Saturday, December 28, 2019

Essay about Lears Character Development in Shakespeares...

Lears Character Development in Shakespeares King Lear Though King Lear, of Shakespeares play, King Lear, wrongs both Cordelia and Kent in his harsh treatment against them, the unjust actions of Regan and Goneril against King Lear cause him to be a man more sinned against than sinning (3.2.60-61). In order to relieve himself of the problems and work associated with holding his position so he can unburdened crawl toward death, King Lear, of pre-Christ Britain, divides up his kingdom into three portions, one for each of his daughters (1.1.41). To decide the daughter to whom he should give the largest portion of the kingdom, King Lear holds a competition that merely serves to feed his ego. He requires each daughter to publicly†¦show more content†¦When the Earl of Kent attempts to stand up for Cordelia and point out the rashness of King Lears actions, he banishes him, too. Neither Cordelia or Kent deserved such severe and unforgiving punishment – in fact, they deserved no punishment at all, as they did nothing wrong. Despite King Lears horrendous actions against both Cordelia and Kent, neither of these characters takes revenge on him. In fact, Cordelia eventually forgives King Lear and Kent comes back to Britain and serves the king in disguise. After splitting up the nation between his two remaining daughters, King Lear keeps one hundred knights for himself, and requests a place to stay. It only seems fitting that King Lear stay at Gonerils and Regans homes, since they owe their possession of those homes and their power to their father. Regan and Goneril quickly turn on their father, kicking him out of their homes, and leaving him to die in one of the worst storms they have seen. Though the actions of Regan and Goneril mirror the kings, in that they banish King Lear, just as he banishes Cordelia and Kent, their sin against their father is worse than his sin against Cordelia and Kent. King Lear bases his daughters love on superficial characteristics, he banishes Kent and Cordelia – his own daughter – and clings to his pride, not desiring to give up the title King even after he has yielded his power to hisShow MoreRelated The Importance of the First Two Scenes in King Lear1568 Words   |  7 PagesThe Importance of the First Two Scenes in King Lear      Ã‚  Ã‚   King Lear, as I see it, confronts the perplexity and mystery of human action. (Shakespeares Middle Tragedies, 169)  Ã‚  Ã‚  Ã‚   As the previous quotation from the scriptures of Maynard Mack implies, King Lear is a very complex and intricate play which happens to be surrounded by a lot of debate.   The folio of 1623, which was, as is well known, edited by two of Shakespeares fellow actors (Notes and Essays on Shakespeare, 242)Read MoreA Comparison Between the Plots of King Lear and Much Ado about Nothing910 Words   |  4 Pagescloser look at the plots of King Lear and Much Ado about Nothing. There are both similarities and differences in King Lear’s and Much Ado about Nothing’s plots in the rising action, climax, and resolution. Initially, There are both similarities and differences in King Lear’s and Much Ado about Nothing’s plots in the rising action. In both cases, you aren’t given much time upon beginning until situations start to escalate. Now, before I say anything about King Lear’s plot, I’d like to point outRead MoreEssay The Foolishness of Fools in Shakespeares King Lear1706 Words   |  7 PagesThe Foolishness of Fools in Shakespeares King Lear Shakespeares tragedy King Lear is comprised of many distinct themes. His contrasts of light and dark, good and evil, and his brilliant illustration of parallels between the foolishness of the plays characters and society allowed him to craft a masterpiece. Just as well, Shakespeares dynamic use of linguistic techniques such as pun and irony aid this illustration of the perfect microcosm, not only of 16th century Britain, but of all timesRead MoreKing Lear: Shakespeare’s almost Tragic Figure A tragic figure is often defined as an individual1400 Words   |  6 PagesKing Lear: Shakespeare’s almost Tragic Figure A tragic figure is often defined as an individual that is of noble birth, such as a king or other member of nobility. 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Shakespeare starts out the play with the subplot to show the audience that it is vital to know their part of the story to see the resolution of the main plot. The purpose of the subplot is to strengthen the purpose of the main characters’ lives in order to show the reader Shakespeare’s argument of humanity. The audience is quickly introducedRead MoreAnalysis of the Hero in King Lear1454 Words   |  6 Pages King Lear, a tragedy in which Shakespeare exhibits most fully his literary complexities, is surprisingly the least popular of the famous four. In spite of this, it is indefinitely the most talked about. For many this is Shakespeares most profound tragedy, one of the greatest plays ever written in any language at any time. It throws up questions, which remain as perplexing now as they were to Shakespeares earlier critics. And although thoroughly studied, the original story line has remained unchangedRead MoreThe Role of the Fool in King Lear Essay2177 Words   |  9 PagesAlison Dew Explore the role of the fool in King Lear. In Elizabethan times, the role of a fool, or court jester, was to professionally entertain others, specifically the king. In essence, fools were hired to make mistakes. Fools may have been mentally retarded youths kept for the court’s amusement, or more often they were singing, dancing stand up comedians. In William Shakespeare’s King Lear the fool plays many important roles. When Cordelia, Lear’s only well-intentioned daughter, is banishedRead MoreRole Of A Fool Or Jester During Elizabethan Times1351 Words   |  6 Pagesespecially the King. The fool would sing, dance, make jokes and make a fool of himself. In Shakespeare’s King Lear, the fool has many roles. When Lear banishes Cordelia from his kingdom, the fool in a way takes on Cordelia s role. He is not only a fool, but through his sarcasm and irony, he becomes the king s loyal advocate by pointing out the king’s shortcomings. The fool is the only one who is able to criticize the king of his s hortcomings without consequences and is able to abate the king s behavior

Friday, December 20, 2019

Analysis Of The Poem The Before They Pass Away

Alexis Giovinazzo Cultural Anthropology March 9th, 2014 Midterm Essay 1: The â€Å"Before They Pass Away† project is led by photographer Jimmy Nelson who travelled the world and documented various indigenous cultures between 2010 and 2013. His project is relatively controversial and is intended to spark conversation about these cultures, as well as remain as a resource over time. Photography can be written off as lacking intimacy and understanding of a society, yet Nelson attempts to go further in his relationship with his subjects, and form what he calls â€Å"intimate and unique friendships†. The photo projects, while representing Nelson’s positionality, leave the opportunity for viewers interpretations and personal understanding to be developed. In Wade Davis’s review of Jared Diamond’s book, he discusses the idea which Diamond proposes, that culture is derived from â€Å"environmental imperatives†. The Himba Tribe is described by Nelson as â€Å"tall, slender and statuesque herders† living in â€Å"one of the most extreme environments on earth.† Diamond would argue that their culture is a direct reflection of the environment they live in. Davis disagrees with this point and believes that culture is affected by more than just climate. Davis believes that these indigenous societies are important to remind us of alternate ways of life. Davis finds the idea between traditional and modern societies important in its ability to highlight different ways of living, and not a way for us to lookShow MoreRelated An Analysis of Ballad of the Harp-Weaver Essay915 Words   |  4 PagesAn Analysis of Ballad of the Harp-Weaver Take just a second to read the first eight lines very carefully. Picture yourself as a small child being with your mother or father sitting on their lap as they hold you. 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Two interesting portrayals of love are in the sonnet â€Å"They Flee From Me† by Thomas Wyatt and collection of sonnets â€Å"Amoretti† by Edmund Spencer. In these poems, love is described mostly in two opposite ways. While â€Å"They Flee From Me† portrays men as the victim to women and their deviousnessRead MoreLife of Edgar Allen Poe from Immigration to Poet1035 Words   |  5 Pages1800s though the 1850s. During this period of time there was a mass movement of European Immigration to the Uni ted States (Educating About Immigration). On the Statue of Liberty, which is located in The New York Harbor which many immigrants had to pass through, the words â€Å"Give me your tired, your poor, your huddled masses yearning to breathe free†¦Ã¢â‚¬  this quotation gave immigrants hope while entering the new land (Educating About Immigration). 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In a perfect world everyone would live to old age and pass away in their sleep, but this isn’t a perfect world and the reality is that death could come at any moment, whether one is ready or not. Many people fear death as it means an end to everything they’ve done in their life while others see it as the nextRead MoreTupac Poem Summary 2morrow Essay1045 Words   |  5 PagesPoet: Tupac Shakur Poem: And 2Morrow Critical Analysis Tupac Shakur is one of the most legendary and popular poetic/rap artists to this day. He is considered to be one of the most influential people of his time, influencing every African-American citizen in North America. Thought of as the creator of rap, Tupac has sold over seventy-five million albums worldwide although his career ended as quickly as it started. Six, is the number of years Tupac spent making rap professionally. ThirteenRead MoreNothing: Poetry and Persona1579 Words   |  7 Pagesthan  patience   a kind of thoroughness   I couldn’t see before.      I shall not let it pass.   My father,   this undoing is  what binds us. CRITICAL ANALYSIS OF THE POEM â€Å"BREAKING THROUGH† The poem Breaking Through written by Myrna Peňa-Reyes is very profound in terms of its appeal to the reader. The poem is all about the filial relationship between a son/daughter and a father. The poem basically revolves around the father and his son/daughter. The plot of the poem tells the reader that a certain persona in theRead MoreLast night Sharon Olds Essay1348 Words   |  6 Pagestogether, I close my eyes when I remember. I hardly knew myself, like something twisting and twisting out of a chrysalis, enormous, without language, all head, all shut eyes, and the humming like madness, the way they writhe away, and do not leave, back, back, away, back. Did I know you? No kiss, no tenderness–more like killing, death-grip holding to life, genitals like violent hands clasped tight barely moving, more like being closed in a great jaw and eaten, and the screaming I groan

Thursday, December 12, 2019

Love Canal Essay Research Paper May 15 free essay sample

Love Canal Essay, Research Paper May 15, 2001 Love Canal There are some of import legal facets to the Love Canal instance. Many civil actions or civil wrongs were brought against Hooker/Occidental during and after the Love Canal incident. By nineteen-eighty, Occidental faced over two billion dollars in cases chiefly from Love Canal but besides from misdemeanors in other parts of the state. Assetss would be sold off and all the people would merely acquire a small spot of money and the authorities would be stuck with the killing. This two billion dollar figure includes all the punitory harm instances brought about by persons every bit good as the cases filed by the federal, province, and metropolis functionaries. Much of these figures were intentionally inflated so when they were negotiated down the complainants would still acquire a sensible sum of money. This figure besides included both punitory and compensatory amendss. The tribunals finally found that Occidental was apt for merely compensatory amendss. We will write a custom essay sample on Love Canal Essay Research Paper May 15 or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Occidental was non held accountable for punitory amendss because a federal tribunal justice found that they had non acted with # 8220 ; reckless or motiveless neglect of safety or rights # 8221 ; . This is one of the criterions that must be proved along with carelessness to go on with punitory harm cases. This determination besides lowered the sum of the cases well so Occidental could afford to pay some of the amendss. Companies are usually held to strict liability when it comes excessively toxic dumping. This means if the chemicals are at that place illicitly than it is the company who is responsible for them. In this instance the company is at least partially responsible but the school board and metropolis of Niagara Falls besides acted negligently. Why so weren # 8217 ; t they sued every bit good? The reply lies in the deep pockets theory of civil wrongs. This theory says action the biggest company with the most money. Since toxic dumping is held in rigorous cubic decimeter iability, Hooker admitted seting the chemicals at that place, and they have a batch of money, they were the perfect mark for all the immense cases that followed. Another of import legal construct involved in this instance is the slippery incline thought. This is an of import incentive for authorities bureaus like the Environmental Protection Agency ( EPA ) , to modulate pollutants and force companies in misdemeanor to clean up their act. This construct fundamentally says if you give an inch they take a stat mi. It is of import to travel after big companies and do certain they are following the regulations and clean up their musss so that they don # 8217 ; t go environmental hogs dumping tuns of chemicals into our delicate environment. After old ages of judicial proceeding Occidental eventually paid the authorities 129 million dollars for killing of the Love Canal sight. They paid 102 million into the Superfund program and 27 million to the federal authorities on behalf of the Federal Emergency Management Agency. This was in compensation for the money the authorities spent in declaring Love Canal a province of exigency. One legal loophole that is non widely publicized is that for the money put into the Superfund program by Occidental 64.5 million could be given back to them in the signifier of a revenue enhancement recognition. This involves legal maneuvering to acquire Occidental to settle the instance taking a batch of political emphasis. And the authorities will acquire some money to assist the clean up. Throughout this instance there was a batch of legal maneuvering every bit good as political force per unit area put on the legal system. It was an emotionally charged instance with multiple parties responsible for the love canal catastrophe but at the clip the dangers were non every bit clear as they are now. It # 8217 ; s a batch easier to look back and knock than it is to do the best determinations as one goes along. Regulative bureaus like the EPA and FEMA are so of import in protecting Americans from companies in misdemeanor of environmental Torahs.

Wednesday, December 4, 2019

The Rules Of Statutory Interpretation †Free Solution - Click Now!

Question: With reference to the rules of statutory interpretation and the doctrine of binding precedent, to what extent do UK judges trespass on the proper function of Government and the Legislature when exercising their legal decision-making functions? Answer: Introduction: The theory of separation of power exists in the system of United Kingdom. Separation of power means the three organs of the Government that is legislature, execute and judiciary must work independently. No department will overlap the function of other. The legislature has the duty to make the law, executive will apply those laws and Judiciary will interpret those laws. The judiciary played a vital role of interpreting the law. On that occasion some time judiciary will apply its mind to find out the best possible way to interpret the law. But in this process some time judges will apply the according to the need of the case. The rule is that judiciary will interpret the law according to the intention with which the legislators prepare the law. But using the principle of statutory interpretation the judges in UK some time apply the law according their own view that is direct overlapping between the function of two organ of government. Principle of statutory interpretation: This is a process in which judges of the court construe and relate the legislations. The interpretation of the statute is essential the case involves any piece or part of the specific Act. If the meaning of the legislation is unambiguous and strait then the interpretations are also plain and simple but if the meaning are vague and involves lots of ambiguity then the judges have to play more responsible role in interpreting the statute. For finding the connotation of the particular statue judges have various instrument in that regard like statutory interpretation, lawmaking history, and finding the purpose of the legislation. Injurisdictions of common law, the courtsmay perhaps concern about the rules of legislative elucidation to those laws endorsed by theparliamentor by the authority in exercise of delegated legislationin cases of executiverules. The work of the judiciary is to interprets the legislations in a way so that in can be applicable for any particular case. No legislation is called to be so unambiguous that it can fit for each and every case. There are various reasons for the ambiguity like the words of the legislation are not so clear to understand the intention, or the legislation is not competent to fulfill all the requirements of the case like technical advancement and all, or doubts attached to the law from the time of enactment. For all these mentioned matters statutory interpretation is required. There is a principle that the parliament is ultimate in case of making regulation and the courts are just acted as analyst of those regulations. However in reality while executing the role of interpreter the judges can formulate comprehensive alteration in the execution of the Act. If there are conflicts between the sources of law: The rule of statutory interpretation will be applicable where there are conflicts between the Acts and the precedential case laws. It is assumed that legislation will be predominant over the precedential case laws by the court. This is called as parliamentary supremacy in United Kingdom. Rule of Ejusdem Generis: The whole statute must be considered as a whole. If a part is inconsistent then that part must be interpreted in the light of the whole statute. A law cannot be construed in an attempt to be incompatible with other prevail laws. Wherever there is an irregularity the judges must give effort to supply a harmonious construction on that scenario. There are main three rules in regard to statutory interpretation. They are plain meaning rule, golden rule and mischief rule of construction. The plain meaning rule means the statutes must be interpreted in simple way according to its meaning. In the case of Sussex Peerage Case the decision was come out that the interpretation must be done according to the intention of the law maker which reflects from the legislation. When the statues are clear cut in meaning there is no need to incorporate any kind of construction which can change the meaning of the statute. In the case ofWhiteley v. Chappel, gave a verdict that the person named as Whiteley could not be imprisoned under the clause that every individual is allowed to take part in an election, for the reason that the individual whom he includes was a deceased person. By means of a factual interpretation of the applicable legislative stipulation that the dead man was not included in the term of an individual allowed to take part in an election. Obviously it is not the purpose of legislative body. Though, the above mentioned literal construction can only be applicable when the words are used in simple and plain form. Pepper v Hart was a land mark case in this regard. In this case the court allowed adding references in cases where there is absurdity attached o any legislation or not. The golden rule allows a judge to depart from a word's normal meaning in order to avoid anabsurdresult.The principle called golden rule originated near about in 1854 and involve a new range of modification in the rule of interpretation. This rule makes harmonious construction between the rule of lateral meaning and mischief rule. This rule generally advocates for the plain and simple meaning of the word of the legislature but whenever there is ambiguity judges will apply their mind to fix it up to the mark. In Becke v. Smith case Parke J commented that it is necessary and useful principle of interpretation to hold the normal meaning of the statute unless there is a discrepancy with the intention of the law makers. To remove irrationality the words statute can be varied or modified to remove the inconsistency. In Grey v. Pearson it was commented by Lord Wensleydale that in case of all the written legal document normal grammatical meaning must be incorporated. But if there in inconsistency or irregularity in the meaning then judges take step accordingly. The rule was applied inSigsworth, Re, Bedford v Bedford .In this case court decide that the matter by applying this rule. This principle was applied on the section 46 of theAdministration of Estates Act 1925. That particular Act wanted that the law court must apply the rule for someones power of inheritance in certain situations. The decision took by the court in this regard was that nobody ought to make any earnings from any criminal activity. The court wants to analysis the word issue in the light of the golden rule. A boy killed his own mother and then he commits suicide. The court was interested about the decision regarding the matter of inheritance. There were no arguments regarding the profit make out of any crime. The main objective of the mischief rule is to find the defect in the statute and remove it to implement it in a suitable manner. The court must implement the rule in that manner which can give the proper remedy. In Conway v Rimmer case court apply the statutory interpretation rule to discover the intention of the legislative body. In this application court raises some question that what are those hidden provisions which the law did not find or fail to cover. The law passed by the parliament now going to reviewed by the court. The Mischief Rule has much conservative submission than other two above mentioned rule. This rule applicable in that special circumstances where the court what to apply the statute to remove all the mischief. In this case the judges can took the help of the secondary sources also like parliamentary committee reports, law reviews etc to find out the intention of the legislature. This rule enhances the power of judges to decide he intention of the legislative body. In this case it can be seen that the parliamentary supremacy somehow not maintainable, the judges have more power to interpret the law to make it useable. The main advantages of this rule are that in case of common law jurisdictions like UK the presence of binding precedent principle has its effect on the rule of interpretation which helps to prevent misuse of the laws. Different law commissions of England also find it more useful that other rule of interpretation because it generally avoid ambiguous and vague results and more over its in conformity with parliamentary sovereignty. Heydon's Case, the most important andlandmark case. This mischief rule is also called as Heydon rule for this issue. It was the first case where themischief rulewas applied for the interpretation of statute. For this reason this case has its own flavor and significance towards the rule. Themischief regulationis extra bendable in order to application from theGolden rule and Literal connotation rule. In this mischief rule adjudicators are the main authority to examine the draw backs to make the proper analysis regarding the gap in the area covered by any particular statute. The ruling of this case was basically light upon the discussion and conflicts between the existing laws and pre existing common law. The judges of this case decide the matter and state that the object of a law was to remove the trouble occurring from the defect present in the common law. For that reason the court state that capacity of the statutes are inadequate so judges are required to interpret the law in quest of the actual intention of the legislators, or intention for the benefit of the public at large. In this case four questions are come into existence that what was the existing law before the said Act come into force? What was the proper or actual trouble and imperfection which the common law failed to cover and also discussed about the solution which parliament used to cure that problem and finally what was the real cause for that remedy. This case shows that though parliament is the highest authority in rule making but the judges also have the power to interpret it so that the defects in the law can be removes and the law can cover all the trouble occurred for that defect in statute. Principle of Binding precedent: Inthe systems of common law precedent has a greater value. Precedent generally means and includes that the decision of the higher court will be applicable to lower courts also.In general terms it can be said that in the same cause of action or in same related law if the higher court have any decision then it will be binding on the lower court also. Common lawlegal systems precedent has a greater value. Judges of the law courts are bound to follow the principle of binding precedent inthe jurisdiction of England. This is one of the distinguishing characteristics of the legal system in England. In the legal system of England the judiciary are not enjoys the right to construct their conclusion in relation to any progress or explanation of a statute. Lower courts may be obliged by a verdict decided in any preceding case. There are two crucial points in this regard. Firstly, the court must be in higher authority than the other court which is bound to maintain the precedent. Along with this the facts, scope, object or application of law of both the cases must be similar in nature between the two cases. Overlapping areas: If we consider the fact of constitution it is obvious that the judges are in subordinate position than the parliament. So judges are not in a position to challenge the validity of any of the decided laws enacted by the parliament. But the judges have the power to interpret the law in such a manner which will give effect to the he actual Act. Though there was a doctrine of parliamentary sovereignty but by interpreting the laws somehow they entered into the era of the legislature. In different cases as sighted above was shown that judges of different law courts apply their mind to cure the defect in the in the legislation and this power is amounts to trespassing to the power of the parliament itself. On the other hand the judges of the law court trespass to the authority of the executive also. The government means the executive enjoys the power of delegated legislation. But those delegated legislations are subject to judicial review. So in this case we easily understood that judiciary somehow restricts the power of executive also. In many cases if nay inconsistency occurs by any action of the executive the court will try the matter and pronounce the verdict. In case of the application of the principle of Sub Judice it was obvious that the parliament will not be able to discuss any matter in their session if that matter is pending on the court of law. In Jackson case the court determine the issue that there was always a restriction over the parliamentary supremacy if it involves any question of public good. Then the law court has the supreme authority interpret the case for the benefit of the public at large. Conclusion: By discussing the most prominent principle in UK that is the principle of binding precedent and the rule of statutory interpretation, it can be concluded that judges of UK to some extent encroaches in the domain of legislative and executive. The rights and duties are determined in the court of law. The legislations are effective to ensure those rights and duties but the court has the ultimate power to implement and utilize the meaning of the law as to the demand of the case. Executive cannot enjoy the arbitrary powers because their actions are also under the provisions of judicial review. In present era he law courts enjoys more power in interpreting the law and for the presence of the principle of binding precedent other courts also maintain that standard of interpretation. So the judiciary to some extent enters into the areas of the legislative and executive. I submitted the draft of this assignment. That draft was not up to the standard. It has problems in English like formation of sentence or grammatical errors. Now for this time I really work hard to meet the required standard. I read different articles and books from the library which are essential for this matter. My approach was not proper regarding the main issue. So I consult with my teacher and read different cases and books of jurisprudence and interpretation of statute. I am not citing all the resources in proper manner. Now for this time I learn the OSCOLA style of foot noting and implement it in proper way for referencing. References Black H and Nolan J,Black's Law Dictionary(West Pub Co 1990) Elliott C and Quinn F,English Legal System(Longman 2000) Endlich G,A Commentary On The Interpretations Of Statutes(Lawbook Exchange 2005) Katzmann R,Judging Statutes(Oxford University Press 2014) Leyland P,The Constitution Of The United Kingdom(Hart Publishing 2007) Lloyd of Hampstead D and Freeman M,Lloyd's Introduction To Jurisprudence(Stevens 1985) Ratnapala S,Jurisprudence(Cambridge University Press 2009) Riddall J,Jurisprudence(Butterworths 1991) Solan L,The Language Of Statutes(University of Chicago Press 2010) Becke v Smith(1836) 2 MW Conway v Rimmer[1968] UKHL Grey v Pearson(1857) 10 ER Heydon's Case(1584) 76 ER Pepper v Hart(1992) 3 WLR R (Jackson) v Attorney General[2005] UKHL Sigsworth, Re, Bedford v Bedford(1935) 2 MW Sussex Peerage Case(1844) 11 ClFin Whiteley v Chappel(1868) LR 4 QB

Thursday, November 28, 2019

Creationism And Evolution Essays - Creationism, Pseudoscience

Creationism and Evolution For a long time school administrators, teachers, parents and even students have argued for and against the teaching of either creation and/or evolution. Evolution has been taught in many public schools for generations because of the scientific methods and support it has as a scientific theory of how we as humans came to be. Many religions hold different views of how humanity as we know it was created and these people believe that students should be able to hear their side as well. There is one main problem, the separation of church and state and the limits that are set within this statement. Should creation be taught as theory just like evolution? Do other creation myths need to be told to support other religions? Where must we as parents and teachers and students draw the line? In my opinion evolution should not be taught in junior high or high schools for several reasons. First of all, there is obviously too much conflict to make it worth while. When I was taught about evolution in ninth grade it was covered in a fifteen minute period and dismissed. It wasn't something that was central to understanding the rest of the natural science that I was being taught and the teacher foresaw problems with discussions surrounding the issues of creationism versus evolution. If evolution is taught in a Christian majority classroom, the students are bound to want to discuss how they have been brought up believing things differently. These students are in a difficult part of their lives as it is; trying to establish their own personal identities, figuring out what they want to do with their lives and trying to rebel against their parents. Why should science teachers add to this with a theory that conflicts with most if not all religious beliefs. They are telling students that whatever they have been taught to have faith in is also just a theory and that the evolution theory has more scientific proof. This creates a lot of stress for the students, their families and the clergy at their church. Why do we need to this? Is it simply to introduce a theory about how Charles Darwin believed the world was created? Another problem is the fact that religion is not supposed to be discussed. This has changed over the years to some extent, but not enough to support any beliefs in the school buildings. If we teach creation alongside of evolution, we are getting away from the scientific part of the discussion and basing the proof of our theories on faith. Students and teachers are not allowed to pray in school, they are not allowed to hold Bible studies in school and they are not allowed to promote certain religions to others within the school. Why then should we start a discussion that will more than likely lead to a religious discussion and then cut it off when it does? If we teach creation alongside of evolution, what creation do we teach? Do we cover Christianity and Native American stories and leave out others? Do we try to teach a bit of all of the creation stories? No, we only bring up the Genesis accounts. This leaves out many other religions and beliefs. If we attempt to cater to all the creation stories, we find ourselves in a theology course or a social studies course rather than the science we intended to support. As far back as 1925 we see court cases that bring up this issue. In Dayton, Tennessee a man by the name of John Thomas Scopes, a high school biology teacher went against the law and taught evolution theory to his students. At this time the teaching of any creation theory had been banned in Tennessee probably for the same reason I am arguing. Many other court cases have come up since then arguing for one side or the other; creationism vs. evolution. The people who supported creationism looked at it from a scientific standpoint and called it "Creation science," but this only worked for a while until another case brought this idea to an end. The establishment clause in the constitution ruled that "Creation science" still has roots in religion and therefore violates the separation of church and state. Another group arguing on the side of creation suggested that creation could be taught simply as a theory much like evolution, as long as it received a "balanced treatment." It was no big surprise that this idea made it's way into

Sunday, November 24, 2019

Free Essays on Shroud And Tomb Of Christ

There almost always has been, and most likely always will be much debate over the origin of the Tomb of Christ and the Shroud of Turin, and the authenticity of these two remnants of Christ. The church of the Hole Sepluchure, where both Golgotha and the tomb of Jesus are said to be enclosed, has been around since the days of the first Christian king, while the Shroud of Turin was not well documented until late into the 13th century. The lack of evidence in either case, and the controversy surrounding them leaves the catholic church with a bit of a conundrum, and outs Christians to a test of faith. The church of the Holy Sepluchure was first found by Helena, the mother of the Emperor Constantine. It is located at the tomb of Jesus Christ, owned by Joseph of Arimathea. The tomb is just outside the city gates of Jerusalem, because Jews did n’t let the dead be buried inside of the city except in the case of kings. The tomb was close to the place of the crucifixion, as it is believed that the same basilica is atop both Golgotha and the tomb. There is far less debate over the authenticity of the Tomb of Christ than the Shroud because it seems more than likely that the correct location of the tomb was recorded over the time elapsed between the death of Jesus and the time when, several centuries later, Helena discovered the site and started construction of the basilica over it. This is because at any given point during the elapsed time, there was always some recorded clan of Christians living inside the city of Jerusalem to pass down the tradition of where Jesus was buried. The Shroud of Turin has a much more dubious past and is filled with more controversy than any other relic save maybe the Holy Grail itself. The Shroud dates back to approximately the thirteenth century when it first turned up in mediaeval France, on display by private owners. The church suppressed the rising popularity of the cloth by removing it from the public view. ... Free Essays on Shroud And Tomb Of Christ Free Essays on Shroud And Tomb Of Christ There almost always has been, and most likely always will be much debate over the origin of the Tomb of Christ and the Shroud of Turin, and the authenticity of these two remnants of Christ. The church of the Hole Sepluchure, where both Golgotha and the tomb of Jesus are said to be enclosed, has been around since the days of the first Christian king, while the Shroud of Turin was not well documented until late into the 13th century. The lack of evidence in either case, and the controversy surrounding them leaves the catholic church with a bit of a conundrum, and outs Christians to a test of faith. The church of the Holy Sepluchure was first found by Helena, the mother of the Emperor Constantine. It is located at the tomb of Jesus Christ, owned by Joseph of Arimathea. The tomb is just outside the city gates of Jerusalem, because Jews did n’t let the dead be buried inside of the city except in the case of kings. The tomb was close to the place of the crucifixion, as it is believed that the same basilica is atop both Golgotha and the tomb. There is far less debate over the authenticity of the Tomb of Christ than the Shroud because it seems more than likely that the correct location of the tomb was recorded over the time elapsed between the death of Jesus and the time when, several centuries later, Helena discovered the site and started construction of the basilica over it. This is because at any given point during the elapsed time, there was always some recorded clan of Christians living inside the city of Jerusalem to pass down the tradition of where Jesus was buried. The Shroud of Turin has a much more dubious past and is filled with more controversy than any other relic save maybe the Holy Grail itself. The Shroud dates back to approximately the thirteenth century when it first turned up in mediaeval France, on display by private owners. The church suppressed the rising popularity of the cloth by removing it from the public view. ...

Thursday, November 21, 2019

Historical Facts from 1890's Research Paper Example | Topics and Well Written Essays - 1000 words

Historical Facts from 1890's - Research Paper Example The invention of this was seen in both male and female circles, where in its early days it was played by both males and females with a popular following in both. The game of basketball also featured in colleges after it spread from YMCA gyms in 1892 (â€Å"1890-1930 Antique Style†). After the invention of basketball, the game, and the basketball as the medium of play, the rules governing the game took shape in the 1890s, especially in 1897 when the free throw was established at 15 feet from the hoop. As a result, the 1890s saw the birth of a game that has come a long way to gain popular following in modern times. In addition to sports, the first game professional football game was held in 1895 in Latrobe Pennsylvania, where Latrobe YMCA emerged as the winners against Jeannette Athletic Club (â€Å"The 1890's - The Age of Immigration†). The result was 12-0, which was quite a thrashing by the Latrobe YMCA. The year 1895 saw the first United States Golf Open occur in Newpo rt, Rhode Island, where the event was organized by USGA in which a thirty six hole competition took place between ten professionals and one amateur. Historically, it was also the first Open golfing event to be won by a foreigner, who in this case was an Englishman. Women Suffrage In women issues, two groups or unions that were fighting for the equal rights of women merged. The two groups were American Women Suffrage Movement (AWSA) and NSWA and merged in the year 1890 to form National Woman Suffrage Movement (NAWSA) under the leadership of Elizabeth Stanton (â€Å"Women's Rights Movement†¦.†). This made the women rights movement gain popularity throughout the 1890s and into the 1900s; in 1893, Colorado became the first state to take on an amendment that approved women the right to vote while Utah and Idaho followed in adoption in 1896. In addition to Idaho and Utah ratifying the women’s voting rights in 1896, there was the formation of The National Association of Colored Women in the same year. It was formed by bringing together over 100 clubs with membership of black women and aimed at promoting equality for women, raise finances for projects benefitting women and children, and opposing segregation and racial violence. To ease women suffrage, the first safety bike was made available in the United States in 1894 to suit the needs of women. This was termed as a step towards independence as women broke the convention in riding bicycles and working outside the home, gaining physical mobility. The same 1890s, in general, saw the fashion sense for women change dramatically concerning sports. This was concerning the rethinking of the fashion sense and its practicality to the activities in which women engaged especially cycling. Cycling did not require billowing skirts and corsets, but rather rational dress forms. Political Politically, the 1890s saw plenty happen in relation to the United States, especially with the implementation of policies that affected the relations of nationals and foreign affairs. In the year 1890, congress established the Oklahoma Territory on the lands that the Indians claimed to be theirs, which broke a significant trust. This is concerning the pledge that congress had made not to invade native Indian land, but rather preserve it for them. In the year that followed, a significant landmark occurred, in which a new

Wednesday, November 20, 2019

Skipper Charter Airline Research Proposal Example | Topics and Well Written Essays - 750 words

Skipper Charter Airline - Research Proposal Example The company started a few years ago with the main of growth and expansion to international flights. Skipper airline charter is a unique air charter organization that strives to be creative and pioneering leaders in the field of airline transport. Skipper Airlines is the largest provider of fly in fly out services in Bahamas and Florida. This company operates nearly hundred flights per week. The company’s main mission is to attain customer satisfaction and seek and challenge future opportunities for the company’s prosperity. The company also aims to provide high quality services to its clients through partnerships in order to remain focused on the opportunities. All these visions, missions, and objectives can be attained through an efficient marketing plan. Skipper Charter Airline has been in the industry for almost half a decade and has never failed to achieve customer satisfaction. With the aircrafts at the clients’ disposal, customers can depart at their own wi ll and timetable even within minutes after arrival at the company’s airport. The company is conscious about the customer’s time and no more can a customer miss a flight. With Skipper Charter Airlines, the customer has the power to fly to and fro without the inconvenience of waiting flights or linking flights through a major airport. When taking into account a business trip or vacation trip, a customer should think about the benefits that Skipper Airline provides which include; cost effectiveness, comfort, and high quality services. As noted earlier, the major aim of any business to increase its growth and market share. Skipper airlines key customers are tourists and business clientele. Skipper Charter Airlines has a wide range of aircrafts that suit the different client requirements. Skipper Charter Airlines offers a single VIP passenger aircraft only an hour away for the tourists or business clientele or a 50 passenger aircraft. The corporate Skipper Charter Airlines team ensures that customers’ travel experience runs on time and budget. In order to attract more customers, Skipper Charter Airlines needs to invest more in its marketing communication. The company can employ advertising, public relations and direct marketing and offer discounts. Skipper Airlines can heighten its advertising through increasing budget for its marketing. The company needs to foster for increased frequency of both audio and visual adverts in the local radio and television stations. This will assist in increasing awareness among the target customers and lead to increased customers. The company can as well endorse a celebrity or a renowned business individual in its advertising. This will make customers want to be associated with the celebrity and in turn lead to increased market share. In addition, incorporating direct marketing will assist the company get a response from customers on their needs and devise ways on how to improve customer service. Moreover, Skipp er Charter Airlines may be involved in public relations through sponsorships or being involved in corporate social responsibilities. This will assist in creating a better reputation for the company among the customers and in turn contribute to increased sales and market share. Skipper Airlines has been providing air transport services to Bahamas and Florida for almost half a decade. The company’

Monday, November 18, 2019

The Role of Culture, Rights, and Justice Essay Example | Topics and Well Written Essays - 2250 words

The Role of Culture, Rights, and Justice - Essay Example Nevertheless, it becomes clear that the requirement for the formation of government is a certain form of collective ideology or shared values, and the existence of such facilitates the formation of states in the local domain and its nonexistence prevents that same formation in the global arena. It is impossible to build a ‘world state’ if there is ‘no community willing and able to support it’ (Gienow-Hecht & Schumacher 2004, 28). Likewise, for liberal theorists, the international arena is distinguished by â€Å"competing codes, rival philosophical traditions, clashing conceptions of morality† (Gienow-Hecht & Schumacher 2004, 28), or â€Å"the absence of what might be called an international sense of community† (p. 28). At this point, culture is undoubtedly an essential part of the transformation of the international system. But for a long time, culture did not serve a clear function in international relations theories. Instead of exploring the interaction between cultures and the states of conflict, theories are rooted in another plane underneath culture, that is, the nature of human beings. The subject matter of human nature is characterised by homogeneity, not diversity as in the case of culture (Harrison 2004). In the meantime, for liberal theorists, moral codes for the behaviour of the political sphere of the international arena may be based on a theoretical state of nature; they could be described in relation to individuals’ natural rights (Brown et al. 2004). Hence, according to Wendt (1999).

Friday, November 15, 2019

Mobile Learning In Higher Education

Mobile Learning In Higher Education This essay provides the research done on various colleges and universities on the usage of mobile application in promoting Mobile Learning or mLearning within the premises of the college. It also gives a brief overview of the fundamental learning advantages and some of the challenges that occurred in adoption of the mLearning over the learning done by the use of mLearning than through traditional face to face instruction or paper based learning and the current trend which is being followed. This essay also tells us about what are the various projects or programs or models going all around the world to promote the mLearning and how many have already implemented mLearning. KEYWORDS Educational Technology, Higher Education, Mobile Applications, Mobile Learning, mLearning. INTRODUCTION The aim of this essay is to investigate the concept of m-learning and the extent to which it is being implemented in higher education and to educate the students and institutes that how technology can be helpful in learning the programmes or getting the knowledge about the subject of their interest anytime anywhere they are located with the help of devices such as Smart Phones and the applications are being used in those Smart Phones. Examples of the mobile apps: Apples iTunesU, BlackBoard Mobile, the Amazon Kindle etc. Ally (2009) stated that Mobile learning is done through the use of wireless mobile technology that allows anyone to access information and learning materials from anywhere and at anytime. As a result, learners have control of when they want to learn and from which location they want to learn. Students and trainers/teachers are empowered to communicate with each other from anywhere at any time to share thoughts or data with each other and at the same time they can access the learning resources from anywhere at any time to plan the lessons which are too delivered to the students. Bereiter and Scardamalia(1994) said that the users can upload contents such as videos, word file or photos through their smart phones directly, into the discussion threads just by logging into the thread which is ongoing or they can create a new thread at any time they want despite of their location. This will enhance the functions provided by 3rd generation mobile phones and help in making the discussion more interactive. Lonsdale et al (2004) Mobile learning is distinguished by rapid and continual changes of context, as the learner moves between locations and encounters localised resources, services, and co-learners. Informal learning covers any learning that takes place beyond the classroom and formal curriculum, including learning for hobbies, curiosity, personal development, community involvement and everyday survival. What is Mobile Learning or mLearning? Osman et al. (2010) cited learning by means of wireless technological devices that can be pocketed and utilized wherever the learners device is able to receive unbroken transmission signals. Sharples et al. (2007) argues that learning supported by mobile devices such as cellular (mobile) phones, portable computers, and personal audio players. It has been suggested by Brasher and Taylor(2004, p33-37) any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies. Rajasingham (2011) states that an activity that allows individuals to be more productive when consuming, interacting, or creating information, mediated through a compact digital portable device that the individual carries on a regular basis and has reliable connectivity and fits in a pocket or purse. With the help of Mobile learning participants are not required to sit in the classroom, just similar to distant learning. Because of increase in Mobile Learning, learning has taken a new route that can occur anywhere and at any point of time. Sharples et al (2007) states that Mobile Learning can occur wherever people, individually or collectively, have problems to solve or knowledge to share. Traxler (2007) and some others defined mobile learning as learning that is wireless and is done with the help of digital devices and technologies that are currently in trend, which is generated to help the general public, and it is being used by anyone who is trying to learn something remotely. And some of the others define mobile learning by concentrating only on the mobility of learners and the mobility of learning by the means of mobile devices used by learners such as smart phones. Osman (2010) cited in his article that Traxler (2007) writes: so, mobile learning is not about mobile or about learning as previously understood, but part of a new mobile conception of society. Mobile Learning is not only to provide learning to learners whenever they are mobile but it should overcome the outdated concepts and the assumptions that were made about learning and how what it can change in the society(also from the technological point of view). Osman (2010) notes that some of the definitions and the understandings for mobile education/learning, which put the basic focus on the technologies and hardware, and it doesnt matter that it can be a handheld device such as personal digital assistants (PDAs), and mobile device such as Smartphones or Tablets. He also states that These definitions undermine a proper understanding of the uses of mobile technology in learning by confining their explanations and descriptions to the actual physical way in which the technology operates. According to him some of the definitions puts more focus on what learners experience when they use mobile technologies in education, while others inquire how mobile learning can be used to make a unique contribution to the advancement of education and other forms of e-learning. Ally (2009) writes in his book of Mobile Learning the major benefit of using wireless mobile technology in his book which is to reach people who live in remote locations where there are no schools, teachers, or libraries. With the help of Mobile technology that can be used by anyone despite of their geographical location which will in turn benefit communities in such places as a result students and workers will stay with their families and are not suppose to move for jobs or to go to a different location to learn or to access information. He also said that At the same time, business owners, agriculture workers, and other working sectors can access information to increase productivity and improve the quality of their products by learning about agriculture and there aspects remotely using mobile devices. Finally, because remote access using wireless mobile technology reduces the need for travel, its use can reduce humanitys carbon footprint on earth to help maintain a cleaner environme nt. ECAR (2012) reported that students value anytime, anywhere access to the Internet. In the most recent ECAR study of students and IT, 78% of students considered Wi-Fi extremely valuable to their academic success. While a wireless telecommunications network is obviously preferable because it allows interaction, updates, hyperlinks, and more, it is still not ubiquitous. The ECAR research report Mobile IT in Higher Education, 2011 found that 76% of institutions report good or very good mobile communication signal coverage in the area of our institution. This is a positive trend for on-campus mobile learning; however, off-campus access to networks is important as well. Application Store for Mobile Learning in the Market According to a survey done by ECAR in 2011 it states that App Brain BlackBoard website where Stand-alone mobile learning applications are proliferating at an astonishing rate: As of September 2011, the iTunes App store offered 46,340 apps in the education category, accounting for 9.35% of all apps available; as of October 2011, the total number of education apps for the Android platform (available from the Android Market) was 12,129. Established e-learning systems have evolved to offer mobile components, fostering anytime, anywhere access to coursework. Blackboard Mobile is a mobile interface for the Blackboard learning management system that runs on iPad, iPhone, Android, BlackBerry, and WebOS mobile devices. Description about the use of BlackBoard App in Higher Education Most effective use of this use is to provide the users or learners with the benefit of accessing the information anytime irrespective of their geographical location and enhance the ways to enrich teaching learning. As a result it gives the students the benefits to stay connected to teachers the discussion forum and updated to the information regarding their studies. Everyone will have everything they need right on the mobile devices they wanted just a click away or a touch away from their variety of mobile devices including Android, BlackBerry and IPhone OS. With this application students and teachers can access and upload and download the multiple format document or information. This application also provide user to create thread or discussion forum to share their thoughts on a particular topic or they can seek help online by posting their problem in the discussion thread and get a reply as soon as possible from the ones who are in present in the thread. Benefits of using a BlackBoard application on a mobile device at just  £1.99 a year or  £5.99 for life: Drop Box Integration: it helps to stay updated on the android devices or iOS with the content on the phone and their drop box account so they can upload as well post that information on to the discussion thread. Mobile Tests: students can take online test which are available on the blackboard and can submit the test as well at the same time. Push Notification: students can receive notifications for new announcements, new graded items, a test being posted, and many other course activities Announcements: this place is where instructors will post the news that students need to know. Students can access them instantly anywhere, anytime. Grades: here students can have the access of their marks of their midterms or homework assignments. Discussion: is a communication tool which helps to post a topic and all the participants can post their comments in that discussion forum. Content: can have the access of all the information related to students course they opted for. Roster: this feature provides the access to the roster of the class i.e. class list and can create a group to study. Three basic concepts of Mobile Learning Osman(2010) showed Figure 1 in which he tried to cite the three basic concepts of Mobile Learning. Mobility of Technology: means with advancement of technology nowadays the processors of mobile phones are very fast as compared to the earlier smart phones. At present day we can say that there is a tsunami coming in respect of the technology as new mobile phones are being launched in every two or three week of time. Wi-Fi networks are moving the capability as of a home broadband with 3G and now 4G in market: Wikipedia states 4G networks promise up to 1 GB per second transfer speed for walking or stationary pedestrian usage. Wikipedia says that 4G wireless began rollouts in the United States in late 2010, and by 2015 the United States will have the largest 4G coverage in the world. The processing of mobile devices is increasing along with that of the networks: Phone CPUs, the chips that power mobile computing; have recently reached the 1 GHz speed, comparable to netbooks. Almost every smart phone has sensors for landscape portrait depending upon the comfort of the user for example Nokia N8, iPhones etc. Mobility of Learning/Learner: with the help of this it doesnt depend where the user or learner is located he or she can get the access of the information whenever they want to and from wherever they are located geographically, for example: Distant Learning. The m-learning projects WITHIN HIGHER EDUCATION SECTOR Through out the world many projects and programs are going on in development of the mLearning applications and to promote mLearning within the educational institutes among the students and educators or trainers and help them to communicate remotely to share views and data. Projects going on within US Almost all the colleges and universities are taking Mobile Learning into the account to help learners to get the benefits of Mobile Learning and according to the ECAR research report done on mobile IT, 53% of colleges and universities had mobile-enabled at least one service, application, or website in the previous year. Similarly, a 2011 U.S. survey by the Campus Computing Project showed that 55.3% of public universities, 43.6% of public colleges, and 40.9% of community colleges have activated mobile apps as of fall 2011. Projects going on within UK ECAR (2012) states in their research bulletin that Outside the United States, mobile learning is growing by leaps and bounds. The U.K. MoLeNET program, possibly the worlds largest and most diverse implementation of mobile learning, fueled by more than $25 million in funding by government and academia, involves upwards of 40,000 learners in 104 different projects involving 147 colleges and 37 schools. ECAR (2012) states in their research bulletin that mobile learning project called MyArtSpace provided children on school trips to museums and galleries with mobile phones running apps linking multimedia content with the exhibits they were attending. The students could take photos, record themselves speaking, and enter notes, which the app then relayed to a website that students could share upon returning to their classrooms. Challenges in adopting mobile learning A major challenge for educators and trainers is how to develop learning materials for delivery on mobile devices. The learning materials should be in manageable learning chunks and should make use of multimedia. One approach is to develop the learning materials in the form of learning objects and then link them to form a learning segment. There are many advantages of using learning objects in mobile delivery including: they can be re-used and changed without affecting other learning objects, and they can be stored in an electronic repository for remote access at any time. YouTube (2012) states some of the challenges in a video for adopting Mobile Learning and they are as follow: Flash player which is in every smart phone but adobe said that they will not give it for every mobile device. How many devices users should have with them to access the mobile learning? To upload the data or information onto the mobile devices as the data are of heavy size so they are more and are not as good as for a Tablet(iPads, PDAs) more than a Smartphone. INCREASE IN production of Smart phones and iPads then laptops or desktops The above figure tells the increase in the production as well as the sale of the smart phones and tablets gradually since the year 1995-2010 as compared to that of a notebook or a desktop. CONCLUSION This paper gives a brief overview of some of the challenges and benefits of mLearning within the educational society to improve the outcome for learners and teachers as well. Mobile applications are growing day by day in market to help and support the learners and the teachers which in turn affects the way to communicate and share the information regarding learning perspectives. With the development of the technology the mobile technology is also increasing and it has advanced in such a way that mobile have the same chip size of the normal computer so we can use the same device to produce same outcome but it is more portable now and smaller in size. There are various applications like Blackboard Mobile in the market using which we can study on the portable devices such as smart phones, tablets, iPods etc which are smaller in size and they do the same work as a laptop or desktop wherever and whenever it is required to submit or download a document and can meet the deadlines on time. The use of mobile learning is new in education, it is important for learners and teachers to share what works and what does not work in mobile. This is critical because mobile devices are changing constantly with increasing capabilities and there is not enough time for everyone to conduct research and complete projects to learn about the best practices in mobile learning. This book is one attempt to give educators and trainers the opportunity to learn from the research and mobile learning projects so that they can build from where others have left off rather than start from the beginning. REFRENCES Scardamalia M and Bereiter C (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3, 265-283. Chan T, Sharples M, Vavoula G and Lonsdale P (2004). Educational metadata for mobile learning. In J Roschelle, T Chan, Y Kinshuk and SJH Yand (eds) Proceedings of the 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE). Computer Society Press. At http://csdl2.computer.org/comp/proceedings/wmte/2004/1989/00/19890197.pdf IEEE (2002). IEEE Standard for Learning Object Metadata. IEEE Std 1484.12.1-2002. NewYork:The Institute of Electrical and Electronics Engineers. Mohamed Osman M. El-Hussein and Johannes C. Cronje, Defining Mobile Learning in the Higher Education Landscape, Educational Technology Society 13, no. 3, 2010, 12-21, http://www.ifetsinfciliournals/133/3.pdf Mike Sharples, Josie Taylor, and Giasemi Vavoula, A Theory of Learning for the Mobile Age, in Sage Handbook of Elearning Research (London: Sage, 2007), 221-247 Andrew Brasher and Josie Taylor, Development of a Research Plan for Use of Ambient Technology to Test Mobile Learning Theories, in Mobile Learning Anytime Everywhere: A Book of Papers from MLEARN 2004, eds Jill Attewell and Carol Savill-Smith, 2004, 33-37. Watanabe T (2001). Knowledge management architecture of integrated educational support. In Proceedings of the Ninth International Conference on Computers in Education, Seoul, 12-15 November, 1138-1141. Ally, M. (2009) Mobile Learning Transforming the Delivery of Education and Training 1-2, Sharples, Taylor, and Vavoula, A Theory of Learning for the Mobile Age, 224. Traxler, J. (2007). Defining, Discussing and Evaluating Mobile Learning: The Moving Finger Writes and Having Writ The International Review in Open and Distance Learning, 8, 1-13. Eden Dahlstrom, Tom de Boor, Peter Grunwald, and Martha Vockley, ECAR National Study of Undergraduate Students and Information Technology, 2011 (Research Report) (Boulder, CO: EDUCAUSE Centre for Applied Research, October 2011), available from http://www.educauseedu/ecar This information comes from the website Mobile IT in Higher Education, 2011 Report, Resources for ECAR Subscribers, Data Tables, available from http://www.educauseedu/ECAR/MobiIelTinHiqherEducation20l1R1238470 This information comes from the website Mobile IT in Higher Education, 2011 Report, Resources for ECAR Subscribers, Data Tables, available from http://www.educause.edu/library/resources/future-mobile-learning Gregory Dobbin, with Eden Dahistrom, Pam Arroway, and I1ark C Sheehan, Mobile ITin Higher Education, 2011 (Research Report) (Boulder, CC: EDUCAUSE Centre for Applied Research, December 2011), 15-18. Big Gains in Going Mobile; Slow Movement Towards Cloud Computing, Campus Computing Project, http://wwwcampuscomputincjnetlitem/campus-computincj-2011-biq-qains-qoing-rnobile Mike Sharples, Dan Corlett, Susan Bull, Tony Chan, and Paul Rudman, uThe Student Learning Organiser in Mobile Learning: A Handbook for Educators and Trainers, eds. A. Kukulska-Hulme and J. Traxier (London: Routledge, 2005),139-149. Taylor, J., Sharples, M., and OMalley, C., Vavoula, G., and Waycott, J., (2005) Towards a Task Model for Mobile Learning: A Dialectical Approach, International Journal of Learning Technology, Special Issue: Interactions, objects and outcomes in learning, eds. P. McAndrew and A. Jones Passey D (1999). Anytime, anywhere learning project evaluation. Lancaster: Lancaster University/AAL. Romiszowski, Hows the e-learning baby? Factors leading to success or failure of an educational technology innovation, Educational Technology, vol. 44, no. 1, pp. 3-27, 2004. L. Rajasingham, Critical Factors for Successful E-Learning: ACase Study of the Universitat Oberta de Catalunya, E-Learn Centre, Internet Interdisciplinary Institute (IN3), Barcelona, Spain, 2010. L. Rajasingham, Will Mobile Learning Bring a Paradigm Shift in Higher Education? (Education Research International Volume 2011 (2011), Essay ID 528495, 10 pages doi:10.1155/2011/528495 R. Van Eck, Digital game-based learning, Educause Review,pp. 17-30, 2006. R. Shen, M. Wang, and X. Pan, Increasing interactivity in blended classrooms through a cutting-edge mobile learning system, British Journal of Educational Technology, vol. 39, no. 6, pp. 1073-1086, 2008. H. Ryu, Designing situated learning experiences, in Innovative Mobile Learning, H. Ryu and D. Parsons, Eds., pp. 255-272, Information Science, New York, NY, USA, 2009. C. Quinn, mLearning:Mobile, wireless, in-your-pocket learning, 2000,http://www.linezine.com/2.1/features/cqmmwiyp.htm. 4G, Wikipedia, http://enwikipediaorqwiki4g YouTube (2012). The 5 Big Challenges of Mobile Learning YouTube . July 23rd 2012. Available from: http://www.youtube.com/watch?v=ofBjtGQsfX0 [Accessed 3 November 2012].

Wednesday, November 13, 2019

A Clean, Well-Lighted Place Essay example -- Literary Analysis, Ernest

â€Å" A Clean, Well-Lighted Place† by Ernest Hemingway is a simplistic short story in which he narrates a scene in a Cafe, where the main characters are two waiters and an old man. In the story, Hemingway hardly created a background for his characters, but this was part of his minimalist writing style. He wanted to create a story that was straightforward to the reader, and in which the reader could easily understand his attitude. His purpose for writing the story was to expose his feelings on society, politics, and the individual at the time. These feelings could be characterized by three main words: desperation, disillusionment, and loneliness. Through all of the characters in his story, the reader was able to obtain one of these feelings. However, when I read the story I wanted to know more about the characters to be able to establish a connection with them. I wanted to know how and why did each of them acquired those feelings? Therefore, I decided to change the point of vi ew of the story from third- person- limited to first- person. Unlike Hemingway, I included more personal details about one of the main characters, in this case the old man, whom I consider to be the most mysterious character of the three. This way, I could make the reader relate more to the emotions conveyed by the story. Consequently, by showing the reader the old man's background, I made Hemingway's attitude of his original story stronger, and also establish a connection between the reader and the character(s). However, I also had to modify some of the plot, and language to make my scene coherent and relevant to my point of view. The most drastic change I made to Hemingway’s short story was the change of point of view from third- person- limited to first -per... ... When I first read â€Å"A Clean, Well-Lighted Place† by Ernest Hemingway, I thought that I lacked a connection to the story. I did not feel like I knew the characters, which left me with no connection to them and intrigued me as well, especially the old man. Why did Hemingway leave out backgrounds to his characters? This motivated me to write my scene through the old man's point of view. I felt that with the change of point of view to first- person, the reader would feel more attracted to the story, and at the same time I could keep Hemingway’s attitude of despair and disillusionment intact, maybe even make it stronger. With my part of the puzzle, I felt more at peace with his original story, and I was able to establish a relationship between Hemingway (as a writer) and me (as a reader). I was able to experience his motivation for writing â€Å"A Clean, Well-Lighted Place†.

Sunday, November 10, 2019

The Lust Lizard of Melancholy Cove Chapter 26~27

Twenty-six Val and Gabe entered the bar, then stepped out of the doorway and stood by the blinking pinball machine while their eyes adjusted to the darkness. Val wrinkled her nose at the hangover smell of stale beer and cigarettes; Gabe squinted at the sticky floor, looking for signs of interesting wild life. Morning was the darkest part of a day at the Head of the Slug Saloon. It was so dark that the dingy confines of the bar seemed to suck light in from the street every time someone opened the door, causing the daytime regu-lars to cringe and hiss as if a touch of sunshine might vaporize them on their stools. Mavis moved behind the bar with a grim, if wobbly, determin-ation, drinking coffee from a gar-goyle-green mug while a Tarryton extra long dangled from her lips, dropping long ashes down the front of her sweater like the smoking turds of tiny ghost poodles. She went about setting up shots of cheap bourbon at the empty curve of the bar, lining them up like soldiers before a firing squad. Every two or three minutes an old man would enter the bar, bent over and wearing baggy pants – leaning on a four-point cane or the last hope of a painless death – and climb onto one of the empty stools to wrap an arthritic claw around a shot glass and raise it to his lips. The shots wer e nursed, not tossed back, and by the time Mavis had finished her first cup of coffee, the curve of the bar looked like the queue to hell: crooked, wheezing geezers all in a row. Refreshments while you wait? The Reaper will see you now. Occasionally, one of the shots would sit untouched, the stool empty, and Mavis would let an hour pass before sliding the shot down to the next daytime regular and calling Theo to track down her truant. Most often, the ambulance would slide in and out of town as quiet as a vulture riding a thermal, and Mavis would get the news when Theo cracked the door, shook his head, and moved on. â€Å"Hey, cheer up,† Mavis would say. â€Å"You got a free drink out of it, didn't you? That stool won't be empty for long.† There had always been daytime regulars, there always would be. Her new crop started coming in around 9 A.M., younger men who bathed and shaved every third day and spent their days around her snooker table, drinking cheap drafts and keeping a laser focus on the green felt lest they get a glimpse of their lives. Where once were wives and jobs, now were dreams of glorious shots and clever strategies. When their dreams and eyesight faded, they filled the stools at the end of the bar with the day-time regulars. Ironically, the aura of despair that hung over the day-time regulars gave Mavis the closest thing to a thrill she'd felt since she last whacked a cop with her Louisville Slugger. As she pulled the bottle of Old Tennis Shoes from the well and poured it down the bar to refill their shot glasses, a bolt of electric loathing would shoot up her spine and she would scamper back to the other end of the bar and stand there breathless until her stereo pacemakers brought her heartbeat back down from redline. It was like tweaking death's nose, sticking a KICK ME sign on the head of a cobra and getting away with it. Gabe and Val watched this ritual without moving from their spot by the pinball machine. Val was cautious, just waiting for the right moment to move to the bar and ask if Theo had called. Gabe was, as usual, just being socially awkward. Mavis retreated to her spot by the coffeepot, presumably out of death's reach, and called down to the couple. â€Å"You two want something to drink, or you just window-shopping?† Gabe led them down the bar. â€Å"Two coffees please.† He looked quickly to Val for her approval, but she was fixated on Catfish, who was seated across from Mavis near the end of the bar. Just beyond him was another man, an incredibly gaunt gentleman whose skin was so white it appeared translucent under the haze of Mavis's cigarette smoke. â€Å"Hello, uh, Mr. Fish,† Val said. Catfish, who was staring at the bottom of a shot glass, looked up and forced a smile through a face betraying hangdog sorrow. â€Å"It's Jefferson,† he said. â€Å"Catfish is my first name.† â€Å"Sorry,† Val said. Mavis made a mental note of the new couple. She recognized Gabe, he'd been in with Theophilus Crowe a number of times, but the woman was a new face to her. She put the two coffees in front of Gabe and Val. â€Å"Mavis Sand,† Mavis said, but she didn't offer her hand. For years she'd avoided shaking hands because the grip often hurt her arthritis. Now, with her new titanium joints and levers, she had to be careful not to crush the delicate phalanges of her customers. â€Å"I'm sorry,† Gabe said. â€Å"Mavis, this is Dr. Valerie Riordan. She has a psychiatric practice here in town.† Mavis stepped back and Val could see the apparatus in the woman's eye focusing – when the light from over the snooker table caught it right, the eye appeared to glow red. â€Å"Pleased,† Mavis said. â€Å"You know Howard Phillips?† Mavis nodded to the gaunt man at the end of the bar. â€Å"H.P.,† Gabe added, nodding to Howard. â€Å"Of H.P.'s Cafe.† Howard Phillips might have been forty, or sixty, or seventy, or he might have died young for all the animation in his face. He wore a black suit out of the nineteenth century, right down to the button shoes, and he was nursing a glass of Guinness Stout, although he didn't look as if he'd had any caloric intake for months. Val said, â€Å"We just came from your restaurant. Lovely place.† Without changing expression, Howard said, â€Å"As a psychiatrist, does it bother you that Jung was a Nazi sympathizer?† He had a flat, upper-class British accent, and Val felt vaguely as if she'd just been spat upon. â€Å"Ray of sunshine, Howard is,† Mavis said. â€Å"Looks like death, don't he?† Howard cleared his throat and said, â€Å"Mavis has come to mock death, since most of her mortal parts have been replaced with machinery.† Mavis leaned into Gabe and Val as if guarding a secret, even as she raised her voice to make sure Howard could hear. â€Å"He's been cranky for some ten years now – and drunk most of that time.† â€Å"I had hoped to develop a laudanum habit in the tradition of Byron and Shelley,† Howard said, â€Å"but procurement of the substance is, to say the least, difficult.† â€Å"Yeah, that month you drank Nyquil on the rocks didn't help either. He'd drop off at the bar stool sittin' straight up, sit there asleep sometimes for four hours, then wake up and finish his drink. I have to say, though, Howard, you never coughed once.† Again Mavis leaned into the bar. â€Å"He pretends to have consumption sometimes.† â€Å"I'm sure the good doctor is not interested in the particulars of my substance abuse, Mavis.† â€Å"Actually,† Gabe said, â€Å"we're just waiting for a call from Theo.† â€Å"And I think I'd prefer a Bloody Mary to coffee,† Val said. â€Å"Ya'll ain't goin to talk me into chasin no monster, so don't even try,† Catfish said. â€Å"I got the Blues on me and I got some drinkin to do.† â€Å"Don't be a wuss, Catfish,† Mavis said as she mixed Val's cocktail. â€Å"Monsters are no big deal. Howard and me got one, huh, Howard?† â€Å"Walk in the proverbial park,† Howard said. Catfish, Val, and Gabe just stared at Howard, waiting. Mavis said, â€Å"Course your drinking started right after the last one, didn't it?† â€Å"Nonstop,† Howard said. Theo It occurred to Theo, as he tried to keep a safe distance from the sheriff's Caddy turning into the ranch, that he had never been trained in the proper procedure for tailing someone. He'd never really followed anyone. Well, there was a sixth-month period in the seventies when he had followed the Grateful Dead around the country but with them, you just followed the trail of tie-dye and didn't have to worry about them killing you if they found out you were behind them. He also realized that he had no idea why, exactly, he was following Burton, except that it seemed more aggressive than curling into a ball and dying of worry. The black Caddy turned through a cattle gate onto the section of the ranch adjacent the ocean. Theo slowed to a stop under a line of eucalyptus trees beside the ranch road, keeping the sheriff in sight between the tree trunks. The grassy marine terrace that dropped to the shoreline was too open to go onto without Burton noticing. He would have to let the Caddy pass over the next hill, nearly half a mile off the road, before he dared follow. Theo watched the Caddy bump over the deep ruts in the road, the front wheels throwing up mud as it climbed the hill, and suddenly he regretted not having driven the red four-wheel-drive truck. The rear-wheel-drive Mercedes might not be able to follow much farther. When the Caddy topped the hill, Theo pulled out and gunned the Mer-cedes through the cattle gate and into the field. Tall grass thrashed at the underside of the big German car as rocks and holes jarred Theo and threw Skinner around like a toy. Momentum carried them up the side of the first hill. As they approached the crest, Theo let off the gas. The Mercedes settled to a stop. When he applied the gas again, the back wheels of the Mercedes dug into the mud, stuck. Theo left Skinner and the keys in the car and ran to the top of the hill. He could see more than a mile in every direction, east to some rock outcrop-pings by the tree line, west to the ocean, and across the marine terrace to the north, which curved around the coastline and out of sight. South, well, he'd come from the south. Nothing there but his cabin and beyond that the crank lab. What he could not see was the black Cadillac. He checked the battery in his cell phone and both pistols to see that they were loaded, then he set out on foot toward the rocks. It was the only place the Caddy could have gotten out of sight. Burton had to be there. Twenty minutes later he stood at the base of the rock outcroppings, sweating and trying to catch his breath. At least maybe he'd get some lung capacity back, now that he wasn't smoking pot anymore. He bent over with his hands on his knees and scanned the rocks for any movement. These were no gentle sedimentary rocks formed over centuries of settling seas. These craggy bastards looked like gray teeth that had been thrust up through the earth's crust by the violent burp of a volcano and the rasping shift of a fault line. Lichen and seagull crap covered their surfaces and here and there a creosote bush or cypress tried to gain a foothold in the cracks. There was supposed to be a cave around here somewhere, but Theo had never seen it, and he doubted that it was big enough to park a Cadillac in. He stayed low, moving around the edge of the rocks, expecting to see the flash of a black fender at every turn. He drew his service revolver and led around each turn with the barrel of the gun, then changed his strategy. That was like broadcasting a warning. He bent over double before peeking around the next corner, figuring that if Burton heard him or was waiting, he would be aiming high. The vastness of what Theo didn't know about surveillance and combat techniques seemed to be expanding with every step. He just wasn't a sneaky guy. He skirted a narrow path between two fanglike towers of rock. As he prepared to take a quick peek around the next turn, his foot slipped, sending a pile of rocks skittering down the hill like broken glass. He stopped and held his breath, listening for the sound of a reaction somewhere in the rocks. There was only the crashing surf in the distance and a low whistle of coastal wind. He ventured a quick glance around the rock and before he could pull back, the metallic click of a gun cocking behind his head sounded like icicles being driven into his spine. Molly Molly was sorting through the piles of clothing the pilgrims had left by the cave entrance. She had come up with two hundred and fifty-eight dollars in cash, a stack of Gold Cards, and more than a dozen vials of antidepressants. A voice in her head said, â€Å"You haven't seen this many meds since you were on the lock-down ward. They have a lot of gall calling you crazy.† The narrator was back, and Molly wasn't at all happy about it. For the last few days, her thinking had been incredibly clear. â€Å"Yeah, you're helping a lot with my mental health self-image,† she said to the narrator. â€Å"I liked it better when it was just me and Steve.† None of the pilgrims seemed to notice that Molly was talking to herself. They were all in some trancelike state, stark naked, seated in a semicircle around Steve, who lay in the back of the cave, where it was dark, with his head tucked under his forelegs, flashing sullen colors across his flanks: olive drab, rust, and blue so dark that it appeared more like an afterimage on the back of the eyelid than an actual color. â€Å"Oh yeah, you and Steve,† the narrator said snidely. â€Å"There's a healthy couple – the two greatest has-beens of all time. He's sulking, and you're robbing people who are even nuttier than you are. Now you're going to feed them to old lizard lick over there.† â€Å"Am not.† â€Å"Looks like none of these people has had any sun or exercise since high school gym class. Except for that guy who came in Birkenstocks, and he has that Gandhi-tan vegetarian starvation stare that looks like he'd slaughter a whole kindergarten for a Pink's foot-long with sauer-kraut. You feel okay about making them strip and prostrate themselves before the big guy?† â€Å"I thought it would make them go away.† â€Å"The lizard is using you.† â€Å"We care about each other. Now just shut up. I'm trying to think.† â€Å"Oh, like you've been thinking so far.† Molly shook her head violently to try and dislodge the narrator from her mind. Her hair whipped about her face and shoulders and stood out in a wild mess. The narrator was quiet. Molly pulled a compact out of one of the pilgrims' purses and looked at herself in the mirror. She certainly couldn't have looked much crazier. She braced for the narrator's comment, but it didn't come. She tried to get in touch with the warm feeling that had been running through her since Steve had appeared, but it just wasn't there. Maybe the pilgrims were using up his energy. Maybe the magic had just passed. She remembered sitting on a deck in Malibu, waiting for a producer who had just made love to her, only to have his Hispanic maid show up with a glass of wine and an apology that â€Å"The mister had to go to the studio, he very sorry, you call him next week please.† Molly had really liked the guy. She'd broken her foot kicking his spare Ferrari as she left and had to eat painkillers through the filming of her next movie, which eventually put her in detox. She never heard from the producer again. That was being used. This was different. â€Å"Right,† said the narrator sarcastically. â€Å"Shhhhh,† Molly said. She heard someone scuffling on the rocks outside the cave. She snatched up the assault rifle and waited just inside the cave mouth. Twenty-seven Val Val was wishing she had a video recorder to preserve the gargantuan lie that Mavis Sand and Howard Phillips had been telling over the last hour. According to them, ten years ago the village of Pine Cove had been visited by a demon from hell, and only through the combined effort of a handful of drunks were they able to banish the demon whence it came. It was a magnificent delusion, and Val thought that she could at least get an aca-demic paper on shared psychosis out of it. Being around Gabe had ignited her enthusiasm for research. When Mavis and Howard wrapped up their story, Catfish started in with his tale of being pursued through the bayou by a sea monster. Soon Gabe and Val were spouting the details of Gabe's theory that the monster had evolved the ability to affect the brain chemistry of its prey. Tipsy after a few Bloody Marys and taken by the momentum of the tale, Val confessed her replacement of Pine Cove's supply of antidepressants with placebos. Even as she unburdened herself, Val realized that her and Gabe's stories were no more credible than the fairy tale Mavis and Howard had just told. â€Å"That Winston Krauss is a weasel,† Mavis said. â€Å"Comes in here every day acting like his shit don't stink, then overcharges the whole town for something they ain't even gettin. Should'a known he was a fish-fucker.† â€Å"That's in strictest confidence,† Val said. â€Å"I shouldn't have mentioned it.† Mavis cackled. â€Å"Well, it ain't like I'm gonna run tell Sheriff Burton on you. He's weasel with a capital Weas. Besides, girl, you increased my business by eighty percent when you took the wackos off their drugs. And I thought it was old Mopey down there.† Mavis shot a bionic thumb toward Catfish. The Bluesman put down his drink. â€Å"Hey!† Gabe said, â€Å"So you believe that there really is a sea monster on that ranch?† â€Å"What reason would you have to lie?† said Howard. â€Å"It would seem that Mr. Fish is an eyewitness as well.† â€Å"Jefferson,† Catfish said. â€Å"Catfish Jefferson.† â€Å"Shut up, you chickenshit,† Mavis spat. â€Å"You could have helped Theo when he asked you. What's that boy think he's doing following that sheriff out to the ranch anyway? It's not like he can do anything.† Gabe said, â€Å"We don't know. He just left and told us to come here and wait for his call.† â€Å"Ya'll some heartless souls,† Catfish said. â€Å"I lost me a good woman because of all this.† â€Å"She's smarter than she looks,† Mavis said. â€Å"Theo has my Mercedes,† Val added, feeling out of place even as she said it. Suddenly she felt more ashamed of looking down on these people than she did about all of her professional indiscretions. â€Å"I'm getting worried,† said Gabe. â€Å"It's been over an hour.† â€Å"I don't suppose you thought about calling him?† Mavis asked. â€Å"You have his cell phone number?† Gabe asked. â€Å"He's the constable. It's not like he's unlisted.† â€Å"I suppose I should have thought of that,† said Howard. Mavis shook her head and one of her false eyelashes sprung up like a snare trap. â€Å"What, you three got thirty years of college between you and not enough smarts to dial a phone without a blueprint?† â€Å"Astute observation,† Howard said. â€Å"I ain't got no college,† Catfish said. â€Å"Well, cheers to you for being just naturally stupid,† Mavis said, picking up the phone. The daytime regulars at the end of the bar had snapped out of their malaise to have a laugh at Catfish. There's nothing quite so satisfying to the desperate as having someone to look down on. Theo The gun barrel was pushed so hard into the spot behind Theo's ear that he thought he could hear bone cracking. Burton reached around and took the .357 and tossed it aside, then he took the automatic from Theo's waistband and did the same. â€Å"On the ground, facedown.† Burton kicked Theo's feet out from under him, then put his knee in the constable's back and handcuffed him. Theo could taste blood where his lip had split hitting the rock. He turned his head to the side, raking his cheek on some lichen. He was terrified. Every muscle in his body ached with the need to run. Burton smacked him across the back of the head with his pistol, not hard enough to knock him out, but when the white-hot light of the blow faded, Theo could feel blood oozing into his right ear. â€Å"You fucking stoner. How dare you fuck with my business?† â€Å"What business?† Theo said, hoping ignorance might buy his life. â€Å"I saw your car at the lab, Crowe. The last time I talked to Leander he was on his way to see you. Now where is he?† â€Å"I don't know.† The pistol smacked Theo on the other side of the head. â€Å"I don't fucking know!† Theo shrieked. â€Å"He was at the lab, then he was gone. I didn't see him leave.† â€Å"I don't care if he's alive or dead, Crowe. And it doesn't make any difference to you either. But I need to know. Did you kill him? Did he run? What?† â€Å"I think he's dead.† â€Å"You think?† Theo could feel Burton rearing back to hit him again. â€Å"No! He's dead. He's dead. I know it.† â€Å"What happened?† Theo tried to think of a plausible explanation, something that would buy him a minute, a few more seconds even, but he couldn't clear his head. â€Å"I'm not sure,† he said. â€Å"I?CI heard gunfire. I was in the shed. When I came out, he was gone.† â€Å"Then how do you know he's dead?† Theo couldn't see any advantage to telling Burton that Molly had told him. Burton would track her down and put her in the same shallow grave that he was going to end up in. â€Å"Fuck you,† Theo said. â€Å"Figure it out.† The pistol whipped across the back of Theo's head and he nearly passed out this time. He heard a ringing in his ears, but a second later he realized that it wasn't in his ears at all. His cell phone was ringing in his shirt pocket. Burton rolled him over and put the barrel of the gun on Theo's right eyelid. â€Å"We're going to answer this, Crowe. And if you fuck up, the calling party is going to hear a very loud disconnect.† The sheriff bent down until his face was almost touching Theo's and reached for the phone. Suddenly a series of deafening explosions went off a few feet away and bullets whined off the rocks like angry wasps. Burton rolled off Theo and into a shallow crevice just below them. Theo felt someone grab his collar and pull him to his feet. Before he could see who it was, a dozen hands closed on him and dragged him out of the sun. He fell hard on his back and the gunfire stopped. His phone was still ringing. A cloud of bats was swirling above him. He looked up to see Molly Michon standing over him with a smoking assault rifle, and in that second, she looked like what he had always ima-gined an avenging angel might look like, except for the six naked white guys standing behind her. â€Å"Hi, Theo,† she said. â€Å"Hi, Molly.† Molly pointed to the phone in his shirt pocket with the barrel of her rifle. â€Å"You want me to get that?† â€Å"Yeah, it might be important,† Theo said. There was a gunshot and a bullet whined off the edge of the cave entrance and ricocheted into the darkness. Theo could feel the roar that rose up out of the back of the cave vibrating in his ribs. The Sheriff Burton reached over the edge of the crevice and fired a shot in the general direction of the cave, then braced himself for return fire from the AK-47, but instead he heard a roaring that sounded like someone had dropped the entire cast of The Lion King in a deep fryer. Burton was not a coward, not by any means, but a man would have to be insane not to be frightened by that noise. Too much weirdness, too fast. A woman in a leather bikini and thigh-high boots firing an AK-47 while six naked guys dragged Crowe into a cave. He needed time to regroup, call in backup, drink a fifth of Glenlivet. It seemed safe here for the time being. As long as he didn't move, no one could get a firing angle on him without making a target of himself. He pulled his cell phone from his jacket pocket, then paused, trying to figure out who to call. A general officer-in-trouble call could bring anyone, and the last thing he needed was television helicopters hovering around. Besides, his goal wasn't to arrest the suspects, he needed them silenced for good. He could call in the guys from the crank lab, if he could get hold of them, but the vision of a bunch of untrained illegal immigrants running around on this hill with automatic weapons didn't seem like the best strategy either. He had to call SWAT, but only his guys. Eight of the twenty men on the SWAT team were in his pocket. Again, he couldn't go through dispatch. They'd have to be called in on private lines. He dialed the number that rang into the information center deep in the basement of the county justice building. The Spider picked up on the first ring. â€Å"Nailsworth.† â€Å"It's Burton. Listen, don't talk. Call Lopez, Sheridan, Miller, Morales, O'Hara, Crumb, Connelly, and LeMay. Tell them to come in full SWAT to the Beer Bar Ranch north of Pine Cove, the northern access road. There's a cave here. Pull up whatever maps you need and give them directions. Do not use open channels. They are not to log in or report to anyone where they are going. There are at least two suspects in the cave with automatic weapons. I'm pinned down about ten yards from the west-facing entrance. Have them meet south of the rocks, they'll see them, then have Sheridan call me. No aircraft. Find out if there's another entrance to this cave. I need everyone in place ASAP. Can you do it?† â€Å"Of course,† the Spider said. â€Å"It's going to take them a minimum of forty minutes, maybe more if I can't find them all.† Burton could hear the Spider's fat fingers blazing on his keyboard already. â€Å"Send whoever you can find. Tell them to come in separate cars. Tell them to avoid sirens if possible on the way up, definitely once they hit the ranch.† â€Å"Do you have descriptions of the suspects?† â€Å"It's Theophilus Crowe and a woman, five-eight, one twenty, twenty-five to forty years old, gray hair, wearing a leather bikini.† â€Å"Twenty-five to forty? Pretty specific,† the Spider said sarcastically. â€Å"Fuck you, Nailsworth. How many women do you think are running around these hills wearing a leather bikini and shooting an AK? Call me when they are on the way.† Burton disconnected and checked the battery on the phone. It would last. Since the roaring sound had come from the cave, it had been quiet, but he didn't dare peek over the edge of the crevice. â€Å"Crowe!† he shouted. â€Å"It's not too late to work this out!† Theo The naked guys were standing over Theo, wearing dazed smiles, as if they'd all just shared a big pipe of opium. â€Å"Jesus, was that it?† Theo asked, Steve's roar still ringing in his ears. â€Å"Him,† Molly corrected, holding up a finger to shush Theo as she pressed the answer button on his phone. â€Å"Hello,† she said into the phone. â€Å"None of your business. Who is this?† She covered the mouthpiece and said, â€Å"It's Gabe.† â€Å"Tell him I'm okay. Ask him where he is.† â€Å"Theo says he's okay. Where are you?† She listened for a second, then covered the mouthpiece again. â€Å"He's at the Slug.† â€Å"Tell him I'll call him right back.† â€Å"He'll call you back.† She disconnected and tossed the phone in the pile of clothing by the door. Theo looked up at the naked guys. He thought he recognized a couple of them, but didn't want to acknowledge that he did. â€Å"Would you guys back off a little?† Theo said. They didn't move. Theo looked at Molly. â€Å"Can you tell them to go somewhere? They're making me nervous.† â€Å"Why?† â€Å"Molly, I don't know if you've notice, but all these guys are in a – a state of arousal.† â€Å"Maybe they're just glad to see you.† â€Å"Would you tell them to back off, please?† Molly motioned for the naked guys to move away. â€Å"Go. Go. Back to the back of the cave, guys. Go. Go. Go.† She poked at a couple of them with the assault rifle. Slowly they turned and ambled farther back into the cave. â€Å"What in the hell is wrong with them?† â€Å"What do you mean, wrong? They're acting like all guys do, they're just being more honest about it.† â€Å"Molly, seriously, what did you do to them?† â€Å"I didn't do anything. That's how they've been acting since they saw Steve back there.† Theo looked to the back of the cave, but could only see the partially lit backs of a group of people sitting on the cave floor. â€Å"It's like they're in a trance or something.† â€Å"Yeah, isn't it cool? They came to help me get you when I asked, though. So they're not total zombies. I'm, like, in charge.† Blood was dripping out of Theo's scalp, matting his hair and leaving spots on his shirt. â€Å"That's great, Molly. Could you get these handcuffs off me?† â€Å"I was going to ask you about those. Every time I see you, you're in handcuffs. Do you have a fetish or something?† â€Å"Please, Molly, there's a key in my front pocket.† â€Å"He gave you the key?† â€Å"It's my key.† â€Å"I see,† Molly said with a knowing smile. â€Å"Handcuffs all use the same key, Molly. Please help me get out of these.† She knelt and reached into his pocket, keeping her eyes locked on his through the process. His head throbbed when he rolled over so she could get to the cuffs. As she pulled them off, they heard Burton call from outside. â€Å"Crowe! It's not too late to work this out!† Once his hands were free, Theo threw his arms around Molly and pulled her close. She dropped her rifle and returned his embrace. Another roar emanated from the back of the cave. A couple of the pilgrims shrieked and Molly let go of Theo and stood up, gazing back into the darkness. â€Å"It's okay, Steve,† she said. â€Å"What in the hell was that?† Burton shouted from outside. â€Å"That was Steve,† Molly shouted back. â€Å"You were asking what happened to Joseph Leander. Well, that was it. Steve ate him.† â€Å"How many of you are in there?† Burton asked. Molly looked around. â€Å"A bunch.† â€Å"Who in the hell are you?† â€Å"I am Kendra, Warrior Babe of the Outland.† She shot a silly grin at Theo, who was trying to follow what was going on up here, while listening to some disturbing stirring noises going on in the back of the cave. â€Å"What do you want?† Burton asked. Without a beat, Molly said, â€Å"Ten percent of the gross on all my films, retroactive fifteen years, an industrial-strength weed-whacker with gas, and world peace.† â€Å"Seriously. We can work this out.† â€Å"Okay. I want sixty peanut butter and jelly sandwiches, a couple of gallons of Diet Coke, and†¦Ã¢â‚¬  She turned to Theo, â€Å"You want anything?† Theo shrugged. Hell, as long as they were stalling. â€Å"A new Volvo station wagon.† â€Å"And a new Volvo station wagon,† Molly shouted. â€Å"And we want it with two cup holders, you bastard, or the deal's off.† She turned and beamed at Theo. â€Å"Nice touch.† â€Å"You deserve it,† Molly said. Suddenly her eyes went wide as she looked past Theo. â€Å"No, Steve!† she screamed. Theo rolled over to see a huge pair of jaws descending over him.