Language policy in Saudi Arabia

Language policy in Saudi Arabia Introduction Language acts as an important tool that makes sure there is effective communication. It is actually not easy to communicate without the spoken words. Language has its usefulness to human development as research has found. Actually it would be difficult for people to think and actually associate the things and concepts they come across.Advertising We will write a custom coursework sample on Language policy in Saudi Arabia specifically for you for only $16.05 $11/page Learn More The sharing of these ideas and concepts through language leads to the development of humans in general. Many countries therefore have their own crafted language policy, since language has been found to be crucial to society. To achieve this, many countries have established their national languages, and even official languages which they would expect its citizens to use. Education policy of the country therefore should be crafted to cater for language as it plays a major ro le in the society. In Saudi Arabia for instance, the national language is Arabic. This therefore means that most Saudis do communicate their thoughts using this language. However, in Saudi Arabia there are systems of education which teach English too, hence a crop of bilinguals in the country. This paper will actually look at the bilingual language policy in Saudi Arabia. The paper will in essence give a brief to establish a partial immersion program. All the issues to do with bilingual education will critically be presented so as to provide a rich background to the brief. Rationale Leaning of a second language has been viewed as a way of enhancing the cognitive development as to whether bilingualism, the ability to use two different languages, has any advantages. However, subsequent studies have shown an encouraging picture. In Saudi Arabia there are both private and public schools. Most private schools have embraced teaching of other languages. Due to the current trends such as gl obalization and general advances in information technology there has been a drive for countries to encourage learning of English language. English language has been dubbed the language of information technology since most of its codes and systems are designed in that language.Advertising Looking for coursework on languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More This in effect has an impact on what the countries economic outlook will be since most of the trade is being done through the online markets with wider marketing of English speakers. Saudi Arabia being one of the market players in this globalised world is faced with the daunting task of making sure its citizenry is not left behind. Bilingualism has therefore got several advantages for the country. For instance in one study carried out in the US it was established that Latinos who were able to speak English as well as Spanish were doing better economically as compare d to the rest who were only able to speak one language Garcia ( 2009). Cognitive development of the learner has been seen to develop rapidly when a learner is exposed to another language. In fact it has been found out that bilingualism will aid the development of the brain such that the leaner can easily learn other concepts faster than that learner who has only been exposed to one language. This is especially true of a situation where the languages are used simultaneously. Lee (1996). A story is told of how a girl, Hildegard was subjected to two languages from her parents who spoke both German and English respectively. We are told that at the age of two years she could not differentiate between the two languages’ vocabulary but when she visited Germany, she was able to speak German very well and she was able to use more German vocabulary. When it was time to go back to America she spoke English well and English was her most dominant language, since her father could speak wit h her in English. The best thing to be learnt here is that she did not confuse the vocabulary or the different linguistic elements of the two advantages. It was from this observation that her father Leopold concluded that a child has an advantage if he or she is introduced to different languages at an early stage in life. Bilingualism can also lead to people being accommodative to other people’s ways of life. When one learns a language he or she also learns about the culture and ways of that community hence appreciating that community.Advertising We will write a custom coursework sample on Language policy in Saudi Arabia specifically for you for only $16.05 $11/page Learn More Sometimes back the Saudi government did not want to yield to the introduction of other foreign languages but of late the Saudi leadership has allowed the teaching of English to fight intolerance of other among the learners and allow for a more open and accommodative society to the other cultures. As the society moves towards global stage it is important for the citizens to freely communicate with the rest of the globe and the introduction of this bilingualism has had its advantages towards enhancing effective communication between members of different backgrounds. Saudi Arabia occupies a notable position in world affairs and therefore there is need for language policy that may be useful for multilingual society that is out there. This is seen in the diplomatic challenges that it faces. Ramirez (1985) argues that language is crucial for â€Å"the multilingual multicultural awareness in national security diplomacy and commerce†. Ramirez further observes that it is crucial for any society that provides product to have the language competence that will inform the cultural sensitivities around the globe. English language has gained an almost universal use all over the world. Many global higher education providers use English as their medium of instructi on Graber Stoller (1997).What is more crucial, international events are held in this language; not forgetting the large networking sites that have gripped the communication scene in the whole world. Saudi Arabia is not spared in this fast paced global onslaught. What is encouraging is that Saudi Arabia government has made a deliberate effort to move the education standards a notch higher. However there is need for a more results oriented program for the English language in the country. There are however, encouraging signs as the government now funds schools and now most schools are now teaching English language as an independent subject.Advertising Looking for coursework on languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More The demand for English in Saudi Arabia is rising due to the advent of the information age. Parents on the other hand are willing to invest in it even organizing for private English language lessons for their children. Records further show that the Saudi government has increased its general funding for education programs through even provision of scholarships. According to Shamary (2008) most of the students are given scholarships to study abroad, in most cases United States of America. One can easily see the need for proper English teaching at elementary level. The Saudi government has therefore even gone further to adopt the English Proficiency test to monitor the quality of the English language. Cummins (1981) However I propose that for better results there is need for a proper immersion program for at the school level. It is well established that it is easier for a language to be acquired at a younger age than at a later day in life. That is why it is crucial for the program that is mandated to handle language to consider this. The advantages of learning while young are many. Firstly, it is easier for that learner to develop a native-like accent. Baker (2006). Secondly, the learners usually need a shorter time of learning to be considered proficient in that language. Another advantage could be that it is easy for the learner to acquire other skills faster as it aids cognitive development. Though an older learner can have the advantage of using the first language to draw from, it is not usually for such a learner to have a native-like accent. Actually, what the older learner may have may just be competence but not the performance. The partial immersion project I would suggest will be based at school level. First of all there is need to know what immersion is. Immersion is a type of bilingual education in which the learners from the majority language speaking group are instructed through the second language and their first language simultaneously. Lyster (198 7). In this program I would suggest that several main subjects are taught using English (L2) and Arabic (L1). In this case the students will be taught predominantly in English, which is the language that the students will be in the process of acquiring. The subjects could include Mathematics, Geography, History and all the science based subjects. But this will require a lot of cooperation. The program is unique as it will not only vouch for partial immersion, based on the background of Saudi Arabia. Factors and Variables There are several factors and variables that have to be considered in this program. Linguistic characteristics, coupled with how languages are interrelated play a major role in how fast learners can benefit from an immersion. For example, according to Garcia (2009) â€Å"†¦ Romance languages, such as Spanish and Italian, share characteristics, while Dutch, German, and Danish, as Germanic languages, have some things in common†. English and Arabic do not s hare these semblances; therefore there is need for an elaborate program to make this program a success. Attitudes of the communities and students should be considered. If in cases where there has been some skepticism, there is need for some enlightening by the government. It is good that the Saudi government supports its citizens to know about other languages as well. This is motivated by the accrued rewards for bilingual speakers. Economic factors that will go into implementing this program are to be considered. The good thing is that the government is funding students for this program, through grants and scholarships. There should be, however some challenges towards providing the relevant material. According to Garcia, there is need to look into the opportunity cost of the whole program. That means it should not just be about monetary cost, but other social challenges. Religious culture and ideology need to be considered. The Saudi set-up is that which epitomizes high Islamic devo tion. The culture is equally conservative as compared to that of the British people. By this, the program should majorly touch on those aspects of culture that do not contravene or contradict the Saudi culture. But it should be crucial for the learners to be informed that there are different cultures. Garcia (2009). There is also another major category known as the outcome factor. This involves linguistic factors and other social ones. But this program will focus on development of bilingual proficiency. This means that the goal here is to have two languages used. Language Maintenance This program will actually promote Arabic language maintenance, though English will be the target language. This is in line with the program as practiced in the Doha Academy in Qatar. This will be in such a way that, as the children are immersed in English, they will at the same time be exposed to strong Islamic religious studies and also the Arabic language. In class for example, separation of boys fro m girls in class will be maintained. This will ensure that by the time the children mature they will be bilingual. Since the Saudi Arabian context is a bit unique, I would suggest that the students are exposed to partial immersion in certain subjects this is due to the fact that it is important a most of the students may not have the chance to be exposed to the second language outside class. It is therefore crucial for them to be exposed to L2 as much as possible in class. However, the way the content is rendered should be accommodative. That means that there should be a lot of illustration done by the teacher to ensure that the concepts are acquired by all the students, especially in cases where there is need for concept elaboration, the instructor should take time to illustrate using both languages. It has been established that the Saudi Arabian students have a major problem at the phonological level. Oral proficiency has been the biggest challenge for the learners while using Eng lish for expression. To cater for this problem the program suggests that there is an early immersion, which means that at nine to ten years old, there should be an immersion program in place. This will handle the issue of phonological proficiency. We know from researches that native-like accent can only be achieved at this age. This is because English and Arabic differ in spelling to sound correspondences. So the earlier the learners are subjected to this language the sooner they develop the strategies aimed at mastering the challenges of phonological variations. In fact Lesaux Siegel (2003) feel that such phonological awareness does continue even as the learner grows. But such a program should be carefully implemented. The schools will be expected to have enough resources for the implementation of the program. These resources will include both the teaching and learning resources. The government should therefore have enough funds for such a program so as effective L2 learning is ac hieved. Another aspect of the program is that the language policy will be that which will require that a native-like proficiency is achieved. This should not be misconstrued to mean eventual abandoning of the culture of L1, but, language teaching should aim at oral proficiency in both languages which at the same time stressing the need for appreciating other cultures. Class size The class size should be a maximum of 40. For those that wish to create smaller classes have the freedom to do so. This will basically depend on the type of resources at hand. Traditionally classes in Saudi Arabia have always been smaller. This is good for teaching as it allows for an even higher teacher student ratio. The purpose of the program is actually directed at the learners becoming a proficient bilingual, while at the same time being competent in other subject areas. The program is designed to provide an additional language to the L1 of the learners. Brown Yule (1983). It is designed not to overshad ow the Arabic language. Actually it is not intended to replace Arabic but it is in essence designed to also enhance L1 and L2 skills mutually. The Saudi government supports Arabic language and therefore the partial immersion considers this. At some time there were fears from parents and some quotas that native culture is threatened by this. This is not true considering the design of this program is that while promoting the local culture, it provides an opportunity for the learner to be taught about another culture, hence achieving one of the objectives of the program. To even assure that the two languages are treated equally assessment is done in both English and Arabic, though instruction at later stages is done in L2. Content In this partial immersion in the school, there will be great emphasis on the content. Though content based learning will not be emphasized at elementary level, there is need for content based learning after year nine. Research has shown that content based ins truction plays a major role in acquisition of other competencies. First the students gain proficiency in language at a faster rate than those who use other non-immersion programs. Their performance in standardized exams has equally been noted. This is so because the concepts pertaining to the subjects are usually already familiar through their usual interaction in the language, not forgetting the role played by L2 in cognitive development as early observed. For this program issues to do with vocabulary, syntax and even phonology should be given credence. Another inference drawn from such performance is that through content-based instruction not only does one learn about language, but also content. They also experience increased motivation to learn as they are exposed to concepts using different medium. Also driven by increased chances of getting employment, many students usually have a heightened interest to excel in the second language and also other subjects in which the medium is used. Graber and Stoller (1997) have observed that language acquisition occurs in context and therefore since there is content based instruction provides a context through which meaning can be inferred communication is usually effective hence effective learning. This is unlike in situations where facts and notions are taught in isolation. The program will therefore provide material that is full of content to the learners. This will also provide the relevance needed for the learner to get meaning easily. Materials Another area that is of great use for the program has to do with the study material. Though this may pose a little challenge to the budget in the school, it is necessary that such is looked at seriously as it is critical to the success of this partial immersion program. There will be need for the schools to provide computers for the online interaction to aid first in motivation. These will also act as a platform through which the learners will see the importance and even p ut to practice what is learnt. For instance it could be instructive to ask the learners for instance to write and post their creative works online for the rest to enjoy. This will motivate many to develop that self drive to perfect their language. Proper language environments like the language laboratory should be in place so that every aspect of language can easily be handled, for instance aspects to do with phonological challenges that most Saudi learners encounter. It is not easy for the learners to achieve an almost native-like accent unless they are exposed to the proper articulation of the phonemes of the second language. The materials prepared for learning should cover different aspects. For example to cater for the cultural aspect it is crucial that the material used reflects the cultural attribute of the speaker of both languages. In most cased L2 culture should be taught since most of the students in Saudi Arabia only know of their culture. The Saudi government on top of o ffering scholarship it is important for it to put in more effort on providing sufficient fund to obtain the relevant material necessary for effective teaching of English. These will go a long way towards providing right charts, models, books, audio-visual equipment and many others. Assessment There should be clear assessment criteria in the program. One notable thing is that assessment should not be seen as a way of looking for mistakes, learners will first of all be informed as to the importance of assessment. The program will therefore adopt a flexible internal assessment. For example in creative writing, it is not important for the teacher to correct mistakes so that learners can freely release their full creative potential, without fear of their mistakes being pointed out. In other areas there should be external assessment that will be used to show the progress. This progress is crucial to the teacher as s/he will be able to identify some of the problem areas that need spinning. Saudi Arabian government has for example embraced an external language proficiency test too, which helps in benchmarking the standards with those of other nations in English language. Teachers The role of the teacher in this partial immersion program is quite important. Given the situation in Saudi Arabia, one can easily tell that for effective English language teaching, there is need for the teaching needs to be looked at in great detail. First of all there is need for teacher re-training so that most may become familiar with the needs of the program’s demands. This training could range from content handling, teaching methods, material preparation, lesson preparation and many others. Other areas that are of great concern have to do with handling the demands of L2 in school. Actually, the need for proper professional development should be a priority. This could be done through benchmarking with other models. In such cases the teachers could be exposed to how things are done in other model immersion programs abroad. Boutin (1993). The teachers may in turn come and induct the rest for the success of the program. The curriculum documents used should be specific and should reflect immersion program’s objectives. To curb a situation where the teachers may have reservations to bilingualism, there is need for in-service induction training that emphasize the need for bilingualism. There has been a situation where sometimes the school administrators and other staff may not be aware of the benefits of bilingualism. They may in the process fail to contribute the desired output to the language acquisition. For instance content taught by the science teachers can be backed by provision of an English language dictionary so that the students may equally get the vocabulary of the concept being taught in English too. Campaigns to enlighten the parents and the wider communication on the benefits of bilingualism should be carried out so that the program does not me et any form of resistance. When this is achieved, then learning will be smooth and learners will be motivated to learn the language and the culture of its native speakers. Lesson plans and materials relevant for the partial immersion program are supposed to be carefully crafted. That is why the teachers engaged in the program will be provided with ample release time to prepare lesson plans and arrange the other material necessary for lesson execution. The type of learning needs at various stages do vary with proper induction; the teachers handling the program should be equipped with the correct skills to master what is required at the different levels. For instance, learning usually varies from teacher centered approach at program inception and implementation to student centered as the students advance in the learning stages or classes. The level of language activities also varies with this stage development. Analysis This program will greatly aid second/foreign language acquisition since it considers the various aspects that are typical of the Saudi environment. First of all, the program as we are told, takes an integrated approach to learning. This means that no particular way dominates. The program did not consider total immersion approach. This is because the writing systems in English and Arabic are quite different. This would be disadvantageous in the long run, but the program has averted this and this is why it takes multi-stage approach. In the program only learners are introduced to content and outcomes that go along with that particular stage. What the program aims at is actually acquisition of linguistic skills that will guarantee achievement in the higher grades. The hybrid program also ensures that learners are exposed to the relevant material necessary for language acquisition. By this, the learners will for instance, know how to interact effectively online in the second language through exposure to the various aspects of culture of native Englis h speakers. Cognitive development is also enhanced when one is introduced to second language Macnamara (1966). Through this development, the learners will excel in both languages as they will discover that there is another medium which is worth exploring. With the government’s support for English language learning, enough resources that are needed for its acquisition will be greatly funded. These could be the teachers, books, rooms, computers etc. the program clearly vouches for a situation where the right resources are availed for proper language teaching. To achieve a native-like accent and proficiency, this hybrid program proposes that language be taught at different levels of complexity. This program, based on research carried out earlier, advocates for early exposure of the learners to the English language specifically this should be at the elementary school. Another major area that will provide effective acquisition has to do with content. The program has gone to a grea ter detail in elaborating the content areas that will be given credence. It has for example singled out the areas such as vocabulary acquisition, phonological aspects and even the syntactic aspects that need serious attention. This conclusion is based on several findings that had established that these were the problem areas by Saudi learners. To add on content is the content-based instruction. This approach will assist learners to develop concrete meanings derived from concrete experiences that they are subjected to. It has long been established for learners to conceive meaning from abstract concepts. But in content-based approach, the learners are able to get the ‘form’ of what is being talked about, and by this, it will be easy for them to remember the concepts that are learnt. Perhaps the vocabulary aspects in this situation usually are the greatest beneficiary. This is so because the learning activities may include the teacher preparing the learners to the vocabula ry that may be encountered in the lesson, and this will aid in comprehension of the concept while at the same time enhancing language acquisition. In practice, the program has put a lot of emphasis on the teaching needs of the program. It has been long established that Saudi government has had its share of staffing problems. First of all, this has been occasioned due to the high demand for English by students, thereby stretching the available number of teachers. Boutin (1993). There is also another problem where some of the expatriate teachers who are taken as mentors are not trained teachers. Another challenge has been that even the teachers who are trained, may lack the requisite knowledge to handle this partial immersion program. This program has noted this plus many other challenges and vouched to teacher re-training/induction to handle the peculiar challenge that the English language requires, under this partial immersion program. Another crucial milestone that the program has put is that of assessment. We are told that at times to put assessment in all aspects of language learning may at times hinder advancement. This is true in the creative writing. By leaving out assessment in such may encourage the students to expose their creative prowess, thereby develop the motivation and the competence to acquire the language. Due to the revolution in technology, the program has embraced learning that encourages the interaction of the students with technology. This could be through posts on the internet networking sites and generally, exposure to the potential that the language exposes one to. It can take the learner beyond the national boundaries. Armed with this awareness, the learner develops the impetus to master the language even more. The class size has a big impact on the language acquisition. A larger class is detrimental to learning as it diminishes individual attention. The program guarantees that a class of no more than thirty five is permitted. Reasons for the content areas to be taught The content areas that have been selected in this program are varied. One major reason is the level of the learner. The learner is given tasks that s/she can manage according to the level. Another reason is that phonological aspects have been found to be a major problem with Saudi students. Since Arabic, which most students speak, has a quite different phonological system as compared to English. It is this radical variation that gives the students a lot of trouble when they learn English. Syntactic aspects have also been given credence in the study. The reason as to why that is so is because many Saudi learners, research has established have a lot of trouble with verb agreement. This could be perhaps due to the diverse sentence structure between Arabic and English, the target language. Conclusion This partial immersion program is set up with very ambitious English language fluency goals. It is for this reason that it advances the notion of early e xposure to language aimed at enhancing a native-like fluency. Fluency in language has been known to be achieved only if the learner is exposed to language at a tender age. The program has set up proper mechanisms through which learners are motivated to learn the English language without any external inhibitions and interference. That is why it propagates for adequate provision of learning and teaching resources. The program has not also forgotten to reflect the benefits of proficiency, keeping in mind the technological, social and even economical global trends that are currently taking shape. Ultimately, the program shows that to increase the numbers of the learners who are proficient in English, there is need for careful attention to the policy of English of the Saudi government. There is need for total revamping of the whole education policy regarding language since second language proficiency has benefits that are unfathomable both to the learner and the nation at large. Referenc e List Baker, C., (2006). Foundations of Bilingual Education and Bilingualism. New York: Multilingual Matters. Boutin, F., (1993). A Study of Early French Immersion Teachers as Generators of Knowledge. Foreign language Annuals, 26, (4), 511-525. Brown, G., Yule, G., (1983) Teaching the Spoken Language. New York. Cambridge University press. Cummins, J., (1981). The Role of Primary Language In Promoting Educational Success For Language Minority Students. In California in State Department of Education. Schooling and Language minority students: A theoretical framework. (PP3-49). Los Angeles: California State University, Evaluation, Dissemination, and Assessment Center. Garcia, O., (2009). Bilingual Education in the 21st Century: A Global Perspective. New York: Wiley- Blackwell Grabe, W., Stoller F., L., (1997). Content Based Instruction: Research Foundations. New Jersey: Cengage Hakuta, K., (1986). Mirror of Language. The Debate on Bilingualism. New York: Basic Books Lee, P., (2006). C ognitive Development in Bilingual Children: A Case for Bilingual Instruction in Early Childhood Education. The bilingual Research Journal, 20 (34) 499-522 Lesaux, K., N., and Siegel, S., L., (2003). The Development of Reading in Children Who Speak English as a Second Language. Lyster, R., (1987). Speaking Immersion. The Canadian Modern Language Review, 43, (4), pp. 701-717. Macnamara, J., (1966). Bilingualism and Primary Education. New Jersey: Cengage Ramirez, G., A., (1985). Bilingualism through Schooling: Cross Cultural Education for Minority and Majority Students. New York: SUNNY PRESS Shemary, A., (2008). Saudi Arabia: US Preferred Destination for Students, Ashraq, Alowsat. Snow M., A., Brinton, D., M., (Eds). The Content-Based Classroom: Perspectives on Integrating Language and Content (PP5-21). New York: Longman.

The Invasion of Normandy in World War II (D-Day)

The Invasion of Normandy in World War II (D-Day) The Invasion of Normandy began on June 6, 1944, during World War II (1939-1945). Commanders Allies General Dwight D. EisenhowerGeneral Bernard MontgomeryGeneral Omar BradleyAir Chief Marshal Trafford Leigh-MalloryAir Chief Marshal Arthur TedderAdmiral Sir Bertram Ramsay Germany Field Marshal Gerd von RundstedtField Marshal Erwin Rommel A Second Front In 1942, Winston Churchill and Franklin Roosevelt issued a statement that the western allies would work as quickly as possible to open a second front to relieve pressure on the Soviets. Though united in this goal, issues soon arose with the British who favored a thrust north from the Mediterranean, through Italy and into southern Germany. This approach was advocated by Churchill who also saw a line of advance from the south as placing British and American troops in a position to limit the territory occupied by the Soviets. Against this strategy, the Americans advocated a cross-Channel assault which would move through Western Europe along the shortest route to Germany. As American strength grew, they made it clear that this was the only approach they would support. Codenamed Operation Overlord, planning for the invasion began in 1943 and potential dates were discussed by Churchill, Roosevelt, and Soviet leader Joseph Stalin at the Tehran Conference. In November of that year, planning passed to General Dwight D. Eisenhower who was promoted to Supreme Commander of the Allied Expeditionary Force (SHAEF) and given command of all Allied forces in Europe. Moving forward, Eisenhower adopted a plan begun by the Chief of Staff of the Supreme Allied Commander (COSSAC), Lieutenant General Frederick E. Morgan, and Major General Ray Barker. The COSSAC plan called for landings by three divisions and two airborne brigades in Normandy. This area was chosen by COSSAC due to its proximity to England, which facilitated air support and transport, as well as its favorable geography. The Allied Plan Adopting the COSSAC plan, Eisenhower appointed General Sir Bernard Montgomery to command the invasions ground forces. Expanding the COSSAC plan, Montgomery called for landing five divisions, preceded by three airborne divisions. These changes were approved and planning and training moved forward. In the final plan, the American 4th Infantry Division, led by Major General Raymond O. Barton, was to land at Utah Beach in the west, while the 1st and 29th Infantry Divisions landed to the east on Omaha Beach. These divisions were commanded by Major General Clarence R. Huebner and Major General Charles Hunter Gerhardt. The two American beaches were separated by a headland known as Pointe du Hoc. Topped by German guns, capture of this position was tasked to Lieutenant Colonel James E. Rudders 2nd Ranger Battalion. Separate and to the east of Omaha were Gold, Juno, and Sword Beaches which were assigned to the British 50th (Major General Douglas A. Graham), Canadian 3rd (Major General Rod Keller), and British 3rd Infantry Divisions (Major General Thomas G. Rennie) respectively. These units were supported by armored formations as well as commandos. Inland, the British 6th Airborne Division (Major General Richard N. Gale) was to drop to the east of the landing beaches to secure the flank and destroy several bridges to prevent the Germans from bringing up reinforcements. The US 82nd (Major General Matthew B. Ridgway) and 101st Airborne Divisions (Major General Maxwell D. Taylor) were to drop to the west with the goal of opening routes from the beaches and destroying artillery that could fire on the landings (Map). The Atlantic Wall Confronting the Allies was the Atlantic Wall which consisted of a series of heavy fortifications. In late 1943, the German commander in France, Field Marshal Gerd von Rundstedt, was reinforced and given noted commander Field Marshal Erwin Rommel. After touring the defenses, Rommel found them wanting and ordered that they be greatly expanded. Having assessed the situation, the Germans believed that the invasion would come at the Pas de Calais, the closest point between Britain and France. This belief was encouraged by an elaborate Allied deception scheme, Operation Fortitude, which suggested that Calais was the target. Split into two major phases, Fortitude utilized a mix of double agents, fake radio traffic, and the creation of fictitious units to mislead the Germans.  The largest fake formation created was the First US Army Group under the leadership of Lieutenant General George S. Patton.  Ostensibly based in southeastern England opposite Calais, the ruse was supported by the construction of dummy buildings, equipment, and landing craft near likely embarkation points. These efforts proved successful and German intelligence remained convinced that the main invasion would come at Calais even after landings commenced in Normandy.   Moving Forward As the Allies required a full moon and a spring tide, possible dates for the invasion were limited. Eisenhower first planned to move forward on June 5, but was forced to delay due to poor weather and high seas. Faced with the possibility of recalling the invasion force to port, he received a favorable weather report for June 6 from Group Captain James M. Stagg. After some debate, orders were issued to launch the invasion on June 6. Due to the poor conditions, the Germans believed that no invasion would occur in early June. As a result, Rommel returned to Germany to attend a birthday party for his wife and many officers left their units to attend war games at Rennes. The Night of Nights Departing from airbases around southern Britain, the Allied airborne forces began arriving over Normandy. Landing, the British 6th Airborne successfully secured the Orne River crossings and accomplished it objectives including capturing the large artillery battery complex at Merville. The 13,000 men of the US 82nd and 101st Airbornes were less fortunate as their drops were scattered which dispersed units and placed many far from their targets. This was caused by thick clouds over the drop zones which led to only 20% being marked correctly by pathfinders and enemy fire. Operating in small groups, the paratroopers were able to achieve many of their objectives as the divisions pulled themselves back together. Though this dispersal weakened their effectiveness, it caused great confusion among the German defenders. The Longest Day The assault on the beaches began shortly after midnight with Allied bombers pounding German positions across Normandy. This was followed by a heavy naval bombardment. In the early morning hours, waves of troops began hitting the beaches. To the east, the British and Canadians came ashore on Gold, Juno, and Sword Beaches. After overcoming initial resistance, they were able to move inland, though only the Canadians were able to reach their D-Day objectives. Though Montgomery had ambitiously hoped to take the city of Caen on D-Day, it would not fall to British forces for several weeks. On the American beaches to the west, the situation was very different. At Omaha Beach, US troops quickly became pinned down by heavy fire from the veteran German 352nd Infantry Division as the pre-invasion bombing had fallen inland and failed to destroy the German fortifications. Initial efforts by the US 1st and 29th Infantry Divisions were unable penetrate the German defenses and troops became trapped on the beach. After suffering 2,400 casualties, the most of any beach on D-Day, small groups of US soldiers were able to break through the defenses opening the way for successive waves. To the west, the 2nd Ranger Battalion succeeded in scaling and capturing Pointe du Hoc but took significant losses due to German counterattacks. On Utah Beach, US troops suffered only 197 casualties, the lightest of any beach, when they were accidentally landed in the wrong spot due to strong currents.  Though out of position, the first senior officer ashore, Brigadier Theodore Roosevelt, Jr., stated that they would start the war from right here and directed subsequent landings to occur at the new location.  Quickly moving inland, they linked up with elements of the 101st Airborne and began moving towards their objectives. Aftermath By nightfall on June 6, Allied forces had established themselves in Normandy though their position remained precarious. Casualties on D-Day numbered around 10,400 while the Germans incurred approximately 4,000-9,000. Over the next several days, Allied troops continued to press inland, while the Germans moved to contain the beachhead. These efforts were frustrated by Berlins reluctance to release reserve panzer divisions in France for fear that Allies would still attack at Pas de Calais. Continuing on, Allied forces pressed north to take the port of Cherbourg and south towards the city of Caen. As American troops fought their way north, they were hampered by the bocage (hedgerows) that crisscrossed the landscape. Ideal for defensive warfare, the bocage greatly slowed the American advance. Around Caen, British forces were engaged in a battle of attrition with the Germans. The situation did not change radically until the US First Army broke through the German lines at St. Lo on July 25 as part of Operation Cobra. Resources and Further Reading US Army: D-DayUS Army Center for Military History: Invasion of Normandy

Discuss some of the historical,social,economic and political reasons Research Paper

Discuss some of the historical,social,economic and political reasons many Quebecois support the notion of the separate state fro - Research Paper Example For the purpose of this research, the cultural, political, economic and social causes shall be discussed individually. There are many reasons why it is important to study the issue at hand. First, the study shall be conducted so as to enlighten the Canadian people of the Quebecois struggle for identity within their society. Notably, Quebec is the only place in Canada which uses French as its primary language. It is the sole Canadian province in which most of the residents speak French. In fact, of the seven million people living in Quebec, about eighty percent (80%) of its population speaks French based on the demolinguistic data provided by the Office of the Commissioner of Official Languages (â€Å"Statistics,† 2007). This means that majority of its people have French ancestry (Croats, 2002). Montreal, a city in Quebec is actually the world's "second largest French-speaking city" (Croats, 2002). According to Rennay Croats (2002, p. 22), Quebec is a home to many French Canadi ans who descended from the original French occupants of the sixteen hundreds (1600s) and seventeen hundreds (1700s). In this context, it can be observed that Quebec is quite different from the other provinces in Canada. The difference is substantially cultural. In comparison with the other Canadian provinces, Quebec is primarily a French-speaking society. The other provinces use English as their official language of communication. By simply knowing these facts, one could somehow understand why to an extent an ethnic struggle is happening within the Canadian society. Language is actually part of a culture. It makes a certain group of people unique from the others. It creates an identity. In this sense, it is also relevant to study the controversy for everyone to understand the relationship between language and ethnicity. It is contended that the two are interrelated. The third and last reason for this research endeavor is to provide a possible solution to the Canadian societal confli ct. The main topic of the research paper shall have four subtopics. The subdivision shall be composed of the following ideas: Quebecois Culture vs. Canadian Culture, Political Developments, Economic Influence and Social Differences. First and foremost, the paper will compare the Quebecois culture to the culture of the rest of Canada. This is to be done so as to arrive at the most comprehensive analysis of their cultural differences. Comparison actually provides a foundation for formulating statements with regard to empirical regularities and for interpreting as well as evaluating situations relative to theoretical and substantive criteria (Ragin, 1989). The comparative method of research is concerned with cross-societal similarities and differences (Ragin, 1989). Significantly, this comparison shall also tackle some historical accounts to know the origin of their cultures. Historical data are most of the time effective in exposing ethnic differences. As cited by Kenneth Bailey (1994 ), historical research can be "an effective complement to generalized scientific research" through the documentation of particular historical event. Second, the paper will investigate the political issues which are related to the separatist movement of the Quebecois. It is actually claimed that the recent political developments in Canada have contributed to the Quebecois move for independence. These political developments are actually centered on the evolution of two Canadian laws, the Canada Act of

Watsons Caring Model Essay Example | Topics and Well Written Essays - 1000 words

Watsons Caring Model - Essay Example More so, professional nurses need to attend to patients with a positive regard and show them unconditional acceptance. Most importantly, Watson suggests that nurses need to spend time with the patients, which he calls caring moment. Watson believes that competent nurses and how they attend to patients makes the patients to feel secure; therefore, according to Watson’s caring model, nurses caring relationship with patients positively relates with the patients quick recovery, quality life and prolongation of life. Watson’s model argues that caring is the essence of nursing as it helps patients to find hope and meaning in sickness and suffering. This essay explores Watsons caring model focusing on the concepts and sub concepts of the theory, the generality of the theory and how it is applied across the culture, and lastly the impacts and its continuing influence. The key components of Watsons caring model include â€Å"carative factors, a transpersonal caring relationship, and caring moments or occasion† (Lachman, 2012). To begin with, carative factors include showing love, kindness and concern displaying sensitivity to oneself and other people’s. More so, carative factors covers understanding and accepting other people’s emotions, feelings and perceptions and convincing them to share their feelings and views, and also establishing supportive and protective environment for the patients. Furthermore, providing basic human needs, spiritual as well as the existential needs of the patient and effectively use interpersonal communication skills to establish trusting and caring relationships also serve as part of carative (Basford and Slevin, 2003). Watson caring model suggest that patients need to be helped in the creative use of self as part of caring (De and Anderson, 2008). Nevertheless, a transpersonal caring interaction c omes in when both the nurse and patient are looking

Skype vs AT&T Essay Example for Free

Skype vs ATT Essay 1) What are the dominant economic characteristics of the VoIP Industry? Public switch telephone networks (PSTN) charge based on minutes whereas Voice-over Internet Protocol (VoIP) charges based on data usage. VoIP services charge a flat fee and Skype actually offers free talk between Skype users. VoIP is likely to grow significantly, taking away from PTSN’s market. VoIP is also cheap to operate as the infrastructure is already there. VoIP is also considered part of the information service industry and not the telecommunication service industry giving it an advantage politically against PTSN. 2) What does the Five Forces Model reveal about the profitability of the VoIP industry? Threat of New Entrants: The threat of new entrants is high in this market. Companies like Google, Microsoft and AOL are planning to compete in the VoIP market. Threat of Substitutes: Substitute for VoIP is low. Bargaining power of Buyers: The bargaining power is moderate because of the simplicity of switching to other companies. Bargaining Power of Suppliers: The bargaining power is weak/limited because VoIP providers are widespread. Rivalry Between Existing Firms: Rivalry between firms is very high because switching costs are low and there is a lack of differentiation. 3) What are the Driving Forces in the industry? The Driving Forces in the industry are consumers’ eagerness for easy access to communication via the internet as well as the low cost of doing so, powerful substitute for telecommunications, and Skype’s costs are low and the consumer’s cost is low. 4) What are the Key Success Factors in the industry? The Key Success Factors are the ease of use which is the low cost for the users. Lower costs because both voice and data communications can run on a single network. Lastly, the continued development of PC2PC calls, videos, and file sharing. 5) Which type of strategy is Skype pursuing? The strategy that Skype is pursuing is differentiation with low-cost. Skype has easy and effective marketing and less expensive retailing and distribution. Skype to Skype calls lets you communicate between anyone at no  cost. With SkypeOut you can call any landline or mobile phone in the world at comparatively cheap local rates. Also, â€Å"SkypeIn† allows users to be reached by a traditional phone through a regular phone number. 6) What are Skype’s short-term and long-term prospects? Managing their competitors and increasing their revenue. They need to gain larger market share and standout against their competitors. They should also focus sales on a business to business side. They should be making sure that most companies, large and small, are using their application for conference calls.

Utopia Essay -- essays research papers

Utopia   Ã‚  Ã‚  Ã‚  Ã‚  Sir Thomas More writes, in his book Utopia, about a society that is perfect in practically ever sense. The people all work an equal amount and everything they need for survival is provided. Most importantly is that everyone living in this perfect society is happy and content with their everyday lives. In this society everybody supports everyone. The community is only as strong as its weakest link. For society to progress everyone must work together. Opponents of the Utopian system, however, feel that the strong should not have to look after the weak. Progress would be maximized if all the resources are spent on the people most qualified to help society. A Utopian society, as perfect as the one described by More, has never really been tested in the real world so it is hard to say if it will work or not. The ideals preached through the Utopian can and should be learned from. A united group of people is much stronger then a few powerful men. Society could benefit gre atly by striving to bring more unity among the people of the world.   Ã‚  Ã‚  Ã‚  Ã‚  The life of the Utopians is nearly perfect. They work short hours and in the profession in which they most desire. The work is not overly hard and everyone takes an equal turn doing the jobs which nobody wishes to engage in. Their day consists of six hours of work before lunch, and three hours after, with a two hour break for lunch (More 137). In return for this work the Utopians are provided not with money but with the food, water, and shelter that is needed to sustain life. Everyone gets an equal amount of these necessities regardless of how hard one worked. This is not a source of tension seeing as everyone works equally as hard. People are taught throughout their childhood that one should work to better the community rather than working for the selfish reasons of personal wealth.   Ã‚  Ã‚  Ã‚  Ã‚  The economy in the world today is not one which focuses on the progression of the community but instead is one which promotes the individual. The individual must somehow make himself important to the community in which he lives so that he can prosper. This can be done by working hard or by having great natural abilities. The more valuable one is to society, the better ones life will be. The people who are more beneficial to society deserve to live a life th... ...ould do their best to help society in the best way they possibly can. As long as everyone has this same feeling towards progress on the whole then the community will continue to grow.   Ã‚  Ã‚  Ã‚  Ã‚  People today see the world in a more Darwinist point of view. The strong will survive and continue to prosper while the weak will fail and die off. The time and money spent keeping the weak alive is a waste. It should instead be spent in a way so that society can become more advanced. The weak just slow down the development of the society.   Ã‚  Ã‚  Ã‚  Ã‚  The problem with the system today is that one can not foresee the future and one can not be sure that untested system will work. The Darwinist system allows for rapid development. Society is not slowed down by the weak. The Utopian society, on the other hand, is very good in that one never knows how important a person or a group of people are until they are needed for something great. Under the Utopian system everyone is kept alive and well in case they are needed for anything. If everyone could embrace the Utopian ideas then it could work, but as soon as one person begins to doubt the system then the whol

Storm Born Chapter Five

The fact that we were having a standoff while completely naked might have been hilarious under ordinary circumstances. But these were not ordinary circumstances, and even my twisted sense of humor had its limitations. â€Å"Me?† I demanded. â€Å"What about you? You're not a veterinarian. Veterinarians give dogs rabies vaccines. They don't throw elementals around.† Kiyo regarded me levelly. â€Å"And Web designers don't banish elementals to the Otherworld.† â€Å"Yeah, well, sometimes I moonlight.† The faintest ghost of a smile flickered across his face. He relaxed a little, found his pants, and pulled them on. Not me. I stayed rigid and ready to strike. I was also trying very hard to think of him only as a potential threat, not as the man I'd just slept with. Because if I thought about that, I might falter. Worse, I might have to face the fact that I had just let a creature of the Otherworld – His pants now on, he approached me. â€Å"We need to talk about this – â€Å" â€Å"No. Don't get any closer.† If I could have cocked the wand like a gun, I would have. â€Å"What are you going to do? You can't cast me out. It won't work.† I hesitated, wondering about that. He seemed so human. He had felt human. I hadn't sensed anything from him like I would one of the gentry, yet his speed and strength had been superhuman. And that wasn't even counting his unholy stamina. That should have been a dead giveaway right there. â€Å"What do you want from me? Why did you bring me back here?† His eyebrows rose. â€Å"I thought it was obvious. I wanted to have sex with you.† â€Å"No, damn it! There's more to it. What's going on? What are you trying to get from me?† My cool demeanor was plunging rapidly. â€Å"Did someone send you?† â€Å"Look, Eugenie, just put the wand down. We'll talk. We'll figure this out.† â€Å"I thought you couldn't be cast out,† I reminded him. â€Å"Why are you afraid of the wand? Maybe the Otherworld couldn't hurt you†¦but what about the Underworld?† He didn't answer. I sent my will into the wand and felt the air crackle with power. Fear crossed Kiyo's face. So. He was afraid. That was all I needed to know. The words were on my lips to send him to the crossroads, but suddenly he moved with that rapid speed I'd seen earlier. He backed up toward the sliding glass door, opened it up, and then ran out and over the edge of the balcony. A small scream escaped me in spite of myself. We were three floors up. I dropped the wand and dashed off to the balcony, peering around on the ground for him. No way could he have survived that uninjured. Yet, there was no sign of him. A few bats flew up over the eaves of the building, and around the far side of it, I saw the flicker of headlights. A coyote howled from far out in the desert, and a cat slunk into the shadows. There was life out here but not the kind I sought. With a lot of maneuvering, I hung over the side of the balcony, making sure he wasn't hiding under it like escaping people often did in movies. Nope. Nothing. I gazed back over the desert, wondering what had happened to him. It was possible he could have â€Å"jumped† figuratively to the Otherworld. He'd have to be a very powerful gentry to do that without a thin spot nearby, but similarly, a strong gentry would have also been able to hold a perfect physical shape in this world. I supposed it was also possible someone so powerful could pass themselves off as human. I hadn't encountered any who were that strong. Walking back inside, I sat on the bed cross-legged, wrapping my arms around me. The residual ice from the elemental had melted into small puddles. The bed smelled like Kiyo and sex, and I swallowed down the nausea building within me. Oh God. What had I done? Had I had sex with a monster? Had I had sex with the very kind of thing I hunted and hated and killed? Kiyo had spoken to me about honesty, yet it seemed to have all been a lie. At least it had been safe sex. Worst of all, I had liked him. Really liked him. When was the last time that had happened? Dean and I had seemed to date and sleep together simply because neither of us had anything better to do. With Kiyo, I had started to feel a real connection. Real chemistry. His betrayal hurt me deeper than I liked to admit. I opened my eyes, thinking. Most gentry were too technologically inept to function seamlessly in the human world, yet he had navigated it well. He'd had a car back at the bar, one we'd passed over in favor of letting me drive. He'd also had a wallet and cash to pay for drinks and the condoms. And if he was checked into a hotel, he had to have a credit card. Credit cards were traceable. If he had a dual life in our world, I should be able to find out something. I picked up the phone and hit the button for the front desk. â€Å"Good morning, Mr. Marquez,† a pleasant desk clerk answered. Kiyo Marquez. It was a start. â€Å"Um, actually this is Mrs. Marquez. I was wondering if you could tell me if my†¦husband already prepaid for the room?† A pause while she looked it up. â€Å"Yes, he did upon check-in. He left the same card on file for incidentals.† â€Å"Can you tell me the number on the card he used?† A longer pause. â€Å"I'm sorry, I can't give that out to anyone but the cardholder. If you can put him on the phone, I can tell him.† â€Å"Oh†¦I don't want to bother him. He's in the shower. I just wanted to make sure we weren't maxing out the wrong card.† â€Å"Well†¦I can tell you it's a Visa ending in 3011.† I sighed. That wouldn't do me much good, but I doubted I'd get more from this woman. â€Å"Okay. Thanks.† â€Å"Is there anything else I can help with you?† â€Å"Yeah†¦can you connect me to room service?† I ordered breakfast on Kiyo and then showered while I waited for it to show. I needed to wash away the sweat, to wash away the scent of his body on mine. When the food arrived, I munched on toast and ransacked the room for some kind of evidence. Kiyo's wallet had been in his pants, so that was gone. He had no other personal possessions in the room, save the other discarded clothing from last night. I explored every drawer and nook, just in case he'd hidden something away. The sun was well up over the horizon when I finally left the hotel. When I arrived back home, I called Lara and told her his name. I asked her to see what connections she could find to it, Phoenix, and vets. She excelled at that kind of thing, but I knew it might take a few days. Fortunately, a career in banishing and destroying is a great way to relieve frustration while waiting. My first job the day after the Kiyo incident involved frisking a marid out of someone's bathroom. Marids are one of the djinn – genies to most Americans – and are tied to the element of water. Like the keres and most other djinn, marids tend to occupy some sort of physical object. Only, rather than a bottle or lamp, they prefer someplace wet – say, like, a sink pipe. Annoyed at being troubled with such an idiotic task, I cast my circle in the large, black-tiled bathroom and used the wand to yank the marid out of the pipe. She materialized before me, looking very much like a human female, save for her death-pale skin and rippling blue hair. A silk dress hung from her body. I saw her tense up, instinctively ready to lash out at me with her power. Then she did a double take, sizing me up from head to toe. A funny look came over her face, and moments later, she lit up with a schmoozing smile. She swept me a low bow. â€Å"My lady,† she said grandly. â€Å"How may I serve you?† â€Å"You can't,† I told her, holding up the wand. She kept the smile, but there was tension in it. â€Å"Of course I can. I have the ability to conjure up riches and other wonders. I can make your dreams – â€Å" â€Å"Stop it. I'm not falling for this.† The myths about djinn granting wishes aren't entirely fabricated. She wasn't all-powerful, but she could definitely pull some tricks out of her hat. When faced with danger, a djinn's most common strategy is to try bargaining with the enemy. Unfortunately, the â€Å"wishes† they grant rarely turn out the way others expect. Uneasily, she backed up toward the wall. She hit the edge of the circle first. Glancing around, she realized she was trapped. The smile slipped, replaced by true fear. â€Å"Surely there's no need for violence,† she said. Her eyes widened. â€Å"Please.† I stared. I rarely had Otherworldly creatures beg for mercy. I hesitated for a moment, then my Kiyo-induced bad mood took over. I poured my will into the wand, ready to push her through the gate. She felt the power charge up in the air and kicked into true self-defense mode, now that she realized her wheeling and dealing wouldn't work. Her magic trickled into the circle. It reminded me of mist or fog, a soft dampness filling the air. I blinked in surprise. I didn't usually sense magic in this way. Most often, I felt Otherworldly power as a tingle or a pressure. This was tangible. She saw my surprise. Her eyes widened with hope. â€Å"You see? You have no need to tear me apart. Like calls to like.† Like? I was puzzled but didn't hesitate to take advantage of her distraction. Her magic might be weaker in my world, but I still didn't want to fight it head-on. Far easier to deal with her this way. A moment later, I had made my connection to the Underworld. She grew more pale when she realized I'd used my wand to ensnare her and begged me again for mercy. Gritting my teeth, I thought about the way Kiyo had used me and grew angrier. No. No quarter for Otherworldly creatures. And yet†¦staring into her eyes, I recalled the brief feel of mist from her magic. Like calls to like. I didn't know what that meant, but it had struck me. At the last possible second, I decided to spare her after all – in a manner of speaking. There was no way I could allow her to stay in this world. Instead, I shifted my focus to the Otherworld and sent her over there in entirety, rather than giving her instant death via the Underworld. When it was all over, I stared at the empty bathroom, wondering what had come over me. â€Å"Going soft,† I muttered. It took Lara awhile, but she found something about Kiyo a few days later, the same day I decided to go see Roland and break the news that I was going to go after Jasmine. Something about that encounter with Kiyo and the elemental in the room had made me decide I couldn't leave that poor girl to the mercy of the Otherworld. Roland might not like it, but he couldn't stop me, not anymore. My powers had surpassed his awhile ago. I also intended to ask him about my newfound status as bachelorette of the year in the Otherworld. At least in the few days since being with Kiyo, there had been no other attacks specifically targeted at me. Wil had left a million messages with Lara, but we'd been putting him off. I'd had only a handful of small jobs: one banishing and a couple of exorcisms. I could almost have said it was a slow week. Not much was happening while I waited. What also wasn't happening was any healing of the scratches on my back. The blood had dried up and scabbed a little, but the marks didn't fade at all. They stayed red and angry-looking, although they didn't hurt. Every morning I would look at them, hoping they had disappeared. They never did. I harbored a secret thought that if the scratches went away, so would my feelings about Kiyo. I couldn't stop thinking about him. I'd spend my days venting and fuming over him, and at night, scandalous dreams would play through my head, making me wake up hot and restless. I didn't know what was wrong with me. I'd never behaved this way, especially with a guy who represented everything I stood against. â€Å"I finally turned up a Kiyo Marquez at a vet hospital in Phoenix,† Lara told me as I drove out to my mom's house. â€Å"I had to call around a lot. They say he doesn't work a full schedule there and is on vacation for the next two weeks. I couldn't get anything else. His address and phone number are unlisted.† I thanked her and pondered this. So Kiyo hadn't completely lied. He had a job, a very human one. It still didn't mesh with what I'd observed or knew. I saw my mom bent over in her garden when I arrived, requiring me to sneak inside quietly so I could speak with Roland in private. I found him in the kitchen, almost exactly in the same place as last time. We exchanged greetings, and then I dove in, deciding to save the Jasmine thing for last. â€Å"More of them know my name. I've fought with two now who knew me as more than Odile. I also heard about a third who knew who I was.† â€Å"Were the attacks specifically targeted at you, then? Like revenge attacks?† â€Å"One was. The other was part of a job. Why? Did they come looking for you when your name got out?† â€Å"A little. Inconvenient, but not the end of the world.† â€Å"The weird thing here†¦Ã¢â‚¬  â€Å"Yes?† â€Å"Well†¦they've also sort of been, like, soliciting me†¦Ã¢â‚¬  He arched an eyebrow. â€Å"Like for sex?† â€Å"Yeah.† Roland undoubtedly had done all sorts of sexual things in his life – most with my mother, God help me – but he was enough of a father figure that I didn't feel entirely comfortable discussing such things with him. â€Å"Well, you know how they are with human women. If one were trying to get back at you†¦well, rape is a common enough act of retaliation.† â€Å"Great. I'd rather they just beat me to death.† â€Å"Don't make jokes like that,† he warned. â€Å"If your name was just discovered, it's probably pretty hot right now. But I imagine the hype will die down eventually. Just wait it out. In the meantime, watch your back – not that you don't already. Do the usual things. Keep your head clear. Stay armed at all times. Don't drink.† He cut me a look. â€Å"Stay away from the peyote.† I rolled my eyes. â€Å"Come on, I haven't done that in years.† He shrugged. â€Å"You've got something else to unload. I can see it in your eyes.† â€Å"Well†¦speaking of watching my back†¦Ã¢â‚¬  I stood up from the chair and took off the loose button-up shirt I wore over a tank top. I swept my hair aside and turned around so he could view my back. He gave a small grunt when he saw the scratches. â€Å"Those look nasty. You get in a fight today?† â€Å"They're from four days ago. They won't heal.† â€Å"Do they hurt?† â€Å"No.† â€Å"What gave them to you?† â€Å"Not sure. He looked human, but†¦I don't know.† I let my hair drop and turned around, putting the shirt back on. â€Å"How'd he get you at that angle and position?† Roland looked puzzled. â€Å"Were you wrestling?† â€Å"Uh, that's really not important,† I said hastily. â€Å"Have you ever seen anything like it?† â€Å"Not exactly, no, but I've seen enough to not think this is too out there. If there was enough magic or whatever used to inflict them, they may just take awhile to heal.† That didn't really make me feel better, but I was unwilling to elaborate on my encounter with Kiyo. I took a deep breath. â€Å"There's one more thing.† â€Å"I know. You're going after the girl.† So much for my dramatic proclamation. â€Å"How'd you know?† â€Å"Because I know you, Eugenie. You're foolish and headstrong with a naive sense of righteousness. You're like me.† Not sure if that was a compliment or not. â€Å"Then you understand.† He shook his head. â€Å"It's still dangerous. And stupid. You cross in your own body and – â€Å" â€Å"And what?† We both looked up like guilty children. My mother stood in the doorway in a wide-brimmed hat and dirt-covered gloves, further evidence of her gardening. I had a few planters out in the rock garden that passed for my backyard, but she maintained a veritable oasis. Her long, slightly graying hair streamed down her back as she regarded us. Her hair lacked my reddish hue, and her eyes were just blue, not violet-blue. Otherwise, everyone said we looked alike. I wondered if I'd age like her. I hoped so, although I would probably dye any gray away. â€Å"What are you planning on doing, Eugenie?† she asked in a level tone. â€Å"Nothing, Mom. Just hypothetical stuff.† â€Å"You're talking about going over there. I know what that means.† â€Å"Mom – † I began. â€Å"Dee – † Roland began. She held up a hand to stop us both. â€Å"Don't. I don't want to hear it. Do you know how much I already worry about you in this world, Eugenie? And now you want to walk right into their homes? And you.† She turned on Roland, her eyes flashing. â€Å"I spent twenty years worrying about you. I'd lie awake, wondering which night would be the one you didn't come home. I thanked God the day you retired, and now you're encouraging her to – â€Å" â€Å"Hey, whoa, he's not telling me anything here. Leave him out if this if you want to thrash somebody. This is just me. He's not involved.† Roland turned on me. â€Å"Eugenie, if you insist on going, I might as well go – â€Å" â€Å"Mom's right. Your fight's done. This one's mine.† My mom turned on me. â€Å"It's not yours either! Why can't you just worry about keeping them away from here? Why go after them?† I told her. She kept her face proud and stony the entire time I spoke, but I could see her eyes betray her. The severity of the situation wasn't lost on her, even as her words continued to deny that truth. â€Å"You're just like him. Too noble for your own good.† She suddenly looked older than her age. â€Å"You're compensating for some sort of lack of attention as a child, aren't you?† There she was, slipping into therapist mode again. â€Å"Mom, she's fourteen, er, fifteen now. If this were someone kidnapped locally, you'd agree to any measures to get her back.† â€Å"I'd agree to measures that involved backup, not you alone.† â€Å"I have no backup.† â€Å"Except for me,† piped in Roland. â€Å"No,† my mother and I told him together. She turned to me and used that deadliest of weapons known to mankind: the Mom Card. â€Å"You're my only child. My baby. If something happens to you†¦Ã¢â‚¬  I was ready for her. â€Å"Jasmine's someone's baby too, even if her mom is gone. That almost makes it worse, actually. She lost her parents. She has no one. And now she's trapped, being held hostage by some asshole who thinks it's okay to kidnap and rape unwilling girls.† My mom flinched as though I'd slapped her. She looked at Roland. They exchanged one of those long looks that couples who have been together for ages can do. I don't know what they communicated, but she finally looked away from both of us. â€Å"When†¦you get her back, bring her to me. It doesn't matter if it's†¦gentry or humans. She'll need the same kind of therapy any other victim would.† I knew she did that kind of counseling with patients all the time, but I'd never thought of her as helping gentry victims. It was very kind for someone who tried to pretend the Otherworld didn't exist. â€Å"Mom – † I attempted. She shook her head. â€Å"I don't want to know anything else about it until it's all over. I can't know.† She left us then, returning to the peace of her garden. â€Å"She'll recover,† Roland told me after a quiet moment. â€Å"She always does.† Forced to accept the fact that I would be going over now, he was only too willing to flood me with as much tactical information as possible. It grew dizzying. At one point, after I'd refused his third request to go with me, he said, â€Å"I assume you'll be taking your other help.† The tone in his voice showed undeniable derision for my â€Å"other help.† I knew he didn't approve, but he had to recognize the benefits. â€Å"You know they're an asset.† â€Å"So is a grenade – until it goes off in your hand.† â€Å"They're better than nothing.† He scowled but said no more, instead discussing more logistics with me: where and when to cross over and what weapons to bring. We decided it would be best for me to wait until the moon was in crescent phase, so I'd have a stronger connection to Hecate. She facilitated transitions, particularly to the Otherworld, which might be useful if I needed a hasty retreat. There'd be a nice crescent in about four more days. I left their house without seeing my mother again. I hoped she wouldn't take her feelings out on Roland, and I wondered how much it must suck to love someone who always walked into danger. I decided if I ever got married, I'd choose someone with a normal job whom I could expect to be home at normal hours. Like an electrician. Or an architect. Or a veterinarian. Ack. As I got into my car to depart, I saw the strangest thing. A red fox watched me from the tree line on the far side of my parents' house. More surprising than seeing it watch me so seriously was the fact that it was a red fox in the first place. They weren't common in southern Arizona. You were more likely to see a gray fox or one of the silly-looking little desert kit foxes. I stared into this one's yellow-brown eyes and shivered. Too many weird things were happening lately for me to feel comfortable with a studious fox, no matter how beautiful. When I got back to my house, I knew it was time to solicit the â€Å"other help.† This was one of the areas where my path had split from Roland's. He'd been my mentor and had years more experience, but we both knew I'd grown stronger. He could never have done what I was about to do. If he could, he might have understood why I relied on this sort of assistance. I closed my bedroom door and then shut the curtains and blinds. Darkness fell, and I lit a candle, letting it be my only light source. I was strong enough to do a summoning without the stage tricks, just as I could cast out a spirit without divine help, but I didn't want to waste the extra strength today. I produced the wand and touched the smoky quartz crystal on it, strengthening my connection to the spirit world. Closing my eyes, I focused on the being I wanted and then recited the correct words. I often improvised words when I cast out creatures – hence my frequent use of expletives – but it didn't usually matter, so long as my intent and meaning proved clear. For a summoning like this, however, I had to have everything right. I was essentially invoking a contract, and as any good lawyer knew, technicalities were everything. The room grew freezing cold when I finished the incantation, a different kind of cold than the elemental had caused. A pressure sort of swirled around me, and then I knew I was no longer alone. I looked around and found him in the corner he usually appeared in, a black shape hidden among the shadows. Red eyes gleamed out at me from the darkness. â€Å"I am here, mistress.†

Play and sportsmanship Essay

In my opinion a sport in which levels of fair play and sportsmanship have totally been abandoned is American Football. With the amount of spectators the game gets, the coaches and chairpersons of the clubs like to put out their best players every game. Regardless of their physical health. There are countless times that players have been seen to go off with horrific groin strains and shoulder injuries, but the medical staff and coaches put them right back onto the pitch doped up with huge amounts of pain killers and drugs that will affect their performance. If a player of a sport that has the nature of American football, (being very physical and tough) goes on the pitch to play hyped up on pain killers then are clearly going to perform differently to that of a player who plays with spirit and strength. The other thing about this sport is the way in which each team is always reading the lips of the other teams coach to see what their next move is about to be. Surely if the oppositions know each others moves all the time then the fairness of the sport is lost. Today’s top athletes all use dietitions, health advisors and personal trainers to become the best at their particular sport. They all use performance enhancing techniques to improve their sporting ability and performance in competition. But is this against the Sportsmanship/Gamesmanship theory? With the production of illegal performance enhancing dugs being more and more common in the sporting environment of today , the governing bodies for the particular sports are having more and more trouble detecting whether athletes have used illegal stimulants to help them to train. To conclude. In today’s sporting world. Nations will use sport as a platform for political power. This can sometimes lead to sportsmanship being thrown aside and made way for other styles of gaming like gamesmanship. In my own opinion sportsmanship is still strong in many of today’s sports and athlete’s, but if the values of sportsmanship are not upheld, by the governing bodies of the sport, such as the FA then the sport is likely to become worse to be a spectator of and less fair to play in. If the bodies who govern the game do not maintain strong levels of justice and fair play within their own rulings then players will become less sportsmanship and the levels of the sports fair play will drop.

Desire & Death in Death in Venice essays

Desire & Death in Death in Venice essays Death and desire are two of the most extreme feelings that can be felt by humans. Death and desire lie at the two opposite sides of emotions. Death, being the end of life, a feeling of fear and the final step, of going towards meeting the lord again. Whereas, desire is one of the most sensual feelings, where the person believes everything in the world revolves around the person they desire, the person will be ready to make all sacrifices just to be next to his love. Conflicts arise when death and desire are together and a decision has to be made. Human beings are immortal; they all have to die, but the feeling of opting for death instead of life so as to be just close to the love can be enduing and the ultimate sacrifice for the Many theories and philosophers have given various theories to explain the phenomenon and the feelings of "Desire". Judith Butler has stated one of these theories in her book, "Gender Troubles". Her essay related to genders and feminism, she believes that there are no two different sexes, instead there are two genders, and the differences lay in their productivity other then that, both the sexes are the same. She believes characterizing one Judith Butler is a Professor of Comparative Literature and is well known as a theorist of power, gender, sexuality and identity. In her most influential book "Gender Trouble" (1990), Butler argued that feminism had made a mistake by trying to declare that 'women' were a group with common characteristics and interests. According to, Butler that approach, performed an ignorant directive and redirection of gender relations i.e. reinforcing a twofold view of gender relations in which human beings are divided into two clear-cut groups, women and men. Instead of opening up possibilities for a person to structure and decide their own individ...

Six Shades of True

Six Shades of True Six Shades of True Six Shades of True By Maeve Maddox Our word true is one of the oldest in the language. It may derive from a Proto-Indo-European word for tree. A well-rooted tree is strong, steadfast and firm. By the time the word entered Old English as triewe, it had acquired the meaning â€Å"faithful† or â€Å"trustworthy.† New connotations continued to attach to true. The sense â€Å"consistent with fact† dates from about 1200. The meaning â€Å"real, genuine, not counterfeit† is from late 14th century. About 1550 it took on the sense of â€Å"agreeing with a certain standard,† and by late 1500s it could mean â€Å"accurately fitted or shaped.† In modern usage, true has at least six shades of meaning. Here are some examples from the web, together with a few synonyms that might convey the intended meaning more precisely. 1. Is it true what they say about the Moto G? Meaning: correct, accurate, right, verifiable, well-documented, factual 2. This is why, with true musicianship in mind, I rarely touch the piano in my classroom. Meaning: genuine, authentic, real, actual 3. An Australian forklift driver who some historians argued was the true heir to the British throne has died in the small New South Wales town he called home. Meaning: rightful, legitimate, legal, lawful, authorized 4. A true friendhas your very best interests at heart. Meaning: loyal, faithful, constant, devoted, staunch trustworthy, reliable, dependable 5. The costume historian views the history of clothing as a true reflection of culture Meaning: accurate, true to life, faithful, factual, realistic 6. True repentance is always characterized by at least three things Meaning: sincere, genuine, real, unfeigned, heartfelt Then again, true might be exactly the word you want. Here are some idioms that contain the word true: true as steel: loyal and dependable true colors: personality traits often concealed by one’s day-to-day behavior true love: love that does not alter when it alteration finds ring true: to sound likely (like the intended tone of a bell that has been cast properly) tried and true: worthy of trust because of previous dependability true up: straighten something true to form: according to pattern or previous behavior true-blue: totally dependable at all times Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:20 Computer Terms You Should Know"Replacement for" and "replacement of"The "Pied" in The Pied Piper

Internal Analysis of the NBA Assignment Example | Topics and Well Written Essays - 2000 words - 1

Internal Analysis of the NBA - Assignment Example The paper will begin by analyzing the capabilities and resources NBA had before the 2010-2011 season; the analysis will be from a case study done by Coulter. The capabilities and resources in the 2010-2011 seasons will be analyzed. The best approach to the internal analysis of NBA will be discussed. The National Basketball Association (NBA) has undergone tremendous changes from a domestic sport to an international commercial sport and this indicates a major understanding of the resources and capabilities. All the success and efforts are attributed to the NBA commissioner David Stern who has helped NBA become a global brand. Professional basketball began in the mid-1990s and NBA gained the international game appeal. There are key players in the NBA who have sparked international interest. These players include Yao Ming of China, Dallas Mavericks’ Dirk Nowitzki of Germany, Pau Gasol of Spain, and Tony Parker of France, Denver Nuggets of Brazil, Gordan Giricek of Croatia and Darko Milicic of Serbia. All the mentioned are international basketball players. It is estimated that out of all the players in the NBA, 64 players come out of the United States territory. Other than the international players, NBA has taken its games globally. The NBA league has held several preseason games in the Latin America, Asia, and Europe. Among the major plans by the commissioner of NBA was the creation of multiple teams in the European region before the end of the 2000 decade. The NBA league has faced challenges like the retirement of Michael Jordan and the cancellation of almost a third of the league games in the mid-1 990s. The challenges almost crashed the NBA league. Stern, the commissioner of NBA addressed the issues by looking at what the NBA had to offer, that is the resources and capabilities.