Reliance Fresh Project Reports

â€Å"CONSUMER PERCEPTION AND THEIR BUYING BEHAVIOUR TOWARDS â€Å"RELIANCE FRESH† SUPERMARKETS NEW DELHI, INDIA. † Chapter 1: Introduction Reliance Retail: Retailing is the interface between the producer and the individual consumer buying for personal consumption. This excludes direct interface between the manufacturer and institutional buyers such as the government and other bulk customers. A retailer is one who stocks the producer’s goods and is involved in the act of selling it to the individual consumer, at a margin of profit.As such, retailing is the last link that connects the individual consumer with the manufacturing and distribution chain. The retail industry in India is of late often being hailed as one of the sunrise sectors in the economy. The Indian retail industry is now beginning to evolve in the line with the transformation that has swept other large economies. It witness tremendous growth with the changing demographics and an improvement in the quality of life of urban people.The growing affluence of India’s consuming class, the emergence of the new breed of entrepreneurs and a flood of important products in the food and grocery store, has driven the current retail boom in the domestic market. (Jhamb & Khiran, 2012) AT Kearney, the well-known international management consultancy, recently identified India as the ‘first most attractive retail destination’ globally from among thirty emergent markets. It has made India the cause of a good deal of excitement and the cynosure of many foreign and domestic eyes.The entry of foreign and Indian retail giants like Wal-Mart, Metro, Reliance, Birla, Tata etc. made Indian market more competitive which is at cut throat level. So how retailers can reach to their end customers, to win the mind share and increase the basket size of each shopping trip. (Jhamb & Khiran, 2012) It is expected that by 2016 modern retail industry in India will be worth US$ 175- 200 billion. I ndia retail industry is one of the fastest growing industries with revenue expected in 2007 to amount US$ 320 billion and is increasing at a rate of 5% yearly.A further increase of 7-8% is expected in the industry of retail in India by growth in consumerism in urban areas, rising incomes, and a steep rise in rural consumption. It has further been predicted that the retailing industry in India will amount to US$ 21. 5 billion by 2010 from the current size of US$ 7. 5 billion. The growth of scope in the Indian retail market is mainly due to the change in the consumer’s behaviour. For the new generation have preference towards luxury commodities which have been due to the strong increase in income, changing lifestyle, and demographic patterns which are favourable. Huangyuarong (2011).As the twentieth century has come to and we have moved in to third millennium , we can see many development and changes taking place around us with all the industries and firms within each industry trying to keep pace with all the industries and firm within each industries trying to keep pace with the changes and diverse need of people . Marketer have regarded â€Å"customer† as the king and evolved all activities to satisfy him or her, this concept gaining more momentum and importance today. More than a century ago, the father of our nation, Mahatma Gandhi, had made visionary and deep meaningful statement at Johannesburg, South Africa in 1980.A customer is the most important visitor of our premises. He is not dependent on us . We are dependent on him He is not interruption on our work. He is the purpose of it and not an outsider on our premises. He is a part of it. We are not doing him favour by serving him. (AnithaJulius, 2013) Today the entire firm engaged in a process of creating a life time value and relationship with customers. This report start with discussion on the diversity of consumer behaviour and the need for studying consumer buying behaviour and consumer as a related field of marketing .This can be largely be attributed to the prevailing market situation . Today the company image is built and made known by its customers. Thus success of the firm determined how effective it has been in meeting the diverse consumer need and wants by treating each customer as unique and offering products and services to suit has or her need. (Gupta, 2011) Consumer buying behaviour will be a primary force in determining how this transition will evolve. Getting closer to the customer in today’s highly competitive landscape is essential for the entire industry and is no longer just a retail issue.It requires all organizations across the supply chain to work as a single enterprise, sensing and responding rapidly to consumer demand in a co-ordinate manner. Detailed analysis of the changing patterns of consumer demand, shopping trends. (Gupta, 2011) 1. 1. Background: We can see many examples of businesses where, first we grow and then think of expandi ng but Reliance is quite different. Reliance has developed such huge amount of resources and capital over the years that whenever it steps into any segment it is not required to wait for growing signal, that’s why it always thinks of expanding without any boundaries.Reliance retail is next Step by RIL which will be a pan India project. (â€Å"reliance fresh information,† 2012) Reliance Fresh is the retail chain division of Reliance Industries of India which is headed by Mukesh Ambani. Reliance has entered into this segment by opening new retail stores into almost every metropolitan and regional area of India. Reliance plans to invest Rs 25000 crores in the next 4 years in their retail division and plans to begin retail stores in 784 cities across the country.The Reliance Fresh supermarket chain is RIL’s Rs 25,000 crore venture and it plans to add more stores and eventually have a pan-India footprint by year 2011. The super marts will sell fresh fruits and vegeta bles, staples, groceries, fresh juice bars and dairy products and also will sport a separate enclosure and supply-chain for non-vegetarian products. Besides, the stores would provide direct employment to 5 lakh young Indians and indirect job opportunities to a million people, according to the company. â€Å"reliance fresh information,† 2012) The company is planning on opening new stores with store-size varying from 1,500 sq ft to 3,000 sq ft, which will stock fresh fruits and vegetables, staples, FMCG products and dairy products. Each store is said to be within a radius of 1-2 km of each other, in relation to the concept of a neighbour store. In a dramatic change due circumstances prevailing in UP, West Bengal and Orissa, It was mentioned recently in News Dailies that, Reliance Retail is moving out stocking.Reliance Retail has decided to minimize its exposure in the fruit and vegetable business and position Reliance Fresh as a pure play super market focusing on categories lik e food, FMCG, home, consumer durables, IT, wellness and auto accessories, with food accounting for the bulk of the business. (â€Å"reliance fresh information,† 2012) 1. 2. Reason for study: An intention of this study to clarify and understand the behavior and perception of consumer towards Reliance Fresh and how it impact on today’s retail marketing at New Delhi. 1. 3. Statement of problem:Food and grocery retail sector is one of the fastest growing industries, yet the nature of shopping behavior has not been studied in-depth. This has created a need to identify the aspects influencing these behavior and the patterns that will be followed. Lately, many new retail formats have introduced in New Delhi hence it is crucial for retail stores to understand consumer buying behavior along with their preferred store choice. 1. 4. Research Objective: I. To study consumer buying behavior and their perception at Reliance Fresh customers of New Delhi. II. Too examine the influence of demographic factors on retail purchase behavior.III. Evaluate the consumer trends and their perception towards the new shopping style. 1. 5. Major Research Questions: What are the major factors influencing consumer buying behavior and their buying decision process at Reliance Fresh New Delhi? 1. 6. Assumption: The attitude, perception, and behavior may be different to buy in supermarkets of New Delhi. Reliance fresh should encourage their image, consumer perception, consumer purchasing decision criteria and also should maintain their service quality to make more consumers satisfaction. 1. 7. Scope of the study:The scope of this study focus on consumer behavior and perception on Reliance fresh retail New Delhi which is already established all over in India. But in Delhi its provide the higher level of service for the consumer satisfaction, so there are coming more consumer at Reliance Fresh to buy best quality product into the store. The study to survey the behavior of consumer w ho always buy product from Reliance fresh at the largest famous retail stores at New Delhi, India with questionnaires. 1. 8. Benefit of research: 1. To understand the factor influencing purchasing making decision of product of Reliance Fresh Retail. . To realize how the consumer perceive and behave the buying activities of the stores and consumer perception for the image of Reliance Fresh supermarket. 1. 9. Limitation of research: The research focuses and asks for the mind of consumer (perception and behavior) which is intangible so it is difficult to measure by figure and may have bias answers depend on that situation because normally, Indian People mostly are ashamed to tell the truth. Conceptual Framework Independent variables Dependent variables Location * Customer Buying Behavior Buying decision process Ambiance of the supermarket Quality of products Variety of products Customer services References: AnithaJulius. (2013). Retail Market in India. [online article]. Gupta, M. M. , A. (2011). Consumer Perceptions towards Different Retail Formats in India. Maharishi Markandeshwar University. Huangyuarong. (2011). Consumer Markets and Consumer Buyer Behavior [online article]. Jhamb, D. , & Khiran, R. (2012). Emerging trends of Organized Retailing in India. School of Management & Social Sciences. reliance fresh information. (2012). [online article].

Teaching log example

Education Level of Participants: N/A Type of Education Activity (1 ambulatory, group, meeting): Observation and participation in evaluative process for residents in Family Medicine. Positive Aspects of Session: – Used a consensus approach to decision making and evaluation. – Input of all who have supervised for a more fair and objective evaluation. – Well run, and timely meeting. Difficulties of Session: – Limited context for evaluation (ex. in some instances, individuals had only been observed by anyone around the table 1 time). Despite this, most evaluators agreed regarding resident's clinical attributes and deficiencies. – One sided Reflection and Interpretation of Session: I found myself very surprised by this session. It was unsettling for me to discuss learners in this way even with an understanding that it is necessary to evaluate. Issues regarding personal issues were brought forth in some instances to explain a resident's behavior.It was ed ucational to me in that I learned that the resident's â€Å"supervisor† (or faculty dvisor), is the person who after these meetings is responsible to then deliver the message ot the â€Å"teacher's group† to the resident in the torm ot teedback. I a normally a part of this process, but only on paper. I am given an evaluation form to fill out on individual practice of each of the residents on my team. There is a Likert scale with points related to professionalism, collaboration and respect.This session has really made me think more about the way in which I am filling out the evaluation ools I am asked to fill out on a monthly basis, as I now understand better how they utilized. Being present was a very new and intimidating experience for me, as I was asked for my input at this meeting. Consideration of Future Strategies for Managing Similar Sessions (Analysis): Strategies I might use in similar sessions would include pre-learning. Asking questions of the Resident Educat ion director to be better prepared for what to expect and how I might better participate.

Research Critique Part 1 Essay

This paper will critique a qualitative research study published in the Journal of Medical Ethics in 2004, By Dr Helen Aveyard, about how nurses manage patients who refuse nursing care procedures. The article explains how nurses view informed consent as not being essential to nursing care procedures. Problem Statement The clinical problem being examined in the research study is the way in which nurses obtain consent prior to administering nursing care procedures, and the way nurses manage patients who refuse any nursing care procedures. By stating that nurses â€Å"do not regard obtaining consent as an absolute requirement† also stating that â€Å"consent is preferred but no considered essential† the significance is established and a clinical problem identified.(Aveyard, 2004, p. 346) The author identifies the need for further education of nurses on the need to obtain informed consent for nursing care procedures, and the need for more research of this topic. Purpose and Research Questions The study clearly identifies the aim of the study as â€Å"to examine the way in which nurses manage patients who refuse nursing care procedures.†(Aveyard, 2004, p. 346) The study identifies two main purposes for the research study as: 1- To examine how consent is obtained prior to nursing care procedures, 2- To explore the ways in which consent could be approached by clinical nurses.†(Aveyard, 2004, p. 347) The author provided clear purpose or aim of the research problem, â€Å"the way in which nurses manage patients who refuse nursing care procedures.†(Aveyard, 2004, p. 346) And related the problem to the questions of how consent is obtained, how obtaining consent can be approached, and at the extent to which consent remains voluntary. The qualitative method is appropriate for this study as the information needed was obtained through interviews, observations and focus groups to answer the question of how nurses obtain consent and for exploring ways consent could be approached in the future, due to the lack of discussion in nursing literature on obtaining consent prior to nursing care procedures.(Aveyard, 2004, p. 346) Literature Review The author cites qualitative research articles and nursing education manuals and training manuals from many different authors and time periods. There were no quantitative studies cited. All research article referenced were relevant to the study, most were greater than seven years old and older. No evaluations of strengths or weaknesses were available for referenced material. The limitations of this study were named as: â€Å"data was exploratory, It was not the specific intention to explore the management of the patient who refuses care; the topic came from the inductive data analysis.(Aveyard, 2004, p. 349) It is relevant as this is a previously unexplored area of nursing.(Aveyard, 2004, p. 349) The author builds a logical argument through discussion of nursing education, and the fact that nursing education and the focus of informed consent in nursing education is on the nurse’s role in obtaining consent prior to medical procedures and research procedures, and not prior to nursing care procedures. The author uses the argument that the lack of discussion on informed consent does not negate its importance and it purpose which is to protect a patients autonomy .(Aveyard, 2004, p. 346) Conceptual/ Theoretical Framework. There is no specific perspective identified within this study. There was no diagram or conceptual framework in the study. The results are clearly defined and sample was described as being purposive sample of qualified nurses from two teaching hospitals in England. (Aveyard, 2004, p. 647) The author used a grounded theory type of qualitative research study. Through observation of how consent is obtained, nurses’ interpretations of why consent is obtained, six focus groups, and in depth interviews, data was collected and analyzed. (Aveyard, 2004, p. 347) The sampling was purposive, and was said to consist of qualified nurses who were â€Å"willing-and able- to recall and discuss critical incidents. (Aveyard, 2004, p. 347) The interviews were tape recorded and transcribed focus group and interview data were combined in data analysis and transcripts were analyzed using a constant comparison.(Aveyard, 2004, p. 347)

My Favorite Place Essay Example | Topics and Well Written Essays - 500 words

My Favorite Place - Essay Example This essay uses imagery, personification, alliteration, and simile to describe my favourite place.   One of the most exciting parts about visiting McDonald's is visual. As a child, my parents would not tell me that we were going out to eat and then suddenly I would see the car turn the corner and the golden arches would appear. Like a hungry child, they appeared to me like they would a lake or water source to a water-starved person in the desert. [SIMILE] As an adult, while I don’t have this some fanatical appreciation for the site, there is an understanding that it only takes driving for a few moments before I can find these arches and buy a familiar meal. Finally, upon entering the restaurant there is an expansive visual display of colors and delicious food that heightens my appreciation. Another major part of my appreciation for the restaurant is tactile. As a child perhaps I felt this most prominently when I would visit the playground. After eating, my brother and I would run out to the playground and begin throwing the balls around like they were water balloons. [IMAGERY] The playground was almost like a living component of the restaurant, without its many twists and turns. [PERSONIFICATION] We would then have the toys from the happy meal to play with. We would play with these by moving them around or changing the various components, for many hours. Indeed, they became a major part of my long-term enjoyment of McDonald's. The final part of my enjoyment of McDonald's is tasting the food. Undoubtedly, tasting the food is the central part of my appreciation of McDonald's. The French fries taste simply sensational; the burgers are just as good. [ALLITERATION] While as an adult I recognize that the food is unhealthy, it is oftentimes impossible to resist. I vividly can recall the taste of the McChicken, the Big Mac, or the many desserts.  

Christian worldview Essay Example | Topics and Well Written Essays - 500 words

Christian worldview - Essay Example God blessed them and ordered them to multiply in number, fill and control the whole earth. Humans were also to have dominion over all the created things, both living and non-living (Genesis 1:26-28) (Version, 2011). According to the Bible, God has chosen humans to be the leaders and rulers of the world. They have the authority to rule over all the living creatures on land and in the sea. Humans have more dignity than all the created animals in the sea and on land. Despite the fact that humans are more rational and have been chosen to be rulers over all other creatures, this does not give them the authority to harm other animals or living creatures. A suitable rationale for all human beings is created by the biblical worldview. One of the common problems in the Christian worldview is suffering. The vast population of the universe assumes that suffering results from human sin. The issue of personal suffering is widely addressed by Jesus in John chapter nine. In this chapter, the disciples assumed that the man’s blindness was because of his sins. In the chapter, Jesus explained that the blindness of the man was not as a result of the sins of the man’s parents but a way through which God’s works were to be demonstrated (John 9:3). Jesus argued that man’s suffering would not go to waste, but would instead be used to glorify God in his life. The illustrations reveal that man’s suffering is not because of his or her sins. However, God utilizes suffering to remind human beings that sins have adverse consequences. In conclusion, human value, suffering and authenticity play a significant role in the thoughts, beliefs and existence of human beings. The faith on which Christianity is based is cogent and practical. It offers solutions to varied questions that relate to the heart and mind. All human beings survive by faith. People may have faith in themselves, the government or a supernatural being. Other people have faith in

Ethical and nonethical Essay Example | Topics and Well Written Essays - 750 words

Ethical and nonethical - Essay Example (Ethical 2011) Un-ethical is simply the opposite of ethical, or an action that avoids the moral issues surrounding said decision. Non-ethical simply calls for a lack of ethical obligation one way or the other. Someone can be un-ethical, however, an object cannot be. Though the object can be non-ethical and in fact by definition is. An example is a vehicle which is non-ethical by default as it cannot make decisions or reason and therefore cannot be un-ethical. Some examples of ethical issues in the workplace can be related directly to me in that ethically I am bound to complete the tasks given to me according to the agreement made to work in said workplace. Additionally ethical dilemmas may arise when called upon to preform outside of the set duties given to me by my mangers. I could perform the work however, would expect additional pay as a result, otherwise the management is preforming in an un-ethical manner. Generally outside of that there are only personal ethical dilemmas such a s potential relationships within the workplace with coworkers, policy is such so that personal fraternization is frowned upon and seen as a potential ethical dilemma. Specifically this would become a serious breach of ethics and policy if that fraternization was occurring between a member of management and a non-management employee. The reason for this is that anyone fraternizing in a manner that could possibly be influenced or influential upon the others career is a serious breach of ethics and in most companies policy as well. This has not occurred at this point, however it is a clear example of an ethical dilemma. Ethical,. (2011). definition of ethical. Retrieved from http://www.merriam-webster.com/dictionary/ethical Second questions- The three models of Corporate Social Responsibility (CSR) are the economic model, philanthropic model and the social web model. The Harvard Kennedy school of business defines Corporate Social Responsibility as, â€Å"beyond philanthropy and compli ance and addresses how companies manage their economic, social, and environmental impacts, as well as their relationships in all key spheres of influence: the workplace, the marketplace, the supply chain, the community, and the public policy realm.† (Corporate Social Responsibility, 2011) Understanding the definition of the term CSR is an important part of understanding which model is the most persuasive personally. In looking to the text and additional resources the idea supporting the social web model seems the most appropriate of the three models. The social web model is a beneficial model for society as a whole and provides support through interaction versus simply giving services or products away or selling for a profit. People chose to interact simply because that is what humans and other animals do, they socialize and travel and live in groups. The social web model helps align the goals of the corporation with the daily life challenges and decisions faced by all those i nvolved in the local or global society. While this is a beneficial approach for other humans it may not always reflect as such with the bottom line, especially when profit is required by stockholders in any publicly traded corporation. As a result the most utilized CSR model is likely the economic model, a balance of economic decisions based on the need for profit and the need to contribute to the social web as

Play and Pedagogy (Early Childhood Education) Assignment

Play and Pedagogy (Early Childhood Education) - Assignment Example What is a curriculum, do we really grasp its meaning, or have we mistaken it for some other related terms Now is the time to know. 'Curriculum' came from the Latin word 'curere' which literally means 'to run'. In educational context, it is 'the course of the race'. As the word evolves, it has now come to mean 'the course of study.' (Wikipedia,2008 )A 'curriculum' is the sum total of all learning activities, content, experiences and resources that are deliberately chosen organized in such a way that learning is maximized and goals are achieved. Therefore, a curriculum is not only a plan for what will happen in the classroom but also a long ranged scheme of the events, activities and practices to achieve the total learning goal set at the start of school year. As much as spontaneous learning is encouraged in preschool, there should a set of learning priorities to be followed. It is important that learning is well planned, suited for the age and physical development of the child, as well as the physical set up of the school. Each school varies in physical and temporal set ups, learning goals, resources and many others; it is vital to program activities around available resources (but not limited to), weather conditions, environment, people and routines. These factors are adjusted to suit the individual and communal needs of the learners to achieve the ultimate goal set by the school. (Zaslow,1991) "Children in well run program acquire a wide range of social skills and become more competent as a result of their frequent interactions with other children." Curriculum Planning Guide When planning a curriculum, there are many things to consider. Carefully think about the following elements when planning: Age appropriateness. Consider the ages of the students involved in the program and organize activities suited to their developmental growth. Individual appropriateness. Children, though of the same age level has different developmental speed or ability. One can distinguish a symbol faster than the other; consider the individual differences and plan activities wherein all children can participate. Family and Culture. Plan activities with respect to individual family and cultures. Do not discriminate, alienate or make fun of differences. Transition periods. Transitions are times that occur between activities; a good maneuvering technique should be developed in order to maximize transition period. Teacher values. What the teacher believes in is also an integral part of the curriculum. What are her interests, personal philosophies and

English 2 Essay Example | Topics and Well Written Essays - 250 words - 1

English 2 - Essay Example If indeed it is found that soccer is a good way to help troubled youths, that fact will provide a major incentive for governments to invest more money in these kinds of recreational activities. This autobiography shows the affect soccer has had on one of the all-time great players. Beckham indicates that soccer kept him on a straight and narrow path. This book is good for background information. This book provides a great deal of information on the professional aspect of soccer. Interviews in it with players indicate that the sport shaped their lives in a positive manner. This is good for background. Another useful biographical book that shows the impact of the game on the life of Pele. This provides insight into how soccer influences young people growing up in the Third World. Examples in this book are useful. Another invaluable look at problems suffered by adolescents. This book discusses disciplined activities such as sports which can help troubled young people. A great deal of insight is provided by the author. Another survey of how troubled youth can be brought into athletic activities at schools. This book provides advice to practitioners and suggest strategies to integrate disaffected teenagers. Sports can be a big part of

Issues in Global Businesses and Consultancies Essay

Issues in Global Businesses and Consultancies - Essay Example The underlying transactions assume various forms and as such, they relate to each other. Those businesses that undertake trade involving imports and exports as well as those that undertake foreign direct investment are referred to as primary global businesses (Hill 2008). Usually, foreign direct investments businesses exist in various forms, that is; subsidiaries, which are owned wholly; and joint ventures. Other forms of global businesses and consultancies include licensing, contract management and franchising global businesses. Just as the definition holds out, the key tenet associated with global businesses is satisfaction. A global business is just like any other local business since the basic principles of a business apply. The difference comes from the application of thaw global business, its complexity as well as the intensity. These aspects vary substantially (Hill 2008). For a global business to operate across several borders, an organization ought to ensure that it adheres to international standards and laws and as such, the organization must incorporate them into their planning process and decision making. However, global businesses and consultancies do experience challenges arising out of the environmental factors. Since these businesses operate across national borders, there are some constraints and some frequent conflicts that are brought about by the different laws, societies as well as cultures (Hill 2008). A good example of a global business and consultancy is GlaxoSmithKline, a British multinational business dealing with pharmaceuticals, vaccines, biologics as well as consumer healthcare. Thesis Statement With reference to GlaxoSmithKline Company, this paper will critically analyze the issues facing global businesses and consultancies and... Global businesses, particularly those operating within the pharmaceutical industry such as GlaxoSmithKline Company do experience both internal issues as well as issues within the industry. Global businesses and consultancies do experience challenges arising out of the environmental factors. Since these businesses operate across national borders, there are some constraints and some frequent conflicts that are brought about by the different laws, societies as well as cultures. Such issues include; new consumers in emerging markets, switching to more specialized products and services, salaries and wages of the employees of the global business, growth of the pertinent power, limited number of blockbusters and smaller budgets, changing relationships with health care practitioners, the digital World, nature of conversations as well as issues associate with inflation. A Global business, regardless of the industry it operates within, must establish ways to contain issues as if left to the su rface, a company may end fatally. They may seem insignificant but according to the recent research studies, it has been found that indeed they have adverse effects.

Types Of Learning Styles Essay Example for Free

Types Of Learning Styles Essay There are three different types of learning styles. By taking a learning styles quiz, I found out that I am an auditory learner. This means I do best learning by hearing and listening. Now knowing that I am an auditory learner I can discover new techniques that will help me be more attentive and I can expand myself as a learner. First, discovering new techniques as an auditory learner to be more attentive is easy. I was not surprised when I saw the list of usual things auditory learns do. I felt as if the learning style I was assigned to fit me perfectly. I am one who will hum or talk to themselves or others when bored, acquire knowledge by reading aloud, or sit where they can hear but needn’t pay attention to what is happening in front. These are all things I do daily without even thinking about it. For example, every morning in my first period history class I will be typing the notes my teacher writes on the board but also working on other homework or looking things up. I need not to see what my teacher is doing. If just keep my ears open and listen, I believe I comprehend just as well as someone who sits in the front row and has all their attention focused on the teacher. I know that I am automatically immune to already doing some of these techniques, but I also know there are more tips that I can incorporate in my daily life to further myself for my future. Next, expanding myself as an auditory learner can greatly help me in the near future. I can become a better reading by reading aloud as much as I can. Hearing myself say things aloud will help me remember a lot better than silent reading to myself. I can also become a better writer by repeating things after I have written them down on paper. If I read what I have written aloud, I will get a better view on if the right words are being used correctly in that specific sentence. Also I will get to hear if that sentence, paragraph, or even full essay sounds like I’m doing well and staying on track. I tend to veer off subject sometimes, so I know that verbal repetition will be helpful for any upcoming school courses or even scholarships that I will need to write essays for. Verbalization is the key and in my situation knowing my key factor is going to help me expand my study skills and comprehension in school. All in all, I have become aware of what different changes I can make for myself. Taking the learning styles quiz and realizing that I am an auditory learner helped me realize how I can better myself throughout my learning years. I can discover new techniques that will help me be more attentive and I can expand myself as a learner and for that I am grateful.

Chichén Itzá in Mexico

Chichà ©n Itzà ¡ in Mexico Introduction The sacred Mayan city of Chichà ©n Itzà ¡ is located in the Yucatan Peninsula, Mexico, about 50 miles inland from the Caribbean Coastline and about 100 miles south of Cancun, Mexico. Even though there are other ancient ruins in Mexico, Chichà ©n Itzà ¡ is the second most visited site in this country, predominantly due to the structures like the Great Ballcourt, El Castillo and El Caracol. These phenomenal structures demonstrate the tremendous intelligence of the Mayans as well as how their lifestyle was affected greatly by astronomical events. The Mayans built seven ballcourts in Chichà ©n Itzà ¡ for playing the Mesoamerican ball game. The most notable is the Great Ballcourt which is the largest in the Mayan world, with the dimensions of about 503 feet in length, 97.5 feet in width and each side wall was almost 30 feet in height. The way that they designed this ballcourt was so acoustically sound, that a person standing at one end can hear a whisper from a person standing at th e other end about 443 feet away. The game itself was played with two teams and each player had the opportunity to hit the ball with their hips, wrists and/or elbows in order to put the ball through a vertical stone ring on either side of the court to score points. The team with the most points at the end of the game would be announced the winner. While the Mayans enjoyed playing the ball game, there were some dire consequences. At the end of each game, it is believed that the captain of the winning team would offer himself to be decapitated to the captain of the losing team. It seems a little strange that the winner would be the one to be sacrificed, but the Mayans considered this to be a great honor. Summary The most well known structure at Chichà ©n Itzà ¡ is the temple of Kukulkan, which is also called El Castillo. The pyramid is made out of limestone blocks and towers 75 feet above the ground with a base of about 181 feet on each of its four sides. There are nine platforms on each side of the pyramid and four stairways which lead to the Upper Temple. It is thought that the Upper Temple was used to conduct the most important ceremonies by the Mayan rulers. The construction of El Castillo demonstrates the Mayans knowledge and use of astronomy. It is believed that the Mayans used various shadows and designs formed by the sun shining on the Pyramid to signal the beginning and ending of the harvest season. During the spring and fall equinox around 3pm, the sun would cast an amazing shadow on the North stairway. When the suns rays would hit the Northwest corner of the pyramid it would cause seven triangles to form a shadow of a serpents body that slowly moved downward until it joined up w ith a large serpents head carved of stone at the bottom of the stairway. The Mayans also designed El Castillo as a physical calendar. Each stairway consists of 91 steps at a 45 degree angle on each of the four sides of the temple, which equals 364 and when you count the top platform, it is believed to represent 365 days in a year. In addition to the serpents head at the base of the north stairway, there are serpent heads at the bottom of each of the other three stairways as well. It is truly amazing how much the Mayans knew and how accurately they built El Castillo to monitor their astronomical events. Another beautiful structure at Chichà ©n Itzà ¡ with a lot of significance is El Caracol, sometimes referred to as the Observatory. El Caracol is a dome that was erected on top of a large platform so that the Mayans could observe the motions of Venus as well as the equinoxes and solstices through its many windows. This information directed the Mayan way of life. Conclusion The Mayans strategically placed the windows in the dome so that they could follow the motions of Venus. The Mayan leaders would use the changing positions of Venus to make their decisions on whether or not to engage in battle since it is believed that Venus was a war god. Venus positions would repeat exactly every 8 years, and this would have been very beneficial to the Mayans since they used natural cycles to keep track of time. When Venus is at its most northern extreme position, it lines up with the Grand Stairway in front of El Caracol. Furthermore, the northeast and the southwest corners of the platform line up with the summer and winter solstice. This intentional set-up further aided the Mayans in keeping track of time over the extended periods of the cycle of Venus. Chichà ©n Itzà ¡ is one of the New 7 Wonders of the World that would be an enjoyable experience. Even though there are other ancient ruins in Mexico, Chichà ©n Itzà ¡ is the second most visited site in this cou ntry, predominantly due to the structures like the Great Ballcourt, El Castillo and El Caracol. A visit to Chichà ©n Itzà ¡ will give you a better understanding of the Mayan rituals through their ball games. Furthermore you will be amazed at how the structures of El Castillo and El Caracol aided the Mayans in keeping track of time by using astronomical events. Chichà ©n Itzà ¡ is undoubtedly one of the most astonishing places to visit in Mexico.

Homelessness And The Policy Responses

Homelessness And The Policy Responses In this essay, the social problems I have chosen to write about is Homelessness. I will also be exploring different perspective of Homelessness and the policy responses and the impact it have on the society. The groups I will focus my discussion on are young people and rough sleepers as the evidence indicates that young homeless people experience rough sleeping before securing temporary accommodation. There are wide ranges of definition Homelessness and it varies from country to country or among different institutions in the same country. According to |Liddiard, M (2001:119) the immediate sense of the term as regularly employed by the mass media and politicians, simplistically equates homelessness with rooflessness or literally sleeping rough on the street. This is can be a straightforward and easy to understand definition but this does not reflect the true scope of the problem so a broader definition of homeless peoples include those lacking permanent residence and living in a range of unsatisfactory housing conditions. They can include those living in temporary hostels, bed and breakfast, night shelters and squatters. However, the legal definition of someone homeless is if they do not have a legal right to occupy accommodation or if their accommodation is unsuitable to live in. They also include families and peoples who do not sleep rough and some are accommodated by friends and family on temporary basis. So from the above definition the social construction of homelessness are not the small amounts of individual that sleep on the street, looking dirty and smells of alcohol and drugs but comprises of all individual who do not have a permanent decent place of accommodation or without a regular dwelling and are on a waiting list or takes housing benefit and in temporary accommodations. (Giddens 2007) The cause of homelessness varies as many are of the view that homelessness is a result of personal failings and consider if the economy is going on well, there is no excuse to be homeless. Shelter (2007) is of the view that homelessness is cause by a complex interplay between a personà ¢Ã¢â€š ¬Ã¢â€ž ¢s individual circumstances and adverse structural factors outside their direct control. Among the individual factors include social exclusion, thus when a person lack of qualification because they did not have access to good education and decent job. Ones misuse of drugs and alcohol which result in lack of personal control, lack of social support and debts especially mortgage or rent arrears. Having mental health problems and getting involved in crime at an early age also contribute to homelessness. Family breakdown and unresolved disputes are a major factor of homelessness as a result of divorce and separation and a greater number of men and women are affected. People from institutiona l background like having been in care, the armed forces are likely to be affected. Ex-offenders who come out of prison and lose their friend and families can become homeless and the majority from ethnic minority or ex-asylum seekers who have the right to stay but have no accommodation. Structural causes of homelessness are mostly social and economical in nature often outside the control of individual or family concerned. These may include poverty, lack of affordable housing, unemployment and the structure and administration of housing benefit. According to the shelter (2007) the number of households found to be homeless by local authorities increased 31percent between 1997/98 and 2003/2004. Historically, homelessness had low publicity until the 1966 when the BBC screened Ken Loachà ¢Ã¢â€š ¬Ã¢â€ž ¢s film about homelessness Cathy Come Home. This was watch by 12million people and the film alerted the public, the media and the government to the scale of the housing crises and then Shelter was formed. Another policy response was the 1977 Housing (Homeless Persons) Acts was the first measure to place responsibilities on local authorities to rehouse homeless families and individuals permanently. (Liddiard, M .2001) The 1977 legislation had Priority Need which included women with children or pregnant, vulnerable due to age, mental illness, disability, and loss of home by natural disasters. This did not cater for everyone who was homeless and the criteria by which local authorities accepted someone as homeless was complex and rest ricted. Hence the 1996 section 177 amended to include domestic violence as a priority need but strict eligibility remains (Hill, M: 2000). Young people were not covered under the existing legislation and the number of young homeless increased. Existing data on youth homelessness has significant limitation; in particular it is only possible to count young people who are in contact with services. According to ONS (2007) it can be estimated that at least 75,000 young people experienced homelessness in the UK in 2006-07. This included 43,075 aged 16-24 of which 8,337 were 16 -17 year old who were accepted as statutorily homeless in the UK and at least 31,000 non-statutorily homeless young people using supporting people services during 2006-2007. The Homelessness Act (2002) changes significantly the way in which homeless in England and Wales is tackled. The priority need categories was extended to includes 16/17 years rather those who social services are responsible for accommodating, care- leavers under the age of 21 who were looked after by social services when they were 16/17 and ex- prisoners, former soldiers and young p eople leaving care. This act also introduces greater flexibility with regards to social housing allocation giving more people the right to be considered for a council or housing home. The local authorities had a statutory duty to care for all the homeless people but no extra resources were added. This had a great impact on the number of homeless people who were able to relocate permanently at a given time and especially those under priority need. Young people experiencing disruption or trauma during childhood who may be from socio-economic background are at increased risk of homelessness. The main trigger for youth homelessness is relationship breakdown usually parents or step-parent. Among the impact of homeless on young people is poor health as they cannot take care of their health being. They lack basic food and shelter to help them grow to become healthy adults and they may suffer from depression. Homelessness can lead to increased levels of non- participation in formal education, training or employment. At times leaving school early without a qualification and a decent job may lead some young people into the misuse of drugs and some have mental health problems. Another homeless group of concern is the rough sleepers who were in temporary accommodation but some choose to roam the streets, sleeping rough free from the constraints of property and possessions. But a large majority has no such wish at all but they have been pushed over the edge into homelessness by factors beyond their control. Once they find themselves without a permanent dwelling, their lives sometimes deteriorate into a spiral of hardship and deprivation. ( Giddens 2009:503) The Homelessness Act 2002 extended the definition of the priority need to include new groups of vulnerable people, and requirement that all homeless people receive advice and assistance. In addition, Local Authorities are requires to periodically develop homeless strategies, including an assessment of levels of homelessness and conduct an audit of those sleeping rough. In 1998 there were around 1,850 people sleeping rough on the street of England on any one night. This follows on from the government drive to reduce rough sleeping by two-thirds in 2002. The Rough Sleeper Unit was set up in April 1999 to take the lead on delivering this challenging new target and help thousands of people to escape fro good from the humiliation and misery of life under a blanket in a shop doorway. One of the key principal of the strategy was to understand the cause of rough sleeping, why people end up on the street and what could be done to stop this from happing in the future. The strategy also place t he emphasis on encouraging rough sleepers to become active members of the community, to build self esteem and bring on talent as well as helping the individual to become prepared for the life away from the street. Positive result soon follows as reductions in rough sleeping were achieves around the country in December 2001 the target set by the government was met ahead of time. The target was met amid the controversy about how rough sleepers were counted and concern about the emphasis on street homelessness, which campaigners claimed was only tip of the homelessness iceberg. According to BBC New Magazine, housing minister Grant Shapps believes that the government figures on the count of rough sleeper is low and the system of counting is flawed. He argues that, under previous governmentà ¢Ã¢â€š ¬Ã¢â€ž ¢s system, councils with fewer than 10 rough sleepers were not obliged to count them, and that vagrants sitting up in sleeping bags were not counted as homeless. After Mr. Shapps insisted that councils provide estimates, the England wide figure rose to 1,247, this comprised 440 from 70 authorities that count and 807 from 256 authorities that provided estimates. Despite government investment in hostels to accommodate rough sleepers many are on waiting list as resources and financing is limited. Overcrowding, lack of bed space and sharing rooms or limited facili ties with others are also identified as a problem especially if you have a partner or a dog, your choices narrow considerably. Although the quality of hostels has improved considerably, hostels are often considered unsafe. Over 57 percent of those who stayed in hostels mentioned problems with other residents, including drug and alcohol use, violence, theft, bulling, noise and arguments. And some are of the view that it is not a place to go if you want to stay clean of drugs. People are under the same legislation and the local authorities are unable to permanently house all in priority need. In addition to the above, there are certain groups who are excluded from hostels, such as people from the EU and asylum seekers from non-EU countries who are homeless and destitute in the street of the UK. Their entitlement to benefits is restricted until they have lived and worked and paid into the UK system through national Insurance and tax for one year continuously. Such laws bring about social exclusion as street homeless people have reduced access to health care and dental services. They face discrimination and general rejection from other people and may have increased risk to suffering from violence and abuse. The impact of rough sleeping is limited access to education, not being seen as suitable for employment and loss of usual relationship with the mainstream. Most of all, living on the streets is dangerous as rough sleepers die young with the average life expectancy at 42. Inequalities among the population still remain one factor of homelessness. Privatisation and residualisation of the council housing meant that fewer houses are available for council tenant. This imposes greater long term risks on the former council tenants while also generating considerable costs for the taxpayer. The process also excludes the many tenants who either reject transfer or are not given the choice and therefore exacerbates inequalities. There are 1.4 million unfit home in England as the majority of homeowners are in the private sector. The increase of housing association rents and increases in house prices means most people cannot afford a decent accommodation. Low income families are the most affected as 4 million people receiving housing benefit. ( Quilgars D. et al 2008) In conclusion, the problem of homelessness has been tackled by the governments over the years through policies and legislation. However, the problem require long term policy solutions such as changes in the benefit system, the building of more affordable homes and ensuring that a wider cross- section of society benefits from the fruits of economic growth. For many people, there is no single event that results in sudden homelessness; instead homelessness is due to a number of unresolved problems outlined above building up over time. The achievement of one government policy on rough sleepers indicates much could be done to reduce the impact of homelessness as the number still rises. Ministers are now focusing on the prevention of rough sleeper and youth homelessness through a new government homelessness strategy.

Female Deception in Hippolytus: The Ruin of Men Essay examples -- Gree

Female Deception in Hippolytus: The Ruin of Men Works Cited Missing In Ancient Greece, deceit was considered to be part of a woman's nature and an inherent female characteristic. It was generally believed that a good woman was the result of the careful cultivation of her morals by her guardians, and if left to her own devices, a woman was apt to be wicked. The deceit of women is a theme that shows up often in Ancient Greek literature, and many Ancient Greek authors portray women as jealous, plotting, deceitful, and vengeful creatures capable of destroying the men affiliated with them. Hippolytus, a tragedy by Euripides, is an excellent example of the Greek notion of the deception of women because it involves the deceit of a goddess as well as two women. In the beginning of the tragedy a very jealous Aphrodite delivers a self-serving justification of her actions as she prepares to punish the virgin Hippolytus. Aphrodite's reason for wanting to castigate Hippolytus is really quite selfish. She is extremely angry with him because he has sworn off physical love and he honors Artemis, the goddess of chastity rather than her, Aphrodite, the goddess of love. Scheming Aphrodite who made Phaedra, Hippolytus' step-mother, Phaedra, fall in love with Hippolytus, decides to reveal Phaedra's love because she knows that if Theseus, Hippolytus' father, discovers Phaedra's secret, "all shall come out," the truth will be revealed, "father shall slay son with curses," and Hippolytus will be ruined (line 43 and line44). As Aphrodite, who appears to be so hateful and cold, plots his demise she vengefully says, "He [Hippolytus] does not know that the doors of death are upon him, ... ...ent son. Although Theseus, unlike Hippolytus who was killed, still has his life, his life is now miserably filled with regret and guilt. The deception of women leads one man to his bitter death and another man to a life filled with remorse. Ultimately, the men's lives are ruined. In Hippolytus, three women, a goddess, a nurse, and a wife, each exemplify the Greek idea of the deceitful woman. Even though two of the women are from different social classes and positions and one of the women is an immortal goddess, they share something in common; none of them can evade their inescapable, natural female inclination toward trickery and deception. All of these women surrender to their cunning, duplicitous sides, and the people who pay the price for their deceitful deeds are the men connected to them whose lives are completely shattered.

The Decoherence Of Measurement :: essays research papers

<a href="http://www.geocities.com/vaksam/">Sam Vaknin's Psychology, Philosophy, Economics and Foreign Affairs Web Sites Arguably the most onerous philosophical question attached to Quantum Mechanics (QM) is that of Measurement. The accepted (a.k.a. Copenhagen) Interpretation of QM says that our very act of conscious, intelligent, observable measurement – determines the outcome of the measurement in the quantum (microcosmic) realm. The wave function (which describes the co-existing, superpositioned, states of the system) collapses following a measurement. It seems that just by knowing the results of a measurement – we determine its outcome, determine the state of the system and, by implication, the state of the Universe as a whole. This notion is so counter-intuitive that it fostered a raging debate which has been on going for more than 7 decades now. But, could we have turned the question (and, inevitably, the answer) on its head? Is it the measurement that brings about the collapse – or, maybe, we are capable of measuring only collapsed results? Maybe our very ability to measure, to design measurement methods and instrumentation, to conceptualize measurement and so on – are thus limited as to yield only the collapse solutions of the wave function? Superpositions are notoriously unstable. Even in the quantum realm they should last but an infinitely split moment of time. Our measurement apparatus is not as refined as to capture a superposition long enough to justify the title of â€Å"measurement† or â€Å"observation†. By contrast, collapses are sufficiently stable to last, to be observed and measured. This is why we measure collapses. But in which sense (excluding longevity which, anyhow, is a dubious matter in the quantum world) are collapse events measurable, what makes them so? Collapse events are not the most highly probable – some of them are associated with low probabilities and still they occur and are measured. Ex definitio, the more probable states will tend to be measured more (the wave function will collapse more often into high probability states). But this does not exclude the less probable states of the quantum system from materializing upon measurement. The other possibility is that the collapse events are carefully â€Å"selected† for some purpose, within a certain pattern and in a certain sequence. What could that purpose be? Probably, the extension and enhancement of order in the Universe. That this is so can be easily substantiated: it is so. Order increases all the time. This is doubly true if we adopt the anthropocentric view of the Copenhagen Interpretation (conscious, intelligent observers determine the outcomes of measurements in the quantum realm).

Comparative Study on Singapore vs Indian Higher Education System Essay

Abstract: In the world of globalization almost every country in the world wants their education system to be the best, so their students can obtain the necessary skills and knowledge taught by the schools/universities that meets the challenges of the 21st century. The present article explores how Singapore and Indian way of higher education system works; in which way both the countries differ and how they are leading in the field of higher education and it also highlight the different pathway that leads to the student’s progression from their nursery to doctorate degree. 1. 0 Indian education system: The University Education Report had set goals for development of higher education in the country. While articulating these goals Radakrishnan Commission on University Education, 1948-49 put it in following words: â€Å"The most important and urgent reform needed in education is to transform it, to endeavor to relate it to the life, needs and aspirations of the people and thereby make it the powerful instrument of social, economic and cultural transformation necessary for the realization of the national goals. For this purpose, education should be developed so as to increase productivity, achieve social and national integration, accelerate the process of modernization and cultivate social, moral and spiritual values. † India’s higher education system is the third largest in the world, after China and the United States. The main governing body at the tertiary level is the University Grants Commission (India) is a statutory organization established by an Act of Parliament in1956 for the coordination, determination and maintenance of standards of university education. Apart from providing grants to eligible universities and colleges, the Commission also advises the Central and State Governments on the measures, which are necessary for the development of higher education. Central Government is responsible for major policy relating to higher education in the country. It provides grants to University Grants Commission (UGC) and establishes central universities in the country. The Central Government is also responsible for declaration of Education Institutions as ‘Deemed to be University’ on the recommendation of the UGC. Accreditation for higher learning is overseen by 12 autonomous institutions established by the University Grants Commission. At the end of the third year of XI Plan (2009-10), the number of Universities has gone up to 493 (42 Central, 130 Deemed and 316 State Universities and 5 Institution established under Special State Legislature Acts) and the number of Colleges to 31,324, thus registering an increase of 36% in the number Universities and 48% in the case of Colleges in comparison to the figures at the end of X Plan (31. 03. 2007). During the academic year 2009-10, there had been 146. 25 lakhs (provisional) students enrolled in various courses at all levels in universities/colleges and other institutions of higher education as compared to 136. 42 lakhs in the previous year, registering an increase of 7. 2 per cent. Out of 146. 25 lakhs, 60. 80 lakh had been women students, constituting 41. 6 per cent. The comparative trend of total students enrolment and enrolment of women students, among states during 2009-10 had been increased. The enrolment of women students, in terms of absolute numbers, had been the highest in the state of Uttar Pradesh (8. 4 lakhs), followed by Maharashtra (7. 8 lakhs), Andhra Pradesh (6.1 lakhs), Tamil Nadu (5. 2 lakhs) etc. In terms of percentages, Goa accounted for the highest percentage of 59%, followed by Kerala (57%), Punjab and Meghalaya (51%) etc. indicating the dominance of girl students over boys in these states and A&N Islands (52%), Chandigarh (51%), Puducherry (50%) among the Union Territories. (Annual Report, University Grant Commission (UGC, 20092010)). The enrolment position in the academic year 2009-10 reveals that majority of students in the higher education system had been enrolled for a variety of courses at the under-graduate level. The students at this level constitute provisionally 86. 55 per cent of the total number of students in colleges and universities put together. The percentage of students enrolled for Master’s level courses had been 11. 49 per cent while a very small proportion i. e. 0. 89 per cent of the total number of students had been enrolled for research. Similarly, only 1. 15 per cent of the total number of students had been enrolled in diploma/certificate courses. As regards the distribution of student’s enrolment between universities and affiliated colleges, the largest number of students in the higher education system had been enrolled in affiliated colleges. About 90. 24 per cent of all the under-graduate students and 70. 83 per cent of all the post-graduate students had been enrolled in the affiliated colleges, while the remaining had been in the universities and their constituent colleges. (Annual Report, University Grant Commission (UGC, 2009-2010)). 115 IRACST- International Journal of Research in Management & Technology (IJRMT), ISSN: 2249-9563 Vol. 2, No. 1, 2012 There has in fact been considerable improvement in the higher education scenario of India in both quantitative and qualitative terms. In technical education, the IITs, and in management, the IIMs have already marked their names among the top higher educational institutes of the world. Moreover the Jawaharlal University and Delhi University are also regarded as good higher educational institutes for doing postgraduates courses and research in science, humanities and social sciences. As a result, students from various parts of the world are coming today for higher education in India. Apart from these higher education institutes there are several private institutes in India that offer various professional courses in India. According to the Department of higher Education, government of India, there are total enrolment of students (146. 25 lakhs), 42. 01% students had been in the faculty of Arts, followed by 19. 30% in Science and 17. 83% in Commerce/ Management. Thus, 79. 14% of the total enrolment had been in the three faculties of Arts, Sciences and Commerce / Management while the remaining 20. 86% had been in the professional faculties indicating the highest percentage in Engineering. /Technology (10. 33%), followed by Medical courses (3. 48%), etc. In the academic year 2009-2010, the total number of teachers in universities and colleges had been 6. 99 lakhs as compared to 5. 89 lakhs teachers in the previous year. Out of 6. 99 lakhs teachers, 86% teachers had been in Colleges and the remaining 14% in University Departments / University Colleges (Annual Report, University Grant Commission (UGC, 2009-2010)). accounting, teaching, medicine, law, agriculture, veterinary, polytechnic and others. 1. 2 The Current Scene: India is today one of the fastest developing countries of the world with the annual growth rate going above 9%. In order to sustain that rate of growth, there is need to increase the number of institutes and also the quality of higher education in India. Therefore the Prime Minister of India has announced the establishment of 8 IITs, seven Indian Institutes of Management (IIMs) and five Indian Institutes of Science, Education and Research (IISERs) and 30 Central Universities in his speech to the nation on the 60th Independence Day. The outlay for education during the 11th Five Year Plan, which runs from the current fiscal to 2012-13, represents a four-fold increase over the previous plan and stands at Rs 2500 billion. 1. 3 Advantages of Indian higher education: With India emerging as a global hub for commercial R&D (India Today International, 3 Oct 2009), R&D within the scope of Higher Education has gained greater importance. Now, the country is fast emerging as a major centre for cutting-edge research and development (R&D) projects for global multinationals such as Microsoft and Motorola as well as Indian firms. More and more companies in industries ranging from IT and telecommunications through pharmaceuticals and biotech are setting up ambitious R&D projects, in part to serve the Indian market, but also with an eye to delivering new generations of products faster to the global market. It has been stated that 150 international firms have set up R&D centers in India and in 2004 US patents office granted over 1000 patents to Indian units of US companies. India has developed one of the largest systems of Higher Education in the world with over 493 universities and 6500 vocational colleges catering to about 10 million students. India provides a big market and playing field for private initiatives at both the national and international levels. It is very rich in human resources, in terms of quantity as well as quality. Statistics from the Indian census bureau shows, over 35% of our population is below the age of 20. By 2020, it is expected that 325 million people in India will reach working age, which will be the largest in the world. This will come at a time when the rest of the developed world will be faced with an ageing population were as India with its bourgeoning middle class people who are willing to invest in quality higher education will be an asset for India’s growth in education. No wonder that foreign universities from the US, Canada, UK, Australia, New Zealand, and Singapore are vying for students from India. India, too, is trying to attract students from neighboring countries. It is also willing to cater to the needs of the Indian Diaspora. Many non-resident Indians are now sending their wards to India for professional education in the fields of medicine, engineering, and business management. For them, higher education in India is both cost-effective and culturally rich. 1. 1 Pathway of learning in Indian education system: The Indian Education System is comprised of six stages: nursery, primary, secondary, higher secondary, graduation & post-graduation. Schooling prior to university lasts 12 years. Higher education in India starts after passing the higher secondary education or the 12th standard. However, there are considerable differences between the various states in terms of the organizational structures within these first 12 years of schooling. The government is committed to ensuring universal elementary education (primary and upper primary) education for all children aged 6-14 years of age. These various stages of Education, set by the Indian Education Ministry, are instrumental in an individual’s growth. Thus to ensure consistency in the overall development of the individual, first 12 years of education are made basic for all. Graduation and Post Graduation though depends upon person’s academic interest. Depending on the stream, doing graduation in India can take three to five years. Postgraduate courses are generally of two to three years of duration. After completing post graduation, scope for doing research in various educational institutes also remains open. (See the table 1. 0 for details) Education system in India covers almost all kinds of careers right from health services, management, mass media, legal services, social science, home science, fine arts to environmental science, administrative services, fashion courses, vocational courses, engineering, technology and 116 IRACST- International Journal of Research in Management & Technology (IJRMT), ISSN: 2249-9563 Vol. 2, No. 1, 2012 If TeamLease Services were to be believed, by 2025 India will be proud possessor of a workforce equivalent to a quarter of the world’s human resource capital. This positive forecast comes with a rider. A study conducted by the staffing firm, TeamLease Services, suggests India has to harness the latent talent of its young and productive population to achieve this goal. As per the ‘India Labour Report 2009’ released by Teamlease Services in collaboration with IIJT Education, the India can achieve a per capita income of USD 4,100 (approximately Rs 187,554 at an exchange rate of Rs 45. 74 per dollar). The report says this is not impossible if a labourfriendly atmosphere is in place. The study suggests some drastic reforms in the labour policy. The report says, â€Å"If we harness this dividend by 2025, India will not only have 25 per cent of the world’s total workforce, but our per capita income will be USD 4,100. † The report further adds: â€Å"This would rise to USD 9,802 in 2040 and USD 20,836 in 2050. This will finally put poverty in the museum it belongs. † higher education. The pro-high technology policy of the government has invited billion of dollars of foreign investment in the fields of biotechnology, IT and research. The Ministry of Education (MOE) is responsible for controlling the development and administration of the schools and various government-funded educational institutions. In case of private schools, the MOE plays a crucial supervisory and advisory role. Education mainly revolves around the interests of the students. The teaching and pedagogical system follows a flexible approach that helps the students in developing their potentials and aptitudes. † [Source: Ministry of Education (MOE), Singapore] The Singapore education system aims to provide students with a holistic and broad-based education. Given the multi-cultural and multi-racial characteristics of Singapore, the bilingual policy is a key feature of the Singapore education system. Under the bilingual policy, every student learns English, which is the common working language. Students also learn their mother tongue language (Chinese, Malay or Tamil), to help them retain their ethnic identity, culture, heritage and values. The mission of the MOE is to mould the future of the nation, with a vision of Thinking Schools, Learning Nation. Since 2003, Singapore has also focused on nurturing a spirit of Innovation and Enterprise (I&E) among students and teachers. â€Å"Teach Less, Learn More† (TLLM) was a call for all educators to teach better, improve the quality of interaction between teachers and students, and equip students with the knowledge, skills and values that prepare them for life [Yearbook of Statistics Singapore, 2011]. For both public and private schools there are variations in the extent of the autonomy in their curriculum and the scope of government aid and funding. Students in primary school do not pay school fees, while students at secondary and Pre University levels pay subsidized school fees. The Ministry of Education aims to help their students to discover their own talents, to make the best of these talents and realize their full potential, and to develop a passion for learning that lasts through life. They have been moving in recent years towards an education system that is more flexible and diverse. The aim is to provide students with greater choice to meet their different interests and ways of learning. Being able to choose what and how they learn will encourage them to take greater ownership of their learning. They are also giving their students a more broad-based education to ensure their all-round or holistic development, in and out of the classroom. Singapore currently has three autonomous universities, with a fourth slated to open in 2012. They are the National University of Singapore (NUS), Nanyang Technological University (NTU) and Singapore Management University (SMU). The Singapore University of Technology and Design (SUTD) will be Singapore’s fourth autonomous university. It is developed in collaboration with Massachusetts Institute of Technology and Zhejiang University. SUTD’s mission is to advance knowledge and nurture technically grounded leaders and 1. 4 Issues for Indian Higher education: India is being projected as a would-be super-power by the year 2020; at the same time, higher education, which is growing at the rate of 20% per annum worldwide, is being counted as one of the most important ingredients in knowledge-based economies. India therefore faces a big challenge in achieving its goals in this respect. Private initiatives in higher education are not only feasible, but also desirable, if India is to meet the target of 20% of its youth in the age group of 17-23, as against 7. 2% today. The government has not been able to attain the desired level of literacy during the last 65 years. At the time of independence, the literacy level was just 14%; India’s target is a 100% literacy rate by 2020. At present there are 300 million adult illiterates in India and only 60 million out of 170 million children at the primary school level are able to make to secondary education. Out of these 160 million, only 9 million make it to post-secondary education. According to a recent report by Asian brokerage and investment group CLSA, India’s education and training market is valued at $40 billion and is growing rapidly. It is expected to be a $70 billion industry by 2012. Primary education (K-12) makes up about half of the market. However, India continues to face challenges. Despite growing investment in education, 35% of the population is illiterate and only 15% of the students reach high school [Source: India still Asia’s reluctant tiger, by Zareer Masani of BBC Radio 4, 27 February 2008]. As of 2008, India’s post-secondary high schools offer only enough seats for 7% of India’s college-age population, 25% of teaching positions nationwide are vacant, and 57% of college professors lack either a master’s or PhD degree[Source : SPECIAL REPORT: THE EDUCATION RACE, by Newsweek, August 18–25, 2008 issue] 2. 0 Singapore Education System: â€Å"Apart from enjoying a status of famous shopping and tourism destination, Singapore is also emerging as a place for pursuing 117 IRACST- International Journal of Research in Management & Technology (IJRMT), ISSN: 2249-9563 Vol. 2, No.1, 2012 innovators serve societal needs. This will be accomplished with a focus on Design, through an integrated multidisciplinary curriculum and multi-disciplinary research. The university is expected to open its doors in April 2012, with its campus constructed by 2015. A graduate medical school, Duke-NUS Graduate Medical School Singapore, was also created through a partnership between Duke University School of Medicine and NUS to increase Singapore’s capacity to develop a vibrant biomedical hub. Specialized institutions have also sprung up, both local and international. For instance, well-known business schools University of Chicago Graduate School of Business and INSEAD, New York University Tisch School of the Arts, LASALLE College of the Arts and Nanyang Academy of Fine Arts (NAFA) provide specialized education in the arts, and the Digipen Institute of Technology focuses on world-class technology education. In addition, polytechnics were also set up to train middle-level professionals and their main aim is to educate and nurture their students to excel in work and in life, and to equip young as well adult learners with skills and knowledge to enhance their employability in the market. A total of five polytechnic schools (Ngee Ann Polytechnic, Singapore Polytechnic, Nanyang Polytechnic, Temasek Polytechnic, and Republic Polytechnic) were established in Singapore to cater to students those who passed the secondary school and those who are interested in learning more technical subjects with hands on training. Most of the diplomas offered are three years duration and their course curriculum is designed to meet the industry needs. Last, but not the least; the Institute of Technical Education (ITE) was established as a post-secondary technical institution of excellence. The basic purpose of the institute is â€Å"To Create Opportunities for School Leavers and Adult Learners to Acquire Skills, Knowledge and Values for Lifelong Learning in a Global Economy† [Mission statement: ITE]. The Institute of Technical Education campuses were reorganized under the â€Å"Collegiate system† into 3 major colleges around the island, ITE College Central, ITE College West, ITE College East. You may also choose to send your children to one of the over 300 private education institutions in Singapore. Private schools offer a large variety of courses, including language and professional programmes. When choosing a private school, do make sure it has proper accreditation. The EduTrust for Education and Singapore Quality Class for Private Education Organizations are two hallmarks of quality implemented in Singapore. Under the MOE, The Higher Education Division (HED) oversees the provision of tertiary and technical education in Singapore as well as registration of private schools. It oversees nine statutory boards — five Polytechnics, the Institute of Technical Education (ITE), the Science Centre Singapore (SCS), the Institute of Southeast Asian Studies (ISEAS) and the Council for Private Education. HED also oversees the development of four autonomous universities (the National University of Singapore, the Nanyang Technological University, the Singapore Management University and the Singapore University of Technology and Design). (See the table 1. 0 for details) More details can be found in MOE website. 2. 2 The current scene: The proposed vision of Singapore education is to develop a self-sustaining education ecosystem offering a diverse and distinctive mix of quality educational services to the world, thus becoming an engine of economic growth, capability development and talent attraction for Singapore. Education ecosystem refers to a cluster of mutually reinforcing, complementary education institutions which vary in terms of student enrolment numbers, country of origin, cultural environment, nature of activity, academic level, academic discipline/subjects, research interests and price. This network of institutions will raise education standards, create more choice for Singapore students and enrich the overall student experience. Singapore has placed an essential emphasis on education. This can be seen from the fact that education spending forms at least 20% of the budget of Singapore. Primary education has become compulsory for all the citizens of Singapore and if parents fail to enroll their children into school, it is considered a criminal offence. Singapore’s public schools maintain high standards of teaching and learning. According to the World Economic Forum’s Global Competitiveness Report 2009/2010, Singapore was ranked 1st internationally for the quality of our educational system. Singapore was also rated as one of the world’s best performing education system, with an excellent teaching force, according to the McKinsey & Company 2007 report How the World’s Best-Performing School Systems Come Out on Top. Enrolment in educational institutions, see table below [Yearbook of Statistics Singapore, 2011] 2. 1 Pathway of learning in Singapore education system: According to the system, students in Singapore generally undergo six years in primary school and four to five years in secondary school. They can then enroll in post-secondary institutions, pre-university courses, or move on to the polytechnics. Eligible students are subsequently given the opportunity to enroll in the universities. [Source: Ministry of Education, Institute of Technical Education, Singapore Polytechnic, Ngee Ann Polytechnic,118 IRACST- International Journal of Research in Management & Technology (IJRMT), ISSN: 2249-9563 Vol. 2, No. 1, 2012 Temasek Polytechnic, Nanyang Polytechnic, Republic Polytechnic, National Institute of Education, National University of Singapore, Nanyang Technological University, Singapore Management University and Singapore Institute of Technology. Note: Data for primary, secondary and junior college exclude private schools. 2. 3 Advantages of Singapore higher education: Singapore has several competitive advantages that position it well as a global education hub. These include a strategic geographical location, reputation for educational excellence, a vibrant business hub (which presents opportunities for institutional-industry collaboration), and a safe and cosmopolitan environment. Singapore can capture a larger share of the global educational market (estimated at US$2. 2 trillion), and increase educational services’ contribution to GDP from the existing 1. 9% of the GDP to a projected 3 to 5% in 10 years. [Source: Executive Summary – Developing Singapore’s Education Industry Prepared by the Education Workgroup]. About 120 of the 353 primary and secondary schools in Singapore have some form of exchange programmes which allow students to visit overseas schools. In 2005, the Ministry of Education set up a SGD 4. 5 million School Twinning Fund to facilitate 9,000 primary and secondary school students to participate in these exchange programmes, particularly in ASEAN countries, China and India. [Source: Forss, Pearl (2005-10-13). â€Å"Education Ministry sets up $4. 5m fund to facilitate student exchange programmes†. Channel News Asia]. Singapore Government aims to increase the numbers of foreign students studying in Singapore from the current 97,000 to 150,000 by 2015. Based on current statistics, approximately one-fifth of those applying through UCAS are third-country nationals mainly from mainland China, India, Malaysia and Indonesia. Singapore is aggressively moving forward to become an education service provider in the region, the Economic Development Board has also continued to pursue brand-name foreign universities to set up specialized campuses to serve an international market from Singapore. The number of students studying for foreign qualifications in-country – Transnational (TNE) programmes – was 36,700 in 2001. According to latest HESA TNE data for 2009/10 the number of students studying for a UK qualification in Singapore is 42,715 – The majority of these are delivered in partnership with local private institutions. According to the Progress in International Reading Literacy Study (PIRLS) done in 2006, cited by MOE in a 2007 survey by the Fraser Institute, Singapore was ranked fourth among 45 education systems. Dr Kishore Mahbubani, Dean of the Lee Kuan Yew School of Public Policy at NUS, also proudly claimed that educational leaders around the world are flocking to Singapore to copy Singapore’s successful educational model. He said that some North American schools are even using similar textbooks as those used in Singaporean schools. While Singapore is clearly proving to be a popular destination for students from Asia, small numbers of students from Europe, the United States, and Australia are also choosing to study in Singapore. Many international students consider Singapore to be a comfortable introduction to Asia, providing both the chance to get a Western education at a leading institution and become familiar with Chinese language and business practices as well closer to their home country. Moreover, most MNCs have their regional base here and with Singapore positioned as the business and commercial capital of the region, job opportunities for graduating students are aplenty. Given the better job prospects that Asia currently offers as compared to the US and Europe, it is likely that Asian students will continue to pursue their higher studies within the region and more specifically in Singapore. This is a win-win situation for all – the students, Singapore’s education industry and the companies based in the city-state. [September 22, 2009, in Doing Business in Singapore] 2. 4 Issues for Singapore Higher education: Critics of the education system, including some parents, state that the education system is too specialized, rigid, and elitist. Often, these criticisms state that there is little emphasis on creative thinking, unlike education systems in other societies, such as those in the States. Those defending the current education system point out that Singaporean student have regularly ranked top when competing in international science and mathematics competitions and assessments. Detractors believe this is more an indication of students’ skills in using rote to prepare for a certain style of competition or examination than of their ability to think critically. There have also been complaints about excessive educational streaming at a young age. A popular local film, I Not Stupid, highlights the competitiveness of the system and the social stigma that students struggling with studies have to face. The best students are streamed into the best and normal classes, while the others are streamed into the foundation class, where teachers usually allow them to get worse, since they are part of the â€Å"ungifted† class [Source:http://en. wikipedia. org/wiki/Education_in_Singapore# Development_and_future_plans]. â€Å"Singapore’s Ethnic Education Problems† The problem is a serious and persistent one. Figures from the Education Ministry show that while Singaporean exam results have increased across the board over the last decade, the stark disparities between the city-state’s main three ethnic groups remain. In 2008, just 59. 3 percent of Malay students achieved 5 passes at O-level, the exams taken by 15 and 16-year-olds, compared to 86. 2 percent of Chinese and 73 percent of Indians. [Source: Written by Ben Bland, Feb 2, 2010 in http://www.asiasentinel. com] 119 IRACST- International Journal of Research in Management & Technology (IJRMT), ISSN: 2249-9563 Vol. 2, No. 1, 2012 Overview of the Singapore vs. Indian Education System Table 1. 0 Conclusion: I understand that I have different ways of thinking and different mindsets compared with most people. My comments only show my perspective, not an absolute authoritative assessment of the situation. I admit to have a certain level of subjectivity due to my previous involvement in the system and my limited set of experiences. Progression pathway for the students might be different from county to county but what is the key in higher education is who provides better service with high quality education at affordable rate is in high demand worldwide. 120 IRACST- International Journal of Research in Management & Technology (IJRMT), ISSN: 2249-9563 Vol. 2, No. 1, 2012 REFERENCES [1] [2] [3] [4] [5] [6] [7] [8] [9] Blackwell, Fritz (2004), India: A Global Studies Handbook, United States of America: ABC-CLIO, Inc. , ISBN 1-57607-348-3. Vrat, Prem (2006), â€Å"Indian Institutes of Technology†, Encyclopedia of India (vol.2) edited by Stanley Wolpert, 229231, Thomson Gale: ISBN 0-684-31351-0. Department of Education, Government of India, http://www. education. nic. in/higedu. asp http://www. indiaedu. com/education-india/higher-education. html Annual Report Ministry of Human Resource Development, Government of India 2006-2007. Draft Report of Working Group on Higher Education for the XI Plan, Planning Commission, Government of India (2007) Selected Educational Statistics 2004-2005 (as on September 2004), Ministry of Human Resource Development Government of India (2007) Agarwal, P (2006), Higher education in India: The need for change. New Delhi, Indian Council for Research on International Economic Relations. URL: www. icrier. org/publication/working_papers_180. html. Higher Education in India-Restructuring for increased innovation, Document prepared for the World Bank, June 2006. [10] UGC: Chairman’s Nehru Memorial Lecture, University of Mumbai, Nov. 24, 2006 (available on the Web) [11] UGC Annual Report 2004-05, 2006-2007, 2009-2010 [12] Wikipedia, (2008). [13] Educationworld, [14] [15] [16] [17] [18] [19] [20] http://en. wikipedia. org/wiki/Content_analysis† The Human Development Magazine, www.educationworldonline. net Ministry of Education (MOE), Singapore (www. moe. gov. sg) Singapore Education (2010), Government of Singapore, http://www. singaporeedu. gov. sg Crescent Achievements (2006) Co-Curricular Activities – Singapore found at http://www. crescent. edu. sg/achievements/cca. htm Ministry of Education, (2004) A Broader Picture of School’s Performance in Academic and Non Academic Domains found at http://www. moe. gov. sg/press/2004/pr20040924b. htm Contact Singapore,(2010) http://www. contactsingapore. sg/investors/live/education/ http://www.channelnewsasia. com/stories/singaporelocalnews/vi ew/294891/1/. html. http://www. asiasentinel. com/index. php? option=com_content&ta sk=view&id=2318&Itemid=195 AUTHORS PROFILE NaganathanVenkatesh obtained his Degree and a Master degree in Computer Science from University of Madras, India as well he also holds another Masters Degree in Human Resource Management and presently he is pursing PhD in Computer Science & Engineering from University of Madras, India. As Research Scholar, from NITTTR(National Institute of Technical Teachers Training and Research.

Baroque Music: Speech And Debate

Speech and Debate 8. October 2009 Baroque Music Hello, my name is and thank you for listening to my speech. Have you ever thought about how music got to the way it is today? Baroque music may seem boring or useless, but is a very important part of music history. Today I am going to talk about the basics of baroque music, the main instruments used during the baroque period, and the influences on baroque composers. So, to give you some background of baroque music, here are the six eras of music. As you can see, baroque is towards the middle, from 1600-1750. Baroque music is easily recognizable from different eras of music because of its distinct qualities. According to essentialsofmusic. com, the baroque era produced very dramatic music. In a baroque piece, there are many switches in dynamics, which means that the music would be soft then all of a sudden loud, or vice versa. This is because the instruments at the time weren’t capable of medium volume. There are also many switches between solos and ensembles, so there would be one person playing, then suddenly the whole group would join. According to baroque. com, baroque music was also very repetitive. The same rhythms were repeated multiple times throughout the piece. Also, the mood was kept the same throughout the piece. For example, when a song began sadly, it ended sadly. The instruments used in a piece of music have a lot of impact on the sound. There were many different types of instruments used during the baroque era. According to thinkquest. com, there were about thirteen main instruments used. The first three, the clavichord, harpsichord, and organ are keyboard-like instruments. The harpsichord is the most popular out of the three and is a factor that makes baroque music unique. The three main string instruments used were the violin, double bass, and lute. The violin was the most popular in the Baroque period whereas the lute and double bass were used more in the Renaissance. The three main wind instruments used were the bassoon, oboe, and flute. The trumpet, trombone, and horn were used in larger groups but not for solos. The only percussion, or drums, used was the timpani, which is a set of five drums that can be tuned to different notes. When a composer is writing music, they are influenced by the things going on around them in the world. During the baroque period, there were many major events occurring. According to Catherine Schmidt-Jones’ article â€Å"Music of the Baroque Period† on cnx. org, the Age of Reason was going on during the baroque period. This meant that many brilliant scientists like Galileo ad Henry Bacon were making discoveries. Also during the Age of Reason, churches had less power than they did in the Middle Ages or Renaissance. So, musicians didn’t rely on them as much to buy their music which led to more diverse and creative styles. According to eh. net, the Age of Crisis was also occurring during the baroque period. This consisted of a very long recession and a war between France, England, and several other small countries, which controlled two of Europe’s biggest economies. Now that you know more about baroque music, here are a few composers from this time. Bach is the one that will be familiar to most of you. Now I am going to play a selection of Baroque music. At the very beginning, you can hear the string instruments, mostly violin, playing very softly. If you listen closely you will hear the counterpoint as many different parts are played at the same time. Then, suddenly the music gets very loud and forceful but still keeps the same mood. The brass instruments are playing in the background but are not the main part. This song is called â€Å"Water Music† and is by George Frideric Handel. In closing, I hope that you can see that baroque music is an important part of musical history. The basics of baroque music, instruments used during the baroque period, and influences on baroque composers are all an important part of what makes up baroque music. So, the next time you hear some older music, instead of tuning it out, listen for the different parts of the piece. Thank you again for listening and I hope you enjoyed my speech.

The Twilight Saga 2: New Moon Chapter 9 THIRD WHEEL

TIME BEGAN TO TRIP ALONG MUCH MORE QUICKLY than before. School, work, and Jacobthough not necessarily in that ordercreated a neat and effortless pattern to follow. And Charlie got his wish: I wasn't miserable anymore. Of course, I couldn't fool myself completely. When I stopped to take stock of my life, which I tried not to do too often, I couldn't ignore the implications of my behavior. I was like a lost moonmy planet destroyed in some cataclysmic, disaster-movie scenario of desolationthat continued, nevertheless, to circle in a tight little orbit around the empty space left behind, ignoring the laws of gravity. I was getting better with my bike, which meant fewer bandages to worry Charlie. But it also meant that the voice in my head began to fade, until I heard it no more. Quietly, I panicked. I threw myself into the search for the meadow with slightly frenzied intensity. I racked my brain for other adrenaline-producing activities. I didn't keep track of the days :hat passedthere was no reason, as I tried to live as much in the present as possible, no past fading, no future impending. So I was surprised by the date when Jacob brought it up on one of our homework days. He was waiting when I pulled up in front of his house. â€Å"Happy Valentine's Day,† Jacob said, smiling, but ducking his head as he greeted me. He held out a small, pink box, balancing it on his palm. Conversation hearts. â€Å"Well, I feel like a schmuck,† I mumbled. â€Å"Is today Valentine's Day?† Jacob shook his head with mock sadness. â€Å"You can be so out of it sometimes. Yes, it is the fourteenth day of February. So are you going to be my Valentine? Since you didn't get me a fifty-cent box of candy, it's the least you can do.† I started to feel uncomfortable. The words were teasing, but only on the surface. â€Å"What exactly does that entail?† I hedged. â€Å"The usualslave for life, that kind of thing.† â€Å"Oh, well, if that's all† I took the candy. But I was trying to think of some way to make the boundaries clear. Again. They seemed to get blurred a lot with Jacob. â€Å"So, what are we doing tomorrow? Hiking, or the ER?† â€Å"Hiking,† I decided. â€Å"You're not the only one who can be obsessive. I'm starting to think I imagined that place† I frowned into space. â€Å"We'll find it,† he assured me. â€Å"Bikes Friday?† he offered. I saw a chance and took it without taking time to think it through. â€Å"I'm going to a movie Friday. I've been promising my cafeteria crowd that I would go out forever.† Mike would be pleased. But Jacob's face fell. I caught the expression in his dark eyes before he dropped them to look at the ground. â€Å"You'll come too, right?† I added quickly. â€Å"Or will it be too much of a drag with a bunch of boring seniors?† So much for my chance to put some distance between us. I couldn't stand hurting Jacob; we seemed to be connected in an odd way, and his pain set off little stabs of my own. Also, the idea of having his company for the ordealI had promised Mike, but really didn't feel any enthusiasm at the thought of following throughwas just too tempting. â€Å"You'd like me to come, with your friends there?† â€Å"Yes,† I admitted honestly, knowing as I continued that I was probably shooting myself in the foot with my words. â€Å"I'll have a lot more fun if you're there. Bring Quil, and we'll make it a party.† â€Å"Quil's gonna freak. Senior girls.† He chortled and rolled his eyes. I didn't mention Embry, and neither did he. I laughed, too. â€Å"I'll try to get hin a good selection.† I broached the subject with Mike in English. â€Å"Hey, Mike,† I said when class was over. â€Å"Are you free Friday night?† He looked up, his blue eyes instantly hopeful. â€Å"Yeah, I am. You want to go out?† I worded my reply carefully. â€Å"I was thinking about getting a group†I emphasized the word†together to go see Crosshairs.† I'd done my homework this timeeven reading the movie spoilers to be sure I wouldn't be caught off guard. This movie was supposed to be a bloodbath from start to finish. I wasn't so recovered that I could stand to sit through a romance. â€Å"Does that sound like fun?† â€Å"Sure,† he agreed, visibly less eager. â€Å"Cool.† After a second, he perked back up to near his former excitement level. â€Å"How about we get Angela and Ben? Or Eric and Katie?† He was determined to make this some kind of double date, apparently. â€Å"How about both?† I suggested â€Å"And Jessica, too, of course. And Tyler and Conner, and maybe Lauren,† I tacked on grudgingly. I had promised Quil variety. â€Å"Okay,† Mike muttered, foiled. â€Å"And,† I continued, â€Å"I've got a couple of friends from La Push I'm inviting. So it sounds like we'll need your Suburban if everyone comes.† Mike's eyes narrowed in suspicion. â€Å"These are the friends you spend all your time studying with now?† â€Å"Yep, the very ones,† I answered cheerfully. â€Å"Though you could look at it as tutoringthey're only sophomores.† â€Å"Oh,† Mike said, surprised. After a second of thought, he smiled. In the end, though, the Suburban wasn't necessary. Jessica and Lauren claimed to be busy as soon as Mike let it slip that I was involved in the planning. Eric and Katie already had plansit was their three-week anniversary or something. Lauren got to Tyler and Conner before Mike could, so those two were also busy. Even Quil was outgrounded for fighting at school. In the end, only Angela and Ben, and, of course Jacob, were able to go. The diminished numbers didn't dampen Mike's anticipation, though. It was all he could talk about Friday. â€Å"Are you sure you don't want to see Tomorrow and Forever instead?† he asked at lunch, naming the current romantic comedy that was ruling the box office. â€Å"Rotten Tomatoes gave it a better review.† â€Å"I want to see Crosshairs† I insisted. â€Å"I'm in the mood for action. Bring on the blood and guts!† â€Å"Okay.† Mike turned away, but not before I saw his maybe-she's-crazy-after-all expression. When I got home from school, a very familiar car was parked in front of my house. Jacob was leaning against the hood, a huge grin lighting up his face. â€Å"No way!† I shouted as I jumped out of the truck. â€Å"You're done! I can't believe it! You finished the Rabbit!† He beamed. â€Å"Just last night. This is the maiden voyage.† â€Å"Incredible.† I held my hand up for a high five. He smacked his hand against mine, but left it there, twisting his fingers through mine. â€Å"So do I get to drive tonight?† â€Å"Definitely,† I said, and then I sighed. â€Å"What's wrong?† â€Å"I'm giving upI can't top this one. So you win. You're oldest.† He shrugged, unsurprised by my capitulation. â€Å"Of course I am.† Mike's Suburban chugged around the corner. I pulled my hand out of Jacob's, and he nude a face that I wasn't meant to see. â€Å"I remember this guy,† he said in a low voice as Mike parked across the street. â€Å"The one who thought you were his girlfriend. Is he still confused?† I raised one eyebrow. â€Å"Some people are hard to discourage.† â€Å"Then again,† Jacob said thoughtfully, â€Å"sometimes persistence pays off.† â€Å"Most of the time it's just annoying, though.† Mike got out of his car and crossed the road. â€Å"Hey, Bella,† he greeted me, and then his eyes turned wary as he looked up at Jacob. I glanced briefly at Jacob, too, trying to be objective. He really didn't look like a sophomore at all. He was just so bigMike's head barely cleared Jacob's shoulder; I didn't even want to think where I measured next to himand then his face was older-looking than it used to be, even a month ago. â€Å"Hey, Mike! Do you remember Jacob Black?† â€Å"Not really.† Mike held out his hand. â€Å"Old family friend,† Jacob introduced himself, shaking hands. They locked hands with more force than necessary. When their grip broke, Mike flexed his fingers. I heard the phone ringing from the kitchen. â€Å"I'd better get thatit might be Charlie,† I told them, and dashed inside. It was Ben. Angela was sick with the stomach flu, and he didn't feel like coming without her. He apologized for bailing on us. I walked slowly back to the waiting boys, shaking my head. I really hoped Angela would feel better soon, but I had to admit that I was selfishly upset by this development. Just the three of us, Mike and Jacob and me, together for the eveningthis had worked out brilliantly, I thought with grim sarcasm. It didn't seem like Jake and Mike had made any progress towards friendship in my absence. They were several yards apart, facing away from each other as they waited for me; Mike's expression was sullen, though Jacob's was cheerful as always. â€Å"Ang is sick,† I told them glumly. â€Å"She and Ben aren't coming.† â€Å"I guess the flu is making another round. Austin and Conner were out today, too. Maybe we should do this another time,† Mike suggested. Before I could agree, Jacob spoke. â€Å"I'm still up for it. But if you'd rather to stay behind, Mike† â€Å"No, I'm coming,† Mike interrupted. â€Å"I was just thinking of Angela and Ben. Let's go.† He started toward his Suburban. â€Å"Hey, do you mind if Jacob drives?† I asked. â€Å"I told him he couldhe just finished his car. He built it from scratch, all by himself,† I bragged, proud as a PTA mom with a student on the principal's list. â€Å"Fine,† Mike snapped. â€Å"All right, then,† Jacob said, as if that settled everything. He seemed more comfortable than anyone else. Mike climbed in the backseat of the Rabbit with a disgusted expression. Jacob was his normal sunny self, chattering away until I'd all but forgotten Mike sulking silently in the back. And then Mike changed his strategy. He leaned forward, resting his chin on the shoulder of my seat; his cheek almost touched mine. I shifted away, turning my back toward the window. â€Å"Doesn't the radio work in this thing?† Mike asked with a hint of petulance, interrupting Jacob mid-sentence. â€Å"Yes,† Jacob answered. â€Å"But Bella doesn't like music.† I stared at Jacob, surprised. I'd never told him that. â€Å"Bella?† Mike asked, annoyed. â€Å"He's right,† I mumbled, still looking at Jacob's serene profile. â€Å"How can you not like music?† Mike demanded. I shrugged. â€Å"I don't know. It just irritates me.† â€Å"Hmph.† Mike leaned away. When we got to the theater, Jacob handed me a ten-dollar bill. â€Å"What's this?† I objected. â€Å"I'm not old enough to get into this one,† he reminded me. I laughed out loud. â€Å"So much for relative ages. Is Billy going to kill me if I sneak you in?† â€Å"No. I told him you were planning to corrupt my youthful innocence.† I snickered, and Mike quickened his pace to keep up with us. I almost wished that Mike had decided to bow out. He was still sullennot much of an addition to the party. But I didn't want to end up on a date alone with Jacob, either. That wouldn't help anything. The movie was exactly what it professed to be. In just the opening credits, four people got blown up and one got beheaded. The girl in front of me put her hands over her eyes and turned her face into her date's chest. He patted her shoulder, and winced occasionally, too. Mike didn't look like he was watching. His face was stiff as he glared toward the fringe of curtain above the screen. I settled in to endure the two hours, watching the colors and the movement on the screen rather than seeing the shapes of people and cars and houses. But then Jacob started sniggering. â€Å"What?† I whispered. â€Å"Oh, c'mon!† he hissed back. â€Å"The blood squirted twenty feet out of that guy. How fake can you get?† He chuckled again, as a flagpole speared another man into a concrete wall. After that, I really watched the show, laughing with him as the mayhem got more and more ridiculous. How was I ever going to fight the blurring lines in our relationship when I enjoyed being with him so much? Both Jacob and Mike had claimed the armrests on either side of me. Both of their hands rested lightly, palms up, in an unnatural looking position. Like steel bear traps, open and ready. Jacob was in the habit of taking my hand whenever the opportunity presented itself, but here in the darkened movie theater, with Mike watching, it would have a different significanceand I was sure he knew that. I couldn't believe that Mike was thinking the same thing, but his hand was placed exactly like Jacob's. I folded my arms tightly across my chest and hoped that both their hands fell asleep. Mike gave up first. About halfway through the movie, he pulled his arm back, and leaned forward to put his head in his hands. At first I thought he was reacting to something on the screen, but then he moaned. â€Å"Mike, are you okay?† I whispered. The couple in front of us turned to look at him as he groaned again. I could see the sheen of sweat across his face in the light from the screen. Mike groaned again, and bolted for the door. I got up to follow him, and Jacob copied me immediately. â€Å"No, stay,† I whispered. â€Å"I'll make sure he's okay.† Jacob came with me anyway. â€Å"You don't have to come. Get your eight bucks worth of carnage,† I insisted as we walked up the aisle. â€Å"That's okay. You sure can pick them, Bella. This movie really sucks.† His voice rose from a whisper to its normal pitch as we walked out of the theater. There was no sign of Mike in the hallway, and I was glad then that Jacob had come with mehe ducked into the men's bathroom to check for him there. Jacob was back in a few seconds. â€Å"Oh, he's in there, all right,† he said, rolling his eyes. â€Å"What a marshmallow. You should hold out for someone with a stronger stomach. Someone who laughs at the gore that makes weaker men vomit.† â€Å"I'll keep my eyes open for someone like that.† We were all alone in the hallway. Both theaters were halfway through the movie, and it was desertedquiet enough for us to hear the popcorn popping at the concession counter in the lobby. Jacob went to sit on the velveteen-upholstered bench against the wall, patting the space beside him. â€Å"He sounded like he was going to be in there for a while,† he said, stretching his long legs out in front of him as he settled in to wait. I joined him with a sigh. He looked like he was thinking about blurring more lines. Sure enough, as soon as I sat down, he shifted over to put his arm around my shoulders. â€Å"Jake,† I protested, leaning away. He dropped his arm, not looking bothered at all by the minor rejection. He reached out and took my hand firmly, wrapping his other hand around my wrist when I tried to pull away again. Where did he get the confidence from? â€Å"Now, just hold on a minute, Bella,† he said in a calm voice. â€Å"Tell me something.† I grimaced. I didn't want to do this. Not just not now, but not ever. There was nothing lett in my life at this point that was more important than Jacob Black. But he seemed determined to ruin everything. â€Å"What?† I muttered sourly. â€Å"You like me, right?† â€Å"You know I do.† â€Å"Better than that joker puking his guts out in there?† He gestured toward the bathroom door. â€Å"Yes,† I sighed. â€Å"Better than any of the other guys you know?† He was calm, sereneas if my answer didn't matter, or he already knew what it was. â€Å"Better than the girls, too,† I pointed out. â€Å"But that's all,† he said, and it wasn't a question. It was hard to answer, to say the word. Would he get hurt and avoid me? How would I stand that? â€Å"Yes,† I whispered. He grinned down at me. â€Å"That's okay, you know. As long as you like me the best. And you think I'm good-lookingsort of. I'm prepared to be annoyingly persistent.† â€Å"I'm not going to change,† I said, and though I tried to keep my voice normal, I could hear the sadness in it. His face was thoughtful, no longer teasing. â€Å"It's still the other one, isn't it?† I cringed. Funny how he seemed to know not to say the namejust like before in the car with the music. He picked up on so much about me that I never said. â€Å"You don't have to talk about it,† he told me. I nodded, grateful. â€Å"But don't get mad at me for hanging around, okay?† Jacob patted the back of my hand. â€Å"Because I'm not giving up. I've got loads of time.† I sighed. â€Å"You shouldn't waste it on me,† I said, though I wanted him to. Especially if he was willing to accept me the way I wasdamaged goods, as is. â€Å"It's what I want to do, as long as you still like to be with me.† â€Å"I can't imagine how I could not like being with you,† I told him honestly. Jacob beamed. â€Å"I can live with that.† â€Å"Just don't expect more,† I warned him, trying to pull my hand away. He held onto it obstinately. â€Å"This doesn't really bother you, does it?† he demanded, squeezing my fingers. â€Å"No,† I sighed. Truthfully, it felt nice. His hand was so much warmer than mine; I always felt too cold these days. â€Å"And you don't care what he thinks.† Jacob jerked his thumb toward the bathroom. â€Å"I guess not.† â€Å"So what's the problem?† â€Å"The problem,† I said, â€Å"is, that it means something different to me than it does to you.† â€Å"Well.† He tightened his hand around mine â€Å"That's my problem, isn't it?† â€Å"Fine,† I grumbled. â€Å"Don't forget it, though.† â€Å"I won't. The pin's out of the grenade for me, now, eh?† He poked me in the ribs. I rolled my eyes. I guess if he felt like making a joke out of it, he was entitled. He chuckled quietly for a minute while his pinky finger absently traced designs against the side of my hand. â€Å"That's a funny scar you've got there,† he suddenly said, twisting my hand to examine it. â€Å"How did that happen?† The index finger of his free hand followed the line of the long silvery crescent that was barely visible against my pale skin. I scowled. â€Å"Do you honestly expect me to remember where all my scars come from?† I waited for the memory to hitto open the gaping hole. But, as it so often did, Jacob's presence kept me whole. â€Å"It's cold,† he murmured, pressing lightly against the place where James had cut me with his teeth. And then Mike stumbled out of the bathroom, his face ashen and covered in sweat. He looked horrible. â€Å"Oh, Mike,† I gasped. â€Å"Do you mind leaving early?† he whispered. â€Å"No, of course not.† I pulled my hand free and went to help Mike walk. He looked unsteady. â€Å"Movie too much for you?† Jacob asked heartlessly. Mike's glare was malevolent. â€Å"I didn't actually see any of it,† he mumbled. â€Å"I was nauseated before the lights went down.† â€Å"Why didn't you say something?† I scolded as we staggered toward the exit. â€Å"I was hoping it would pass,† he said. â€Å"Just a sec,† Jacob said as we reached the door. He walked quickly back to the concession stand. â€Å"Could I have an empty popcorn bucket?† he asked the salesgirl. She looked at Mike once, and then thrust a bucket at Jacob. â€Å"Get him outside, please,† she begged. She was obviously the one who would have to clean the floor. I towed Mike out into the cool, wet air. He inhaled deeply. Jacob was right behind us. He helped me get Mike into the back of the car, and handed him the bucket with a serious gaze. â€Å"Please,† was all Jacob said. We rolled down the windows, letting the icy night air blow through the car, hoping it would help Mike. I curled my arms around my legs to keep warm. â€Å"Cold, again?† Jacob asked, putting his arm around me before I could answer. â€Å"You're not?† He shook his head. â€Å"You must have a fever or something,† I grumbled. It was freezing. I touched my fingers to his forehead, and his head was hot. â€Å"Whoa, Jakeyou're burning up!† â€Å"I feel fine.† He shrugged. â€Å"Fit as a fiddle.† I frowned and touched his head again. His skin blazed under my fingers. â€Å"Your hands are like ice,† he complained. â€Å"Maybe it's me,† I allowed. Mike groaned in the backseat, and threw up in the bucket. I grimaced, hoping my own stomach could stand the sound and smell. Jacob checked anxiously over his shoulder to make sure his car wasn't defiled. The road felt longer on the way back. Jacob was quiet, thoughtful. He left his arm around me, and it was so warm that the cold wind felt good. I stared out the windshield, consumed with guilt. It was so wrong to encourage Jacob. Pure selfishness. It didn't matter that I'd tried to make my position clear. If he felt any hope at all that this could turn into something other than friendship, then I hadn't been clear enough. How could I explain so that he would understand? I was an empty shell. Like a vacant housecondemnedfor months I'd been utterly uninhabitable. Now I was a little improved. The front room was in better repair. But that was alljust the one small piece. He deserved better than thatbetter than a one-room, falling-down fixer-upper. No amount of investment on his part could put me back in working order. Yet I knew that I wouldn't send him away, regardless. I needed him too much, and I was selfish. Maybe I could make my side more clear, so that he would know to leave me. The thought made me shudder, and Jacob tightened his arm around me. I drove Mike home in his Suburban, while Jacob followed behind us to take me home. Jacob was quiet all the way back to my house, and I wondered if he were thinking the same things that I was. Maybe he was changing his mind. â€Å"I would invite myself in, since we're early,† he said as we pulled up next to my truck. â€Å"But I think you might be right about the fever. I'm starting to feel a little strange.† â€Å"Oh no, not you, too! Do you want me to drive you home?† â€Å"No.† He shook his head, his eyebrows pulling together. â€Å"I don't feel sick yet. Just wrong. If I have to, I'll pull over.† â€Å"Will you call me as soon as you get in?† I asked anxiously. â€Å"Sure, sure.† He frowned, staring ahead into the darkness and biting his lip. I opened my door to get out, but he grabbed my wrist lightly and held me there. I noticed again how hot his skin felt on mine. â€Å"What is it, Jake?† I asked. â€Å"There's something I want to tell you, Bella but I think it's going to sound kind of corny.† I sighed. This would be more of the same from the theater. â€Å"Go ahead.† â€Å"It's just that, I know how you're unhappy a lot. And, maybe it doesn't help anything, but I wanted you to know that I'm always here. I won't ever let you downI promise that you can always count on me. Wow, that does sound corny. But you know that, right? That I would never, ever hurt you?† â€Å"Yeah, Jake. I know that. And I already do count on you, probably more than you know.† The smile broke across his face the way the sunrise set the clouds on fire, and I wanted to cut my tongue out. I hadn't said one word that was a lie, but I should have lied. The truth was wrong, it would hurt him. I would let him down. A strange look crossed his face. â€Å"I really think I'd better go home now,† he said. I got out quickly. â€Å"Call me!† I yelled as he pulled away. I watched him go, and he seemed to be in control of the car, at least. I stared at the empty street when he was gone, feeling a little sick myself, but not for any physical reason. How much I wished that Jacob Black had been born my brother, my flesh-and -blood brother, so that I would have some legitimate claim on him that still left me free of any blame now. Heaven knows I had never wanted to use Jacob, but I couldn't help but interpret the guilt I felt now to mean that I had. Even more, I had never meant to love him. One thing I truly knewknew it in the pit of my stomach, in the center of my bones, knew it from the crown of my head to the soles of my feet, knew it deep in my empty chestwas how love gave someone the power to break you. I'd been broken beyond repair. But I needed Jacob now, needed him like a drug. I'd used him as a crutch for too long, and I was in deeper than I'd planned to go with anyone again. Now I couldn't bear for him to be hurt, and I couldn't keep from hurting him, either. He thought time and patience would change me, and, though I knew he was dead wrong, I also knew that I would let him try. He was my best friend. I would always love him, and it would never, ever be enough. I went inside to sit by the phone and bite my nails. â€Å"Movie over already?† Charlie asked in surprise when I came in. He was on the floor, just a foot from the TV. Must be an exciting game. â€Å"Mike got sick,† I explained. â€Å"Some kind of stomach flu.† â€Å"You okay?† â€Å"I feel fine now,† I said doubtfully. Clearly, I'd been exposed. I leaned against the kitchen counter, my hand inches from the phone, and tried to wait patiently. I thought of the strange look on Jacob's face before he drove away, and my fingers started drumming against the counter. I should have insisted on driving him home. I watched the clock as the minutes ticked by Ten. Fifteen. Even when I was driving, it took only fifteen minutes, and Jacob drove faster than I did. Eighteen minutes. I picked up the phone and dialed. It rang and rang. Maybe Billy was asleep. Maybe I'd dialed wrong. I tried again. On the eighth ring, just as I was about to hang up, Billy answered. â€Å"Hello?† he asked. His voice was wary, like he was expecting bad news. â€Å"Billy, it's me, Belladid Jake make it home yet? He left here about twenty minutes ago.† â€Å"He's here,† Billy said tonelessly. â€Å"He was supposed to call me.† I was a little irritated. â€Å"He was getting sick when he left, and I was worried.† â€Å"He was too sick to call. He's not feeling well right now.† Billy sounded distant. I realized he must want to be with Jacob. â€Å"Let me know if you need any help,† I offered. â€Å"I could come down.† I thought of Billy, stuck in his chair, and Jake fending for himself â€Å"No, no,† Billy said quickly. â€Å"We're fine. Stay at your place.† The way he said it was almost rude. â€Å"Okay,† I agreed. â€Å"Bye, Bella.† The line disconnected. â€Å"Bye,† I muttered. Well, at least he'd made it home. Oddly, I didn't feel less worried. I trudged up the stairs, fretting. Maybe I would go down before work tomorrow to check on him. I could take soupwe had to have a can of Campbell's around here somewhere. I realized all such plans were canceled when I woke up earlymy clock said four thirtyand sprinted to the bathroom. Charlie found me there a half hour later, lying on the floor, my cheek pressed against the cold edge of the bathtub. He looked at me for a long moment. â€Å"Stomach flu,† he finally said. â€Å"Yes,† I moaned. â€Å"You need something?† he asked. â€Å"Call the Newtons for me, please,† I instructed hoarsely. â€Å"Tell them I have what Mike has, and that I can't make it in today. Tell them I'm sorry.† â€Å"Sure, no problem,† Charlie assured me. I spent the rest of the day on the bathroom floor, sleeping for a few hours with my head on a crumpled up towel. Charlie claimed that he had to work, but I suspected that he just wanted access to a bathroom. He left a glass of water on the floor beside me to keep me hydrated. It woke me up when he came back home. I could see that it was dark in my roomafter nightfall. He clumped up the stairs to check on me. â€Å"Stillalive?† â€Å"Sort of,† I said. â€Å"Do you want anything?† â€Å"No, thanks.† He hesitated, clearly out of his element. â€Å"Okay, then,† he said, and then he went back down to the kitchen. I heard the phone ring a few minutes later. Charlie spoke to someone in a low voice for a moment, and then hung up. â€Å"Mike feels better,† he called up to me. Well, that was encouraging. He'd only gotten sick eight hours or so before me. Eight more hours. The thought made my stomach turn, and I pulled myself up to lean over the toilet. I fell asleep on the towel again, but when I woke up I was in my bed and it was light outside my window. I didn't remember moving; Charlie must have carried me to my roomhe'd also put the glass of water on my bedside table. I felt parched. I chugged it down, though it tasted funny from sitting stagnant all night. I got up slowly, trying not to trigger the nausea again. I was weak, and my mouth tasted horrible, but my stomach felt fine. I looked at my clock. My twenty-four hours were up. I didn't push it, eating nothing but saltine crackers for breakfast. Charlie looked relieved to see me recovered. As soon as I was sure that I wasn't going to have to spend the day on the bathroom floor again, I called Jacob. Jacob was the one who answered, but when I heard his greeting I knew he wasn't over it. â€Å"Hello?† His voice was broken, cracking. â€Å"Oh, Jake,† I groaned sympathetically. â€Å"You sound horrible.† â€Å"I feel horrible,† he whispered. â€Å"I'm so sorry I made you go out with me. This sucks.† â€Å"I'm glad I went.† His voice was still a whisper. â€Å"Don't blame yourself. This isn't your fault.† â€Å"You'll get better soon,† I promised. â€Å"I woke up this morning, and I was fine.† â€Å"You were sick?† he asked dully. â€Å"Yes, I got it, too. But I'm fine now.† â€Å"That's good.† His voice was dead. â€Å"So you'll probably be better in a few hours,† I encouraged. I could barely hear his answer. â€Å"I don't think I have the same thing you did.† â€Å"Don't you have the stomach flu?† I asked, confused. â€Å"No. This is something else.† â€Å"What's wrong with you?† â€Å"Everything,† he whispered. â€Å"Every part of me hurts.† The pain in his voice was nearly tangible. â€Å"What can I do, Jake? What can I bring you?† â€Å"Nothing. You can't come here.† He was abrupt. It reminded me of Billy the other night. â€Å"I've already been exposed to whatever you have,† I pointed out. He ignored me. â€Å"I'll call you when I can. I'll let you know when you can come down again.† â€Å"Jacob† â€Å"I've got to go,† he said with sudden urgency. â€Å"Call me when you feel better.† â€Å"Right,† he agreed, and his voice had a strange, bitter edge. He was silent for a moment. I was waiting for him to say goodbye, but he waited too. â€Å"I'll see you soon,† I finally said. â€Å"Wait for me to call,† he said again. â€Å"Okay Bye, Jacob.† â€Å"Bella,† he whispered my name, and then hung up the phone.