The Golden Lily Chapter 17

ADRIAN'S CAR DROVE LIKE A DREAM. When I got behind the wheel, I nearly forgot to check for any pursuit. In fact, I nearly forgot that I was supposed to be taking us to Wolfe's and showing Adrian how to use a stick shift. Instead, I was caught up in the way the engine hummed around us and in the scent of the leather. Leaving his neighborhood, I had to restrain myself from flooring it in the crowded streets of downtown Palm Springs. This was a car screaming to be let loose on the open road. I had admired Brayden's Mustang, but I worshipped this one. â€Å"I feel like I've just crashed someone's date,† Adrian remarked, once we were getting on the highway. No one had tailed us out of downtown, making me feel much safer. â€Å"Like I'm intruding on you two. If you want to drop me off somewhere, I'll understand.† â€Å"Huh?† I'd been paying careful attention to the way the car built up to higher speeds, both through sound and feel. The Mustang was in stunning shape. People often have the idea that classic cars are expensive. They are – if they're in good condition. Most aren't. When something's sat around for years without care, it inevitably falls apart, which is why so many older cars are fixer-uppers. Not Adrian's. This had been maintained and restored throughout the years and had probably never left the state of California – meaning it hadn't faced harsh winters. That all added up to a high price tag, making it that much more ludicrous that Adrian had bought something he couldn't drive. I groaned. â€Å"I'm sorry†¦ I don't know what I was thinking.† Well, I kind of knew. I'd been wondering what my odds of a ticket would be if I broke the speed limit to see how fast we could go. â€Å"I should've been walking you through this as soon as I started the car. I promise I will when we leave Wolfe's, all the steps. For now, I guess we can recap the basics. This is the clutch†¦Ã¢â‚¬  Adrian didn't seem annoyed by my neglect. If anything, he looked amused and simply listened to my explanations with a small, quiet smile on his face. Wolfe looked just as disreputable as he had last time, complete with the eye patch and what I suspected were the same Bermuda shorts as before. I hoped he'd done laundry since then. Despite his appearance, he was ready to go when our class assembled and seemed competent in his subject matter. Although he reminded us again about the importance of avoiding conflicts and being aware of one's surroundings, he quickly moved past those points and focused on actually practicing more physical ways of protecting oneself. Considering how much Adrian had complained last time about the â€Å"boring† safety talk, I figured he'd be excited that we were pretty much jumping right into some action. Instead, that amused look from the car vanished, and he grew increasingly tense as Wolfe explained what he wanted us to do in our partnered practice sessions. When the time actually came to practice, Adrian looked blatantly unhappy. â€Å"What's the matter?† I asked. I suddenly remembered last time, when Adrian had freaked out over my â€Å"attack.† Maybe he hadn't really expected he'd have to work here. â€Å"Come on, these are simple. You won't get dirty.† Even when teaching more combative actions, Wolfe was still an advocate of keeping things fast and simple. We weren't trying to learn to beat someone up. These maneuvers were effective means of distracting an assailant so that we could escape. Most were done with the dummies, since we could hardly try to stick fingers in each other's eyes. Adrian went through those motions diligently, if silently. It was working directly with me that he seemed to have a problem with. Wolfe noticed it too as he made his rounds. â€Å"Come on, boy! She can't try to escape if you don't try to hold her. She's not going to hurt you, and you won't hurt her.† The maneuver in question was actually one that would've been helpful the night I'd been grabbed in the alley. So, I was eager to practice it and frustrated that Adrian kept only halfheartedly helping. He was supposed to put an arm around my torso and attempt to cover my mouth. Unfortunately, his efforts were so weak and his hold so loose that I didn't need any special techniques to escape. I could have simply walked right out of his arms. With Wolfe there, Adrian made a slightly better showing as an assailant but immediately resorted to his former ways once we were alone. â€Å"Let's switch,† I said at last, nearly wanting to pull my hair out. â€Å"You try to escape me. Make up for last time.† I couldn't believe that Adrian's sluggish attitude had turned out to be the problem here. I'd expected the hang-up would be me not wanting to touch a vampire, but it didn't bother me at all. I wasn't thinking of him as a vampire. He was Adrian, and my partner in this class. I needed him to learn the move. It was all very pragmatic. If I didn't know better, I'd almost say that Adrian was afraid to touch me, which made no sense. Moroi didn't have those hang-ups. Was something wrong with me? Why wouldn't Adrian touch me? â€Å"What's going on?† I demanded, once we were in the car and headed back to the city. â€Å"I get that you're not an athlete, but what happened in there?† Adrian refused to meet my eyes and instead stared pointedly out the window. â€Å"I don't think this is really my thing. I was all about playing action hero before, but now†¦ I don't know. This is a bad idea. It's more work than I thought.† There was a flippant, dismissive tone in his voice that I hadn't heard in a while. â€Å"What happened to you finishing things you started?† I asked. â€Å"You told me you had changed.† â€Å"That was for art,† said Adrian quickly. â€Å"I'm still in those classes, aren't I? I didn't jump ship on those. I just don't want to do this one anymore. Don't worry. Now that I've got more money, I'll pay you back the class fee. You won't be out anything.† â€Å"That doesn't matter,† I argued. â€Å"It's still a waste! Especially since what Wolfe's showing us isn't really that difficult. We're not ripping ourselves apart like Eddie and Angeline would. Why is this so hard for you to stick with and learn?† My earlier self-doubt returned. â€Å"Do you just not want to work with me? Is there†¦ is there something wrong with me?† â€Å"No! Of course not. Absolutely not,† said Adrian. In my periphery, I saw him finally look at me. â€Å"Maybe there are only so many things I can learn at once. I mean, I'm supposed to also be learning to drive a stick shift. Not that I see that happening.† I wanted to slap myself on the forehead. In my frustration over class, I'd completely forgotten again about showing Adrian how to drive. I felt like an idiot, even though I was still mad at him for giving up on Wolfe. I checked the time. I had things to do tonight at Amberwood but felt obligated to make up for my shoddy teaching. â€Å"We'll practice once we're back in your neighborhood,† I promised. â€Å"We'll start slow, and I'll show you everything you need to do. I might even let you try driving around the block tonight if you seem like you're paying attention to the lesson.† The transformation in Adrian was remarkable. He went from sullen and uncomfortable to cheerful and energetic. I couldn't figure it out. Sure, I found cars and driving fascinating, but technically speaking, there was a lot more detail to learn about manual transmission than there was in Wolfe's evasive techniques. Why were those difficult for him, but the clutch was easy? I stuck around for about an hour when we got back. To his credit, Adrian paid attention to every word I said, although his results were inconsistent whenever I quizzed him or actually let him try something. Sometimes he'd respond like a pro. Other times, he'd seem totally lost on things I could have sworn he'd picked up. By the end of the hour, I felt safe enough with him driving the car at low speeds on empty streets. He was a long way from the highway or stop-and-go traffic of a busy city. â€Å"Looks like we've got more lessons in our future,† I told him when we finished. I'd parked the car behind his building, and we were walking back toward the main entrance and Latte. â€Å"Do not take that car beyond a half-mile radius. I checked the odometer. I'll know.† â€Å"Noted,† he said, still wearing that smirky smile. â€Å"When's the next lesson? You want to come back tomorrow night?† â€Å"Can't,† I said. â€Å"I'm going out with Brayden.† I was surprised at how much I was looking forward to it. Not only did I want to make things up to him after the dance, but I also just wanted a dose of normality – well, at least the kind of normality Brayden and I had together. Plus, things with Adrian were feeling really weird†¦ â€Å"Oh.† Adrian's smile fell. â€Å"Well. I understand. I mean, love and romance and all that.† â€Å"We're going to the textile museum,† I said. â€Å"It's cool, though I'm not sure how much love and romance there'll really be there.† Adrian nearly came to a halt. â€Å"There's a textile museum here? What do people do there?† â€Å"Well, they look at†¦ um, textiles. There's actually a great exhibit on – † I stopped as we reached the front of the building. There, behind Latte, was a familiar car, the rental that Sonya and Dimitri were using. I looked questioningly at Adrian. â€Å"Were you expecting them tonight?† â€Å"No,† he said, resuming his walk to the door. â€Å"They've got a key, though, so I suppose they can make themselves at home anytime. They do it a lot, actually. He eats my food, and she uses my hair stuff.† I followed him. â€Å"Hopefully it's just Dimitri.† After our recent revelations about the hunters, Sonya was pretty much under house arrest. Or so I thought. When we walked into the apartment, she was sitting on the couch. No Dimitri in sight. She glanced up at us from her laptop. â€Å"Thank goodness you're here,† she said, directing her words to me. â€Å"Jill said you two were out and I was hoping to catch you.† Something told me no good would come out of her wanting to â€Å"catch† me, but I had greater concerns. â€Å"What are you doing here?† I asked, half-expecting hunters to come through the door. â€Å"You're supposed to be at Clarence's until you leave town.† â€Å"Day after tomorrow,† she confirmed. She stood; eyes alight with whatever had driven her here. â€Å"But I needed to talk to you now – face-to-face.† â€Å"I would've come to you,† I protested. â€Å"It's not safe for you to be out.† â€Å"I'm fine,† she said. â€Å"I made sure I wasn't followed. This was too important.† She was breathless and excited. More important than being caught by wannabe vampire hunters? Debatable. Adrian crossed his arms and looked surprisingly disapproving. â€Å"Well, it's too late now. What's going on?† â€Å"We got the results back from Sydney's blood,† explained Sonya. My heart stopped. No, I thought. No, no, no. â€Å"Just like with Dimitri's blood, nothing physiological showed up,† she said. â€Å"Nothing unusual with proteins, antibodies, or anything like that.† Relief poured through me. I'd been right. Nothing special about me, no inexplicable properties. And yet†¦ at the same time, I felt a tiny pang of regret. I wasn't the one who would fix everything. â€Å"We sent it to a Moroi lab this time, not an Alchemist one,† Sonya continued. â€Å"One of the researchers – an earth user – felt a hum of earth magic. Just like how Adrian and I felt spirit in Dimitri's blood. The technician had other types of magic users examine your sample, and all four basic elements were detected.† That panic returned. She had me on an emotional roller coaster, one that left me nauseous. â€Å"Magic†¦ in my blood?† A moment later, I understood. â€Å"Of course there is,† I said slowly. I touched my cheek. â€Å"The tattoo has vampire blood and magic in it. That's what it is. There are different degrees of charms in it from different users. That would show up in my blood.† I shivered. Even with a logical explanation, it was a scary thing accepting that there was magic in my blood. Ms. Terwilliger's spells were still anathema to me, but at least there was some comfort in knowing they drew magic from outside of me. But knowing I had something internal? That was terrifying. And yet, I couldn't be surprised at this finding, not with the tattoo. Sonya nodded along. â€Å"Yes, of course. But there must be something about that combination that's repulsive to Strigoi. It may be the key to all of our work!† To my surprise, Adrian took a few steps toward me, and there was a tension in his stance that was fiercely protective. â€Å"So you know Alchemist blood has magic in it,† he said. â€Å"That's no surprise. Case closed. What do you want from her now?† â€Å"Another sample to start,† said Sonya eagerly. â€Å"There's none left in the original vial I took, once all the testing was done. I know this sounds strange, but it'd also be useful if a Moroi could†¦ well, taste your blood and see if it has the same repulsive quality as it did to Strigoi. Fresh blood would be ideal, but even I'm not deluded enough to ask you to submit to a feeding. We should simply be able to use your sample and – â€Å" â€Å"No,† I said. I stumbled backward, horrified. â€Å"Absolutely not. Whether it's from a neck or a vial, there's no way I'm giving my blood for anyone to taste. Do you know how wrong that is? I know you do it all the time with feeders, but I'm not one of them. I should never have given you the first sample. You don't need me for any of this. Spirit's the key. Lee's proof that former Strigoi are the ones you need to examine.† Sonya wasn't cowed by my outburst. She pushed forward, though her tone was gentler. â€Å"I understand your fear, but think of the applications! If something in your blood makes you resistant to Strigoi, then you could save countless lives.† â€Å"Alchemists aren't resistant,† I said. â€Å"That tattoo isn't protecting us, if that's what you're getting at. Do you think that in all our history, there haven't been Alchemists who were turned Strigoi?† â€Å"Well, of course,† she said. Her words were hesitant, encouraging me. â€Å"So, the magic you sensed in me is irrelevant. It's just the tattoo. All Alchemists have it. Maybe ours tastes bad, but Alchemist blood has nothing to do with Strigoi turning. It still happens to us.† I was rambling but didn't care. Sonya grew perplexed, her mind running through the implications of this news. â€Å"But do all Alchemists have bad-tasting blood? If so, how would a Strigoi be able to drain them?† â€Å"Maybe it varies by person,† I said. â€Å"Or maybe some Strigoi are tougher than others. I don't know. Regardless, we aren't the ones to focus on.† â€Å"Unless there's just something special about you,† mused Sonya. No. I didn't want that. I didn't want to be scrutinized, locked behind glass like Keith. I couldn't be. I prayed she wouldn't see how scared I was. â€Å"There's plenty that's special about her,† said Adrian dryly. â€Å"But her blood's not up for dispute. Why are you pushing this again after last time?† Sonya glared at Adrian. â€Å"I'm not doing this for selfish reasons, you know that! I want to save our people. I want to save all our people. I don't want to see any new Strigoi added to the world. No one should live like that.† A haunted look shone in her eyes, as a memory seized her. â€Å"That kind of bloodlust and complete lack of empathy for any other living creature†¦ no one can imagine what it's like. You're hollow. A walking nightmare, and yet†¦ you just don't care†¦Ã¢â‚¬  â€Å"Funny attitude,† said Adrian, â€Å"seeing as you purposely chose to become one.† Sonya paled, and I felt torn. I appreciated Adrian's defense but also pitied Sonya. She'd explained to me in the past about how spirit's instability – the same instability Adrian feared – had driven her to turning Strigoi. Looking back at her decision, she regretted it more than anything else in her life. She would've submitted herself for punishment, but no court knew how to handle her situation. â€Å"Doing that was a mistake,† she said coldly. â€Å"One I've learned from – which is why I'm so anxious to save others from that fate.† â€Å"Well, then find a way to do it without dragging Sydney into it! You know how she feels about us†¦Ã¢â‚¬  Adrian faltered as he glanced at me, and I was surprised to almost detect bitterness in his voice. â€Å"You know how the Alchemists feel. Keep involving her, and you'll get her in trouble with them. And if you're so convinced they've got the answers, ask them for volunteers and do experiments that way.† â€Å"I'd help with that,† I offered. â€Å"Getting authorized subjects for you. I'd talk to my superiors. They'd like to see an end to Strigoi as much as you.† When Sonya didn't answer right away, Adrian guessed why. â€Å"She knows they'd say no, Sage. That's why she's appealing to you directly and why they didn't send your blood to an Alchemist lab.† â€Å"Why can't you both see how important this is?† asked Sonya, a desperate longing to do good in her eyes. It made me feel guilty and conflicted. â€Å"I do,† said Adrian. â€Å"You think I don't want to see every single one of those bastard Strigoi wiped from the face of the earth? I do! But not at the cost of forcing people to do things they don't want to.† Sonya gave him a long, level look. â€Å"I think you're letting your personal feelings interfere with this. Your emotions are going to ruin our research.† He smiled. â€Å"Well, then. Be glad you'll be free of me in two days.† Sonya glanced between the two of us, looked like she was about to protest, and then thought better of it. Without another word she left, her face defeated. Again, I felt torn. In theory, I knew she was right†¦ but my gut just couldn't agree. â€Å"I didn't mean to upset her,† I said at last. Adrian's face showed no sympathy. â€Å"She shouldn't have upset you. She knows how you feel.† I still felt a little bad, yet I couldn't shake the feeling that if I gave this, I'd be asked to give more and more. I recalled the day Eddie and Dimitri had been coated in spirit magic. No way could I risk getting involved to that level. I was already pushing my limits too far. â€Å"I know†¦ but it's hard,† I said. â€Å"I like Sonya. I gave her the first vial, so I can see why she thought the second would be easy.† â€Å"Doesn't matter,† he said. â€Å"No is no.† â€Å"I really will mention it to the Alchemists,† I said. â€Å"Maybe they'll want to help.† I didn't think I'd get in too much trouble for the first vial. The Alchemists endorsed the initial experiments after all, and I'd probably get points for standing up to vampire peer pressure for the other sample. He shrugged. â€Å"If they do, great. If not, it's not your responsibility.† â€Å"Well, thanks for gallantly coming to my defense again,† I teased. â€Å"Maybe you'd be more into Wolfe's training if you got to protect someone else instead of yourself?† The earlier smile returned. â€Å"I just don't like seeing people bullied, that's all.† â€Å"But you should come back to Wolfe with me,† I urged. â€Å"You need a chance to try to get at me.† Like that, he was serious again. He looked away. â€Å"I don't know, Sage. We'll see. For now, we'll just focus on the driving – when you can get away from your boyfriend, of course.† I left shortly after that, still confused about his weird behavior. Was that some of spirit's crazy effects on the mind? One minute, he was brave and defensive. The next, he was down and obstinate. Maybe there was a pattern or some type of reasoning behind it all, but it was beyond my analytical abilities. Back at Amberwood, I immediately headed for the library to get a book for my English class. Ms. Terwilliger had lightened up on my usual work so that I could â€Å"devote more time† to crafting her spells. Since her independent study – which was supposed to be my easy elective – took up more time than my other classes, it was refreshing to focus on something else for a change. As I was leaving the British Lit section, I caught sight of Jill and Eddie studying together at a table. That wasn't weird, exactly. What was weird was that Micah wasn't with them. â€Å"Hey, guys,† I said, slipping into a seat. â€Å"Hard at work?† â€Å"Do you know how weird it is to be repeating my senior year?† asked Eddie. â€Å"I can't even blow it off either. I have to get decent grades to stay here.† I grinned. â€Å"Hey, all knowledge is worth having.† He tapped the papers in front of him. â€Å"Yeah? You got any knowledge on the first woman to win the Pulitzer Prize in fiction?† â€Å"Edith Wharton,† I said automatically. He scrawled something onto his paper, and I turned to Jill. â€Å"How are things with you? Where's Micah?† Jill had her chin propped in her hand and was gazing at me with the weirdest look. It was almost†¦ dreamy. It took her a few moments to snap out of her daze and respond. The dreamy look became embarrassed and then dismayed. She glanced down at her book. â€Å"Sorry. I was just thinking how good you look in taupe. What did you ask?† â€Å"Micah?† I prompted. â€Å"Oh. Right. He's got†¦ stuff to do.† I was pretty sure that was the shortest explanation she'd ever given me. I tried to remember what I'd last heard on their status. â€Å"You guys patched things up, right?† â€Å"Yeah. I guess. He understood about Thanksgiving.† She brightened. â€Å"Hey, Eddie and I were talking about that. Do you think we could all have a big family-style Thanksgiving at Clarence's? Do you think he'd mind? We could all help, and it'd be lots of fun. I mean, aside from the cover, we really are like a family. Eddie says he can make the turkey.† â€Å"I think Clarence would love that,† I said, happy to see her cheery again. Then, I replayed her words. I turned to Eddie incredulously. â€Å"You know how to make a turkey? How would you have learned that?† From what I knew, most dhampirs stayed nearly year-round at their schools from an early age. Not a lot of culinary time. â€Å"Hey,† he said, straight-faced. â€Å"All knowledge is worth having.† Jill laughed. â€Å"He wouldn't tell me either.† â€Å"You know, Angeline claims she can cook,† said Eddie. â€Å"We were talking about it at breakfast. She says she knows about cooking turkey too, so if we tag-team, we can pull it off. Of course, she'll probably want to hunt and kill her own.† â€Å"Probably,† I said. It was amazing that he was talking about working with her on anything. It was even amazing that he could speak about her fondly, without a grimace. I was beginning to think more and more that her display at the assembly had been a good thing. We didn't need animosity in this group. â€Å"Well, I got what I came for, so I'm heading back. I'll see you in the morning.† â€Å"See you,† said Eddie. Jill said nothing, and when I glanced over, I saw that she was watching me again with that weird, enraptured look. She sighed happily. â€Å"Adrian had a great time with you at your class tonight, you know.† I nearly rolled my eyes. â€Å"The bond leaves no secrets. He didn't always seem to be having a good time.† â€Å"No, he really did,† she assured me. A dopey smile crossed her features. â€Å"He loves that you love the car more than he does and thinks it's awesome you're getting so good in your defense class. Not that that's a surprise. You're always so good at everything, and you don't even realize it. You don't even realize half the things you do – like how you watch out for others and never even think about yourself.† Even Eddie looked a little astonished by that. He and I exchanged puzzled looks. â€Å"Well,† I said awkwardly, really unsure how to handle this Sydney lovefest. I decided escape was my best option. â€Å"Thanks. I'll see you later and – hey. Where'd you get that?† â€Å"Huh?† she asked, blinking out of her enraptured haze. Jill was wearing a silk scarf painted in rich jewel tones, almost reminding me of a peacock's tail. It also reminded me of something else, but I couldn't quite put my finger on it. â€Å"The scarf. I've seen it before.† â€Å"Oh.† She ran her fingers over the smooth material. â€Å"Lia gave it to me.† â€Å"What? When did you see her?† â€Å"She stopped by the dorm yesterday to give the dresses back again. I didn't tell you because I knew you'd want to return them.† â€Å"I do,† I said adamantly. Jill sighed. â€Å"Come on, let's just keep them. They're so pretty. And you know she'll just bring them back anyway.† â€Å"We'll deal with that later. Tell me about the scarf.† â€Å"It's no big deal. She was trying to pitch me on this scarf collection – â€Å" â€Å"Yeah, yeah, she told me too. How she could make it so no one recognized you.† I shook my head, feeling a surprising amount of anger. Was nothing under my control anymore? â€Å"I can't believe she went behind my back! Please tell me you didn't sneak off with her to do a photo shoot.† â€Å"No, no,† said Jill quickly. â€Å"Of course not. But you don't think†¦ I mean, you don't think there's any way she could pull it off? Hide me?† I tried to keep my tone gentle. After all, I was mad at Lia, not Jill. â€Å"Maybe. Maybe not. You know we can't take the chance.† Jill nodded, face sad. â€Å"Yeah.† I left feeling annoyed and was so distracted that I nearly ran into Trey. When he didn't respond to my greeting, I realized he was even more distracted than I was. There was a haunted look in his eyes, and he seemed exhausted. â€Å"You okay?† I asked. He managed a weak smile. â€Å"Yeah, yeah. Just feeling the pressure of everything. Nothing I can't handle. What about you? Don't they usually have to throw you out of this place? Or did you finally get tired of being here for eight hours?† â€Å"I just needed one book,† I said. â€Å"And I was actually only here ten minutes. I was out most of the night.† The smile fell, replaced by a frown. â€Å"Out with Brayden?† â€Å"That's tomorrow. I had, um, family stuff tonight.† The frown deepened. â€Å"You go out a lot, Melbourne. You have a lot of friends outside school.† â€Å"Not that many,† I said. â€Å"I'm not living a party lifestyle, if that's what you're getting at.† â€Å"Yeah, well. Be careful. I've heard about some scary stuff going on out there.† I remembered him being concerned for Jill too. I usually kept up on all the local news and had heard nothing alarming recently. â€Å"What, is there a crime ring in Palm Springs I should know about?† â€Å"Just be careful,† he said. We started to part ways, and then I called to him, â€Å"Trey? I know it's your own business, but whatever's going on†¦ if you want to talk, I'm here.† It was a huge concession for me, seeing as I wasn't always the most socially adept person. Trey gave me a wistful smile. â€Å"Noted.† I was kind of reeling as I went back to my dorm. Adrian, Jill, Trey. I suppose if you counted Eddie and Angeline getting along, everyone in my life was behaving weirdly. All part of the job, I thought. As soon as I was back in my room, I called Donna Stanton with the Alchemists. I never could be sure what time zone she was in, so I wasn't too concerned about the late hour. She answered right away and didn't sound tired, which I took as a good sign. She hadn't responded to my e-mail about the Warriors, and I was anxious for news. They posed too big a threat to us to be ignored. â€Å"Miss Sage,† she said. â€Å"I was planning on calling you soon. I trust everything's okay with the Dragomir girl?† â€Å"Jill? Yeah, she's fine. I wanted to check in on some other things. You got the info I sent you about the Warriors of Light?† Stanton sighed. â€Å"That's what I was going to call you about. Have you had any more runins?† â€Å"No. And they don't seem to have been following us anymore either. Maybe they gave up.† â€Å"Unlikely.† Her next words took a long time to get out. â€Å"Not from what we've observed in the past.† I froze, momentarily speechless. â€Å"In the past? Do you mean†¦ you've run into them before? I was hoping they were just some†¦ I don't know. A crazy, localized group.† â€Å"Unfortunately, no. We've encountered them before. Sporadically, mind you. But they pop up everywhere.† I was still in disbelief. â€Å"But I was always taught that any hunters had disappeared centuries ago. Why has no one ever talked about this?† â€Å"Honestly?† asked Stanton. â€Å"Most Alchemists don't know. We want to run an efficient organization, one that deals with the vampire problem in an organized, peaceful way. There are some people in our group who might want to take more extreme action. It's best then if the existence of our radical offshoot is kept secret. I wouldn't have even told you, but with all the contact you're having, you need to be prepared.† â€Å"Offshoot†¦ then they are related to Alchemists!† I was sickened. â€Å"Not for a very long time.† She sounded equally disgusted. â€Å"There's almost no resemblance anymore. They're reckless and savage. The only reason we let them be is because they usually just go after Strigoi. This situation with Sonya Karp is more difficult. She hasn't had any more threats?† â€Å"No. I just saw her tonight†¦ which brings up the other reason I called†¦Ã¢â‚¬  I gave Stanton a rundown of the various blood experiments, including my own donation. I painted it in very scientific terms, how it had seemed useful as extra data. I then made sure to sound properly appalled by the second request – which wasn't that difficult. â€Å"Absolutely not,† said Stanton. No hesitation. Often, Alchemist decisions went through chains of command, even with someone as high up as her. It was a sign of how much this went against Alchemist beliefs that she didn't even have to consult anyone. â€Å"Human control-blood is one thing. The rest she's suggesting is out of the question. I will not allow humans to be used in these experiments, especially when the evidence clearly shows the former Strigoi need to be the focus – not us. Besides, for all we know, this is some ploy on the Moroi part to get more of our blood for personal reasons.† I didn't believe that last part at all and tried to find a tactful way of saying so. â€Å"Sonya seems to sincerely believe this would help protect against Strigoi. She just doesn't seem to grasp how we feel about it.† â€Å"Of course she wouldn't,† said Stanton dismissively. â€Å"None of them do.† She and I returned our focus to the vampire hunters. The Alchemists were doing some investigating on any sightings in the area. She didn't want me to do any active investigation myself, but I was to report in immediately if any other information came my way. She was assuming the Warriors of Light were operating nearby, and once she found out where, the Alchemists would â€Å"deal with them.† I wasn't entirely sure what that meant, but her tone made me shiver. As she'd pointed out earlier, we weren't a particularly aggressive group†¦ though we were excellent at getting rid of problems. â€Å"Oh,† I said, just as we were wrapping up. â€Å"Did you ever find out anything about Marcus Finch?† I'd tried locating Clarence's mysterious human, who'd helped against the hunters, but had found nothing. I'd hoped Stanton might have more connections. â€Å"No. But we'll keep looking.† A slight pause. â€Å"Miss Sage†¦ I can't emphasize enough how pleased we are with the work you're doing. You've run into a few more complications than any of us expected, yet you handle them all efficiently and properly. Even your conduct with the Moroi is outstanding. A weaker person might have yielded to Karp's request. You refused and contacted me. I'm so proud I took the chance on you.† I felt a tightening in my chest. So proud. I couldn't remember the last time someone had said they were proud of me. Well, my mother did a lot, but no one tied to my work among the Alchemists did. For most of my life, I'd hoped my father would say he was proud. I'd finally given up on expecting that. Stanton was hardly a parental figure, but her words triggered happiness in me I hadn't known was waiting to come out. â€Å"Thank you, ma'am,† I said, when I could finally speak. â€Å"Keep it up,† she said. â€Å"When I can, I'll get you out of that place and into a position that doesn't involve so much contact with them.† And like that, my world came crashing down. I suddenly felt guilty. She really had given me a chance, and now I was deceiving her. I was hardly like Liam, ready to sell my soul to the Strigoi, but I also wasn't staying objective with my charges. Driving lessons. Thanksgiving. What would Stanton say if she knew about that? I was a sham, reaping glory I didn't deserve. If I was truly a dedicated Alchemist, I'd change my life here. I'd stop all extraneous activities with Jill and the others. I wouldn't even attend Amberwood – I'd accept the offer of outside accommodations. I'd only come here and see the gang when I absolutely was required to. If I could do those things, then I'd truly be a good Alchemist. And, I realized, I'd also be terribly, awfully lonely. â€Å"Thank you, ma'am,† I said. It was the only response I could give.

Baccalaureate Nurses vs. Associate Nurses Essay

Is having a Baccalaureate Degree in Nursing (BSN) better than an Associate Degree in Nursing (ADN)? Why should nurses get a BSN? Many nurses ask themselves these questions. Hospitals are pushing for nurses to advance their education. If there is an ADN nurse and BSN nurse applying for the same position most likely the BSN nurse will receive the job before the ADN nurse because â€Å" the additional course work enhances the student’s professional development, prepares the new nurse for a broader scope of practice, and provides the nurse with a better understanding of the cultural, political, economic, and social issues that affect patients and influence health care delivery† (â€Å"American Association of Colleges of Nursing,† p.1). Different Education Routes for Nurses Diploma graduates, Associate graduates, and Baccalaureate graduates are the three education routes for licensures of Nurses. Even though all three programs sit for the same National Council Licensure Examination for Registered Nurses (NCLEX-RN), this exam verifies only â€Å"minimal competency to provide safe, basic care† (Haverkamp & Ball, 2013, p. 144). ADN vs. BSN Competencies Many say that Associate nurses are trained strictly on clinical skills, whereas Baccalaureate programs â€Å"emphasize evidence-based clinical practice and leadership through course work that includes research, statistics, population-based care, nursing management, and the humanities† (Haverkamp & Ball, 2013, p. 144). This meaning that, Baccalaureate nurses receive training that allows them to look at the whole picture, like why and how things happen and what they can do to prevent them. Associate nurses as a Member of the Health Care Team, â€Å"refer patients and their families to resources that facilitate continuity of care; health promotion, maintenance,  and restoration; and ensure confidentiality† (Texas Board of Nursing). Whereas a Baccalaureate nurse as a Member of Health Care Team, â€Å"use multiple referral resources for patients, families, populations, and communities, considering cost; confidentiality; effectiveness and efficiency of care; continuity and continuum of care; and health promotion, maintenance, and restoration† (Texas Board of Nursing). Patient Care Situation An example in the difference of education between Baccalaureate nurses and Associate nurses is shown here. The patient was admitted for Diabetic Ketoacidosis, not taking home medication because he was homeless and lacked health insurance. Nurse A, admitted this patient and cared for the patient for three days. On the third day the patient was to be discharged, keep in mind this patient came to the hospital because he is a Type 1 diabetic and was admitted for Diabetic Ketoacidosis and was not taking any of his insulin because he could not afford them. Upon Nurse A telling the patient he was going to be discharge the patient became irritated and started to become angry and stated â€Å"I am homeless, how am I suppose to pay for my medications that I need, and I will just come right back to the hospital because I won’t be able to take any of my medications.† Nurse A, being an Associate nurse thought to herself what am I suppose to do? Nurse A then stated to the patient â€Å"The doctor has discharged you so you are medically stable to leave.† Nurse A explained to the patient that the doctor wrote prescriptions for him to take and fill so that way the patient would have his medication. Again the patient stated â€Å"How am I suppose to pay for my medication if I am homeless and have no money.† Nurse A was stuck in what she needed to do. So during morning rounds with Case Management Nurses which carry a BSN, Nurse A expressed the patients concerns and their response was well let us take a look at every resource that we have and maybe we can voucher his medication for one month and possible sign him up for some type of health care that will help him with his insulin and other medications that he needed. The next thing the Baccalaureate nurse did was go into the patient’s room asked a variety of questions and came back out of the room and told Nurse A, that the patient qualifies for state health insurance and that she will work on the vouchers for his medication for a month. The Baccalaureate nurse explained to the Associate nurse that she would have to  go further up in the chain of command to get the medications vouchered. The Baccalaureate nurse also gave the patient resources that would help him with his troubles in life, examples were housing for the homeless, churches that donate clothes and food to the homeless. What if the Nurse had a BSN? If the nurse taking care of this patient had a BSN they would have started to collaborate with the Case Manager about vouchering his medications and helping him find health insurance upon admission. Examples of what the Baccalaureate nurse would do are: find resources for the patient for food, shelter and health insurance on the day the patient was admitted, or have made a case management referral. Whereas the Associate nurse was focused on treating the patients and the illness and verifying and following the doctors orders. This is an example of how a Baccalaureate nurse was able to apply leadership and critical thinking skills while the Associate nurse was unable to. The Associate nurse struggled with the situation that arisen on the day of discharge. For the three days the Associate nurse had the knowledge base to treat the patient illness; taking blood sugars, administering insulin and bringing the patient back to holistic level of wellness. Conclusion In conclusion, it is important for all nurses to further their education. Baccalaureate nurses can provide better care for their patients and educate their patients about their disease process in depth and use the resources available to all nurses. They are also able to provide better patient outcomes through their advanced knowledge. Baccalaureate nurses also have opportunities for career advancement in all sorts of different positions whereas the Associate nurses are most likely staying in patient care areas. Baccalaureate nurses can move up and work as Nurse Managers, Case Managers, Quality Management and Infection Control. The encouragement for all nurses to advance their education is a quality step in the right direction for delivering excellent and safe patient care. References American Association of Colleges of Nursing. The Impact of Education on Nursing Practice. (n.d). Retrieved from http://www.aacn.nche.edu/media-relations/fact-sheets/impact-of-education Haverkamp, J. J., & Ball, K. (2013, August). BSN 10: What is Your Opinion? AORN Journal, 98(2), 144-152. http://dx.doi.org/10.1016/j.aorn.2013.06.006 Texas Board of Nursing. (December 2011). Differentiated Essential Competencies of Graduates of Texas Nursing Programs. Retrieved from http://www.bon.texas.gov/about/pdfs/delc-2010.pdf

Management and leadership development Essay Example | Topics and Well Written Essays - 2000 words - 1

Management and leadership development - Essay Example Emphasis is given on the operationalisation of management and leadership development into practice. Appropriate literature is used for highlighting the key issues of the study’s subject. At the next level, the article of the Emerald Group Publishing Limited (2010) ‘Changing Face of Leadership’ is used in order to show the key aspects of the operationalisation of leadership management in practice, as derived through the approach used by the article’s authors. It is concluded that the operationalization of leadership management into practice can be a challenging task – not just because of the requirements of these plans but also because of their implications for the leaders and the organizations. Leadership development is a multi-dimensional plan. When such plan is to be developed within a particular organization, it is important that its implications and its expected benefits are estimated and evaluated. The requirements of the specific plan need also to be taken into account, aiming to reduce the chances of failures when initiating such project. The leadership development affects the organizational life, in terms of the organization’s daily operational activities but also in terms of the context of its strategic choices. These issues are highlighted in the literature. Different approaches have been used for explaining the aspects of operationalisation of leadership development in organizations of different structural and operational characteristics. In accordance with Ryan (2007) the leadership development can lead to the establishment of inequality within the organization; it is explained that leadership is not equally developed across the departments of a particular organization. In certain teams of the organization, leadership plays a key role; in those teams, a significant amount of resources is likely to be invested on leadership development; in other organizational teams – referring to groups of individuals in different

Investment case Essay Example | Topics and Well Written Essays - 500 words

Investment case - Essay Example 45). Some of the skills required in order to manage a car rental company are decision making skills, good communication skills and professional appearance. Rental purposes –The manager is able to offer rental services to clients who want to use car for a specific duration or travel for long distances. The cars that are allocated for rental purposes should be heavy duty vehicles or four wheel drive vehicles like Land cruiser, Range Rover and Jeep. This are quite effective for long distances and are quite comfortable. This types of vehicles can attract a wide range of customers. Airport purposes- The manager of a car rental business is able to allocate some cars to offers transport for clients that arrive into the country and want transport. The types of cars that should be at the airport should be ostentatious so that they can attract customers. The type of car that can be used at the airport include Mercedes Benz and New models of Toyota. The drivers should also be dressed in a proper manner and should be able to communicate with the customers very well. Daily activities – The manager of the car rental service can offer services for clients that need their services within the town center. VOGEL (2000) asserts that most of the clients that use the car rental service in their daily activities should be regular clients for this service (Pg 54). This will mainly look for a specific group for example employees that work in a specific firm. Security services - The manager for the car rental services can offer some of the vehicles to be used for security services . Some of the vehicles can be used such as jeeps and Land cruiser. This car will be effective in offering security services to different clients. I believe that car rental service is a plausible investment that can make me a lot of money. If I can concentrate more on the two core markets include the tourist market and the business market, I will be able to get good returns . There is

Econometrics 'A' project for MSc Economics degree course Essay

Econometrics 'A' project for MSc Economics degree course - Essay Example However, in this research we are only interested in examining the effect of total experience and attainment of a specific level of education on the wage differential between the sexes. Total experience was obtained by adding ‘months since hire’ and ‘previous Experience’ This study utilized secondary sources for data collection. The use of secondary data is useful because it is cost efficient and saves time for the independent researcher (Glaser, 1963; Hyman, 1978; Hayashi, 2000). The independent researcher has limited financial resources because he or she works alone. Such researchers are usually professionals who attempt to research some significant social problem on a part-time basis. Description of the Research Design A two-step attempt was made to discover if the income of professional females increases at the same rate as that of males with comparable education as the experience increase. During the first step the existence and strength of a relationshi p between salary and experience for male and female professionals with a given university degree in a specific job were researched using correlational methodology. During the second step a comparison was made between the incomes of males and females with the same experience. Attainment of an educational degree was held constant for each given professional position. The correlational research method was selected as the primary methodology because of its ability to discover relationships among logical variables (Wooldridge, 2008). Research Hypothesis It appears that there is a lack of congruence in the literature in establishing an association between level of income, experience and gender, and also a lack of significant research efforts towards establishing a link between income and experience by gender identification, therefore, the hypothesis was stated as a null hypothesis (Albrect et al., 2003; Atkinson et al., 2003; Blau et al., 2006). Locke, Spirduso, and Silverman (1987) recom mend that if one researches a question where no well-established theory exists one should use the format of the null-hypothesis. There will be no difference in the salary of males and females at given experience when other factors, such as academic degree (bachelor's, master's, or associate degree), and professional position are held constant. Variables The variables in this study's regression analysis are as follows: Male/female relationship (the numerical value of 0 was assigned to the male and 1 to the female variable), education and experience were considered indepen ­dent variables; annual salary depends on the aforementioned variables and therefore is considered the dependent vari ­able. A dummy variable was introduced by multiplying experience by the value of the male/female relationship for the reason mentioned below. The first independent variable, that is, male/female, was selected for its possible effect on the difference in earnings between the sexes. The second inde pendent variable, experience (in months), was chosen for its possible effect on the earning of any individual. The third indepen ­dent variable, education, allows the individual to enter a given professional position. And finally the fourth independent variable, the dummy variable, was supposed to trigger possible changes over time, that is, the closing of the male/female

Assessment and Recovery from Mental Distress Essay

Assessment and Recovery from Mental Distress - Essay Example The common causes of mental illness and distress are chemical imbalances in the brain, stress and everyday problems, and exposure to severely distressing experiences such as loss of a relationship, job, death of a family member, sexual assault, killings, and violence, among others. However, some mental health experts claim that mental illness can also be inherited. There are different types of mental distress: anxiety disorders, post-traumatic stress disorder, depression, manic depressive distress, borderline personality disorder, schizophrenia, and many more depending on gravity and description. People who suffered from these distresses were seen with various symptoms. The person could experience upset, feeling restless, sleeplessness, tremors, nightmares, extreme sadness or despair, loss of interest in doing anything, loss of appetite, irritability, impulsiveness, depression, inability to perform daily tasks, hopelessness, sense of guilt, extreme mood swings, feeling worthless, sen se of guilt, extreme mood swings, violence, and suicidal tendencies (Borg and Kristianssen, 2004). Being mentally distressed is difficult. Some even deny they have such illness because of the prejudice and discrimination of people around them. But, having the illness is not anybody else’s fault or a sign of weakness and not something to be ashamed of (Mental Health Commission, 2007). It has been suggested that the treatment must not be delayed in order to prevent it into more severe stage. However, it has been found that conventional or traditional treatments had not been successful for many patients. If a person is seen with early stage symptoms of mental distress, it is not only a prompt treatment that must be provided to be able to recover the patient more quickly but the proper one and, there could be similar or different methods for every patient’s case. It should be noted, however, that early detection and treatment helps the patient to restore his/her respect, d ignity, and confidence, and live a full, quality life (Borg and Kristianssen, 2004). Those mentally distressed can recover, provided they seek and provided the appropriate treatment and support. The treatment can be medication, therapy, support and counseling, lifestyle adjustment, support group meetings, and, provision of an inner strength that â€Å"†¦can come from any number of places, these former patients say: love, forgiveness, faith in God, a lifelong friendship,† (Carey, 2011, P 8). Discussion A. Mental Health Nursing Mental health nursing was described as â€Å"an ‘artistic’ interpersonal-relations tradition which emphasizes the centrality of nurses’ therapeutic relationships with ‘people’ ‘in distress’ and a ‘scientific’ tradition concerned with delivery of evidence-based interventions that can be applied to good effect by nurses to ‘patients’ suffering from ‘mental illness’,à ¢â‚¬  (Norman and Ryrie, 2009, 1537). The task employs two different methods that are either integrated or complementary in order to deliver quality care to patients. It should be noted that one method is free and independent of any outlined procedure while the other is systematic and depends on evidence for its implementation. It should be also highlighted that a third factor is the â€Å"interpersonal relations†

Book Review 2 Essay Example | Topics and Well Written Essays - 750 words

Book Review 2 - Essay Example Other factors that led to its growth were the visionary leadership of Jerry Heffernan. The text locates the mentor of Heffernan, Frank Howard and how his effect was carried onto Howard’s son! Led by Forward, the empire started to expand after completing a couple of years from operating on a profitable basis. This phase saw the group acquire a second electric furnace along with a new rolling mill capable of rolling mid-sized structural up to 18 inches. The text then records how the company overcame a short time cash crisis and began generating cash flow from 1984. During the entire 80’s the company followed a period of continuos growth. In 1984, it was recognised as one of the best-managed plants in the United States. Throughout the period experiments and improvements were carried on and a lot of things were attained like the concept of casting beam blanks as opposed to billets. Interestingly, the text records that the improvements were not made on massive investments and capital but by innovative planning and implementation of those novel ideas. The text makes it clear that although Chapperal’s gloats over its technological prowess, the underlying human resources practices and resulting culture are the main reasons for its success. It illustrates upon the credo of pushing decision making policy of the management and the policy of ensuring self empowerment of the different sections of the company and how it has worked wonders for them. The blend of trust, responsibility, knowledge, expertise, competence and authority has been pointed out as the main factors for the astounding success of the company. The text also points out the challenges that lie ahead for the company, especially its dream of recycling 100% of automobiles. The text shows that the important lesson that is to be learnt from the Chaparral Company is the manner in which it has been able to convert its potential to

Small Business Hiring Picks Up in July Research Paper

Small Business Hiring Picks Up in July - Research Paper Example There is a 0.7% increase on the hours worked by the employees. As per the report, the increase in the work hours is a clear indication of the amount of work in these businesses. An increased hiring rate coupled by increased pay rate is a matter of competition for the employees. Subject of Agreement The report is based on the trends of the companies that have always had more than 20 employees and that use Intuit’s online payroll software. There are some other reports and survey that gives contrasting information compared to this. Chamber of Commerce conducted a survey in July which shows that more than half of the business owners surveyed have said that they won’t be hiring in 2011. (Lopez, 2011) The business owners pointed out reasons like economic uncertainty, poor sales and lack of credit availability as the reasons for not hiring. The fact that Intuit report is based on data from few small businesses and there are contrasting data available from other reports reduces the reliability if Intuit Report. Moreover, the report is based on the data from June 23 to July 24, the trend which is not assured to sustain in the coming months. The recent happenings in the market are also showing that the economy is going through a very critical situation. Some people have also started speaking about double dip recession though the possibility of the same is highly unlikely as per the experts. Also, most SME’s business is depended on the business performance of large scale corporations. Most SME’s in the country’s customers are the large scale corporations though a good portion of them markets products for the end consumers. But the overall US unemployment data shows that the unemployment rate came down to a level of 9.1%. (Tradingeconomics.com, 2011) The increase in the employment rate came from the private sector which added 154,000 jobs. The fact that private sector contributed to the employment and more that 85% of the SME’s are private sector companies support the view of Intuit report. Therefore, I agree with the findings of the report that Small Business Hiring is increasing. Scope for a Different Presentation There was scope for presentation of the subject in a different context. With the available data, the report shouldn’t have concluded that it applies to the entire small business sector of the country. A person who reads only the Intuit report without a wider look into the results of other related information will be biased to believe that small business hiring is always picking up. This can just lead to wrong business or investment decisions. Instead of concluding that the small business hiring is increasing, it should just have said that there is an improvement in certain small business segment. It should just indicate that there is an indication that business at SME’s are catching up. The main reason is that Intuit report had very limited information to support its findings. Presen ting the report as a reference material for arriving at the overall unemployment data would have been better. The Intuit report is definitely a good source of information for conducting an unemployment statistics study. But with the data it relied on, the report cannot act as a finding in itself. The author made the report as a conclusion for the entire small business sector. But the fact that the data was related to only few small businesses

Oppositional Defiant Disorder Term Paper Example | Topics and Well Written Essays - 4250 words

Oppositional Defiant Disorder - Term Paper Example The condition commonly affects individuals during childhood. The concern of the medical authorities regarding ODD can be attributed the high percentage of children diagnosed with the condition. In fact, it is considered as the most commonly diagnosed mental health condition in children (Hamilton and Armando, 2008, p.861). Based on the studies conducted in the community level approximately 3 percent of children have ODD with the Diagnostic and Statistical Manual of Mental Disorders, 4th ed. (DSM-IV) description as the sole basis. When other parameters and criteria were considered the prevalence ranges from 1 to 16 percent (Hamilton and Armando, 2008, p.861). The paper is aimed to define and to discuss ODD and the different pertinent concepts related to the condition such as the symptoms, risks, management methods, treatments, and related researches and studies. The said objective of the paper can be achieved through the data gathering from significant academic and medical references, e.g. journals. In addition, the main focus of the process is the educational perspective which is either to educate the public or to present the methods of educating the individuals with ODD. Definition of ODD Oppositional defiant disorder, ODD, is officially defined by the Diagnostic and Statistical Manual of Mental Disorders, 4th ed. ... chool years but due to other developmentally troublesome behavior that can also be observed, the method of diagnosis is based on more than one symptom or criterion (Hamilton and Armando, 2008, p.861). Upon the determination of the meaning of ODD, the methods of diagnosis and the symptoms are needed to be given attention to achieve better understanding of the disorder. It is also important to focus on the methods of treatments and management of ODD since it is known as a subset and a precursor to a more serious condition referred to as conduct disorder (Chakraburtty, 2009). Recorded data show that one third of the children diagnosed with ODD will develop into conduct disorder while 40 percent will lead to antisocial personality disorder during adult years (Hamilton and Armando, 2008, p.863). The oppositional behavior of the children of the children ranges from passive to active forms of non-compliance. Ignoring the direction given by adults such as parents and teachers is an example o f passive ODD. Active non-compliant behavior ranges from mild refusal to angry rejection of parents or elders commands and guidance (Matthys and Lochman, 2010, p.1). There are levels of opposition from children and adolescents which can be considered normal for their age. Thus, the determination of the levels of oppositional behavior considered abnormal is needed to be given attention for the early diagnosis and treatment of the problematic child. Methods of Diagnosis of ODD There are eight standard symptoms included in the description of ODD as the bases for diagnosis. Four of the eight symptoms of the condition should be present for an individual to be considered to possess ODD. The standard symptoms include: â€Å"lost of temper; argument with adults; defying adults’ requests and/or rules

Sustainable agriculture Essay Example for Free

Sustainable agriculture Essay Organic foods are defined as foods without pesticides, antibiotics,or gefetically altered organisms. Organic farming began in the late 1940’s in the united states, and in recents years it has grown into a multi-billion dollaer industry. Sales for organis foods in the past decade have increased annually by 20%. Its 20% growth is ten times as much as non-organic food’s growth. Organic food makes up only a fraction of the food market even though there are over ten million consumers. The sales of organic foods are expected to climb to over 6 billion dollars within the upcoming years. Soil is also a crucial component of the organic process. Soil is said to be organic when it has been deemed ‘clean’ for three years. Making a commitment to healthy eating is a great start towards a healthier life. Beyond eating more fruits, vegetables, whole grains, and good fats, however, there is the question of food safety, nutrition, and sustainability. How foods are grown or raised can impact both your health and the environment. This brings up the questions: What is the difference between organic foods and conventionally grown foods? Is â€Å"organic† always best? What about locally grown foods? Organic food, natural cleaners, green businesses, even organic clothing; natural and organic products continue to be the centre of attention for those seeking a healthier lifestyle, but just what is organic food, is this organic trend long-lasting, and what organic food facts provide compelling reasons to grow, shop, cook and eat organic food. Today, organic food accounts for 2% of global food sales and is growing at an average rate of 20% each year. Today, you can have your organic food delivered, buy it online, at your local grocery store, grow it yourself and order organic food at many restaurants. This continuing rise in demand creates a need for regulations to protect both consumers and farmers. Organic food is not the same thing as natural food. Natural refers to the way a food is processed rather than the ingredients. A food that is free of additives and preservatives, but contains commercially-produced ingredients, is considered natural. Organic food contains primarily organic ingredients, while natural foods may be made with items grown with the aid of chemicals as well as genetically modified ingredient and it is not just apples and bananas. Nearly every food available also has an organic version in today’s market. Organic milk, chicken, and even pasta can be found right on the shelves of your neighbourhood supermarket. Many leading food manufacturers are creating organic food in convenience packaging to fit into modern lifestyles. Canned organic tomatoes and frozen organic peas are among many options. Organic food is not bland and tasteless. In fact, most people claim organic ingredients are fresher and more flavourful than conventionally grown foods. Chemical residues, added ingredients, and hurried, mass production detract from the natural juices within fruits and vegetables. Organic food is free of chemicals, leaving nothing but pure, fresh flavour. Regulations and procedures for organic certification are still relatively new but organic farming and cultivation are not. Farmers were using natural, chemical-free methods of growing long before pesticides and fertilizers were available. As more research continues to reveal the dangers of these chemicals to both humans and the planet, consumers continue to explore the benefits of organic food. The advantages of arganic food are that you can choose to grow and/or buy food that is healthier for you, and the environment; cooking and eating organically also often offers more flavor and better tasting foods. Use organic farming methods and organic gardening tactics such as organic garden fertilizer and compost to grow your food; the organic food advantages and organic food benefits are significant for you, your family and the planet. Organic food benefits have been a hot topic for more than a decade now but it wasnt until relatively recently that these advantages were supported by more than just hearsay. Extensive research conducted over a number of years has proven that organic food not only tastes better than commercial foods, but it is also better for us and our children, as well as our animals, wildlife, and the environment as a whole. Care and maintenance of soil, and preventive farming methods like crop rotation create fruits and vegetables that contain up to 50% more vitamins, minerals, and other nutrients than intensively farmed foods. Encouraging natural and organic farming methods and gardening practices, will allow organic soil to rebuild and contribute healthy vitamins and minerals to feed the crops, and you. Organic foods have higher levels of many disease-fighting antioxidants and essential vitamins, including Vitamin C. Industrial pesticides and fertilizers used in intensive farming contain synthetic, toxic chemicals, residues of which remain in the food they are involved in producing. Organic farming uses natural, synthetic-chemical-free methods that produce foods much safer for the humans, as well as the animals, that consume them. And if you grow your own fruits and vegetables, using organic garden fertilizer, natural pesticide methods, and organic soil Such chemicals are responsible for a number of common allergies and have also been linked to serious diseases like cancer and Alzheimer’s disease. An organic diet significantly lowers these risks.

Nursing Students Perception Of Faculty Role Models Nursing Essay

Nursing Students Perception Of Faculty Role Models Nursing Essay Abstract Background: Professional role modelling is key component in educational arena, where teachers serve as best role models for the students. It serves as a primary way to impact students search for meaning, purpose, and value in their personal and professional life.. Therefore, to be able to assess what students perceived about their faculty approach as role modelling, we conducted a study to explore the students perceptions and experiences about the faculty role modelling at a private School of Nursing in Karachi, Pakistan. Methodology: This study followed qualitative framework, considering group of diploma programme students as a case, data was collected through semi structure interviews from fifteen representatives of all three years of diploma programme. All students of the diploma programme were approached for their voluntary participation. Subsequently, purposefully equal participation was considered from all three years of the diploma programme for their representation in the study. Tape record interviews were transcribed with major thematic analysis of the verbatim. Findings: Participants in the study mentioned their disappointment with the ambiguity in their faculty as role models. While the faculty reinforced students to be equipped with the expected knowledge and demonstration of discipline, they themselves did not follow the same. The findings revealed that Professional role modelling needs to be encouraged with the provision of appropriate mentoring and continued education of nurse educators. Participants strongly felt that though the nurse educators are well equipped with clinical skills, they lack in clinical and classroom teaching skills. Conclusion: There is significant association between professional role modelling by nurse educators and students learning outcomes. Therefore, faculty members should demonstrate proper role modelling and practice what they preach while reinforcing professionalism. Provision of appropriate mentoring and continued education can facilitate nurse educators to become the role models for nursing students to follow. Key words: nurse educator, professional role modelling, students learning outcomes Introduction: The period of college/university education is accompanied by a significant transition of an individual from adolescence to a young adult; often requiring the students to meet several demands and challenges of education. Traditionally, the depth or accuracy of learning is usually expressed through assessment scores without major focus on cognitive, affective or behavioral learning (Lizzio et al, 2002); this reflects the basic educational system of Pakistan too. With transition to the university education, the students are often required to meet several demands and challenges; moving more towards cognitive, affective or behavioral learning than rote memorization. With this shifting paradigm, students perceptions influence their approach towards education and influences their overall learning outcomes (Lizzio et al, 2002), and their health and coping with the challenges of education. Learning environment, course structure and teaching methodology contribute overall towards the students coping and learning within these challenges of education. On the other hand, nature and structure of higher education have an implication on students well-being as they are often concerned with poverty, and become withdrawn and psychologically distressed (Dooris, 2001b). A similar change of educational environment is usually faced by the students when they enter their nursing education. Students in nursing education are required to meet academic demands which make them feel strained. This altered state of mind often impacts negatively on their academic function and health (Seyedfatemi et al, 2007). In this journey, teachers serve as a backbone of educational arena. Similarly, their teaching approach and mode of instruction plays crucial role in the development of conceptual learning in students. Considering nursing as an learning arena of specialized skills, nurse educators has to take prime position to ingrain the knowledge and skills in young future nurses, while motivating them to be self directed learner and sound decision makers. Dooris (2001b) has identified the nature and structure of higher education as one of the factors affecting studentsà ¢Ã¢â€š ¬Ã… ¸ well-being. Nursing education require students to engage in several study hours. Struggle in meeting the requirements of various assignments and clinical (Seyedfatemi et al, 2007) often impacts on the mental health (Dunne and Somerset, 2004) of the nursing students. In the same line, faculty plays a vital role in creating positive learning environment and serve as a role model in the development of knowledge, skills and attitude in students (Glicken and Merenstein, 2007). Students are required to meet the several demands of nursing education, markedly higher then what is expected in pre-nursing education level in Pakistan. Concerns of students poor coping with the academic demands and hostel stay are often reported at various forums and at different nursing programme faculty meetings, at selected School of Nursing, also highlighting students expression of uncertainty and helplessness. This alter state of mind, often make students prone for mal adaptive coping behaviours like excessive worrying, sleeplessness and feeling of loneliness; impacting negatively on their academic function and health (Seyedfatemi, Tafreshi and Hagani, 2007). This study is an identified factor of the Masters study conducted to explore the Emotional well-being of Diploma Nursing students. Since, positive, motivational and unbiased learning environment has optimistic impact on students learning outcome in university setting (Lizzio et al, 2002); Papp, Markkanen and Bonsdorff (2003: 267) have rightly stressed that, students should be treated equally and with consistency throughout their education. In the same line, faculty plays a vital role in creating positive learning environment and serve as a role model in the development of knowledge, skills and attitude in students (Glicken and Merenstein, 2007). Therefore this study was conducted to explore the students perceptions and experiences about the faculty role modelling at a private School of Nursing in Karachi, Pakistan. Methodology Interpretative paradigm was opt to assess diploma nursing students perception their subjective meanings and definitions of the emotional well-being and its related factors (Clough and Nutbrown, 2007; Creswell, 2007; Laverty, 2003; Sandelowski, 2000; Merten, 1998). Qualitative approach was considered to obtain the interpretative in-depth analysis of the experience, perceptions and understanding of research participants (Neuman, 2003; Munhall, 1989). Considering the group of diploma programme students as prospective participants of this study, a Case Study approach was used as a guide to progress in this research project, as it provides chance to the researcher to have intimate knowledge of participants feelings (Polit and Beck, 2004; Yin 2003). Case study involves exploration of case/s within a bounded system (in a specific context) like in this study being in a diploma nursing programme (Creswell, 2007). Study setting Support Services for Students at selected School of nursing Every student at selected school of nursing has a faculty advisor who guides them in their academic issues as and when required. Students are expected to visit their respective advisors at least three times a semester and also on the basis of their need (, 2006; , 2007a; , 2007c). Ambreen.Tharani2011-02-21T12:00:00 How can i refer to meeting minutes of AKU-SONIn addition, to support students emotionally, a student counsellor, who is a professional psychologist, is also available and provides support to students on need basis. Sample: Sampling was done in two stages. Initially, whole population of interest that is all the students of the diploma programme were contacted via their institutions student email identification, providing them with the study details and inviting for voluntarily participation in study. As suggested by Polit and Beck (2004), to obtain the in-depth assessment, limited number of participants was selected in this case study. Considering that the participants perspective may vary with their years of experience in the programme and their status of accommodation (Neuman, 2003); in the second stage, equal participation was encouraged from all years of diploma programme (n= 15), representing both the day scholars (n1=7) and hostel resident students (n2=8). Data collection and Analysis: Systematic data collection was conducted via individual semi-structured interviews using the interview guide to explore participants experiences (Neuman, 2003) and perceptions (Robson, 2002). Interview was audio-taped and a journal was maintained to record participants impressions, reactions and other significant information during the interview (Rudestam and Newton, 2001; Speziale and Carpenter, 2003). Efforts were made to decrease the limitations of the study. Ethical consideration was taken into account throughout the research to maintain confidentiality, anonymity and providing a follow-up mechanism to the study participants to prevent any sort of harm. Audio-recorded information was transcribed and thematic data analysis of data was done based on Laws (2003). Trustworthiness: Credibility, transferability, confirmability and dependability (Polit and Beck, 2004) were ensured in this study. Considering these criteria, credibility was ensured by cautiously interpreting and presenting the responses of the participants. For promoting transferability, detailed description of the context of the study is provided while disseminating the data for possible transfer of findings in other settings (Polit and Beck, 2004). For dependability, the process and the product of the research were carefully examined for its consistency. For confirmability, stepwise record of the raw data was constructed and maintained, followed by data reduction and reconstruction, synthesis of products and subsequent analysis (Polit and Beck, 2004).Ambreen.Tharani2011-02-22T08:28:00 Can we remove these details or as suggested by you we can purely move it to the discussion part Ethical Consideration Ethical consideration was ensured following the British Educational Research Association-Code of Ethics. Along with that, Institutional Ethical Review Committee (of data collection site) was accessed and written approval was obtained for research. Director of Diploma Programme and the Dean of selected school of nursing were approached in person to state the purpose and process of the research, along with obtaining Deans permission for data collection To consent for voluntary participation, adequate information was provided in the consent form regarding the purpose of research, their participation requirement, possible risk and benefits, financial consideration and their wish to decline the participation (Speziale and Carpenter, 2003). Permission was also sought for the participants before tape-recording the interviews. To ensure anonymity and confidentiality during data collection, tape-recording, data transcribing and data analysis, the participants were addressed and referred to with respondent numbers. As this study focuses on the perceptions and feelings of the participants, the possible harm to the respondents would be emotional. My experience as a mental health nurse has helped me to utilize the therapeutic communication, including broad opening, being non-judgmental, paraphrasing and clarifying (Videbeck, 2005) during the interviews. Ambreen.Tharani2011-02-22T08:26:00 How to rephrase this- i m confused Findings: Learning Environment The participants felt that the major focus of the faculty at SELECTED SCHOOL OF NURSING was on professionalism. While reinforcing professionalism, they often put undue restrictions on the students, which in turn lead to limited learning opportunities and they felt that they were being discriminated against other students. Yes, another important thing is environment; environment in terms of professionalism. Again the teachers are around you, students are around you, so there behaviour has an impact on us and you will adopt those things People in other programme are more professional. They [teachers] restrict in dressing which is not on other programmes. (Respondent 6) In this study, the participants identified various factors in the environment that impacted their learning and emotional health likes: high expectations, ambiguity in role modelling, and teaching approach of faculty members. In addition, large classrooms played a crucial role in students learning and eventually on their emotional health. 4.2.2.1 High Expectations Participants in this study reported too many expectations by the faculty members and academia at SELECTED SCHOOL OF NURSING . Three participants strongly mentioned that they should not be considered as born nurses by the faculty members. When faculty are hired they should be taught several things before giving them teaching responsibility. Students are students not born learners. (Respondent 6) They felt that the high expectations in clinical and theory made them stressful. Furthermore, stress of going on clinical made them anxious. To make learning environment positive, they emphasized that faculty should be more supportive and flexible to understand the students problems. Clinical take too much stressor, during performance and skills. We need time to adjust and faculty expect to do each and every thing like skills lab, in front of patient and in front of staff there. It gives stress. (Respondent 12) Teachers expect that on clinical we should know every thing and when we dont know, she doesnt teach us, and say why you dont know this? We are students and in learning process. This thing disturbs students a lot. (Respondent 5) To support students at clinical, one of the participants stressed on the need for more faculty coordination with and emotional support of the students. You [faculty] should keep yourself in students shoe and see how much stress you are giving to studentsYou should coordinate with students more to understand what problems they have? With some personal problem sometimes students does some mistake on clinical and then they are put on learning contract, without thinking what they are going through. Coordination should be done with students. Though we have advisors who guide us but teachers should emotionally support students. (Respondent 2) One of the participants found challenges related to the transition from life at home to life in the hostel and university: In hostel, we have to do many things by ourselves which our parents use to do for us. Like we have to wash our clothes we have to make breakfast and no one to wake-up us. Besides that clinical! When I have to go clinical I even dont sleep previous night. I have disturbed sleep and I become very upset when I go on clinical. (Respondent 14) To study participants, the high expectations set by faculty members at clinical also resulted in poor image of the students. They were highly concerned about their image in front of the faculty members. To participants, a similar image is communicated to the other faculty members with their shift in clinical placement and with their progression to next academic semester and/or year. à ¢Ã¢â€š ¬Ã‚ ¦then these impression goes to other faculty, my image was disturbed in front of all. (Respondent 6) Most of the participants suggested that the students should be provided with ample time to practice their learnt skills and concepts in a non threatening environment under faculty guidance. During clinical, students should be keep relax because these are all practical work and with practical work; more practice makes you perfect. When we are more anxious we even forgot small skills. Teacher should remind us but in relax manner because we are dealing with lives of patients. (Respondent 14) One of the participants also talked about the difference in academic and summer clinical as: I dont know but I feel so because when we go on clinical we are in so much tension that if are going to be put on learning plan. Thats make us more fearful I find summer clinical are different because fear of learning plan was not there. (Respondent 14) Therefore, for policy implementation, participant suggested that: People who are running institution should not take students as sometimes machines. They are here for studies, should get particular stuff and should go back. Yes, there are requirement of institution that should be fulfilled. But still they should consider and policy should be flexible à ¢Ã¢â€š ¬Ã‚ ¦ At time it can be changed, it is not so as it is done by somebody from another planet that we cant change. There should be ways. (Respondent 10) 4.2.2.2 Assessment Criteria Students, in each semester at SELECTED SCHOOL OF NURSING , are required to take multiple subjects and face various assessment criteria. In addition, they are required to meet the clinical component of all the courses. As a result, they complained of being overwhelmed and felt that their productivity got impacted when they had to meet all the requirements. Dont give to much stress to students so there others things are not being suffered. Gap should be given after clinical, before the assignments are expected, so we can work in more productive way. (Respondent 2) Another participant suggested that they should be given ample time after clinical to refresh themselves. Students go on clinical from too long hours so they should get time for refreshing themselves. (Respondent 3) Students, with their transition to university education, also faced difficulty with time management. They always seemed to be struggling to meet the academic deadlines. Similar concern of time management was raised by the participants with the examination schedule, which often gave them stress. Another thing is that, all paper comes together. In a week we have 3-4 paper together and we cannot utilize time effectively [translated]. It gives stress. (Respondent 9) The mostly impacting factors are exams. In which me often feel a lot of burden because there are too many things scheduled together. Then our clinical comes simultaneously and then assignment comes Then you can imagine how much stress it can cause. (Respondent 2) Highlighting similar concerns of time management and university academic schedule, one of the study participants suggested provision of ample time to the students to prepare for the examination and the clinical. Students should be given enough time so they can easily do preparation for themselves. (Respondent 1) 4.2.2.3 Ambiguity in Role Modelling Participants in the study mentioned their disappointment with the ambiguity in their faculty as role models. While the faculty reinforced students to be equipped with the expected knowledge and demonstration of discipline, they themselves did not follow the same. One of the participants reinforced that the faculty should also demonstrate respect for their uniforms when they emphasized that the students should observe a proper dress code. à ¢Ã¢â€š ¬Ã‚ ¦ Faculty says that our uniform should be perfect but there are faculty whose buttons of Koti are open, there dupattas are inside their koti and they are very senior faculty. (Respondent 8) The participants verbalized feelings of uncertainty when the verbal emphasis and role demonstration of the faculty were not congruent. These ambiguities made them feel lost and being targeted. One participant shared her feelings when she received vague instructions from the faculty as: Every time we (student) have to listen. On clinicalà ¢Ã¢â€š ¬Ã‚ ¦ teachers are saying stay with your patient though we are alone with our work patient says go away because we cant stay on their heads. We are lost. (Respondent 8) To participants, the faculty role model also counted in keeping up the image of nursing profession. We are taught professionalism, I have seen teachers un professional in class, using language as they are at home à ¢Ã¢â€š ¬Ã‚ ¦ what impression we are giving to outsiders. (Respondent 6) Students in nursing profession are expected to take responsibility of the action they take. While sharing an incident that took place at clinical setting, one of the participants emphasized that the faculty members should be honest and take responsibility for their action. She mentioned that as a result, she herself was emotionally disturbed and was unable to take care of the patient as expected. The mistake was done by faculty but on asking by staff she said it is students mistake à ¢Ã¢â€š ¬Ã‚ ¦ I feel I cant say anything at that time à ¢Ã¢â€š ¬Ã‚ ¦ Yes it has an impact as I couldnt explain medication to patient properly Teacher should be honest with their student and should take responsibility of their action. (Respondent 12) Referring to the responsible attribute of faculty, one of the participants mentioned: If the faculty is fully prepared for their classes then they have right to scold us and expect from us but there are other teachers who are not prepare themselves and have too much expectation from usà ¢Ã¢â€š ¬Ã‚ ¦ If they are not prepare they should clearly mention; she can have problem as a human. (Respondent 6) Another participant mentioned that this ambiguity on the part of the faculty as role model had ruined her expectation with the institution. I came with very high expectation that I will learn their culture, their languages and I will learn the art of this culture. Then I came I found to some extend teachers abusive. I found that even they themselves are not professionals and asking me à ¢Ã¢â€š ¬Ã‚ ¦ they [faculty members] scold for what I dont know. (Respondent 10) One participant emphasized on appropriate role modelling as: There are teachers who are prepared and excellent in teaching and if they expect/scold. I dont mind at all. They should be proper role model. (Respondent 6) For instance, few participants were open to accept flaws in the faculty role model. Along with that they suggested faculty to be open and transparent with the students. Yeh, student should respect their faculty, but faculty should respect her students also. (Respondent 13) 4.2.2.4 Teaching Approach of Faculty In this study, the participants have identified various factors related to teaching approaches that impacts their learning and emotional health, including faculty preparedness, lack of positive reinforcement, and self directed learning. 4.2.2.4.1 Faculty Preparedness One of the participants in this study, highlighting the concern of faculty knowledge and experience, shared that: Then again I identified that they are prefect nurses but they are not perfect teacher. For being a teacher they need to go through all the strategies and methodologies. They (faculty) are the beginners as I am. They are trying to find their own way in the ocean of institution. So the difference is of 3-4 years of nursing knowledge otherwise its same. (Respondent 10) The participants also discussed about the teaching methodology used by teachers in classroom setting at SELECTED SCHOOL OF NURSING . They expressed feelings of their time being wasted when faculty did not discuss but regurgitated information in class. In some classes teachers just read from transparency. If they want to teach like this they just forward us the soft copy and we will read on our own. This will save your time and our time, and their expectations are too high. (Respondent 6) One participant commented on faculty preparation in clinical area as: They [faculty] should come prepare with their theory in class and in clinical. (Respondent 6) To ensure students learning, the participants suggested that proper training need to be given to faculty members to develop their teaching skills. Teachers should be nicely guided by the institution so they can guide students properly. (Respondent 10) 4.2.2.4.2 Lack of Positive Reinforcement The participants emphasized on the importance of positive reinforcement provided by faculty and verbalized their feelings of hopelessness when they did not receive encouragement from the faculty. I feel there is no use of doing hard work. If I have any weakness teacher should told me how I can make it better. (Respondent 6) They reported that they get motivated and their self-confidence increases when they receive timely feedback from faculty on their (the students) areas of improvement in a non-threatening manner. According to one participant: If a student does something nice they should get encouragement for it Students thinking gets limited when they are not provided encouragement. (Respondent 3) Another participant suggested: Faculty should give constructive feedback on ongoing basis so student improve because it is wrong to give negative feedback at the end if ongoing feedback for improvement was not given. (Respondent 11) 4.2.2.4.3 Lack of Self Directed Learning Participants in this study emphasized on need for self directed learning instead of long direct contact teaching hours at SELECTED SCHOOL OF NURSING . Curriculum should be like that the teacher should give the overview and there should be some how less hours class, credit should be low, so we will use more library and LRC [learning resource centre], so we are more clear (Respondent 14) Students become submissive and dependent on the educators when they do not receive enough opportunity to be self-directed learners. They highlighted that the passive role developed in the nurses during academia continues in their professional life as well. They [faculty] are not professional when they behave with students à ¢Ã¢â€š ¬Ã‚ ¦ thats why the girls [student] are afraid and they break them [students], they break them all nicely, badly damaged showing you are a nurse, nobody else. You cant take decisions, not for the patient and for your self. Then they are send in ward and very nicely they go under doctors, why? Because they are taught here like this. (Respondent 10) One of the participants proposed that faculty should respect individual learning capacity of students and provide opportunities for self directed learning. Allow us study in a way we want, every student strategy is different. If you accept that every teachers teaching strategy is different, why cant you accept that every students learning capacity is different. (Respondent 8) Likewise, participants emphasized that faculty openness and flexibility helped the students in learning and provided them comfort in clarifying their concepts with faculty. If the teacher is very co-operative and if she understands your psychology if she knows your way of learning you will be more close and free to ask when you have difficulty understanding some concepts. If teacher is very dominating like she is very stern and she is not flexible, so you will never ask anything. (Respondent 6) Discussion: Papp, Markkanen and Bonsdorff (2003: 267) have stressed that students should be treated equally and with consistency throughout their education. Equal treatment of students is also highlighted in the principles and perspective of setting-based approach for health promoting university. Participants in this study highlighted that though the institution / universitys rules and regulations, and academic policies are uniform for all of its students, in practice, discrimination appears widespread. They felt that they were discriminated with students of other nursing and undergraduate programmes in the university. An optimistic, motivating, and unbiased environment of learning has a positive impact on students learning outcome in the University setting (Lizzio, Wilson and Simons, 2002). In the same line, participants also highlighted various factors, like positive reinforcement, promotion of self directed learning and positive teaching approach of faculty, contributing towards their positive learning outcome and enhancing their emotional well-being. Professional nurse educators are responsible for students learning in clinical practice (Papp, Markkanen and Bonsdorff, 2003). Simultaneously, the teaching approach of faculty creates the environment of either rote memorization or conceptual learning in education. Rothstein, Wilder and Jacobsen (2007:10) have emphasized that a balanced curriculum should be concerned not only with what subjects schools teach but also with how schools teach them. The participants in this study felt that the appropriate implementation of the nursing curriculum can soothe their emotional distress and could also provide them positive learning outcome. Teaching is a special skill and medical university often come with little or no training or preparation on how to communicate knowledge and experience to the students (Glicken and Merenstein, 2007); a similar situation prevails in nursing education. The participants felt that the teaching skills of faculty members need to be strengthened as they have difficu lty in communicating their concepts and experiences to the students. Agitation was found among participants as, to them, it wastes their time. Curriculum implementation and faculty teaching approach promote self directed learning in students. Along with that, positive reinforcement in nursing education strengthens and supports students positive academic outcome. Hagbaghery, Salsali and Ahmadi (2004) found negative impact on students self-esteem and self confidence when they were not facilitated by their faculty for their problem solving and decision making skills. Ruth (2002: 120) has described self-esteem as a positive regard to oneself and has found it as a key component in restoring and maintaining mental and physical health. Consequently, participants found positive reinforcement as a motivational factor for students. In the same line, clinical practice is considered an important part of nursing education (Papp, Markkanen and Bonsdorff, 2003). Participants reported that they got motivated and their self-confidence increased when they received feedback from faculty from time to time on their areas of improvement in a non-threatening manner. Glicken and Merenstein (2007) have reported that correcting students in front of patients was found to be unacceptable in some cultures; therefore, cultural acceptance and environmental feasibility need to be considered while providing timely feedback to students. Seyedfatemi, Tafreshi and Hagani (2007) found that a large amount of preparatory work for clinical as stressful for students. Participants also felt that high expectation in clinical and theory made them stressful. Participants responses were consistent with the findings of the External Review Report of SELECTED SCHOOL OF NURSING ( 2008) that highlights no promotion of self-directed learning in the dip loma programme. Students become submissive and dependent on the educators when they do not receive enough opportunity to be self-directed learners. Seyedfatemi, Tafreshi and Hagani (2007: 2 of 10) found that, Nursing students had to devote long hours to study, were given multiple assignments, and lacked free time à ¢Ã¢â€š ¬Ã‚ ¦. Participant felt

Ironies and Paradoxes :: Literary Writing Essays

Ironies and Paradoxes ABSTRACT: In contemporary literary culture there is a widespread belief that ironies and paradoxes are closely akin. This is due to the importance that is given to the use of language in contemporary estimations of literature. Ironies and paradoxes seem to embody the sorts of a linguistic rebellion, innovation, deviation, and play, that have throughout this century become the dominant criteria of literary value. The association of irony with paradox, and of both with literature, is often ascribed to the New Criticism, and more specifically to Cleanth Brooks. Brooks, however, used the two terms in a manner that was unconventional, even eccentric, and that differed significantly from their use in figurative theory. I therefore examine irony and paradox as verbal figures, noting their characteristic features and criteria, and, in particular, how they differ from one another (for instance, a paradox means exactly what it says whereas an irony does not). I argue that irony and paradox â⠂¬â€ as understood by Brooks — have important affinities with irony and paradox as figures, but that they must be regarded as quite distinct, both in figurative theory and in Brooks’ extended sense. In contemporary literary culture there is a widespread belief, or feeling, that ironies and paradoxes are closely akin. This is due in part to the huge importance that is given to the use of language in contemporary descriptions and estimations of literature. Ironies and paradoxes seem to reflect and embody the sorts of linguistic rebellion, innovation, deviation, and play, that have throughout this century become the dominant criteria of literary value. The explicit association of irony with paradox, and of both with literature, is often ascribed to the New Criticism, and more specifically to Cleanth Brooks. Brooks, however, used the two terms in a manner that was unconventional, even eccentric. He seemed to think of irony as a principle of order and unity: not so much a feature of language or meaning as a sort of coherence yoking disparate elements together, rather like Aristotle's conception of wholeness and integrity in Poetics 8 (Brooks 1951). As for paradox, Brooks seemed to regard it as a quality in language very like Viktor Shklovsky's defamiliarisation: that is, a deviation from conventional language designed to wrench our perceptions and our thoughts into unaccustomed, and therefore enlightening, pathways. Paradox, in this view, is a device which compensates for the limitations of conventional language, and is thus the only way in which poets can express the unconventional insights that are their stock in trade.