The Theory Of Self Awareness - 1428 Words

It has been said by many that self-awareness is a defining characteristic of humankind, something only a few other living things on this planet may possess and none to the degree of humans. The British Dictionary defines self-aware as being conscious of one s own feelings, character, etc. However one must ask them self what is self-awareness and in asking what is self-awareness and the important questions of self-awareness such as what are we and who are we? While these questions seems like fairly simple questions to answer at first. We know that we are made up of skin and organs and blood and bone but is that really what we are? Are we the consciousness or are we the body or are we a combination of both and if so it what correlation are subject, mind to body or body to mind? For generations many philosophers have sought out to answer this question. The dualist Descartes would argue that all we can know for sure is that we are here and that the mind is real but everything else can be brought into question as to whether it is real or not, even our own bodies. Materialism on the other hand would argue that we are nothing more than a body and the mind is nothing more than another physical thing or the product of such a thing. Descartes, a 17th century French philosopher, is credited with being the father of modern philosophy. He set out to separate himself from his predecessors and would enter into several states of meditation and try to separate his mind and himself fromShow MoreRelatedPersonhood Refereed As Self Awareness Theory872 Words   |  4 PagesPersonhood refereed as self-awareness theory was developed by a philosopher, DeGrazia, in his book of Great Apes. The theory explains two concepts that define who a human is. The first concept is intentional doing; if a person is able to do things internationally then he or she qualifies to be a human according to the theory. The founder of this theory states that this is the main reason why chimpanzees are not categorized as human beings (DeGrazia 38). Applying it in the book, Kathy was makingRead MoreSelf Awareness Theory Is Defined By Duval And Wickland876 Words   |  4 Pagesworld, film has also been proven to manipulate individual’s person al self- awareness. Self-awareness theory is defined by Duval and Wickland (1972) as self-focused attention that leads people to compare their behavior to internal standards. Film is so important in our society that it can alter a person’s perspectives and narratives. In society, film is used as a communicator to express ideas and generally brings forth awareness to some topics. 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A Review of Qualitative Research on Teenage Smoking Habits Free Essays

string(89) " selecting a wider group with random geographic location and equal gender participation\." A Review of Qualitative Research on Teenage Smoking Habits Grand Canyon University: NRS-433V-O103 Introduction to Nursing Research September 20, 2012 Introduction The purpose of this document is to summarize the contents of the research article, explain the research methods implemented, and offer insight on how the findings contribute to nursing practice. Second, there will be an explanation of ethical considerations associated with the conduct of nursing research. Finally, the source document, â€Å"What Determines Teenagers’ Smoking Behaviour? : A Qualitative Study† will be attached for review. We will write a custom essay sample on A Review of Qualitative Research on Teenage Smoking Habits or any similar topic only for you Order Now Summary The articles purpose was to study smoking behavior among Malaysian teens. The specific areas of interest included: smoking initiation, cigarette consumption, intention to stop smoking, and attempts to stop smoking. The first stage of teen smoking behavior begins with casual experimentation and is followed by the maintenance phase when everyday ritual smoking is present. The future dependence on smoking can be predicted by the individual’s actions during experimentation with cigarettes. Curiosity, peer pressure, and parental smoking were all reported reasons that teens decided to try cigarettes. In children less than thirteen year old, it was concluded that parental smoking played the largest role in behavior choices. This finding suggests that children are modeling the parents’ smoking behavior. However, older teens in secondary school reported peer pressure to be the reason for choices regarding cigarettes. Seventy-four percent of the participants reported that they smoked less than five cigarettes daily. This same portion or participants admitted that they smoked because they experienced physical symptoms of nicotine withdraw when they didn’t smoke daily. Consumption of cigarettes in this group was reported as a social activity among friends but mostly in secluded areas, to avoid getting caught. Most all adolescents that were active in this study reported that they had intended to quit smoking in the future. The majority of participants had no clear plan on how they were going to stop and most had admitted to several failed attempts to stop smoking without help. Aspects to consider: relationships, athletic involvement, health concerns, lack of finances, and parental concern are all reasons that would cause a teen smoker to consider quitting. The participants that were able to stop smoking had a plan and picked a specific quit date. Methods of Study This information was collected and processed through a qualitative study. Specifically, it involved twenty-six teens from three public schools. Twenty-thee members of this sample group were smokers while three of the members had stopped smoking. Information was gathered through three focus group interviews, three in-depth interviews over twenty months, and questionnaires. The questions were asked in a non-formal conversational manner with important points or answers recorded on a document designed to evaluate and sort information (site). The Social Cognitive Theory was used to organize collection of information and analysis. This theoretical framework was chosen based on the need for an explanation of teen smoking related to individuals, heath behaviors, and environments. The expectation is that Social Cognitive Theory would offer more insight on how these three elements would interact with each other simultaneously. Contribution to Nursing Smoking tobacco continues to be one of the top causes of preventable causes for death in America. There are 430,000 deaths, one point five million years of potential life lost, and fifty billion of lost medical debt related to tobacco use (Hollis, J. , Pollen, N,†¦ 2005). Nurses that identify younger clients at risk for tobacco can contribute to decline in morbidity related to smoking and assist in the decrease of medical debt. â€Å"The younger that youth are when they start using tobacco, the more likely they’ll be addicted (CDC, 20012). The study offers insight to nursing practice for specific tailoring of a care plan for teens who smoke, parents who smoke, and how to target the education for quitting. The areas that affected teen’s interest in quitting included: athletic improvement, parents disapproval, health concerns, and lack of finances. Nurses can use the information from this study to reinforce the health promotion and benefits o f being a non-smoker. The recognition of how parents affect smoking behaviors will aid the nurse in preparing education that is directed at the entire family to deter childhood and teen smoking. The contribution to patient care can be seen with health promotion assessment use. The conclusions were clear about teens needing a plan to quit after they reached the maintenance phase of smoking. This result alerts nurses to assess smoking in younger adolescence and offer assistance with smoking cessation. Ethical Issues First, The Research and Ethic Committee of University Kebangsaan Malaysia gave approval before the study was started. Second, The Ministry of Education Malaysia offered authorization for interviews in the school system for children who were not involved in some type of major examination. Third, all of the teens along with parents provided a written and signed consent for participation. The confidentiality of current smoking status was kept intact and privacy was maintained. Lastly, at the conclusions of each interview the teens were offered smoking cession counseling at a doctor’s clinic. To ensure reliability of the study, several schools were used and different types of data collection utilized. There was self-reflexivity in minimizing opinions of the researchers. Validation was offered by minimal prompting, statement clarification, and rephrasing of questions. Conclusion The study identified factors like nicotine addiction, personal, and environmental issues that influence of smoking behaviors in teens. These areas should be of great priority when developing smoking cessation programs for teens. The Social Cognitive Theory utilized in this study is an aid that helps nurses to understand smoking behaviors in teens and how to address barriers to break those influential factors. Since this study was done in one region of Malaysia, it may not apply to all areas outside of it. This was a very small study that cannot be applied to all cultures, geographic locations, and race. A better perspective would have been attained by selecting a wider group with random geographic location and equal gender participation. You read "A Review of Qualitative Research on Teenage Smoking Habits" in category "Essay examples" The male to female ratio for the study was unequal and this causes a shift in the standard deviation when scrutinizing the study from a statistical view. Having unequal gender numbers could cause a type I or II error which makes the information not entirely reliable (Grove, S. , 2012). References Center for Disease Control. (2012, January). We can make the next generation tobacco-free. Retrieved from http://www. cdc. gov/Features/YouthTobaccoUse/ Grove, Susan K. (2012). Statistics for Health Care Research: A Practical Workbook [1] (VitalSource Bookshelf), Retrieved from http://pageburstls. elsevier. com/books/978-1- 4160-0226-0/outline/11 Hollis, J. , Polen, M. , Whitlock, E. , Lichtenstein, E. , Mullooly, J. , Velicer, W. , Redding, C. (2005). Teen Reach: outcomes from a randomized, controlled trial of a tobacco reduction program for teens seen in primary medical care. Pediatrics, 115(4 Part 1), 981-989. Tohid, H. , Ishak, N. d. , Muhammad, N. , Hassan, H. , Omar, K. (2011). What determines teenagers’ smoking behavior? : A qualitative study. International Medical Journal, 18(3), 194-198. 194 PSYCHIATRY Article Ititernational Medical Joumal. Vol. 18, No. 3, pp. 194 – 198 , September 2011 What Determines Teenagers’ Smoking Behaviour? : A Qualitative Study Hizlinda Tohid†, Noriah Mohd. Ishak^’, Noor Azimah Muhammad†, Hasliza Abu Hassan^’, Farah Naaz Momtaz Ahmad†, Khairani Omar’* ABSTRACT Objective: The study aimed to explore smoking behaviour among Malaysian teenagers that were related to their smoking initiation, cigarette consumption, quit intention, and quit attempts. Methods: It was a qualitative study that used multiple case study design, involving 26 teenagers (23 smokers and three former smokers) from three public schools. Data was collected via questionnaires, three focus group interviews and three in-depth interviews over 20 months, A standardised semi-structured interview protocol was utilised. Results: Among the participants, 74% of them started smoking after the age of 12 years old. The majority (20/23) of the teenage smokers admitted to smoking every day and 74% of them smoked not more than 5 cigarettes a day. All of the smokers had the intention to quit but only 22 out of the 23 teenage smokers had attempted quitting. Sixty percent of these teenagers had more than three quit attempts. In general, this study captured the complexity of the teenagers’ smoking behaviour that could be influenced by multiple factors, including behavioural (e,g, nicotine addiction), personal (e,g, conception of smoking and quitting, curiosity, sensation seeking, knowledge about smoking cessation, stress, maintaining athletic performance, and finance,) and environmental (e,g, socialisation, peer pressure, parental smoking, parental disapproval, and boy- or girlfriend aversion) factors. Conclusions: This study described the complex and multidimensional nature of teenage smoking behaviour. The findings also correspondingly matched the Social Cognitive Theory (SCT), therefore suggesting the theory’s suitability in elucidating smoking behaviour among the Malaysian teenagers, KEY WORDS smoking, teenagers, smoking initiation, cigarette consumption, quit smoking INTRODUCTION Adolescence is a crucial time in which a relatively dependent child transforms into a relatively independent adult. During this transitional period, many teenagers often experiment risky behaviours as a proclamation of their autonomy. This risky behaviour includes cigarette smoking, using illicit drugs and cirinking alcohol. (Epps, Manley, Glynn, 1995; Kulig, American Academy of Pediatrics Committee on Substance Abuse, 2005) Experimenting with cigarette smoking is an initial stage of teenagers’ smoking behaviour before it becomes established. (Nichter, Vuckovic, Quintero, Ritenbaugh, 1997; Seguire, Chalmers, 2000; Curry, Mermelstein, Sporer, 2009) This smoking initiation predicts their long-term tobacco use and heavier levels of dependence. (Breslau, Peterson, 1996; Escobedo, Marcus, Holtzman, Giovino, 1993; Chen, Millar, 1998) Their experimenting behaviour may be influenced by various factors including curiosity, peer pressure, parental smoking, sensation seeking, social norms for smoking, and misconception of smoking (e. g. belief that smoking provides benefits, such as coping, sense of belonging, style, relaxation, and coolness). (Dijk, de Nooijer, Heinrich, de Vries, 2007; Naing et at. , 2004; Khairani, Norazua, Zaiton, 2004; Vuckovic, Polen, Hollis, 2003; Nichter, Vuckovic, Quintero, Ritenbaugh, 1997) These factors could cause teenagers to continue smoking. Teenage smoking maintenance is also influenced by nicotine addiction. It has been shown to be substantially significant among teenagers even with low cigarette consumption. (The National Health and Morbidity Survey, 2009; Hammond et al. , 2008; Khairani, Norazua, Zaiton, 2004; Naing et al. , 2004; DiFranza et at. , 2007; Balch et al. , 2004; Amos, Wiltshire, Haw, McNeill, 2006) This may be due to a very rapid loss of autonomy over tobacco even with minimal exposure to nicotine in adolescents, as demonstrated by the DANDY study. (DiFranza et al. , 2007; DiFranza et al. , 2002) Consequently, majority of teenage smokers struggle to quit smoking. (Balch et at. , 2004; McVea, Miller, Creswell, McEntarrfer, Coleman, 2009; Amos, Wiltshire, Haw, MeNeill, 2006; Seguire, Chalmers, 2000) Thus, smoking behaviour among teenagers is a complex phenomenon, since it is influenced by multiple factors. This complexity requires great understanding of the behaviour from those who are involved in the care of these teenagers. This comprehension would certainly help the care providers to curb teenage smoking, which is a dangerous, addictive and destructive behaviour. US Department of Health and Human Services, 2004) Therefore, many studies have Received on Augtist 28, 2010 and accepted on November 29, 2010 1) Department of Family Medicine, Faculty of Medicine, Universiti Kebangsaan Malaysia Jalan Yaacob Latif, Bandar Tun Razak, 56000 Cheras, Kuala Lutnpur, Malaysia 2) Pusat PERMATApintar Negara, Universiti Kebangsaan Malaysia Bangl, 43600 Selangor, Malaysia 3) Setapak Health Clinic, Kuala Lumpur, Malaysia Correspondence to: Hizlinda Tohid (e-mails; hizlinda2202@gmail. com) 2011 Japan International Cultural Exchange Foundation Japan Health Sciences University TobitJ H, et al. 195 Table 1. Participants’ gender, status of smoking and types of interviews TYPES OF SCHOOL MALE GENDER FcEeM. . AALIEE SMOKERS STATUS OF SMOKING NON SMOKERS FOCUS GROUP INTERVIEW TYPES OF INTERVIEWS IN DEPTH INTERVIEW SCHOOL 1 URBAN 9 3 9 3 1 3 SCHOOL 2 SEMI-URBAN 7 7 1 SCHOOL 3 RURAL 7 7 1 TOTAL 3 23 3 23 3 3 3 been carried out to examine the phenomenon of teenage smoking. In Malaysia, majority of such studies were quantitative studies. (Naing et al. , 2004; Hoi, Hong, 2000; Khairani, Norazua, Zaiton, 2004; Zulkifli, Rogayah, Razian, Nyi Nyi, 2001) Nevertheless, studies that qualitatively describe Malaysian teenagers’ smoking behaviour are still lacking. This deficiency may affect our understanding of the matter in great depth and holistically. Thus, this study aimed to explore smoking behaviour among Malaysian teenagers related to their smoking initiation, cigarette consumption, quit intention, and quit attempts. This information could provide us with better conception about their smoking behaviour, and subse-‘ quently eould help us to identify areas for improvement. METHODS This study used a multiple case study design, involving 26 teenagers (23 smokers and three former smokers) from three public schools (urban, semi-urban and rural). Data was collected via selfadministered questionnaires, focus group interviews (FGI) and indepth interviews (IDI) over a period of 20 months, between 2008 until 2010. Theoretical framework This study utilised the Social Cognitive Theory (SCT) to guide the researchers in data collection and analysis. The SCT was also used for ‘analytieal generalisation’ in which findings of the study were mapped against the theory. It was chosen as the study’s theoretical framework due to its appropriateness and comprehensiveness in capturing a complex phenomenon of eigarette smoking that is influenced by multiple factors. (Baranowski, Perry, Parcel, 2002) The SCT describes how individuals, environments and health behaviour interact with each other simultaneously (reciprocal determinism). (Baranowski, Perry, Pareel, 2002) Study population Twenty six teenagers (23 boys and three girls, as shown in Table I) were selected via purposive and snowballing sampling, based on predetermined criteria. The teenage smokers and former smokers were sampled because their experience in cigarette smoking and smoking cessation was crucial for this study. These teenagers were 16 years old Malays, recruited from three different (urban, semiurban and rural) public schools from 2 states in Malaysia. Recruitment of teenagers Teenagers were recruited with the assistance from school counsellors from eaeh sehool. An agreement for no disciplinary action against teenagers who were willing to participate in this study was made with the counsellors prior to the recruitment. The students’ smoking status was also eoneealed from other school staff to avoid stigmatisation. Twelve teenagers who were selected from one of the schools were introdueed to the main researcher during an informal meeting for study briefing (refer to Table 1). The teenagers were invited to participate and were given parental packages, which comprised of an acknowledgement letter to parents, the study’s information sheet, and a parental consent form. Subsequently, dates for tbe FGI and IDI were set. The completed parental eonsents forms were eolleeted prior the interviews by the school counsellor. The other 14 teenagers (7 students from each remaining school, as shown in Table 1) were reeruited by sehools’ counsellors, who had training in qualitative research and were well informed about the study. Similar method of obtaining eonsent from their parents was carried out by these counsellors. Data collection Three in-depth interviews and three focus-group interviews were carried out (refer to Table 1). Prior to the interviews, all participants were given a brief overview of the study and the process of the interviews. Written eonsents from eaeh partieipant were also obtained. They were then required to answer a brief self-administered questionnaire on their socio-demography, smoking status and smoking behaviour (age of initiation, cigarette consumption, quit intention and quit attempts). The interviews were conducted in Malay language and eaeh interview lasted less than two hours. A semi-structured interview protocol was used to guide interviewers in questioning the participants. Anti-smoking posters and pamphlets were also used to facilitate discussion. Data analysis During eaeh interview, the conversation was recorded using digital voice recorders. The voice recording was subsequently transeribed into text by using Microsoft Office Word 2007. The transcribed text was reviewed against the audio-recordings for several times until the accuracy of the transcripts was ensured. Any uncertainty during the transcription, assistance from other researehers was sought to ascertain its accuracy and reliability. (Yin, 2003; Yin, 1994) The transcribed text was then imported into NVIVO 7. The main researcher then analysed the data to identify themes and categories (‘thematie analysis’) that would explain patterns of pereeption related to teenagers’ smoking behaviour. In order to ensure high reliability of the eoding proeess, tbe coded data was eross-checked by two experts in adolescence health. Kappa was calculated by using the Cohen kappa formula to determine the reliability index, which was maintained above 0. 8. The process of transcription and analysis was repeated for every interview and ‘cross-case conclusion’ was drawn between the analyses of eases. Findings of the study were also mapped against the SCT for ‘analytical generalisation’. Ettiical issues, reliability and validity Approval from the Research and Ethic Committee of Universiti Kebangsaan Malaysia was obtained prior to the study. Authorisation for interviewing teenagers from the schools was also acquired from the Ministry of Education Malaysia that limited interviewing students who were not sitting for any major examination (i. e. exeept students aged 15 and 17 years old). Apart from these, all of these teenagers and their parents were required to provide written eonsents for their participation. The confidentiality of the participants, e. g. obscuring teenagers’ status of smoking from the knowledge of their parents and other sehool staffs, was also guaranteed throughout the study. Finally, medical responsibility of the main researcher in preventing smoking-related illnesses, as she was also a medieal doctor, was realised by offering teenagers consultation for smoking eessation at her clinic. This was done at the end of each interview to prevent any biased answers from the partieipants. Validity and reliability of the study were ensured via a number of methods, ineluding; (1) triangulation of sourees of data (teenagers from three different sehools), as well as methods of data collection 196 What Determines Teenagers’ Smokitig Behaviour? Table 2. Smoking behaviour of the teenagers who smoked TEENAGERS WHO SMOKED (N = 23) AGE OF INITIATION (YEARS) NUMBER OF CIGARRETTES SMOKED/DAY STAGE OF CHANGE NUMBER OF QUIT ATTEMPTS FGD(n = 21) IDl(n = 2) TOTAL 12 5 1 6 13 16 1 17 20 2 1 3 PRE COMTEMPLATION 5 1 7 CONTEMPLATION 4 4 PLANNING II 12 0 1 1 1-3 7 1 8 S4 13 1 14 (questionnaire, three FGI and three IDI), (2) self reflexivity in minimising biases that the researchers may bring into the study due to our previous involvement in managing problematic teenagers and chronic smokers, (3) ‘procedural validity’ via rephrasing of questions, elarifying of statement and minimal prompting as ecessary,(Fliek, 2009) and (4) inter-coder agreement or reliability index of above 0. 8. RESULTS Twenty three boys and three girls were interviewed (referred to Table 1), in which two of the boys and one of the girls were former smokers. The remaining 23 teenagers were smokers at the time of the interviews. These teenagers’ smoking behaviour (age of smoking initiation, cigarette co nsumption, intention to quit and history of quit attempts) is summarised in Table 2. Age and reasons of smoking initiation Six of the 23 (26%) teenage smokers in this study started smoking during primary school (before the age of 13). The youngest age of smoking initiation was 10 years old. Nevertheless, 74% of these teenage smokers started smoking when they were in the secondary school. Most of the teenagers admitted that curiosity [â€Å"Felt curious to try (smoking)†], sensation seeking [â€Å"Just for fun†], parental modelling of smoking [â€Å"Sinee my father smokes†¦ I always watch him smoking. When he smokes, it looks pleasurable†¦ gratifying†], peer pressure [â€Å"Peer influence†], and misconception of smoking [â€Å"Style (because of smoking). Siyle†] were common factors for them to experiment with smoking. The teenagers who started smoking before the age of 13 claimed that curiosity and smoking modelling by parents were their main reasons for experimenting with smoking. This is contrary to those who started smoking at the age of 13 years or older. These teenagers admitted that peer pressure was the major factor for them to start smoking. Cigarette consumption Majority (20/23) of the teenage smokers in this study admitted to smoking every day and 74% of these teenagers smoked not more than 5 cigarettes a day. The teenagers believed that their daily smoking behaviour was mainly due to nicotine addiction in which they described substantial physical (e. g. tiredness, lethargy, flu-like symptoms) and psychological (e. g. slow thinking, depressed, craving) withdrawal symptoms that they experienced during smoking abstinence [â€Å"My brain feels slow†; â€Å"(If I stop smoking) I feel restless. â€Å"]. The daily smokers also admitted to smoking when they were with their friends. They claimed this behaviour could be due to a number of reasons: a) sharing the cost of cigarettes with their friends, thus tend to smoke together, as explained by a teenager: Between 14 of us. we shared RMI per person, we can get 2 big boxes of cigarettes. † b) socialisation, as one teenager noted: â€Å"When we hang around (with friends), we smoke, sis† c) peer pressure, as a teenager claimed: â€Å"When we see our friends smoked, the desire to smoke is too intense. † d) sense of belongin g, for example: â€Å"We all belong to a gang who shared our cigarettes together† However, three of the current smokers admitted to smoking only once a week. They stated that they particularly smoked during stressful period [â€Å"Especially when I am doing something. When it’s hard then I’ll smoke. ]. A few of the teenagers reported that the national anti-tobacco policy, as well as the school regulations had restricted their smoking behaviour. These teenagers admitted to commonly smoke in secluded areas outside of public view, such as in school toilets and stairways of shopping malls. The restrictive environment for public smoking was believed to influence tbeir cigarette consumption. Intention to quit All teenage smokers in this study had the intention to quit smoking. However, 7 of them (30%) did not plan to quit within the next 6 months (in the pre-contemplation stage). Twelve of them (52%) were in the planning stage, but none had set their quit dates. The smokers diselosed that a number of factors could influence tbeir desire to quit, which included: a) impaired athletic performance, as one of the teenagers claimed: â€Å"When (I) sprint†¦ I will hecome breathless† b) boy- or girlfriend aversion, for example: â€Å"Maybe (I get the desire to stop smoking) from my girlfriend. If she said â€Å"If you do not stop smoking, we should break-up†. Huh. (I feel like to quit smoking)† c) parental disapproval, as noted by one boy: If mother scolded me for smoking, until she cried.. I would feel ? ike I want to quit, but it was temporary only. Afterwards.. I continue smoking† d) concern about health, shown by one of the teenagers’ excerpt: â€Å"Smoking can make me feel breathless, sis (that’s why I feel like to quit)† e) finaneial problems, as a teenager stated: â€Å"(I) think about my parents, sis. My m other and my father are not wealthy, (when I) think about that, it could (trigger my desire to quit)† Similar motivating factors were also reported by former smokers in this study prior to their successful smoking cessation. Nevertheless, these former smokers admitted that only personalised motivating factors could render them to quit successfully. Their personalised motivators were parental disapproval [â€Å"(Parental disapproval) effective, it’s effective. I’ve stopped smoking. â€Å"], maintaining athletic performance [â€Å"(I) stopped smoking (for athletic performance). I got selected (to play football for my district) afterwards†]. and saving money /†/ stopped (smoking) to save money to buy a motorbike†]. Previous quit attempts Almost all (22/23) teenage smokers in this study had attempted smoking cessation prior to the interviews. The teenagers deseribed that quitting was very difficult because of withdrawal symptoms that they experienced during the quit attempts [â€Å"(If I stop smoking) I feel restless†]. Sixty percent of the teenage smokers had actually attempted to quit four times or more. All of the teenagers claimed that they never reeeived any professional helps when they made their attempts to quit in the past. Majority of them declared that they sought their friends’ advice on how to quit and among the common methods that they had tried were drinking a lot of water, chewing gums and taking sweets, as one of the teenagers said: Tohid H. et al. 197 â€Å"Usuatty (I) asked my friends how to quit. They advised me to drink a tot of minerat water. † DISCUSSION In Malaysia, the mean age of smoking initiation among teenage smokers is between 12-14 years old, (The National Health and Morbidity Survey, 2009; Hammond et at. , 2008; Khairani, Norazua, Zaiton, 2004; Naing et at. , 2004) whieh is concurrent with the findings of this study. The common reasons for smoking initiation, such as curiosity, peer pressure, and parental smoking, reported by tbe participants in tbis study were similar to otber studies. (Naing et at. 2004; Kbairani, Norazua, Zaiton, 2004) This study also suggested that curiosity and parental modelling of smoking bebaviour could be teenagers’ main reasons for experimenting smoking at younger age (less tban 13 years old). In contrary, peer pressure was found to be a major factor for teenagers wbo started smoking at seeondary sehools. However, the significance of tbese associations sh ould be confirmed by future quantitative studies. Cigarette consumption reported by teenagers in this study was found to be lesser tban tbose of Malaysian adults, who averagely smoke between 11 to 14 cigarettes per day. World Health Organization (WHO) Framework Convention on Tobacco Control, 2010) Tbis may be due to a number of factors as suggested by tbese teenagers, such as; (a) insufficient fund to purchase cigarettes, (b) ‘occasional’ smoking, and (c) restrictive environment for smoking. Nevertheless, underreporting of smoking behaviour by these teenagers may also explain the lower estimated number of cigarettes smoked by them. Tbis is because teenagers have a tendency to report socially desirable behaviour and attitudes. (Hammond et at. , 2008; Klein, Havens, Carlson, 2005) Insufficient fund to purebase cigarettes were described by some of the teenagers in this study, who claimed that they had to share their pocket money with their peers to buy cigarettes. Tbis is to ensure their continuous supply of cigarettes and to develop bonding among tbe peers. (Vuckovic, Polen, Hollis, 2003; Amos, Wiltsbire, Haw, McNeill, 2006; Niehter, Vuckovic, Quintero, Ritenbaugh, 1997; Seguire, Cbalmers, 2000) Tbis practice in turn increases tbe level of acceptance by peers and promote sense of belonging tbat is pertinent to teenagers’ psychosocial development. Mermelstein, 2003; Vuckovic, Polen, Hollis, 2003; McVea, Miller, Creswell, McEntarrfer, Coleman, 2009; Nicbter, Vuckovic, Quintero, Ritenbaugh, 1997; Seguire, c Chalmers, 2000) However, some teenagers in this study, who had no financial constraint because they had personal income (e. g. from part-time job or significant allowance from parents), admitted to smoke only wben socialising and facing adversiti es (e. g. relation problems, inability to cope witb academic or part-time job). (Vuekovic, Polen, Hollis, 2003; Balch et at. , 2004; Amos, Wiltshire, Haw, McNeill, 2006; Hoi, 8L Hong, 2000; Khairani, Norazua, Zaiton, 2004; Niehter, Vuckovic, Quintero, Ritenbaugh, 1997; Seguire, Chalmers, 2000) These teenagers can be defined as occasional smokers, whose smoking was apparently influenced by peer pressure and tbeir inability to control themselves over smoking or to cope with stress. (Vuckovic, Polen, Hollis, 2003; Seguire, Chalmers, 2000; Patten et al. , 2003; Niehter, Vuckovic, Quintero, Ritenbaugh, 1997; Mermelstein, 2003; McVea, Miller, Creswell, McEntarrfer, Coleman, 2009; Khairani, Norazua, Zaiton, 2004; Balch et at. , 2004; Amos, Wiltshire, Haw, McNeill, 2006; Hoi, Hong, 2000) Teenagers’ smoking in esponse to hardship shows that smoking is their way of coping since it calms them through nicotine effects on the central nervous system. (Niebter, Vuckovic, Quintero, Ritenbaugh, 1997; Curry, Mermelstein, Sporer, 2009) In addition, smoking creates a social space in which they can calm down and relieve tension. (Niehter, Vuckovic, Quintero, Ritenbaugh, 1997; Curry, Mermelstein, Sporer, 2009) Apart from financial constraint and occasional smoking, restrietive environment for public smoking was also found to be responsible for tbe partieipants’ low cigarette consumption in this study. Therefore, these teenagers commonly smoked in secluded areas outside of public view, sucb as scbool toilets and stairways of shopping malls. These findings are consistent with a number of other studies that have found restrictive environment to be effective in reducing teenage smoking. (Wakefield ct at. , 2000; Lipperman-Kreda, Grube, 2009; Crawford, Balcb, Mermelstein, Tobacco Control Network Writing Group, 2002) Majority of teenage smokers bave intention to quit. (Khairani, Norazua, Zaiton, 2004; Krishnan M, 2003; Mermelstein, 2003; Naing ct at. 2004; The National Health and Morbidity Survey, 2009) Tbis was also found by tbis study, in wbich almost all teenagers who smoked eonsidered to quit smoking sometime in the future. They admitted that a number of factors could trigger tbeir quit intention, wbich include; (a) athletic performance, (b) boy- or girlfriend aversion, (c) parental disapproval, (d) concern about bealtb, and (e) money saving. Tbese faetors were similarly found to motivate teenagers to eease smoking by previous studies. (Vuckovic, Polen, Hollis, 2003; Mermelstein, 2003; McVea, Miller, Creswell, McEntarrfer, Coleman, 2009; Balcb ct al. , 2004) However, tbe teenagers reported tbat these extrinsie motivations were insufficient to keep them from total smoking abstinence. Nevertbeless, excerpts made by tbe former smokers in this study suggested that teenagers would only stop smoking when they are desperate to change due to compelling personal reasons. This finding is supported by McVea et al who found only ’emotionally compelling and inescapable quit reasons’ were the most motivating reasons for teenagers to stop smoking. (McVea, Miller, Creswell, McEntarrfer, Coleman, 2009) Even though majority of tbe teenagers in this study had intention to quit smoking, they did not have any quitting plans, not even setting their quit dates. These findings are similar to those reported by Mermestein. (Mermelstein, 2003) It is possible tbat the teenagers were; (a) not ready to quit (Balch ct al. , 2004) (e. g. some of the teenagers in the eurrent study would only quit when they experience major life transition, such as after graduation and tnarriage), (b) ambivalent about quitting (MeVea, Miller, Creswell, McEntarrfer, Coleman, 2009; Patten et al. 2003) (e. g. a number of teenagers repetitively answered, â€Å"I am not sure† when they were asked about tbeir plan to quit smoking), and (c) very confident that they could control themselves over smoking (Niehter, Vuckovic, Quintero, Ritenbaugb, 1997; Amos, Wiltshire, Haw, McNeill, 2006) (e. g. a teenager assertively admitted that he could stop stroking on his own without relying on helps from other). The later se ems to be related to teenagers’ belief tbat ‘quitting is just a matter of will power’. (Amos, Wiltsbire, Haw, McNeill, 2006; Balcb el at. 2004) After all, these teenagers’ ehanees for successful quit attempts would be reduced if they did not have strategic quitting plans. Multiple unsuccessful quit attempts were also reported by many teenagers in tbis study, in which the findings were concurrent with other studies. (World Health Organization (WHO) Framework Convention on Tobacco Control, 2010; The National Health and Morbidity Survey, 2009; Klein, Havens, Carlson, 2005; Balch ct at. , 2004) This could be due to several reasons which can be summarised into three categories; (1) nicotine addiction,(Amos, Wiltsbire, Haw, McNeill, 2006; Balch et al. , 2004; DiFranza et at. , 2007; DiFranza ct at. , 2007) (2) factors related to environment and situation which could promote teenage smoking (e. g. strong peer pressure, poor support from friends, smoking tnodelling by family members, stress etc, as higbligbted by tbe current study), (Balch et at. , 2004; Crawford, Balch, Mermelstein, Tobacco Control Network Writing Group, 2002; McVea, Miller, Creswell, McEntarrfer, Coleman, 2009; Nicbter, Vuckovic, Quintero, Ritenbaugb, 1997) and (3) personal factors (e. g. oor risk assessment, poor knowledge, poor self efficacy and control, mi,sconception about smoking and quitting, strong belief in unassisted quit attempts etc, as found by this study) (Niehter, Vuckovic, Quintero, Ritenbaugb, 1997; Balcb ct at. , 2004). These tbree categories appear to matcb tbe model of the Social Cognitive Theory. Overall, this study provides beneficial information for future development of interventions of smokin g cessation for teenagers. Nevertheless, appropriate eontext which is similar to tbose of this study should be taken into consideration before applying such information since this is a ease study. Interviewing only teenagers aged 16 years old also limits the findings of this study. This is because teenagers at different stages of adolescence (early, middle and late) may bave different developmental characteristics which may influence their pereeption and attitude towards cigarette smoking. Teenagers from different stages of adolescence should then be included in future studies as differences in tbeir perception, attitude and bebaviour could be explored. CONCLUSION This study bad captured tbe complexity of tbe teenagers’ smoking bebaviour that could be influenced by multiple factors. Tbese faetors included behavioural (e. g. nicotine addiction), personal and environmental factors matched the Social Cognitive Theory (SCT). These 198 What Determines Teenagers’ Smoking Behaviour? multiple factors should be considered in developing interventions for smoking cessation suited for teenagers. The corresponding mapping of the findings against the SCT also supports the use of the SCT in helping us to comprehensively understand teenage smoking behaviour and to overcome the influential factors. FUNDING This work was funded by the Universiti Kebangsaan Malaysia UKM-GUP-TKS-07-12-097 and FF-127-2008). DECLARATION OF INTERESTS All authors declare that they have no conflicts of interests. ACKNOWLEDGEMENTS The authors would also like to express gratitude to the Ministry of Education Malaysia, the Ministry of Health Malaysia and the school counsellors who had helped us throughout the study. REFERENCES Amos A. Wiltshire S, Haw S. McNeill A. (2006). Ambivalence and uncertaint y: experiences and altitudes towards addiction and smoking cessation in the mid-to-late teens. Heatiti Educ Re. s. 21. 181-191. doi:l0. 1093/her/cyh054 Baick GI. Tworek C, Barker DC. Sasso B. Mermelstein R. Glovino GA. et at. (2004). Opportunities for youth stnoking cessation: findings from a national focus group . study. Nicotine Tob Res. 6. 9-17. doi:l0. 1080/1462200310001650812 Baranowski T. Perry C. Parcel G. (2002). How individuals, environments and health behavior interact. In K. Glanz. B. K. Rimer and F. M. Lewis (Eds. ), hieuttti tiettavior and tieattti education 3rd ed. (pp. 165-184). Jossey-Bass Inc Pub. Breslau N. Peterson EL. (1996). Smoking cessation in young adults: age at initiation of cigarette smoking and other suspected influences. Am J Public t-teatttt. 86, 214-220. Retrieved from http://ajph. aphapublications. Org/cgi/reprint/86/2/2l4. pdf Chen J. Millar WJ. (1998). Age of smoking initiation: implications for quitting, tiealttt Rep, 9. 39-46. (Eng); 39. Retrieved from http://www. statcan. gc. ca/studies-etudes/82- 003/archive/1998/3685-eng. pdf Crawford MA. Balch GI. Mermelstein R, Tobacco Control Network Writing Group. (2002). Responses to tobacco control policies among youth. Tob Control. 11. 14-19. Retrieved from http://www. bvsde. paho. org/bvsacd/cd26/tc/vl In 1/14. df Curry SJ. Mermelstein RJ, Sporer AK. (2009). Therapy for specific problems: youth tobacco cessation. Annu Rev Psyctwt. 60. 229-255. doi:10. 1146/annurev. psych. 60. l 10707. 163659 DiFranza JR. Savageau JA. Fletcher K, O’Loughlin J. Pbert L. Ockene JK. et at. (2007). Symptoms of tobacco dependence after brief intermittent use: the Development and Assessment of Nicotine Dependence in Youth-2 study. Arcii Pediatr Adotesc Med. 161, 704 -710. doi:IO. IOOI/archpedi. 161. 7. 704 DiFranza JR. Savageau JA. Fletcher K. Ockene JK. Rigotti NA. McNeill AD. t al. (2002). Measuring the loss of autonomy over nicotine use in adolescents: the DANDY (Development and Assessment of Nicotine Dependence in Youths) study. Arcti Pediatr Adote. sc tvied, 156. 397-403. Retrieved from http://archpedi. amaassn. org/cgi/content/full/l56/4/397 DiFranza JR. Savageau JA. Fletcher K. Pbert L, O’Loughlin J, McNeill AD. et al. (2007). Susceptibility to nicotine dependence: the Development and Assessment of Nicotine Dependence in Youth 2 study. Pediatrics, 120, e974-e983. doi:IO. I542/peds. 2007- 0027 Dijk F. de Nooijer J. Heinrich E. de Vries H. (2007). Adolescents† view on smoking, quitting and health education. Heattti Educ. 107. 114-125. doi:IO. 1108/09654280710731539 Epps R P. Manley MW. Glynn TJ. (1995). Tobacco use among adolescents. Strategies for prevention. Pediatr Clin North Am, 42, 389-402. E. scobedo LG. Marcus SE. Holtzman D, Giovino GA. (1993). Sports participation, age at smoking initiation, and the risk of smoking among US high school students. J Am Med Assoc, 269, 1391-1395. Retrieved from http://jama. ama-assn. org/cgi/reprint/ 269/11/1391 Flick U. Ed. ). (2009). An tntroduction to Quatitative Researcti. Sage Publications Ltd. Hammond D, Kin F. Prohmmo A, Kungskulniti N, Lian TY, Sharma SK. et at. (2008). Patterns of smoking among adolescents in Malaysia and Thailand: findings from the International Tobaeco Control Southeast Asia survey. Asia-Pacific J Public Healtti, 20. 193-203. doi:IO. 1177/1010539508317572 Hoi T. Hong L. (2000). Smoking among students in a rural secondary s chool. J Univ Mataya Med Cent. 5, 85-88. Retrieved from tutp:lltnyais. fst(ttn. um. edu. myl603HI t/Teti_Kot How to cite A Review of Qualitative Research on Teenage Smoking Habits, Essays

English Parts of Speech Essay Example For Students

English Parts of Speech Essay The Simile A simile is an direct comparison that always contains the words as or like A simile compares one thing vivid another and in the process suggests some degree of similarly between things that are not the same. Example: The carpet felt like sandpaper under her feet (Here the carpet, Which is usually soft, is being compared to sandpaper, which suggests that either there is something wrong with this carpet or it is uncomfortable to walk on. Identifying the similarity and the reason the writer has created this comparison is what you are often asked to do in questions that require you to unpack or explain a figure of speech, like a simile. Writers uses similes to create an effect or impression of danger, you would compare the sea with something dangerous. Example: The Sea was crouching and fawning like a wolf It you wanted to give the impression of a calm and peaceful scene you might compare it to something motionless or harmless. Example: The Sea was like a flat, blue plate. The metaphor A metaphor is a comparison that does not use the words as or like A metaphor makes a comparison as a simile does. It makes a comparison but it does not use the words as or like The metaphor says something is something else, not like something else. Example: The Ocean was like a flat, blue plate (simile) The Ocean was a flat, blue plate (metaphor) Personification Personification gives human qualities to inanimate objects or abstract ideas. Personification and metaphors are Sarnia in that they bother indirect comparisons. We use personification when we want to give something not human a human quality. We give objects human qualities/emotions) Example: The moon gazed sadly on the cemetery (Emotions such as sadness are usually associated with humans, not inanimate objects like the moon) We give objects human body parts or actions. Example: The frog tip-toed around the town Alliteration Alliteration is the repletion of constant sounds at the beginning of the words, Example: The slippery, slosh and slide of slimy shimmering salmon Assonance Assonance is the repetition of vowel sounds. The trick is not to think of it as the same letter, but the same sound. Example: The eagle swoops with a whoosh on an inspecting prey Onomatopoeia Onomatopoeia uses the words that imitate and reproduce real life sounds and actions Example: splash is supposed to capture the exact sound of something (also Boom, and crunch)

The Frequent Shopper Program Essay Example

The Frequent Shopper Program Paper The Frequent Shopper Program for Kudler fine foods has three last main projects to talk about. These subjects are Quality assurance process and procedures to ensure the functionality and performance requirements are met. Testing procedures to ensure the application is operational at all levels including program, network, systems, and interfaces. The last main project to talk about is Implementation steps and procedures necessary to achieve operational status. After these topics, this will conclude our session for the Frequent Shopper Program for Kudler Fine Foods. Quality Kudler Fine Foods has one important topic to talk about and this is Quality. Kudler Fine Foods initiating for the program in quality to track the shopping habits at the individual shopper’s level. Shopper purchase habits will help Kudler Fine Foods improve their processes. This will also help improve their offerings to best offer the values of all the valued shoppers. Most people are worried about price and not the quality. Price is not the primary differentiating factor for Kudler consumers; these consumers are focused on quality and finding specialized items. Therefore, rather than providing everyday discounts to the customers for their purchase frequency like lower end markets, Kudler has partnered with a loyalty points program to provide customers with points which can be redeemed for high end gift items, airline first-class upgrades, or other specialty foods (Kudler Fine Foods, 2010). Incentive is one of the two frequent shopper programs that Kudler evaluated as a partner for their new program. One of the most impressive features of this system was the software’s ability to create a personalized rewards certificate and provide the customer with a number of rewards choices. We will write a custom essay sample on The Frequent Shopper Program specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Frequent Shopper Program specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Frequent Shopper Program specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Testing Process The testing process that is already in place for the tracking of the cash register accounts, the Frequent Shopper Program for Kudler fine foods combined a couple of great solutions for the tracking system. Just by seeing how the Frequent Shopper Program for Kudler fine foods is combining all their customers’ personal records into just one area. This new software uses this function in a manner that is highly dependable, protected, and convenient. IT staff and any administration that has tasks with the organization must be familiar with the system of this version. This must be confirmed that each every single location is prepared with desktop computers using Windows OS and Internet Explorer with server components written in Java. After this preliminary coding procedure is one hundred percent, Kudler fine foods will perform an exact testing using actual company cards by operating these sales in all three locations. Points awarding will be logged and stored, and the process will be repeated as to establish frequent shoppers during test these phases. Two months of conscientious examination of cash incentives and redeemable store points offered based on test purchases should indicated if the program was a success. Once testing is complete and the numbers add up as intended, installation will be in progress and should only take a certain amount of time with successful tests. Each company will maintain whole documents regarding the system in only certain locations, preferably in computerized and hardcopy layouts. The cashiers will gather all this information, but as the system will be computerized there will not be a need for considerable training. Implementation During any system implementation, there are three features that continuously work in tandem with each other and which must be carefully measured and appraised at various stages of the development. These factors are cost, schedule, and performance for the Frequent Shopper Program for Kudler fine foods. Some of these factors may be worked on while the others may be adaptable. Usually at this same relationship described as cost, schedule, and quality is used instead of performance. If a project team changes any one of these factors, the other two will without doubt be affected as well. The common graphical description of this implementation Is a triangle where each side of the triangle represents one of these factors at each corner? Basically, this means if one corner is missing this wouldn’t form a triangle. Conclusion To conclude our session for the Frequent Shopper Program involved with Kudler Fine Foods, Quality, Testing Process, and Implementation are three major subjects discussed in our organization. References Apollo Group, Inc. (2010). BSA375CourseNotes. pdf. Retrieved March 1, 2010, from http://mycampus. hoenix. edu/secure/resources/resource. asp Apollo Group Inc. (2010). Kudler Fine Foods. Marketing Overview. Retrieved March 1, 2010. BSA/375 – Fundamentals of Business Systems Development. https://ecampus. phoenix. edu/secure/aapd/CIST/VOP/Business/Kudler/Sales/KudlerSM001. htm Apollo Group Inc. (2010). Kudler Fine Foods. Information Technology. March 1, 2010. BSA/375 – Fundamentals of Business Systems Development. https://ecampus. phoenix. edu/secure/aapd/CIST/VOP/Business/Kudler/IT/KudlerITDatabases001. htm

CNC SYSTEMS AND SOME TYPES OF essays

CNC SYSTEMS AND SOME TYPES OF essays Numerical Control (NC) refers to the operation of machine tools from numerical data. Data are stored on paper, magnetic tape, computer storage disks or direct computer information. CNC Systems which have some important functions like being automatic, precise and consistent motion control has different types in different areas. CNC machines used to be associated with high volume production due to the time involved in machine programming, however new computer technologies along with software advances allow easy programming of CNC machines for low production parts. The program is an organized list of commands used repeatedly to obtain identical results. The way in which the CNC program is used to interact with the machine tool defines the type of CNC system. Systems à ½sing manual programming and punched paper or magnetic tape to store the program are known as numerical control machines. Equipment having a host computer controlliing one or more machine tools are known as CNC systems. Either type may have a dial control future, which is the ability to dial directly each axis dimension for the workpiece. Computer numerical control systems use a dedicated program to perform NC functions in accordance with control commands stored in computer memory. The computer provides basic computing capacity and data buffering as a part of the control unit. CNC is also known as soft wired, implying that the can be changed along with built-in control features. In addition, the computer is used as a terminal to accept information from another computer or telephone data. If the host computer is external to the machine tool and commands several machines as well as other NC devices, the system is a direct numerical control (DNC) system. If a microprocessor that interacts with the host computer is used as a resident controller in the machine tool, the equipment is a distributed numerical control (DNC) sys ...

A directors duty to a corporation’s creditors

A directors duty to a corporations creditors Disclaimer: This work has been submitted by a student. This is not an example of the work produced by our Law Essay Writing Service . You can view samples of our professional work here . A directors duty to a corporation’s creditors Introduction In this chapter we will look at two related issues; how the somewhat nebulous duties discussed in the previous chapter operate to protect creditors interests and drawing on theoretical writing on corporate governance analyse the extent to which there is potential for conceptual and actual conflicts of interest. The issues that this dissertation attempts to answer are pertinent to the core of corporate governance and therefore I will initially attempt to outline a conceptual background to the debate within this chapter. Theories of Corporate Governance The legal framework within which the Corporation as a social entity operates is informed by a vast and at sometimes incomprehensible corpus of economic theory. An understanding of the role of the corporation will give us an understanding of the objective norm by which we are assessing our current legal rules that regulate the relationships of three of the major corpo rate constituents: Creditors, Shareholders and Directors. Boatright outlines in his introduction the importance of the modern conception of the corporation to corporate law: ‘ The modern theory of the firm, which is central to finance and corporate law, views the corporation as a nexus of contracts between the various corporate constituencies. Upon this foundation finance theory and corporate law postulate shareholder wealth as the objective of the firm ’ [1] A problematic issue for Corporate Law is that situations of Insolvency challenge the primacy of shareholder wealth maximisation in favour of creditor protection. It causes many scholars in the legal profession to go back to the roots of why ought corporations be shareholder wealth maximising? And furthermore why does it hold such ideological weight? Undoubtedly shareholders are one of the most important parties in the contractual nexus of a corporation; they provide ready capital, hold a claim on resi dual assets and bear the residual risk of corporate failure. However their integral role per se doesn’t justify their primacy in corporate law and theory. Boatright summarises the main argument for shareholder primacy: Only those who bear the residual risk are appropriate for making discretionary decisions as to wealth-maximisation. If employees, bondholders and perhaps creditors had control they would tend to favour decisions that maximise their fixed-claim, this could mean that less-profitable decisions would be taken. Even managers and directors will have separate agendas and avoid profitable ventures if it was likely to increase risk to them or reduce their power. Only shareholders that bear flexible and varying costs and benefits are in the position to make purely profit-maximising decisions. In a legal sense this special interest of the shareholders is protected through the operation of fiduciary duties to shareholders, such theories argue that no other part y in the corporate contractual nexus would benefit from the arrangement as much and therefore shareholders are more willing to pay for the privilege of having their interests protected whereas creditors and other parties would rather not have their interests tied as closely to the corporations performance as closely. A good example of the distinctive nature of shareholder and director relations can be viewed when we consider the contract of employment. An employee of a firm does not benefit from a fiduciary duty to maximise profits in various ways as such a duty could prejudice them in many ways such as reducing their pay and lengthening their hours. They would prefer a more fixed contractual relationship. The welfare of society is maximised through this corporate arrangement because it is viewed as the most efficient arrangement but by no means the only arrangement other examples can be employee-owned corporations and most pertinent to this dissertation the role of creditors intere sts. This work is looking at one aspect of the contractual nexus and whether the balance between shareholder and creditor interests is both ethical and practical. Interrelated into this task are other conceptual questions that we are forced to confront.

Global Leadership Essay Example | Topics and Well Written Essays - 500 words - 2

Global Leadership - Essay Example Jordan also offered a similar peace treaty a year later. The Israelites had to choose between expansion of their territories or having peace and security with Egypt. Israel chose expansion over security and this led to the 1973 war. The war was an indication to Israel that Egypt cannot be under estimated and was a force to reckon with. It was later that Israel had to agree on the peace treaty offered in 1971, but this time, the national rights of Palestinians were recognized (Chomsky, 2010, p. 2). Obstacles of the Israel Palestinian conflict Negative perception by the leaders in dealing with this conflict is indicated by the fact that leaders do not recognize the existence of the rival state. The outgoing Prime Minister of Israel Shimon Peres had stated that the Palestinian State would never exist. To make the matters worse, the incoming Prime Minister, Netanyahu, went on to describe the intended Palestinian state as left over fragments or fried chicken (Chomsky, 2010, p. 9). United States policy has been indicated as one of the obstacles hindering the end of the Israel Palestinian conflict. Chomsky suggests that if the United States changes its policy, just as it did towards South Africa, then Israel will be compelled to join the rest of the world (Chomsky, 2010, p. 10).

What is on the Horizon for Apple Research Paper

What is on the Horizon for Apple - Research Paper Example Users were given choice to buy single songs instead of buying a complete audio disc. The iPod was different than an already saturated mp3 player market at the time. It offered superior user interface and hence better user experience. The iPod represents a start for the company to lead the revolution. The innovations did not stop and new products that invented completely new categories followed. Apple plans to grow their product lineup as well as improve existing products. Some of the possible future plans are discussed in detail; Mac Macs have been the main product for Apple since long. The company was mainly founded as a computer company. The lineup includes Mac Pro, iMac, Mac mini, MacBook Pro and MacBook Air. Macs currently run on Intel processors. MacBook Pro and MacBook Air represents major portion of the sales in Macs. Both products are made with unibody enclosures, which add durability and aesthetics. The MacBook Airs are ultra thin laptops running on low power processors and incorporate Solid State Drives (SSD) instead of convention Hard Disc Drives used in MacBook Pros. Apple plans to introduce high resolution Retina Displays in both MacBooks (Chen & Shen, 2011). This will improve real estate available on desktop as well as improve sharpness, in particular for texts. Furthermore, MacBook Pro is rumored to have a design overhaul in 2012 and will adopt design cues from the existing MackBook Air (Kim, 2012). The two lines of models are expected to merge into one product in the future. iPad The iPad represents the leading post-pc device from Apple. Apple invented a completely new category with the introduction of iPad in 2010. The tablet has been an astounding success and is liked for its ease of use and portability. The iPad has capitalized the tablet market till now and Apple has dominated the category. Competitors have introduced Android based tablets of varying size and price to compete against the iPad. It is rumored that Apple is planning to introduc e 7.85 inch iPad variant as compared to 9.7 inch current iPad’s screen size (Faust, 2012). The 7 inch screen size was dismissed by late Apple CEO Steve Jobs to be very small and incapable of expressing the software. Though, with the new iPad carrying Retina Display (resolution 2048 x 1536 pixels), there is a possibility that Apple may introduce 7.85 inch variant carrying a resolution of 1024 x 768 pixels. The major competitor to the iPad would be Windows 8 tablets planned at the end of 2012. The Windows 8 operating system would be a complete operating system working on a tablet device as compared to relatively limited mobile based Apple’s iOS on the iPad. For now, sales of the new iPad are phenomenal and Apple sold record breaking 3 million iPads in first four days of launch (Golson, 2012). iPhone The original iPhone introduced in 2007 revolutionized the mobile phone industry and left competitors struggling to cope up with its advanced features, usability and user expe rience. Over the years the phone market has become saturated with Android based devices and manufacturers offer various type of phones based on the platform. Apple’s iOS on the other hand has been a stable platform and has standard parameters. Android is running on devices with varying hardware parameters and is, therefore, fragmented. This means that applications are not designed to run on every phone with varying hardware specifications. For the next generation iPhones Apple plans to improve its camera with an aim to replace everyday point and shoot cameras. The next iPhone is rumored to have

An Inspector Calls Play Essay Example for Free

An Inspector Calls Play Essay ‘An Inspector Calls’ has been called ‘a play of contrasts’. Write about how Priestley presents some of the contrasts in the play. In the play there are wide differences in not only the treatment of Sheila Birling and Eva Smith but also large contrasts in the girls themselves- with Eva being a poor uncared for girl and Sheila being a privileged upper-middle class girl. This not only separates them as they would be unable to fully empathise with each other as they experience widely contrasting lives. This is shown as Mr Birling says â€Å"but I see no point in mentioning the subject – especially -(indicating Sheila.)† The quote paired with the stage direction highlights Mr Birling’s attempts to prevent Sheila from being exposed to the situation. This is done as they feel that Sheila should be protected from merely hearing the awful situations that some girls have to endure. This concern is in contrast with how they view Eva Smith as both parents have minimal concern for the fact that they are partly responsible for Eva having to live on the streets. ‘Theres nothing I can tell him. I told the girl to clear out, and she went.’ The use of ‘nothing’ indicates how Mr Birling views the situation of Eva, as if it was ‘nothing’ that he was at fault for Eva being on the streets and out of a job- a contrast to the sheltered life he creates for Sheila. At both ends of the play there is contrast in the language used by Inspector and Birling in their speeches. The early speech by Mr Birling is one with a much happier and self-supporting view of society compared to the later one by the Inspector which holds a tone of finality and encompasses the idea of being responsible for everyone around you. Both speeches talk of the responsibility we have however; where the Inspector talks of responsibility for all- ‘We dont live alone.’ Mr Birling means to say that we are responsible for ourselves and no more- ‘. We employers at last are coming together to see that our interests’ These speeches indicate the attitudes held by the speaker clearly, with Mr Birling showing concern for ‘we employers’ highlights the socialist view held by Mr Birling as he views they employers as one while entity that need to protect and look after each other with minimal concern for the rest of society.

Ancient River Civilizations :: essays research papers

Approximately 5500 years ago four of the worlds' most prestigious ancient river civilizations had emerged. Our world has been left in astonishment and awe wondering how these civilizations were developed. Egypt and Mesopotamia were the first ancient river civilizations to create cities and their own ways of living. Society, geography, and religion played an enormous role in the development of the ancient cities. Although there is evidence of early Sumerian contact with the Egyptians, Egypt's civilization was largely self-generated and its history and cultural patterns differed from Mesopotamia. The early Dynastic Period was Egypt?s era of initial unification and state building under the guidelines of its first three royal dynasties. In the years between 2660 and 2180 B. C. the basic marks of the cultures of Egypt arose. Egypt was one kingdom and it was divided into provinces, or the names of provinces. Ruling over the kingdom was a pharaoh, who was not only a king but was also seen as a god. Provinces were ruled by nomarchs better known as provincial governors. The Egyptians devised themselves into classes, upper class, middle class, and a lower class. The pharaoh and his family were at the top of the Egyptian class system. People could move from one class to another depending on their situations. Mesopotamian civilization exercised profound and cultural influence throughout west Asia and beyond for about 3,000 years. Mesopotamia had many independent city-states with its own government and ruler. Priests ruled these city-states with other administrators such as organizers and managers. Since turmoil and tension would often arise between the city-states, Mesopotamian Political Unification was rarely achieved. Mesopotamia was constantly invaded by foreigners who would incorporate their culture into newly society and form a new one by force. The Mesopotamian geography affected their society because Mesopotamia was located on an open plain without protection from foreign intrusions. Egypt, on the other hand, was centered on the Nile River ad protected by natural boundaries. This allowed Egypt?s kingdom for prosper and last for thousands of years. Mesopotamia was not considered a nation or country, it was considered a region between the Tigris and Euphrates Rivers that established a number of highly organized city-states. Since each city-state was independent there was no capital of Mesopotamia. Religion was very important to the ancient Egyptians the believed in many gods, meaning they were polytheistic.

The Indigo Spell Chapter Seventeen

ALTHOUGH OUR MAGICAL PLANS had been derailed, Ms. Terwilliger had asked me to come by her room before classes started in the morning so that we could talk strategy and future assignments. I had just enough time to swing by the cafeteria for breakfast and found Jill, Eddie, and Angeline sitting together. It felt like it had been a long time since we'd all been together in some kind of normal setting, and I welcomed this small moment of bonding. It was a refuge in the storm that had been my life recently. Jill was grinning about something that Eddie didn't seem to find so funny. â€Å"He didn't say anything about it to me,† he said. â€Å"Of course not.† Jill laughed. â€Å"He's too embarrassed.† I sat down with my tray. â€Å"Who's too embarrassed?† I assumed any â€Å"he† they were talking about must be Adrian, though it was hard to imagine Adrian embarrassed about anything. â€Å"Micah,† said Jill. â€Å"I talked him into modeling for our sewing club again. And then he got Juan and Travis to do it too. â€Å" â€Å"How'd you manage that?† I asked. Jill had originally gotten involved with Lia through the school's sewing club. Back when Jill and Micah had dated, she'd convinced him to model some very badly made clothes. He'd done it out of adoration, though I wasn't sure he'd really enjoyed it. Jill leaned forward, an excited sparkle in her eyes. â€Å"Claire guilted him into it! It was hilarious. But I don't know how he talked Juan and Travis into it. Maybe they owed him a favor.† â€Å"Maybe they have ulterior motives,† said Eddie. His tone surprised me until I remembered his lesson about the latest social developments around here. What was it? Claire was Micah's new girlfriend. Juan and Travis were his friends, who liked Jill. Eddie didn't like that they liked her. Got it. Apparently, Eddie hadn't kept his opinions to himself because Jill rolled her eyes. â€Å"Will you stop worrying about that?† she asked. She was still smiling but sounded just a little annoyed. â€Å"They're good guys. And I'm not going to do anything stupid. You don't have to lecture me about humans and Moroi. I get it.† Her jade eyes flicked over to me, and her smile faltered a little. She studied me for several long, troubled moments, and I wondered what she was thinking about. Was she still hoping for some romantic resolution between Adrian and me? Was she wondering why Adrian and I kept getting into intimate situations? I kind of wanted to know that too. She finally dragged her gaze away, letting her happy mood return. â€Å"I'm just looking out for you,† Eddie said obstinately. â€Å"You look out for assassins. I can handle these guys. I'm not a child, and besides, these are the most male models we've ever had. It's great. If we could score a couple more, our club could do a whole project on men's clothing.† Eddie still looked way too serious for this discussion. â€Å"Maybe Eddie would volunteer,† I suggested. â€Å"I bet guardian posture would be great on the catwalk.† He blushed, which even I had to admit was adorable. If Jill had been irritated by his earlier overprotectiveness, it was no longer obvious. From her dreamy expression, you'd think Eddie blushing was the most amazing thing she'd ever witnessed. I think he was too overwhelmed at the thought of strutting down a runway to notice. Angeline had been completely silent so far. I glanced over at her, expecting her to have something funny to say about her boyfriend being encouraged to model. But to my surprise, she wasn't paying attention to the conversation at all. She had a geometry book open and was furiously trying to draw some circles freehand. It killed me to watch, but after Kristin's comment about Angeline stabbing someone with a compass, freehand might be best. â€Å"What do you think, Angeline?† I asked, just to see how engrossed she was. â€Å"Do you think Eddie would make a good model?† â€Å"Hmm?† She didn't look up. â€Å"Oh, yeah. You should let Jill try some clothes on you.† Now Jill blushed. Eddie's deepened. Just when I thought this meal couldn't get any more surreal, Trey stopped by. He nudged Angeline's chair with his toe. â€Å"Hey, McCormick.† He nodded toward her graph paper. â€Å"Time to check out your curves.† Rather than answering with some biting response, she looked up instantly, a big smile on her face. â€Å"I've been working on them all morning,† she said. â€Å"I think they're pretty good.† â€Å"They look good from where I'm standing,† said Trey. They were actually the worst circles I'd ever seen, but I guessed Trey wanted to encourage her. I was amazed at how seriously she was treating this math grade. It seemed to me that she was putting it above everything else, even her personal life. She gathered up all her things so that she and Trey could go to the library. Eddie looked disappointed but couldn't protest, lest it give away the truth about Angeline and him. Trey knew we weren't all actually related, but Eddie and Angeline's relationship was still kept secret. I realized then that it was almost time to meet Ms. Terwilliger. I hurriedly finished a banana and told Eddie and Jill I'd see them later. Whether they would talk about male modeling or Jill's dating life, I couldn't guess. I showed up right on the dot for my meeting but found Ms. Terwilliger's room locked and dark. Even in crisis mode, I supposed she was entitled to run a little late now and then, so I settled down on the hallway floor and read ahead for my English class. I grew so absorbed that I didn't realize how much time had passed until I heard the warning bell ring and realized students were starting to fill the halls. I glanced up just as the same harried substitute teacher from before came scurrying up to the door with a set of keys. I scrambled to my feet. â€Å"Ms. Terwilliger's out today?† I asked. â€Å"Is she okay?† â€Å"They don't tell me the reasons,† the sub said brusquely. â€Å"They just ask me to be here. I hope she left an assignment this time.† Knowing Ms. Terwilliger, I had a feeling it was going to be another â€Å"homework† day. I shuffled into the classroom after the sub, feeling a knot of anxiety in my stomach. The next hour was agonizing. I barely heard as the sub told us to work on homework. Instead, I kept sneaking glances at my cell phone, hoping a text would come from Ms. Terwilliger. No such luck. I went from class to class but was too distracted to give anything my full attention. I even shocked myself in English when I nearly mixed up Henry IV with Henry VI while answering an essay question. Thankfully, I caught myself before committing that embarrassing mistake to paper. When I returned to Ms. Terwilliger's classroom for my independent study at the day's end, I was expecting the sub to tell me I could leave early again. Instead, I found Ms. Terwilliger herself, rifling through papers on her desk. â€Å"You're back!† I exclaimed. â€Å"I thought something had happened to you.† â€Å"Not me,† she said. Her face was pale and drawn. â€Å"But someone else wasn't so lucky.† â€Å"No. Not again.† I sank into a chair, and all the fears I'd been carrying around today came crashing down on me. â€Å"I'd hoped we'd protected those girls.† Ms. Terwilliger sat down opposite me. â€Å"It wasn't one of them. Last night, Veronica targeted one of my coven members. Alana.† It took me several moments to truly process that. â€Å"Your coven . . . you mean, like a full-fledged witch?† â€Å"Yes.† â€Å"Someone like you?† Her face gave me the answer before she spoke. â€Å"Yes.† I was reeling. â€Å"But you said she only went after young girls.† â€Å"Normally she does. That way she can capture youth and beauty along with power.† Ms. Terwilliger didn't look like she had to worry about someone stealing her youth anytime soon. Fatigue and stress were taking their toll on her, making her look older than she was. â€Å"Now, some magic users who perform this spell are only concerned about power, not getting younger. That's never been Veronica's style, though. She's vain. She always wanted the superficial benefits – not to mention easier victims. Someone like my coven sister would be more difficult to take, so this is surprising behavior.† â€Å"It means you could be a target,† I said. â€Å"You've been saying all this time that you're safe, but now everything's different.† Ms. Terwilliger shook her head, and a bit of steely resolve flashed in her eyes. â€Å"No. Maybe she did this to throw me off, to make me think it's someone else behind the spells. Or maybe to make me think she's not interested in you. Whatever the reason, she won't target me.† I admired Ms. Terwilliger for thinking so well of her sister, but I couldn't share her confidence that sisterly affection would overcome an evil quest for youth and power. â€Å"No offense, ma'am, but isn't there a slight chance you could be wrong about her coming for you? You said she'd only go after young novices, but obviously, that's not the case. She's already doing things you didn't expect.† Ms. Terwilliger refused to back down. â€Å"Veronica may do any number of terrible things, but she won't face me unless she's absolutely forced to.† She handed over a new spell book and a small drawstring bag. â€Å"Just because she went after an older witch, it doesn't mean you're out of danger. I've marked some pages I want you to go over. There's a spell there I think will prove particularly useful. I've gathered some components for you, and you should be able to cast the rest yourself – just make sure you do it somewhere remote. Meanwhile, I still need to make you that secondary charm. There's just so much to do lately.† A mix of emotions swirled within me. Once again, I was amazed that Ms. Terwilliger would go to such lengths for me. Yet I couldn't shake my fear for her. â€Å"Maybe you should make one for yourself, just in case.† She gave me a wan smile. â€Å"Still pushing that, hmm? Well, once I've secured yours, I'll see about another. It may take a while, however. What I have in mind for you is particularly complex.† That made me feel even worse. She always looked so worn out lately, and all these things she was doing for me were only intensifying the situation. But no matter how many arguments I made, she refused to listen. I left her classroom feeling upset and confused. I needed to vent to someone. Obviously, my choices were limited in this matter. I texted Adrian: V attacked a real witch last night. Ms. T won't protect herself. She's only worried about me. As usual, I received a quick response: Wanna talk about it? Did I? I wasn't the type to sit and analyze my feelings, but I did actually want company. I knew I shouldn't spend more time around Adrian than I had to when my feelings for him were already so mixed. But he was the only person I wanted to talk to. I have to cast some spells for her now. Want to pick me up and come along? My answer was a smiley face. She'd told me to go somewhere remote, so I picked Lone Rock Park again. When Adrian and I arrived, it was smoldering in the late-afternoon heat, and I found it hard to believe Christmas was only a couple weeks away. I'd dressed in layers, just like before, and took off my Amberwood hoodie as Adrian and I trekked across the rocky terrain. He took off a coat as well, and I had to do a double take when I saw what he was wearing underneath. â€Å"Really?† I asked. â€Å"Your AYE shirt?† He shot me a grin. â€Å"Hey, it's a perfectly good shirt. I think I'm going to see if I can start a chapter on Carlton's campus.† Carlton was the college he took art classes at. It was pretty small and didn't even have fraternities or sororities. â€Å"A chapter?† I scoffed. â€Å"Don't you mean the only chapter?† â€Å"Gotta start somewhere, Sage.† We reached the same spot where I'd practiced with Ms. Terwilliger, and I tried to ignore the scorch marks on the ground. Adrian had decided to turn this into a desert picnic and had brought along a basket containing a blanket and a thermos of lemonade. â€Å"I figured we could stop at Pies and Stuff on the way back since I know how much you like that place,† he explained, deadpan, as he poured me a cup. â€Å"Hopefully this'll tide you over after the spell.† â€Å"I wish this was over,† I said, running my hand over the weathered leather of Ms. Terwilliger's latest book. It was an old handwritten one called Summonings and Conjurations. â€Å"I hate living with the uncertainty, worrying that Veronica's lurking behind every corner. My life's already complicated enough without witches coming after me.† Adrian, face serious, stretched out on the blanket and propped his head up with his elbow. â€Å"If she's even coming after you.† I sat down cross-legged, careful to keep a lot more distance than in the Velvet Suite. â€Å"Ms. Terwilliger won't listen to me. She just keeps stressing over me.† â€Å"Let her,† he suggested. â€Å"I mean, I totally get why you're worried about her. I am too. But we have to accept that she knows what she's talking about. She's been involved with this stuff a lot longer than we have.† I couldn't help but smile at that. â€Å"Since when are you involved with magic?† â€Å"Since I started looking after you and being all manly and brave.† â€Å"Funny, I don't remember it that way.† I worked to keep a straight face. â€Å"If you think about all the rides I gave you, me getting you into college . . . well, it kind of seems like I'm looking after you.† He leaned toward me. â€Å"I guess we look after each other.† We locked eyes and smiled, but there was nothing sensuous about it. There was no trick here, no sly move on Adrian's part to advance on me. And there was no fear on my part. We were just two people who cared about each other. It reminded me of what had initially drawn us together – before all the romantic complications. We connected. Against all reason, we understood each other, and – as he said – we looked out for each other. I'd never had a relationship quite like that with anyone and was surprised at how much I valued it. â€Å"Well, then, I guess I'd better get to work.† I glanced back down at the book. â€Å"I haven't had a chance to look at what she wants me to do. It doesn't sound like a defensive book.† â€Å"Maybe you're graduating from fireballs to lightning bolts,† Adrian suggested. â€Å"I bet it'd be a lot like throwing ninja stars. Except, well, you could incinerate people.† When I found the page Ms. Terwilliger had marked, I read the title aloud: â€Å"Callistana Summoning.† â€Å"What's callistana mean?† asked Adrian. I scrutinized the word, making sure I was deciphering the elaborate script correctly. â€Å"I don't know. It's kind of like the Greek word for ‘beautiful,' but not quite. The spell's subtitle is ‘For protection and advanced warning.'† â€Å"Maybe it's some kind of shield, like the one Jackie had,† suggested Adrian. â€Å"An easier one.† â€Å"Maybe,† I agreed. I wouldn't mind a little bit of invulnerability. I opened up the bag Ms. Terwilliger had given me. Inside, I found dragon's blood resin, a small bottle of gardenia oil, branches of juniper berries, and a glittering smoky quartz crystal, rutilated with lines of gold. Although she'd provided the ingredients, the spell's directions required that I use and measure them in a very specific way, which made sense. As usual, it was the caster's work that powered the magic. Adrian sat up and read over my shoulder. â€Å"It doesn't really say what happens when you cast it,† he pointed out. â€Å"Yeah . . . I'm not really excited about that part.† Presumably, the caster was supposed to just know what she was doing. If this was some kind of protective shield, then maybe the shield would materialize around me, just as it had for Ms. Terwilliger. â€Å"Well, no point in wasting time. We'll find out soon enough.† Adrian chuckled as he watched me walk over to a clear piece of land. â€Å"Am I the only one amazed that you now perform magic blindly?† â€Å"No,† I assured him. â€Å"You're not the only one.† I had to pluck the juniper berries off one by one and make a small ring with them, saying, â€Å"Fire and smoke,† each time I placed one on the ground. When I finished, I anointed each berry with a drop of the oil and recited, â€Å"Breath and life.† Inside the circle, I lit a small pile of the resin and rested the smoky quartz on top of it. Then I stepped back and reread the spell, committing the words and gestures to memory. Once I was satisfied I knew it, I handed it to Adrian and shot him a hopeful look. â€Å"Wish me luck,† I said. â€Å"You make your own luck,† he replied. I tried not to roll my eyes and turned toward the circle. I recited the spell's complex Greek incantation, pointing in the four cardinal directions as I spoke, per the book's instructions. It was startling how quickly the magic welled up within me, filling me with that blissful power. I spoke the last words, pointing at the juniper circle as I did. I felt the magic pour from me and into the quartz. Then I waited for something to happen. Nothing did. I looked back at Adrian, hoping he noticed something I hadn't. He shrugged. â€Å"Maybe you did it wrong.† â€Å"It worked,† I insisted. â€Å"I felt the magic.† â€Å"Maybe you just can't see it. At the expense of getting myself in trouble here, you should know how amazing you look when you do that stuff. All graceful and – † His eyes went wide. â€Å"Um, Sydney? That rock is smoking.† I glanced back at the circle. â€Å"That's just the resin that's – â€Å" I stopped. He was right. Smoke was coming out of the quartz. I watched, fascinated, and then slowly, the quartz began to melt. Rather than dissipate into a puddle, though, the liquid began to re-form into a different shape, one that soon hardened into something new and unexpected: a crystalline dragon. It was small, able to fit in a palm, and glittered just like the dark brown quartz had. The dragon looked more like the serpentine kind usually associated with Chinese culture rather than the winged types of European myth. Every detail was meticulously carved, from the tendrils of its mane to the scales on its hide. It was stunning. Also, it was moving. I screamed and backed up, running into Adrian. He put an arm around me and held me as protectively as he could, though it was clear he was just as freaked out. The dragon opened its crystal eyelids and peered at the two of us with tiny golden eyes. It elicited a small croak and then began walking toward us, its small claws scraping against the rocks. â€Å"What the hell is that?† Adrian demanded. â€Å"Do you really think I know?† â€Å"You made it! Do something.† I started to ask what had happened to him looking out for me, but he had a point. I was the one who'd summoned this thing. No matter where we moved or backed up to, the dragon continued to follow and make a small, high-pitched screeching noise that sounded like nails on a chalkboard. I groped for my cell phone and tried to dial Ms. Terwilliger, but there was no reception out here. Darting over to the blanket, I grabbed the spell book and then hurried back to Adrian's side. I flipped to the index, looking up callistana. There I found two entries: Callistana – Summoning and Callistana – Banishing. You would've thought the two would be near each other in the book, but they were pages apart. I flipped to the latter and found the instructions brief and to the point: Once your callistana has been fed and rested, you may summon and banish it at will for a year and a day. A short incantation followed. I looked up at Adrian. â€Å"It says we have to feed it.† â€Å"Will that make it shut up?† he asked. His arm was around me again. â€Å"I honestly don't know.† â€Å"Maybe we can outrun it.† All my instincts about hiding the supernatural world kicked in. â€Å"We can't just leave it for some hiker to find! We have to get it some food.† Not that I had any clue what to feed it. Hopefully humans and vampires weren't on the menu. A look of determination crossed Adrian's features. In a great show of bravery he lunged for the picnic basket and actually managed to scoop the dragon up in it. He slammed down the lid, and the mewling faded but didn't stop. â€Å"Wow,† I said. â€Å"Manly and brave.† Adrian regarded the basket with dismay. â€Å"I just hope that thing doesn't breathe fire. At least it's contained. Now what do we do?† â€Å"Now we feed it.† I made a decision. â€Å"We take it to Pies and Stuff.† I didn't know if dragons ate pie, but that was the closest food source we had. Besides, I was pretty sure I'd be able to get a cell phone signal there. So, Adrian drove us back to the little diner while I gingerly held the noisy basket. He went inside, and I stayed in the car and tried to call Ms. Terwilliger. I was sent to voice mail and didn't even bother with formalities. Was she never near her phone anymore? â€Å"Call me now,† I said through gritted teeth. The dragon's screeching was really starting to get to me. Adrian returned in about ten minutes carrying two bags. I stared in amazement as he got in the car. â€Å"Did you buy out the store?† â€Å"I didn't know what kind it wanted,† he protested. Between the two bags, we had half a dozen slices of different kinds of pies. Each one's container was neatly labeled. â€Å"I really don't know either,† I said. Adrian sifted through the bags and pulled out a slice of coconut cream. â€Å"If I were a dragon, this is what I'd go for.† I didn't argue, mainly because that statement had no logical argument. He took the lid off the pie and then looked at me expectantly. With a gulp, I opened the basket's lid and prayed the dragon wouldn't climb out and claw my face off. Adrian quickly set the pie down in the basket. Nervously, we both leaned forward to watch. At first, the dragon looked as though it really would climb out after us. Then it noticed the pie. The little crystal creature sniffed at the slice, circled it a few times, and then began gnawing at the pie in teeny-tiny bites. Best of all, the screeching stopped. We watched in wonder as the dragon made its way through a third of the coconut cream pie. Then, without warning, it rolled over onto its back and began to snore. Adrian and I sat there, frozen, and then finally dared to look at each other. â€Å"I guess you were right about the flavor,† I said. â€Å"Do you think you can banish it now?† he asked. â€Å"Is it fed and rested enough?† I retrieved the spell book to double-check the incantation. â€Å"Time to find out.† I recited the words. Smoke fluttered from the dragon's body. He began to shimmer, and within moments, we were looking at an inert piece of smoky quartz. In another valiant display, Adrian picked it up but held it as far away as possible as he studied it. The ringing of my phone startled both of us, and he dropped the crystal back into the basket. I looked at the phone's screen and saw Ms. Terwilliger's name. â€Å"You made me summon a dragon!† I exclaimed. â€Å"I most certainly did not,† she responded. â€Å"Callistanas are a type of demon.† I froze. â€Å"A demon.† â€Å"Well,† she amended. â€Å"A very minor and generally benign kind.† I didn't reply for a while. â€Å"Sydney? Are you still there?† â€Å"You had me summon a demon,† I replied, voice stiff. â€Å"You know how I feel about evil and the supernatural. You've spent all this time trying to convince me that the magic we do is all for some greater good in the battle against evil, and yet you made me summon a creature of hell.† â€Å"Creature of hell?† She snorted. â€Å"Hardly. You know nothing about demons. I told you it's benign, didn't I? Callistanas can be very useful. They'll warn you if dark magic is nearby and will even try to defend you if you're attacked – not that they can do much damage.† I wasn't buying it. â€Å"If they're so useful, then why don't you have one?† â€Å"Oh, well, I'm at a level where I can sense dark magic on my own. That, and – if you'll forgive my language – callistanas are a real pain in the ass. They make the most irritating noise when they're hungry. Cats are more than adequate for my needs.† â€Å"Yeah,† I said. â€Å"I kind of noticed the noise part. I fed it some pie and turned it back into a rock.† â€Å"There, you see?† She sounded happier than I'd heard her in days. â€Å"Look at the progress you've made already. No matter what comes of this mess we've found ourselves in, I'm more convinced than ever that I made the right choice in guiding you on the magical path.† I had too much going on to really appreciate the compliment. â€Å"So what do I do now?† â€Å"It'll disappear on its own after a year and a day. Until then, you can call it when you need it. You can try to train it. And of course, you'll have to feed it. Whatever you choose to do, it will be loyal to you. It bonds with the first person it sees and will need to spend time with you . . . Sydney? Are you there?† I'd gone silent again. â€Å"The first person it sees?† I finally managed to ask. â€Å"Not the caster?† â€Å"Well, usually they're one and the same.† I glanced over at Adrian, who was eating a piece of blackberry pie while listening avidly to my side of the conversation. â€Å"What happens if there were two people there when it opened its eyes? Adrian was with me when I summoned it.† Now she paused. â€Å"Oh? Hmm, well, I probably should've said something before you cast the spell.† That had to be the understatement of the century. â€Å"You should've told me a lot of things before I cast it! What does it mean that the dragon – demon, whatever – saw both of us? Did it bond with both of us?† â€Å"Look at it this way,† Ms. Terwilliger said, after several moments of thought. â€Å"The callistana thinks of you two as its parents.†