trench warfare of 1914- 1918.Gatepost © discovered in his research that essential oils take 30 minutes to 12 hours to be absorbed by the human body after application to the skin. Aromatherapy was introduced by beauty therapists using massage techniques which is why aromatherapy has appeared to be, for many years, a massage using essential oils. The main use of aromatherapy in Britain was to relieve stress and improve skin conditions by massage and only sage. Today aromatherapy is growing hugely in popularity and is recognized widely for an alternative treatment by many people.The use of the essential oils and plants has increased hugely in recent years. It is in general considered to be a complementary therapy. It is also being recommended by professional health careers as a complement to traditional medical treatments. Aromatherapy has been associa ted with massage as a method of delivering essential oils. There is growing evidence that aromatherapy treatment has many positive side effects on medical conditions either alone or in conjunction with traditional medicine.

Gender Differences in Pain Perception essays

Gender Differences in Pain Perception essays We have all experienced physical pain sometime in our life. Some of us even must suffer it on a day to day basis. But are some people genetically made to handle pain easier than most? Sure, why not? I mean, we are all made differently and react differently to special stimuli. Most believe that men are able to bare pain better than the average woman. Others agree that because of childbirth, women are able to withstand pain at the same level or even better than a man. The question is which theory is correct? Could there be a defining difference between the two genders or does it depend mainly on the individual? There has been research and studies conducted over the years to find the answers to these questions. In the experimental report, Gender differences in pain perception: the mediating role of self-efficacy beliefs by Jackson, Iezzi, Gunderson, Nagasaka, and Fritch, researchers hypothesize the reasoning behind the differences of pain perception of the genders and test the ir theories. You will find that their research findings are not much different from those of other research groups, but that their reasoning is a bit different. This project will tell of psychological influences on pain, as well as the physical influences on pain. To begin their work on the proposition, Jackson et al. (2002) had based their theory on the many studies done throughout the years that agree that women in general have been thought to suffer more with pain. They have been subjected to more persistent, severe, and longer-lasting pain than men. Many of the studies have shown that the women in the reports were more susceptible and less tolerant of pain than the men but the psychological reasoning behind it was not determined. Psychologically, there are many ideas as to why this may be, but the main issue up for discussion in this article was self-efficacy. According to Jackson et al. (2002), self-effi ...

A Timeline of Events in Electromagnetism

A Timeline of Events in Electromagnetism Human fascination with electromagnetism, the interaction of electric currents and magnetic fields, dates back to the dawn of time with the human observation of lightning and other unexplainable occurrences, such as electric fish and eels. Humans knew there was a phenomenon, but it remained shrouded in mysticism until the 1600s when scientists began digging deeper into theory. This timeline of events about the discovery and research leading to our modern understanding of electromagnetism demonstrates how scientists, inventors, and theorists worked together to advance the science collectively. 600 BCE: Sparking Amber in Ancient Greece The earliest writings about electromagnetism were in 600 BCE, when the ancient Greek philosopher, mathematician and scientist Thales of Miletus described his experiments rubbing animal fur on various substances such as amber. Thales discovered that amber rubbed with fur attracts bits of dust and hairs that create static electricity, and if he rubbed the amber for long enough, he could even get an electric spark to jump. 221–206 BCE: Chinese Lodestone Compass The magnetic compass is an ancient Chinese invention, likely first made in China during the Qin dynasty, from 221 to 206 BCE. The compass used a lodestone, a magnetic oxide, to indicate true north. The underlying concept may not have been understood, but the ability of the compass to point true north was clear. 1600: Gilbert and the Lodestone Toward the late 16th century, the founder of electrical science English scientist William Gilbert published De Magnete in Latin translated as On the Magnet or On the Lodestone. Gilbert was a contemporary of Galileo, who was impressed by Gilberts work. Gilbert undertook a number of careful electrical experiments, in the course of which he discovered that many substances were capable of manifesting electrical properties. Gilbert also discovered that a heated body lost its electricity and that moisture prevented the electrification of all bodies. He also noticed that electrified substances attracted all other substances indiscriminately, whereas a magnet only attracted iron. 1752: Franklins Kite Experiments American founding father Benjamin Franklin is famous for the extremely dangerous experiment he ran, of having his son fly a kite through a storm-threatened sky. A key attached to the kite string sparked and charged a Leyden jar, thus establishing the link between lightning and electricity. Following these experiments, he invented the lightning rod. Franklin discovered there are two kinds of charges, positive and negative: objects with like charges repel one another, and those with unlike charges attract one another. Franklin also documented the conservation of charge, the theory that an isolated system has a constant total charge. 1785: Coulombs Law In 1785, French physicist Charles-Augustin de Coulomb developed Coulombs law, the definition of the electrostatic force of attraction and repulsion. He found that the force exerted between two small electrified bodies is directly proportional to the product of the magnitude of charges and varies inversely to the square of the distance between those charges. Coulombs discovery of the law of inverse squares virtually annexed a large part of the domain of electricity. He also produced important work on the study of friction. 1789: Galvanic Electricity In 1780, Italian professor Luigi Galvani (1737–1790) discovered that electricity from two different metals causes frog legs to twitch. He observed that a frogs muscle, suspended on an iron balustrade by a copper hook passing through its dorsal column, underwent lively convulsions without any extraneous cause. To account for this phenomenon, Galvani assumed that electricity of opposite kinds existed in the nerves and muscles of the frog. Galvani published the results of his discoveries in 1789, together with his hypothesis, which engrossed the attention of the physicists of that time. 1790: Voltaic Electricity Italian physicist, chemist and inventor Alessandro Volta (1745–1827) read of Galvanis research and in his own work discovered that chemicals acting on two dissimilar metals generate electricity without the benefit of a frog. He invented the first electric battery, the voltaic pile battery in 1799. With the pile battery, Volta proved that electricity could be generated chemically and debunked the prevalent theory that electricity was generated solely by living beings. Voltas invention sparked a great deal of scientific excitement, leading others to conduct similar experiments which eventually led to the development of the field of electrochemistry. 1820: Magnetic Fields In 1820, Danish physicist and chemist Hans Christian Oersted (1777–1851) discovered what would become known as Oersteds Law: that an electric current affects a compass needle and creates magnetic fields. He was the first scientist to find the connection between electricity and magnetism. 1821: Amperes Electrodynamics French physicist Andre Marie Ampere (1775–1836) found that wires carrying current produce forces on each other, announcing his theory of electrodynamics in 1821. Amperes theory of electrodynamics states that two parallel portions of a circuit attract one another if the currents in them are flowing in the same direction, and repel one another if the currents flow in the opposite direction. Two portions of circuits crossing one another obliquely attract one another if both the currents flow either towards or from the point of crossing and repel one another if one flows to and the other from that point. When an element of a circuit exerts a force on another element of a circuit, that force always tends to urge the second one in a direction at right angles to its own direction. 1831: Faraday and Electromagnetic Induction English scientist Michael Faraday (1791–1867) at the Royal Society in London developed the idea of an electric field and studied the effect of currents on magnets. His research found that the magnetic field created around a conductor carried a direct current, thereby establishing the basis for the concept of the electromagnetic field in physics. Faraday also established that magnetism could affect rays of light and that there was an underlying relationship between the two phenomena. He similarly discovered the principles of electromagnetic induction and diamagnetism and the laws of electrolysis. 1873: Maxwell and the Basis of Electromagnetic Theory James Clerk Maxwell (1831–1879), a Scottish physicist and mathematician, recognized that electromagnetisms processes could be established using mathematics. Maxwell published Treatise on Electricity and Magnetism in 1873 in which he summarizes and synthesizes the discoveries of Coloumb, Oersted, Ampere, Faraday into four mathematical equations. Maxwells equations are used today as the basis of electromagnetic theory. Maxwell predicts the connections of magnetism and electricity leading directly to the prediction of electromagnetic waves. 1885: Hertz and Electric Waves German physicist Heinrich Hertz proved Maxwells electromagnetic wave theory was correct, and in the process, generated and detected electromagnetic waves. Hertz published his work in a book, Electric Waves: Being Researches on the Propagation of Electric Action With Finite Velocity Through Space. The discovery of electromagnetic waves led to the development to the radio. The unit of frequency of the waves measured in cycles per second was named the hertz in his honor. 1895: Marconi and the Radio In 1895, Italian inventor and electrical engineer Guglielmo Marconi put the discovery of electromagnetic waves to practical use by sending messages over long distances using radio signals, also known as the wireless. He was known for his pioneering work on long-distance radio transmission and his development of Marconis law and a radio telegraph system. He is often credited as the inventor of the radio, and he shared the 1909 Nobel Prize in Physics with Karl Ferdinand Braun in recognition of their contributions to the development of wireless telegraphy. Sources Andrà © Marie Ampà ¨re. St. Andrews University. 1998. Web. June 10, 2018.Benjamin Franklin and the Kite Experiment. The Franklin Institute. Web. June 10, 2018.Coulombs Law. The Physics Classroom. Web. June 10, 2018. De Magnete. The William Gilbert Website. Web. June 10, 2018.July 1820: Oersted and electromagnetism. This Month in Physics History, APS News. 2008. Web. June 10, 2018.OGrady, Patricia. Thales of Miletus (c. 620 B.C.E.- c. 546 B.C.E.). Internet Encyclopedia of Philosophy. Web. June 10, 2018Silverman, Susan. Compass, China, 200 BCE. Smith College. Web. June 10, 2018.

Kennedy Last Name Meaning and Origin

Kennedy Last Name Meaning and Origin The Irish and Scottish surname  Kennedy  has more than one possible meaning or etymology: A name that means ugly head, a surname derived  from the  Anglicized form of the Gaelic name Ó Ceannà ©idigh, meaning descendant of Ceannà ©idigh.  Ceannà ©idigh is a  personal name derived from ceann, meaning head, chief or leader and à ©idigh, meaning ugly.An  anglicized form of an Old Gaelic personal name Cinneidigh or Cinneide, a compound of the elements cinn, meaning head, plus eide,  translating variously as grim or helmeted. Thus, the Kennedy surname could possibly be translated as helmet head. Kennedy is one of 50 common Irish surnames of modern Ireland. Surname Origin:  Irish,  Scottish (Scots Gaelic) Alternate Surname Spellings:  KENNEDIE, CANNADY, CANADY, CANADAY, CANNADAY, KENEDY, OKENNEDY, CANADA, KANADY, KENNADAY, KANADAY Interesting Facts About the Kennedy Surname The OKennedy family were an Irish royal dynasty, a sept of the Dl gCais, founded in the Middle Ages. Their founder was the nephew of  High King  Brian Boru  (1002–1014). It is said that the famous  Kennedy family  of the United States descends from the Irish OKennedy clan. Where in the World Is the Kennedy Surname Found? According to WorldNames public profiler, the Kennedy surname is most commonly found in midwest Ireland, specifically the counties of Kerry, Limerick, Tipperary, Waterford, Kilkenny, Laois, Offaly, Kildare, Wexford, Carlow, Wicklow and Dublin. Outside of Ireland, the Kennedy surname is most commonly found in Australia, and in Nova Scotia, Canada. Famous People With the Surname Kennedy Joseph Patrick Kennedy -  American businessman, investor, and politician, and father of President John F. Kennedy, Senator Robert F. Kennedy, and Senator Ted Kennedy.John F. Kennedy - 35th president of the United StatesFlorynce Kennedy - American lawyer, activist, civil rights advocate and feministGeorge Kennedy - American actor Genealogy Resources for the Surname Kennedy Kennedy Society of North AmericaSeveral hundred active members belong to this society,  a non-profit social and historical organization interested in the Scots, Scots-Irish, and the Irish Kennedys (including spelling variations,) and their descendants who came to America. Kennedy Family Genealogy ForumSearch this popular genealogy forum for the Kennedy surname to find others who might be researching your ancestors, or post your own Kennedy surname query. Kennedy Family DNA ProjectA Y-DNA project set up on FamilyTreeDNA to utilize DNA testing to help prove a family connection between Kennedys and related surnames when a paper trail cannot be established. FamilySearch - Kennedy GenealogyExplore over 3.8 million results, including digitized records, database entries, and online family trees for the Kennedy surname and its variations on the FREE FamilySearch website, courtesy of the Church of Jesus Christ of Latter-day Saints. Kennedy Surname Family Mailing ListsRootsWeb hosts several free mailing lists for researchers of the Kennedy surname. DistantCousin.com - Kennedy Genealogy Family HistoryFree databases and genealogy links for the last name Kennedy. References Cottle, Basil. Penguin Dictionary of Surnames. Baltimore: Penguin Books, 1967. Hanks, Patrick and Flavia Hodges. A Dictionary of Surnames. New York: Oxford University Press, 1989. Hanks, Patrick. Dictionary of American Family Names. New York:  Oxford University Press, 2003. MacLysaght, Edward.  Surnames of Ireland. Dublin: Irish Academic Press, 1989. Smith, Elsdon C. American Surnames. Baltimore: Genealogical Publishing Company, 1997.

Does CCTV reduce crime Critically discuss Essay

Does CCTV reduce crime Critically discuss - Essay Example There exist such measures, which have proved to be very useful for personal security. Some of the widely used methods of private security include security alarms, door obstacles, fences, and closed circuit televisions. Hess (2009, p.3) asserts, â€Å"Private security meets the needs of individuals, businesses, institutions and organizations that require more protection than is offered by public police officers†. Before going into the discussion regarding crime reduction/ prevention and using closed circuit televisions to effectively reduce the crime rate, let us get a better understanding of what crime prevention actually is. Crime prevention is an attempt to either prevent the crimes or decrease the level of criminal acts in any specific area or a country. Hayes (1997) found that crime prevention involves design and deploying of protective people, processes, and strategies. These strategies are implemented in various judicial and extra judicial settings. The main goal of any crime prevention strategy is not only to secure the lives and properties of the public but also to eliminate those reasons, which act as the root cause for any sort of unlawful activity. Crime prevention is extremely important for the safety and security of the public. Reducing the risk of victimization is one of the basic objectives of crime prevention. Tilley (2005) found that crime prevention means to reduce the cri me rate and event disorders through implementation of effective crime prevention strategies. Crime rate decreases in a country when the government of that country takes appropriate steps to prevent or reduce the risk of victimization by reducing the crime opportunities for the criminals. If we want to reduce the level of crime rate, we must implement a well-planned crime prevention strategy. Citizens of a country should not just rely on the services provided by the public police. They should also take proper security

Portfolio project Term Paper Example | Topics and Well Written Essays - 4000 words

Portfolio project - Term Paper Example In 2012, the deficit in global budget narrowed down to approximately $2.7 trillion (a representation of 3.80% of the global GDP-Gross Domestic Product). However, the global economic growth shifted (dropped) to 3.10% in 2012 from 3.70% in 2011 and 5.10% in 2010 fiscal years. The global unemployment rate increased to 9.20% in 2012. Countries that used expansionary monetary and fiscal policies attained significantly increased growth rates, lower rates of unemployment, increased growth in tax revenues, and success in cutting down public debts. Countries that employment contractionary policies failed to achieve what the former countries realized. In 2012, over 85 countries with pro-growth strategy realized median Gross Domestic Product growth rates of 4.90%, compared to 0.80% realized 37 nations with restrictive monetary and fiscal policies. This represented a difference of 4%. Among the listed 85 countries with pro-growth strategy, Canada grew by 1.90%, 2.20% for the United States, 3.0% for Turkey, 3.40% for Russia, 4.0% for Mexico,, 6.0% for the Indonesia, and 7.80% for China. Among 37 countries that restricted their monetary and fiscal policies, Italy grew by -2.30%, -1.40% for Spain, -0.5% Netherlands, -0.20% Belgium, 0.10% France, 0.70% Germany, and 2.30% Brazil. These 37 countries reported unemployment rate s of 11.50%. The global financial crunch of 2008-2009 caused the first recession in international output similar to what was experienced in 1946. Thus, the globe was faced with a new challenge mainly defined by finding out what combination (mix) of monetary and fiscal policies to apply in restoring jobs and growth, while keeping debt and inflation under control. Monetary stimulus and stabilization programs initiated in 2009-2011 to lower revenues in taxes in 2009-2010; required a number of countries to employ large budget debits. New public debts were issued by treasuries – amounting to $7.6 trillion.

Economic of Immigration Research Paper Example | Topics and Well Written Essays - 1250 words

Economic of Immigration - Research Paper Example From the study it is clear that acquisition of technical knowledge imparts the adequate skills to the masses in the USA while low level of education and hence lack of high-end skills for immigrants from Mexico enables Americans to keep top level jobs. Implementation of different trade policies and immigration programs between the US and the Mexican government led to greater influx of immigrants into the USA. According to the paper findings the economics of immigration in Mexico is of interest because Mexico borders an economic superpower-USA. This it means that immigrants from Mexico affect many different sectors of a world class economy. Immigration has social, demographic, economic effects some of which are good while others detrimental. Most legal immigrants are not subject to a great deal of public scrutiny and suspicion because of the belief that they are rightfully there while the illegal ones are subject to both police and public scrutiny because of the belief that they affect the economy and society negatively. In order to enhance economic welfare the US government tries to reduce the number of illegal immigrants from Mexico by converting them to legal immigrants or by not allowing them near the border. In Mexico the immigration policy requires that immigration of individuals with skills that are limited in supply and those whose tax contributions and net cost of public services received are large should be well monitored. It implies that those who contribute positively to economic growth are the ones who should be granted the legal admission. Also admission of immigrants in limited occupations leads to increased aggregate income as a result of high labor demand and mobility across borders e.g. for international trade. Cortes (2005) states that continuing high levels of immigration weaken the enforcement of labor market regulations by the USA as a result of the influx of Mexican immigrants. This is because the inflows of aliens relax the commitment of employers in USA and create a population of workers who are not adequately equipped with the necessary skills. This is as a result of lower education levels thereby earning less as compared to the highly educated and well paid Americans resulting into lower tax payments and thus increased poverty levels. The Mexican Immigrants Act offers subsidy to those businesses that employ lowly skilled workers since they contribute a small portion of the aggregate income. Wayne (2001) states that illegal immigrants have

Critical Inccident Staffs Values and Attitude Essay

Critical Inccident Staffs Values and Attitude - Essay Example Distribution of severe and profound learning disabled people is even and uniform across the country and across the socio-economic groups. For mild to moderate learning disabilities, a link has been established with poverty and rates are therefore higher in deprived and urban areas. Increase of severe and profound learning disabled patients is approximately 1% annually over the next 15 years. Only less than 10% of the learning disabled work and are highly dependent on social security benefits. Public expenditures for learning disabled services was over  £3 billion with  £1.4 billion spent on health and  £l.6 billion on social services. Furthermore, about  £308 million was spent by social services and  £177 million by health on supporting disabled children, though not all of them have learning disabilities (Valuing People, 2001). People with learning disabilities may be categorized as vulnerable adults when they are aged 18 and over and â€Å"who is or may be in need of community care services by reason of mental or other disability, age or illness; and who is or may be unable to take care of him or herself or unable to protect him or herself against significant harm or exploitation† (No Secrets, n.d.). If a person with a learning disability is convicted of a violent crime, he may be considered a forensic patient while the caring for this type of patient has been termed as forensic nursing. Forensic nursing is a specialty of mental health nursing, and has a specific group of skills and interventions developing around patient offending and antisocial behavior in a range of settings from high security to community care (Kettles et al, 2002). Forensic nurses are nurses they specialize in the care, treatment, rehabilitation and management of individuals who have either violated criminal law or been deemed to pose a high level of dangerousness (Whyte, 2000). Forensic nursing care includes education,

Human Behavior Experiment Essay Example | Topics and Well Written Essays - 750 words

Human Behavior Experiment - Essay Example The video builds insight, using the two cases, on the bystander effect phenomenon (The Human Behavior Experiments, 2014). The video explains that individuals will follow authority even when the person is aware that it will result in a negative experience. The Milgram’s experiment was responsible for such a study whereby electric shocks were thought to be administered whenever the learner failed to answer the questions correctly. In addition, the Stanford Prison Experiment (SPE) by Zimbardo supplemented the study by illustrating that people would continuously follow authority blindly. The reason for such an act is that the people with authority are thought of being morally correct. As such, people are obliged to follow the orders given by such people in the case where they think disobedience would have dire consequences. As such, authority is deemed to be legally based and individuals have a responsibility to respond to legitimate authority. The documentary applies to criminal justice in the sense that every individual is liable to any misfortunes that occur in their presence if it is deemed that they acted in an ignorant and negligent manner. As such, it is a criminal offence to abscond or fail to help an individual who needs urgent help before his or her demise. In addition, the law enforcers are responsible for mitigating crime. As such, failing to incorporate them to a criminal activity constitutes a crime against the state; hence, a criminal offence. Individuals have a sole responsibility to report cases of criminal activities, lest they stand liable to any misfortunes. Authorities ought to know their roles when handling wrongdoers. As such, suspects or prisoners would never have to comply with harsh orders from the officers. In addition, there ought to be platforms for reporting cases of immorality that force individuals to obey commands blindly. It is prudent to note that individuals have a responsibility to apply moral judgment beyond the legal

Accomplishments Essay Example | Topics and Well Written Essays - 500 words

Accomplishments - Essay Example It was she who arranged me a music class every Saturday afternoons with the little bucks she obtained from her tailoring shop. As music was my passion, I learned all the lessons that my teacher taught me with great interest and enthusiasm. It took only six months for me to master the primary notes though they were really hard to practice. But still there was a problem; I never had a guitar to practice at home. As for me, a guitar was necessary to practice the long notes and rather difficult codes. For, the time that was available for me in the music class was quite little. Attracted by my enthusiasm my teacher promised me to grant me an old guitar with which he used to practice us. I was excited to hear it from my master because, getting a guitar for my own was a priceless gift for a child like me. I practiced with it earnestly and became a little expert at the age of nine. Until I finished my studies, I never paid much thought to showing my talents to the public.

Human Behavior Experiment Essay Example | Topics and Well Written Essays - 750 words

Human Behavior Experiment - Essay Example The video builds insight, using the two cases, on the bystander effect phenomenon (The Human Behavior Experiments, 2014). The video explains that individuals will follow authority even when the person is aware that it will result in a negative experience. The Milgram’s experiment was responsible for such a study whereby electric shocks were thought to be administered whenever the learner failed to answer the questions correctly. In addition, the Stanford Prison Experiment (SPE) by Zimbardo supplemented the study by illustrating that people would continuously follow authority blindly. The reason for such an act is that the people with authority are thought of being morally correct. As such, people are obliged to follow the orders given by such people in the case where they think disobedience would have dire consequences. As such, authority is deemed to be legally based and individuals have a responsibility to respond to legitimate authority. The documentary applies to criminal justice in the sense that every individual is liable to any misfortunes that occur in their presence if it is deemed that they acted in an ignorant and negligent manner. As such, it is a criminal offence to abscond or fail to help an individual who needs urgent help before his or her demise. In addition, the law enforcers are responsible for mitigating crime. As such, failing to incorporate them to a criminal activity constitutes a crime against the state; hence, a criminal offence. Individuals have a sole responsibility to report cases of criminal activities, lest they stand liable to any misfortunes. Authorities ought to know their roles when handling wrongdoers. As such, suspects or prisoners would never have to comply with harsh orders from the officers. In addition, there ought to be platforms for reporting cases of immorality that force individuals to obey commands blindly. It is prudent to note that individuals have a responsibility to apply moral judgment beyond the legal

The Word Essay Example for Free

The Word Essay It is probably the hurtful racial word ever created. It is a word known primarily as a means to degrade African Americans. The word packs such power to represent overt racial hatred; most people regardless of race will not even say it. In the dictionary the word nigger means, usually offensive, a member of any dark-skinned race and ignorant. The n word is word used to cause pain to African American people it is used to offend us so use it. It is a degrading word; a word that whit people used to as they use to say put us in our place. So why do we think it is ok to us it as a term of endearment. It was used as a word that brought our ancestors so much pain so why do we feel it ok to use it when they fought so hard to end the use of the word against them. The NAACP had a funeral for the N as a way to put an end of use of the word, as a way to show the world that the word had no more meaning or pain when used as a put down, but the world still uses the word. Some people don’t even know the meaning of the word but still use it thinking its cool or the thing to do. Since the meaning of the word changed in the African American community people think its ok to use if you change the ending of the word from â€Å"er† to an â€Å"a† it is still the same word and in turn has the same meaning and should still not be used. Most people do not even know what the word means. t a word that brings pain to African American people and remind us that we are inferior and beneath white people. And we use it as a term of love, endearment. Changing the meaning dose not erase the pain it caused to our ancestors. The word should not be used especially by African American people in college because being in college shows that you are educated to get this far and the word means you are ignorant not educated, and in turn degrading yourself .

Determining Cognitive Functioning of Individual

Determining Cognitive Functioning of Individual Serial assessment in neuropsychology is necessary to make inferences regarding an individual’s level of functioning, i.e. to determine whether there has been ‘real’ improvement or decline, outside of measurement error, normal variation and clinically insignificant change [1]. A number of psychometric methods have been developed in order to interpret changes in test scores over repeated occasions of assessment. The associated problems and processes that are involved in delineating observed scores into their subcomponents of measurement error and true scores are complex and problematic [1]. Acquiring knowledge and understanding of issues pertaining to measurement error, such as the standard error of measurement (SEM,) is crucial to accurate interpretation of neuropsychological test results and change scores. The SEM refers to the total error variance of a set of obtained scores, where the obtained scores are an unbiased estimate of an individual’s true score [2]. It is the standard deviation (SD) of an individual’s test scores had the specified test been undertaken multiple times, and is calculated by multiplying the baseline SD of a measure by the square root of one minus the reliability coefficient of the measure [3]. The SEM is inversely related to a test’s reliability, such that larger SEMs reflect less reliable tests, and therefore denote diminished accuracy with the measure taken and the scores obtained [1]. This leads to greater variability within a test battery and thus any interpretation of results in such a case should be undertaken with a considerable degree of caution [4]. SEMs are useful in preventing the unwarranted attachment of significant meaning to between-score differences. That is, SEMs and their corresponding confidence intervals may overlap, indicating that some of the observed score difference may actually be attributable to error in measurement [1]. However, whilst the SEM is useful for estimating the degree of measurement error, it is not a suitable predictive measure as it is based on a distribution that presumes true score knowledge, which will always be unknown as tests do not have perfect reliability. As such, utilising the standard error of estimate (SEE) for such purposes may be the more appropriate method [2]. The SEE is a method which utilises a regression-based approach and measures the dispersion of predicted scores [5]. The SEE reflects the SD of true scores when the observed score is held constant, and is the statistic from which confidence intervals should be constructed [2]. The construction of confidence intervals is closely related to a test’s reliability. More reliable tests, in terms of internal consistency, represent homogeneity within the test itself. Thus, the associated confidence intervals will encompass a more narrow range of scores, with the resulting estimate being more precise [2]. It is therefore necessary to consider a test’s reliability coefficient, as below a certain point, the utility of a test is compromised [2]. Furthermore, as the reliability of a test is the single largest factor in determining the degree of change needed to occur over time from which the observed difference can be deemed to reflect actual change, using tests with high reliability coefficients is of paramount importance [6]. The consideration of measurement error in neuropsychological test results may also incorporate the assessment of observed score differences in terms of clinical significance. Clinically significant change can be interpreted on the basis of whether an individual’s change in test performance over two occasions reflects sufficient improvement, so that the individual has shifted classification categories, for example from ‘impaired’ to ‘normal’ [6]. Therefore, if a change is to be considered clinically significant, the tests being used to assess observed score differences need to be reliable. However, interpreting clinically significant change may also be problematic. Whilst there may be a considerable observed change in test scores from one measurement occasion to the next, if the starting point is at the extreme low end of a category, and the end point is at the extreme high end of a category, then an individual’s classification will not change and clinically significant improvement will not be deemed to have occurred [6]. This is a problematic interpretation as these changes may well have had important functional consequences for the individual that underwent assessment, and thus it is important to employ sensible clinical judgement [6]. Caution also needs to be applied to the interpretation of statistically reliable change, to avoid the implication that it represents real change. In reality, the observed change may instead reflect measurement error [6]. Statistically meaningful differences may also be a common occurrence within a particular population [7], but these are not necessarily clinically significant differences. Whilst neuropsychological test interpretation must consider, amongst other things, base rates of expected differences and abnormalities, the number of measures in a battery must also be taken into account, as abnormal performance on a proportion of subtests within a battery should be regarded as psychometrically normal [4]. A number of methods for calculation of reliable change have been proposed, adopted and further modified. These methods are usually given the designation of Reliable Change Index (RCI), and are used to estimate the effect of error variance on test score accuracy [6]. The value of the RCI is used to indicate the probability of the difference between two observed scores being the result of measurement error, and thus if the resulting probability is low, the difference is likely due to factors external to the test itself [1]. The notion of reliable change originated in classical test theory, with the standard error of the difference used as the criterion for determining whether an observed difference is credible under the null hypothesis of no real change [8]. However, the original, unmodified classical approach assumes that there are no practice effects. Certain subsequent variations of this approach have aimed to account for practice effects, in one of two ways. Either by a simple adaptation of the Jacobson and Truax approach (a widely used, simplified version of the classical approach, called the JT index), or via estimation of true change by using a regression equation, with the latter method being the favoured alternative in this context [8]. This regression-based approach does not require the test scores at each of the time points to have equal variance, and thus practice effects can occur [6]. There are many further approaches to calculation of RCIs, with no real consensus about which method is superior and should represent the ‘gold standard’ approach [8]. Furthermore, whilst RCI methods do have a number of advantageous features, there are still inherent limitations when considering factors such as real change that remains undetected if it falls below the RCI threshold [6]. Additionally, whilst reliable change methodology adjusted for practice effects has the potential to reduce measurement error and improve clinical judgement, it utilises a constant value the group mean – and so does not take into account the full range of possible practise effects, nor does it traditionally account for regression to the mean, so that error estimates are not proportional to the extremities of observed changes [1]. However, this methodology does at least provide a systematic and potentially empirically valid approach to assessment of real change [6]. In contrast, whil st regression methods do also have their own inherent limitations, such as greater utility in larger sample sizes, these are considered less extensive than RCI methodology [1]. The methods discussed thus far are primarily distribution-based approaches, meaning that they express observed change in a standardised format. A primary disadvantage of this type of approach is that they are purely statistical measurements which do not reveal the clinical significance of any observed change [9]. Alternative approaches include the use of reference states to estimate the minimal important difference or change, which refers to the smallest change in health quality that the patient is able to perceive and that is considered clinically relevant change [3]. However, these approaches have their own inherent limitations, with direct and subjective patient involvement in the change assessment process increasing the complexity of the measurement [3]. As the determination of an individual’s current cognitive functioning, as well as whether this functioning has improved or declined since prior assessment, is fundamental to the efficacy of clinical neuropsychology, the ability to reliably determine change via comparison of test scores is crucial [6]. However, as has been outlined above, the approaches involved in this determination are varied in their efficacy, and come with inherent limitations. As such, when considering the clinical significance of test results, a patient’s performance needs to be interpreted contextually, taking into account relevant behavioural, medical and historical information, as psychometric variability alone is not sufficient [4]. Furthermore, examination of the functional outcomes of any measured change is crucial, as this is of at least equivalent importance in determining whether improvement or decline has taken place [6]. References 1. Brooks, B.L., et al., Developments in neuropsychological assessment: Refining psychometric and clinical interpretive methods. Canadian Psychology/Psychologie canadienne, 2009. 50(3): p. 196. 2. Charter, R.A., Revisiting the standard errors of measurement, estimate, and prediction and their application to test scores. Perceptual and Motor Skills, 1996. 82(3c): p. 1139-1144. 3. Rejas, J., A. Pardo, and M.à . Ruiz, Standard error of measurement as a valid alternative to minimally important difference for evaluating the magnitude of changes in patient-reported outcomes measures. Journal of clinical epidemiology, 2008. 61(4): p. 350-356. 4. Binder, L.M., G.L. Iverson, and B.L. Brooks, To err is human:â€Å"Abnormal† neuropsychological scores and variability are common in healthy adults. Archives of Clinical Neuropsychology, 2009. 24(1): p. 31-46. 5. McHugh, M.L., Standard error: meaning and interpretation. Biochemia Medica, 2008. 18(1): p. 7-13. 6. Perdices, M., How do you know whether your patient is getting better (or worse)? A users guide. Brain Impairment, 2005. 6(03): p. 219-226. 7. Crawford, J.R., P.H. Garthwaite, and C.B. Gault, Estimating the percentage of the population with abnormally low scores (or abnormally large score differences) on standardized neuropsychological test batteries: a generic method with applications. Neuropsychology, 2007. 21(4): p. 419. 8. Maassen, G.H., E. Bossema, and N. Brand, Reliable change and practice effects: Outcomes of various indices compared. Journal of clinical and experimental neuropsychology, 2009. 31(3): p. 339-352. 9. Ostelo, R.W., et al., Interpreting change scores for pain and functional status in low back pain: towards international consensus regarding minimal important change. Spine, 2008. 33(1): p. 90-94.

Explain John Proctors Struggle with his Conscience :: Salem Witch Trials The Crucible Essays

Explain John Proctor's Struggle with his Conscience Conscience The conscience, the knowledge of right and wrong that affects actions and behaviour; the senses of guilt or virtue indeed by actions, behaviour etc. An innermost thought. (PH English dictionary) John Proctor has a terrible struggle with his conscience, particularly towards the end of the play. John proctors conscience is tell him that he shouldn't give into the pressure of the court, that he should stand proud and not tell the court lies. His conscience is telling him he shouldn't lie or defy the court and then his death, hanging from the noose, can be a proud one, accepted with honour after making his love and more importantly his peace with God. However his natural instinct, given to him upon his birth is telling him to lie. That he should lose his good name, confess to dealing with witchcraft. Telling him to lose some, perhaps all the respect people have for him but to keep his life. To lose his dignity but to keep his life. To live to see his children grow up, to see his unborn child be born, to watch his wife grow old with him. But most importantly to live, and to be free, and not to experience death till he is older. Live and lie, losing your dignity and all the respect you've earned, or die, but keep your good name, and let your children grow up with a good name. Leaving your life with an unblemished name. John chose death, although before he chose death he was prepared to choose life, he wanted to live, yet more than this he wanted an unblemished name. More importantly than this he wanted his children, and their children, and their children's children to have a name to be proud of. Proctor. He did not want them to be left with the name of a witch. Because it is my name (The Crucible, Act 4) John Proctor says the above quote, which simply reinforces everything I wrote earlier. John does not want to give up his name; he cannot have another in this life. Better to have one unblemished name. Than to have hundreds of names all tainted in one way or another. John does not want to give up his good name; he would rather give up his life, which we see in the rather gruesome and sudden ending of the play. This shows John Proctors personal struggle with himself. He wanted to live, yet he also wanted to keep his good name. He couldn't do both and in the end he chose his name. He was fighting with himself right

Macbeth: Appearance vs Reality :: Macbeth essays

Macbeth: Appearance vs Reality The way people act on the outside and who they really are on the inside may be two totally different things. Some may change because they feel they don't fit in. Others pretend to be something they truly aren't. No matter which way you look at it, if you try to act like someone your not, the truth will always appear in the end. That is exactly what happened in William Shakespeare's play, MacBeth. Banquo, MacBeth, and Lady MacBeth each project an image, but as time passes. The realities of their true personalities begin to emerge. As an honorable man, Banqou tends to hold back his true feelings in order not to offend others around him. At one point in the play, Banqou and MacBeth find themselves in the presence of three weird sisters who make three absurd predictions. MacBeth leans toward believing them while Banqou says, "And oftentimes, to win us to do our harm, the instruments of darkness tells us truths, win us with honest trifles, to betray's in deepest consequence". (Act I, Scene 3) A thoughtful yet skeptical Banquo speaks his words here very carefully to MacBeth in order to remain honorable. He doesn't want to come right out and tell MacBeth to be cautious in his actions, so he tries to soften his words so that MacBeth might contemplate his future movements. However, MacBeth does not take heed of Banquo's warnings. Because of the witch's predictions and his impatience, MacBeth kills in order to get what he expects is coming to him. When Banquo takes time to contemplate what has been going on, he turns his thoughts to MacBeth. He expresses his feelings about the situation in Act II, Scene 1. Banqou feels that MacBeth might have something to do with the murders, but he never stands up for his thoughts or listens to his conscience until MacBeth comes to him one day. When MacBeth asks to talk privately to Banquo, Banquo states; " So I lose none in seeking to augment it, but still keep my bosom franchised and allegiances clear, I shall be counseled." (Act III, Scene 1) Banquo means that he will talk to MacBeth, just as long as MacBeth knows that he is loyal to the King. This is the only time that Banquo sets his foot down against others to stand up for his morals. Just like Banquo, MacBeth's appearance differs from his true self. MacBeth portrays himself to be strong and wise, but inside he is truly weak. When he first faces the witch's predictions, he says; " Come what come may, time

The Vampire Diaries: The Fury Chapter Six

â€Å"She's already made her choice. You saw it yourself when you ‘interrupted' us. You've already chosen, haven't you, Elena?† Stefan said it not smugly, or as a demand, but with a kind of desperate bravado. â€Å"I†¦Ã¢â‚¬  Elena looked up. â€Å"Stefan, I love you. But don't you understand, if I have a choice right now I have to choose for all of us to stay together. Just for now. Do you understand?† Seeing only stoniness in Stefan's face, she turned to Damon. â€Å"Do you?† â€Å"I think so.† He gave her a secret, possessive smile. â€Å"I told Stefan from the beginning that he was selfish not to share you. Brothers should share things, you know.† â€Å"That's not what I meant.† â€Å"Isn't it?† Damon smiled again. â€Å"No,† Stefan said. â€Å"I don't understand, and I don't see how you can ask me to work with him. He's evil, Elena. He kills for pleasure; he has no conscience at all. He doesn't care about Fell's Church; he said that himself. He's a monster-â€Å" â€Å"Right now he's being more cooperative than you are,† Elena said. She reached for Stefan's hand, searching for some way to get through to him. â€Å"Stefan, I need you. And we both need him. Can't you try to accept that?† When he didn't answer she added, â€Å"Stefan, do you really want to be mortal enemies with your brother forever?† â€Å"Do you really think he wants anything else?† Elena stared down at their joined hands, looking at the planes and curves and shadows. She didn't answer for a minute, and when she did it was very quietly. â€Å"He stopped me from killing you,† she said. She felt the flare of Stefan's defensive anger, then felt it slowly fade. Something like defeat crept through him, and he bowed his head. â€Å"That's true,† he said. â€Å"And, anyway, who am I to call him evil? What's he done that I haven't done myself?† We need to talk, Elena thought, hating this self-hatred of his. But this wasn't the time or place. â€Å"Then you do agree?† she said hesitantly. â€Å"Stefan, tell me what you're thinking.† â€Å"Right now I'm thinking that you always get your way. Because you always do, don't you, Elena?† Elena looked into his eyes, noticing how the pupils were dilated, so that only a ring of green iris showed around the edge. There was no longer anger there, but the tiredness and the bitterness remained. But I'm not just doing it for myself, she thought, thrusting out of her mind the sudden surge of self-doubt. I'll prove that to you, Stefan; you'll see. For once I'm not doing something for my own convenience. But I'm not just doing it for myself, she thought, thrusting out of her mind the sudden surge of self-doubt. I'll prove that to you, Stefan; you'll see. For once I'm not doing something for my own convenience. â€Å"Yes. I†¦ agree.† â€Å"And I agree,† said Damon, extending his own hand with exaggerated courtesy. He captured Elena's before she could say anything. â€Å"In fact, we all seem to be in a frenzy of pure agreement.† Don't, Elena thought, but at that moment, standing in the cool twilight of the choir loft, she felt that it was true, that they were all three connected, and in accord, and strong. Then Stefan pulled his hand away. In the silence that followed, Elena could hear the sounds outside and in the church below. There was still crying and the occasional shout, but the overall urgency was gone. Looking out the window, she saw people picking their way across the wet parking lot between the little groups that huddled over wounded victims. Dr. Feinberg was moving from island to island, apparently dispensing medical advice. The victims looked like survivors of a hurricane or earthquake. â€Å"No one is what they seem,† Elena said. â€Å"What?† â€Å"That's what Bonnie said during the memorial service. She had another one of her fits. I think it might be important.† She tried to put her thoughts in order. â€Å"I think there are people in town that we ought to look out for. Like Alaric Saltzman.† She told them, briefly, what she had overheard earlier that day in Alaric's house. â€Å"He's not what he seems, but I don't know exactly what he is. I think we should watch him. And since I obviously can't appear in public, you two are going to have to do it. But you can't let him suspect you know-† Elena broke off as Damon held up a hand swiftly. Down at the base of the stairs, a voice was calling. â€Å"Stefan? Are you up there?† And then, to someone else, â€Å"I thought I saw him go up here.† It sounded like Mr. Carson. â€Å"Go,† Elena hissed almost inaudibly to Stefan, â€Å"You have to be as normal as possible so you can stay here in Fell's Church. I'll be all right.† â€Å"But where will you go?† â€Å"To Meredith's. I'll explain later. Go on.† Stefan hesitated, and then started down the stairs, calling, â€Å"I'm coming.† Then he pulled back. â€Å"I'm not leaving you with him,† he said flatly. Elena threw her hands up in exasperation. â€Å"Then both of you go. You just agreed to work together; are you going to go back on your word now?† she added to Damon, who was looking unyielding himself. He gave another of his little shrugs. â€Å"All right. Just one thing-are you hungry?† â€Å"That's good. But later on, you will be. Remember that.† He crowded Stefan down the stairs, earning himself a searing look. But Elena heard Stefan's voice in her mind as they both disappeared. I'll come for you later. Wait for me. She wished she could answer with her own thoughts. She also noticed something. Stefan's mental voice was much weaker than it had been four days ago when he had been fighting his brother. Come to think of it, he hadn't been able to speak with his mind at all before the Founders' Day celebration. She'd been so confused when she woke up by the river that it hadn't occurred to her, but now she wondered. What had happened to make him so strong? And why was his strength fading now? Elena had time to think about it as she sat there in the deserted choir loft, while below the people left the church and outside the overcast skies slowly grew darker. She thought about Stefan, and about Damon, and she wondered if she had made the right choice. She'd vowed never to let them fight over her, but that vow was broken already. Was she crazy to try and make them live under a truce, even a temporary one? When the sky outside was uniformly black, she ventured down the stairs. The church was empty and echoing. She hadn't thought about how she would get out, but fortunately the side door was bolted only from the inside. She slipped out into the night gratefully. She hadn't realized how good it was to be outside and in the dark. Being inside buildings made her feel trapped, and daylight hurt her eyes. This was best, free and unfettered-and unseen. Her own senses rejoiced at the lush world around her. With the air so still, scents hung in the air for a long time, and she could smell a whole plethora of nocturnal creatures. A fox was scavenging in somebody's trash. Brown rats were chewing something in the bushes. Night moths were calling to one another with scent. She found it wasn't hard to get to Meredith's house undetected; people seemed to be staying inside. But once she got there, she stood looking up at the graceful farmhouse with the screened porch in dismay. She couldn't just walk up to the front door and knock. Was Meredith really expecting her? Wouldn't she be waiting outside if she were? Meredith was about to get a terrible shock if she weren't, Elena reflected, eyeing the distance to the roof of the porch. Meredith's bedroom window was above it and just around the corner. It would be a bit of a reach, but Elena thought she could make it. Getting onto the roof was easy; her fingers and bare toes found holds between the bricks and sent her sailing up. But leaning around the corner to look into Meredith's window was a strain. She blinked against the light that flooded out. Meredith was sitting on the edge of her bed, elbows on knees, staring at nothing. Every so often she ran a hand through her dark hair. A clock on the nightstand said Meredith was sitting on the edge of her bed, elbows on knees, staring at nothing. Every so often she ran a hand through her dark hair. A clock on the nightstand said Elena tapped on the window glass with her fingernails. Meredith jumped and looked the wrong way, toward the door. She stood up in a defensive crouch, clutching a throw pillow in one hand. When the door didn't open, she sidled a pace or two toward it, still in a defensive posture. â€Å"Who is it?† she said. Elena tapped on the glass again. Meredith spun to face the window, her breath coming fast. â€Å"Let me in,† said Elena. She didn't know if Meredith could hear her, so she mouthed it clearly. â€Å"Open the window.† Meredith, panting, looked around the room as if she expected someone to appear and help her. When no one did, she approached the window as if it were a dangerous animal. But she didn't open it. â€Å"Let me in,† Elena said again. Then she added impatiently, â€Å"If you didn't want me to come, why did you make an appointment with me?† She saw the change as Meredith's shoulders relaxed slightly. Slowly, with fingers that were unusually clumsy, Meredith opened the window and stood back. â€Å"Now ask me to come inside. Otherwise I can't. â€Å"Come†¦Ã¢â‚¬  Meredith's voice failed and she had to try again. â€Å"Come in,† she said. When Elena, wincing, had boosted herself over the sill and was flexing her cramped fingers, Meredith added almost dazedly, â€Å"It's got to be you. Nobody else gives orders like that.† â€Å"It's me,† Elena said. She stopped wringing out the cramps and looked into the eyes of her friend. â€Å"It really is me, Meredith,† she said. Meredith nodded and swallowed visibly. Right then what Elena would have liked most in the world would have been for the other girl to give her a hug. But Meredith wasn't much of the hugging type, and right now she was backing slowly away to sit on the bed again. â€Å"Sit down,† she said in an artificially calm voice. Elena pulled out the desk chair and unthinkingly took up the same position Meredith had been in before, elbows on knees, head down. Then she looked up. â€Å"How did you know?† â€Å"I†¦Ã¢â‚¬  Meredith just stared at her for a moment, then shook herself. â€Å"Well. You- your body was never found, of course. That was strange. And then those attacks on the old man and Vickie and Tanner-and Stefan and little things I'd put together about him-but I didn't know. Not for sure. Not until now.† She ended almost in a whisper. â€Å"Well, it was a good guess,† Elena said. She was trying to behave normally, but what was normal in this situation? Meredith was acting as if she could scarcely bear to look at her. It made Elena feel more lonely, more alone, than she could ever remember being in her life. â€Å"I asked Bonnie to come over at seven o'clock, if her mother would let her. It's probably her. I'll go see.† Meredith seemed almost indecently eager to get away. â€Å"Wait. Does she know?† â€Å"No†¦ Oh, you mean I should break it to her gently.† Meredith looked around the room again uncertainly, and Elena snapped on the little reading light by the bed. â€Å"Turn the room light off. It hurts my eyes anyway,† she said quietly. When Meredith did, the bedroom was dim enough that she could conceal herself in the shadows. Waiting for Meredith to return with Bonnie, she stood in a corner, hugging her elbows with her hands. Maybe it was a bad idea trying to get Meredith and Bonnie involved. If imperturbable Meredith couldn't handle the situation, what would Bonnie do? Meredith heralded their arrival by muttering over and over, â€Å"Don't scream now; don't scream,† as she bundled Bonnie across the threshold. â€Å"What's wrong with you? What are you doing?† Bonnie was gasping in return. â€Å"Let go of me. Do you know what I had to do to get my mother to let me out of the house tonight? She wants to take me to the hospital at Roanoke.† Meredith kicked the door shut. â€Å"Okay,† she said to Bonnie. â€Å"Now, you're going to see something that will†¦ well, it's going to be a shock. But you can't scream, do you understand me? I'll let go of you if you promise.† â€Å"It's too dark to see anything, and you're scaring me. What's wrong with you, Meredith? Oh, all right, I promise, but what are you talking-â€Å" â€Å"Elena,† said Meredith. Elena took it as an invitation and stepped forward. Bonnie's reaction wasn't what she expected. She frowned and leaned forward, peering in the dim light. When she saw Elena's form, she gasped. But then, as she stared at Elena's face, she clapped her hands together with a shriek of joy. â€Å"I knew it! I knew they were wrong! So there, Meredith-and you and Stefan thought you knew so much about drowning and all that. But I knew you were wrong! Oh, Elena, I missed you! Everyone's going to be so-â€Å" â€Å"Be quiet, Bonnie! Be quiet!† Meredith said urgently. â€Å"I told you not to scream. Listen, you idiot, do you think if Elena were really all right she'd be here in the middle of the night without anybody knowing about it?† â€Å"But she is all right; look at her. She's standing there. It is you, isn't it, Elena?† Bonnie started toward her, but Meredith grabbed her again. â€Å"Yes, it's me.† Elena had the strange feeling she'd wandered into a surreal comedy, maybe one written by Kafka, only she didn't know her lines. She didn't know what to say to Bonnie, who was looking rapturous. â€Å"What are you two being so mysterious for? She's here, but she's not all right. What's that supposed to mean?† Elena didn't know whether to laugh or cry. â€Å"Look, Bonnie†¦ oh, I don't know how to say this. Bonnie, did your psychic grandmother ever talk to you about vampires?† Silence fell, heavy as an ax. The minutes ticked by. Impossibly, Bonnie's eyes widened still further; then, they slid toward Meredith. There were several more minutes of silence, and then Bonnie shifted her weight toward the door. â€Å"Uh, look, you guys,† she said softly, â€Å"this is getting really weird. I mean, really, really, really†¦Ã¢â‚¬  Elena cast about in her mind. â€Å"You can look at my teeth,† she said. She pulled her upper lip back, poking at a canine with her finger. She felt the reflexive lengthening and sharpening, like a cat's claw lazily extending. Meredith came forward and looked and then looked away quickly. â€Å"I get the point,† she said, but in her voice there was none of the old wry pleasure in her own wit. â€Å"Bonnie, look,† she said. All the elation, all the excitement had drained out of Bonnie. She looked as if she were going to be sick. â€Å"No. I don't want to.† â€Å"You have to. You have to believe it, or we'll never get anywhere.† Meredith grappled a stiff and resisting Bonnie forward. â€Å"Open your eyes, you little twit. You're the one who loves all this supernatural stuff.† â€Å"I've changed my mind,† Bonnie said, almost sobbing. There was genuine hysteria in her tone. â€Å"Leave me alone, Meredith; I don't want to look.† She wrenched herself away. â€Å"You don't have to,† Elena whispered, stunned. Dismay pooled inside her, and tears flooded her eyes. â€Å"This was a bad idea, Meredith. I'll go away.† â€Å"No. Oh, don't.† Bonnie turned back as quickly as she'd whirled away and precipitated herself into Elena's arms. â€Å"I'm sorry, Elena; I'm sorry. I don't care what you are; I'm just glad you're back. It's been terrible without you.† She was sobbing now in earnest. The tears that wouldn't come when Elena had been with Stefan came now. She cried, holding on to Bonnie, feeling Meredith's arms go around both of them. They were all crying-Meredith silently, Bonnie noisily, and Elena herself with passionate intensity. She felt as if she were crying for everything that had happened to her, for everything she had lost, for all the loneliness and the fear and the pain. Eventually, they all ended up sitting on the floor, knee to knee, the way they had when they were kids at a sleepover making secret plans. â€Å"You're so brave,† Bonnie said to Elena, sniffling. â€Å"I don't see how you can be so brave about it.† â€Å"Your hands aren't cold.† Meredith squeezed Elena's fingers. â€Å"Just sort of cool. I thought they'd be colder.† â€Å"Stefan's hands aren't cold either,† Elena said, and she was about to go on, but Bonnie squeaked: â€Å"Stefan?† Meredith and Elena looked at her. â€Å"Be sensible, Bonnie. You don't get to be a vampire by yourself. Somebody has to make you one.† â€Å"But you mean Stefan . . . ? You mean he's a†¦ ?† Bonnie's voice choked off. â€Å"I think,† said Meredith, â€Å"that maybe this is the time to tell us the whole story, Elena. Like all those minor details you left out the last time we asked you for the whole story.† Elena nodded. â€Å"You're right. It's hard to explain, but I'll try.† She took a deep breath. â€Å"Bonnie, do you remember the first day of school? It was the first time I ever heard you make a prophecy. You looked into my palm and said I'd meet a boy, a dark boy, a stranger. And that he wasn't tall but that he had been once. Well†-she looked at Bonnie and then at Meredith-â€Å"Stefan's not really tall now. But he was once†¦ compared to other people in the fifteenth century.† Meredith nodded, but Bonnie made a faint sound and swayed backward, looking shell-shocked. â€Å"You mean-â€Å" â€Å"I mean he lived in Renaissance Italy, and the average person was shorter then. So Stefan looked taller by comparison. And, wait, before you pass out, here's something else you should know. Damon's his brother.† Meredith nodded again. â€Å"I figured something like that. But then why has Damon been saying he's a college student?† â€Å"They don't get along very well. For a long time, Stefan didn't even know Damon was in Fell's Church.† Elena faltered. She was verging on Stefan's private history, which she'd always felt was his secret to tell. But Meredith had been right; it was time to come out with the whole story. â€Å"Listen, it was like this,† she said. â€Å"Stefan and Damon were both in love with the same girl back in Renaissance Italy. She was from Germany, and her name was Katherine. The reason Stefan was avoiding me at the beginning of school was that I reminded him of her; she had blond hair and blue eyes, too. Oh, and this was her ring.† Elena let go of Meredith's hand and showed them the intricately carved golden circlet set with a single stone of lapis lazuli. â€Å"And the thing was that Katherine was a vampire. A guy named Klaus had made her one back in her village in Germany to save her from dying of her last illness. Stefan and Damon both knew this, but they didn't care. They asked her to choose between them the one she wanted to marry.† Elena stopped and gave a lopsided smile, thinking that Mr. Tanner had been right; history did repeat itself. She only hoped her story didn't end like Katherine's. â€Å"But she chose both of them. She exchanged blood with both of them, and she said they could all three be companions through eternity.† between them the one she wanted to marry.† Elena stopped and gave a lopsided smile, thinking that Mr. Tanner had been right; history did repeat itself. She only hoped her story didn't end like Katherine's. â€Å"But she chose both of them. She exchanged blood with both of them, and she said they could all three be companions through eternity.† â€Å"Sounds dumb,† said Meredith. â€Å"You got it,† Elena told her. â€Å"Katherine was sweet but not very bright. Stefan and Damon already didn't like each other. They told her she had to choose, that they wouldn't even think of sharing her. And she ran off crying. The next day-well, they found her body, or what was left of it. See, a vampire needs a talisman like this ring to go out in the sun without being killed. And Katherine went out in the sun and took hers off. She thought if she were out of the way, Damon and Stefan would be reconciled.† â€Å"Oh, my God, how ro-â€Å" â€Å"No, it isn't,† Elena cut Bonnie off savagely. â€Å"It's not romantic at all. Stefan's been living with the guilt ever since, and I think Damon has, too, although you'd never get him to admit it. And the immediate result was that they got a couple of swords and killed each other. Yes, killed. That's why they're vampires now, and that's why they hate each other so much. And that's why I'm probably crazy trying to get them to cooperate now.†