Microlite Case Study Essay

Microlite S. A. is a company in Brazil that manufactures alkaline and zinc-carbon batteries. In 1992 the company was faced with a reduction of tariffs on imported manufactured goods which would mean that the international competition would increase significantly. Luiz Pinto, who was a Microlite manager at the time, was faced with the opportunity to reduce labor and manufacturing costs by closing down the plant in Guarulhos and move production to the plant in Jaboatao. The choices that Mr. Pinto was faced with were to move the Guarulhos equipment to Jaboatao or to purchase new and faster equipment. Moving the Guarulhos equipment to Jaboatao would minimize the capital investment and also increase the workflow due to the reliability of the equipment. Purchasing the new equipment would require more capital investment but reduce labor and increase production. The new tariff reductions were set to be implemented in 1995 and the problems were that Mr. Pinto had to reduce labor and increase productivity in an effort to maintain the large share of the Brazilian battery market that it currently owned. One non-production issue that Mr. Pinto is faced with is from a financial aspect. One option presented to Mr.  Pinto is to purchase new Pan-Orient equipment. The investment in new equipment would be approximately $2 million. It is unknown from the case study how the $2 million would be paid or financed. This, however, would have an impact on the decision of the stakeholders on whether to accept this proposal or not. The Current Situation The current bottlenecks in the operation of the AA battery operation at Jaboatao are the steps â€Å"add paste to cup† and â€Å"inspect carbon rods. † These two steps operate below the required rate of production and would need to be corrected to improve productivity. In an effort to increase productivity, the Jaboatao plant should add one machine from Guarulhos dedicated to â€Å"add paste to cup† production. While this solution will increase productivity, it will also increase labor required to operate the machine and additional labor would be required to inspect carbon rods. If the two bottleneck problems in the process are corrected, this would bring production up to the required 540 units per minute. One concern to Microlite is the amount of downtime that is experienced in Jaboatao. One obvious way to decrease downtime would be to simply add more machinery from Guarulhos. This would increase productivity but the company is still faced with the increased labor costs associated with the additional machinery. If I were the manager of the Jaboatao plant, I would be faced with a difficult decision. I ultimately would not want the addition al machines due to the associated costs. Instead, I would research the differences in operations of the two plants and determine what is factoring into the additional Jaboatao downtime. I would use the information to re-train employees and educate them on the Guarulhos processes and procedures. Justification  If the Guarulhos machines are installed it can cure the bottleneck at the â€Å"add paste to cup† portion of the process. Increasing the machinery will allow for the production to be increased to 540 units per minute and the bottleneck is corrected. The secondary bottleneck, â€Å"inspect carbon rods,† would require additional labor. It is estimated that the process would require one additional employee to increase the production of inspecting the carbon rods. The additional machinery and manpower would adequately make up for 1/8 of the production from the Guarulhos plant. Purchasing and installing the new Pan-Orient equipment seems extreme due to the significant amount of capital funds required as an initial investment. Microtel did not appear to be heavily in favor of this decision and I would imagine that stakeholders would be weary of the large investment. Moving the equipment from Guarulhos appears to be the wisest choice as it is the least expensive and drastic. The additional funds that are saved could also be used on training and machine modifications to improve machine productivity. The difference in annual expenses is large but the amounts are offset by the initial investment of the Pan-Orient equipment (See exhibit). During my evaluation I determined that the ideal transition would be to move the equipment from Guarulhos to Jaboatao to increase productivity and reduce downtime in the process. The Pan-Orient equipment is a good investment for the future but does not appear to be the right decision now. There could be a smoother transition in the future by introducing the Pan-Orient equipment at later time.

Wright Demonstrating the Ideals of Organic Architecture in Taliesin West

Wright demonstrating the Ideals of Organic Architecture in Taliesin West Exterior image of Taliesin West, Scottsdale, Arizona â€Å"Organic can merely mean something biological, but if you are going to take the word organic into your consciousness as concerned with entities, something in which the part is to the whole as the whole is to the part, and which is all devoted to a purpose consistently, then you have something that can live, because that is vital† (1) (Meehan 52) The famous American architect by the name of Frank Lloyd Wright based his designs on what he called â€Å"organic architecture†.His philosophy of what modern architecture should be is one as unique as his buildings, but nevertheless he was a pivotal figure in the progression of modernism in the United States. As described by Kathryn Smith, his winter home in Scottsdale Arizona â€Å"[reveals], more than any of his other buildings, a closer understanding of Wright the man as well as Wright the archit ect. † (Smith 92) This winter home is known as Taliesin West and is an epitome of organic architecture.Wight’s work has previously been demonstrated with the International Style, but upon deeper understanding of his architecture one can come to the conclusion that it does not exactly agree with the movement. He allowed his work to be included in first exhibition of the International style in the hopes of demonstrating the immense difference of his structures compared to the work by Le Corbusier’s, Alvar Aalto, Walter Gropius and many others. Before exploring the relation between Taliesin West and Organic Architecture, an investigation of his lectures and writings must be completed to thoroughly grasp his principles of design.Comprehending his journey until 1936, when he bought the land to construct his new project, will grant the knowledge needed to effortlessly connect the two. Wright started his career at an early age, in 1885, in the city of Chicago. He first worked for architect Joseph Silsbee, than spent five years under the direction of Alder and Sullivan. In 1893 he made the decision to commence his own firm and went through a large learning curve for the next seven years – being a young, ambitious architect with no true reputation and little individual experience. The first decade of the 1900s saw Wright’s first real break-through with the Prairie House.The ideas he demonstrated in this school of thought have a clear connection to his later developed definition of organic architecture. â€Å"Reproductions and variations of foreign styles did not seem to Wright an authentic expression of American culture†¦ † (Twombly 59-60) The drive to appropriate the types of buildings to their suitable land in America pushed Wright further in his designs. The time period expanding form 1910 to 1930 gave rise to many hardships for Wright. In 1911 he built his new home in Wisconsin, named Taliesin, and in 1914 it was the pl ace of the tragic death of his wife and two children.Wright remarried but in 1927 got divorced for Olga Lazovich Hinzenberg to whom he stayed married until his death. By the 1930s Wright’s Organic style had clearly matured and he became confident in his principles, nonetheless he would continue the exploration of his style through experimentation. He opened the Taliesin Fellowship in 1932 in his Wisconsin estate. This fellowship was not to be like a school at all – â€Å"instead of teachers, pupils, and pedagogy† he envisioned having â€Å"skilled craftspeople, novices, and physical labor. (Twombly 212) This is a direct result of â€Å"Wright [believing] that education should be in doing, not in the classroom. † (Twombly 212) A former apprentice of the Fellowship, by the name of Bruce Brook Pfeiffer, describes that upon their first encounter with the desert in 1928 (when Mr. and Mrs. Wright went to Phoenix to collaborate on a hotel called the Arizona Bal timore) â€Å"they would take weekend trips out on the desert. They thought the desert was a wonderful place. The air was clean, beautiful and dry. (Pfeiffer) Following the gradual decline of Wright’s health, he was recommended to relocate to a warmer climate and so the desert was the ideal location. He previously stated â€Å"living in the Desert is the spiritual cathartic a great many people need† (Smith 88) In 1936, after the inspection of several sites, Mr. and Mrs. Wright purchased eight hundred acres of land in Paradise Valley, located approximately twenty six miles of Phoenix, Arizona. (Smith 88) When he visited this site Wright said â€Å"it’s a look over the rim of the world. † (Pfeiffer) This desert floor landscape would be Wright’s and the Fellowship’s new winter home.To now further explore Wright’s own definition of the term â€Å"Organic Architecture† it is essential to note that he used the word â€Å"natureâ₠¬  with two main definitions. The first way in which he used the term alluded â€Å"to the outdoors †¦ or the â€Å"external† nature. † (Twombly 304) In this context there were four major ways in which nature informed his designs, the first of these being the need to be close to the outdoors and nature itself. The inspiration that could be drawn from surroundings as models for architectural forms and construction principles was also a crucial influence to his designs.The use of materials that would connect to the immediate nature was very important in the making a construction organic. Lastly, in the designs Wright created, there was always a sensitivity of the local climate conditions. Wright’s second definition for the term â€Å"nature† refers to a philosophical view on the environment. This use of the word related to a concept he called the â€Å"internal† nature of a house. Wright’s statement that â€Å"architecture rightly defin ed is the structure of whatever is† (Meehan 54) clearly relates to the â€Å"idea† of the house which he connects to his philosophy.Wright also believed that through the study of nature one could find specific characteristics to everything and these characteristics make every item be what they are. His philosophy also encompasses the idea that essence, which every item contains, exists before perception. This philosophical view of nature is difficult to apply or relate to a specific building because it is more relevant to the thought process behind the design. Floor Plan of Taliesin West, Scottsdale, Arizona Taliesin West is known to be one of Wright’s best examples of organic architecture because it so clearly demonstrates these principles. The buildings are neither large nor monumental, but they command a presence on the landscape. Under Wright’s first definition of the word he states an organic building must connect to ground and be close to the outdoor s. A primary example of that demonstrates this is the masonry wall surrounding the buildings. This wall creates an extension into the natural landscape and seems to connect them as one. (Pfeiffer) Large openings to the outdoors along with massive windows create a direct link to the outdoor Desert. Wright was also great at capturing views with his huge windows.One of his fellowship workers explains how he would capture two perfect views into one window by framing the mountains in the top half, and framing the desert floor on the bottom half. (Pfeiffer) This created a great show whether someone was standing or sitting. To compare with the surrounding landscape there are â€Å"small pools extended throughout the plans [that give] a luxury of water and fountains in contrast with the dry Desert. † (Pfeiffer) Although Wright brings in this new element of nature it still emphasises the need to connect to nature.Another aspect of his primary definition is to use forms found in nature and on the land as inspiration for building forms. While speaking to his students he has presented the argument that â€Å"you are never going to get out of yourselves anything more than you are, then you can take in, than you can see as yourselves. † In this statement he refers to the importance of going in nature and examining it with a close, intensive look. This is how one can gain the knowledge nature has to give and discover the construction principles it applies. The slopping roof of Taliesin West showcases this state of mind.The roof is jagged and peaks, as to blend in with its background. Wright was an exceptional fan of the abstract mountains in the background of his land. He described the desert landscape saying â€Å"†¦ here, everything is fresh, original edges pretty much preserved, erosion still going on at a terrific rate making chasms. † (Brierly 5) The slopping walls also seem to derive from this inspiration. The lines carved into the wall that s urrounds the complex was a direct inspiration of when Wright saw the water erosion lines on a canyon he visited. Pfeiffer) The roughness of the desert is also resonated throughout the construction of the edifice. Masonry Wall, Exterior image of Taliesin West, Scottsdale, Arizona He further uses materials as an important part of a construction being organic. In this case, the canvas roof was a great inspiration for him. When he first arrived in Arizona for an earlier project, he decided to build a camp site for himself and his workers instead of staying in a hotel. In the campsite, which he called Ocatilla, they used canvas as roof material and this was the beginning of his admiration of the material in this climate.He loved the soft, natural glow of light dispersed in the space by the canvas. He was determined to keep this canvas roof in Taliesin West and so he did. He also often modified it when he would return from a summer spent in Wisconsin. When the material needed to be replac ed due to inconvenience he made sure to experiment fully and pick a material that would give the same effect of lighting. The Desert rocks he used in the masonry walls of the buildings and going around the building are a prime example of selective material use.All the rocks used in these structures were taken directly from the land on which they were built on. This gave the resort a multi coloured facade that blended in the surrounding land impeccably. By using these materials Wright also strengthened the connection between Taliesin West and its building ground. Bruce Pfeiffer also describes how they used a method called â€Å"desert ruble masonry wall† to make these walls. They would build a wooden frame and place the flat side of the stones facing outwards and proceed by filling it in with concrete.He goes on to describe how they would fill in all the small holes with rounded rocks and describes it as â€Å"each of the walls at Taliesin West [being] an artistic creation. à ¢â‚¬  (Pfeiffer). The third major material element of the construction is the use the redwood. This material was used to support the roof, creating an abstract mountain like rooftop, and throughout the interior of the building. The wood is local to the surrounding area of the Desert. The colour of the wood compliments the landscape and the multicoloured walls of the structure.Lastly, Frank Lloyd Wright was a great believer that a house should always â€Å"go with the natural climate†. (Twombly 310) This is the concluding manner in which nature informs Organic Architecture. This is a concept that Wright had been applying for an extended period of time and can be traces back the Prairie House. In Taliesin West he designed deep overhangs for the roof to create much needed shade in the long sunny days of the Arizona climate. He also had blinds made of the canvas which could be close the large arches leading to outside on overly sunny days.These blinds ended up being replaced by actual glass windows to regulate the heat of the building. Another prime demonstration of this is again the used of the canvas roof. The lighting it gave to the rooms was a perfect complement to the intense Arizona sun. Wright often experimented with the arrangement of the canvas and the wood beams. The lighting of a space is very important for the atmosphere it creates. When the canvas roof became too much of an nuisance because it would leak a lot and was becoming expensive to replace every few ears, Wright experimented and made sure to replace it with a material that would give the same glow to the space. He initially only replaced part of the canvas with glass, but eventually it was all substituted by glass (Smith). When using the word â€Å"nature† in terms of his philosophy, Wright was somewhat less direct. He used the word in this sense to stand for the essence of a building and the â€Å"working of the [organic] principle. † Taliesin West applies to all the dim ensions of his â€Å"organic principles† and would therefore be Organic architecture. The characteristics he believed everything in nature had also applied to the Desert itself.When speaking of this inspiring landscape he would say â€Å"[a]characteristic thing in the desert here is, of course, the desert itself† (Brierly 4) When Wright envisioned Taliesin West, it was his initial purpose to have an ever changing, organic structure. He would adjust it as needed as time passed. A former apprentice of the fellowship once pointed out that â€Å"Thanks to [their] seasonal migrations †¦ Mr. Wright was able to view †¦ Taliesin West with a fresh eye each time he arrived at [it]. † A demonstration of this is the rearranging of the wood beams and canvas to adjust the light.Another dimension of this philosophy is the fact that everything in nature contains an essence. These essences are all active. Nothing possesses a static essence. They can be partially the sa me but will always be different as time passes. (Twombly 312) This is what happened in Taliesin West since its original plans â€Å"were based on the life of the Fellowship† (Smith 89) and it now holds the same presence it did when it was originally built â€Å"with the spirit of youth and exuberance of life† (Twombly 235) but has different purposes and slightly different configuration. Exterior image of Taliesin West, Scottsdale, ArizonaWright had an exceptional career and is recognised to be one of the most pivotal and influential architects of modern architecture in America. Through his upbringing close to nature and his eternal patriotism to America he had a clear vision to a country filled with culture – with this culture being reflected in its architecture. Wright was a man that believed the base of any culture is its architecture. Wright built structures with specific characteristics which made them uniquely themselves. Taliesin West had details that coul d ever only be found in it and nowhere else.It has been made clear to me through the study of Wright’s philosophy that the fact that a building would hold these specific details about itself that make it uniquely it, is the fundamental definition of what organic architecture. The essence built into the complex is the reasons it is and organic design. Taliesin West can be said to be â€Å"part of the desert on which it sits† (Smith 90) Bibliography Brierly, Cornelia. Desert life: Desert Foliage At Taliesin West. Frank Lloyd Wright Foundation, 1988. inForm, Arch. Taliesin West. n. d. April 2012. Meehan, Patrick J. Truth Against the World: Frank Lloyd Wright speaks for an Organic Architecture.New York: John Wiley & Sons, 1987. Pfeiffer, Bruce Brooks. Frank Lloyd Wright's Taliesin West Planet Architecture series. 2003. CD-rom. Smith, Kathryn. Frank Lloyd Wright's Taliesin and Taliesin West. University of Michigan: Harry N. Abrams, 1997. Twombly, Robert C. Frank Lloyd Wrigh t: His Life and His Architecture. New York: John Wiley & Sons, 1979. Week, The Architecture. Great Buildings. n. d. April 2012. Wright, Frank Lloyd. Frank Lloyd Wright Essential Texts. New York: W. W. Norton & Company, 2009. Wright, Frank Loyd. The Natural House. Horizon Press Inc. , 1954.

Home is The Best Place To Die Essay Example | Topics and Well Written Essays - 1250 words

Home is The Best Place To Die - Essay Example Familiarity with a hospice inpatient setting is known to influence preferences in patients with advanced illness. The unique components of home hospice, inpatient hospice, and transitions between these settings may have a fundamental role in the future of quality end-of-life care (Lysaght & Ersek, 2013, p. 171). In a recent study, patients receiving specialist palliative care who had experienced an inpatient hospice stay were more likely to choose to die at the hospice, whereas a majority of those who had never been an inpatient at the hospice chose home (Arnold et al, 2013). Evidence also suggests that people with first-hand knowledge of hospices reported a preference to be cared for at home in the last months of life but shifted towards a preference for the hospice when asked where they would like to be cared for in their last days. Place of death should be regarded as an essential goal in end-of-life (Kinoshita et al., 2015). A study conducted by Barclay,  Kuchibhatla, Tulsky, & Johnson, (2013) established that most Americans would prefer to die at home. Similarly, there are barriers to dying at home for most patients with limited resources. It is necessary to provide health care professionals and caregivers to terminal ill patients. Also, psychological and emotional support from family members and relatives is useful in improving their conditions. Lastly, to reduce these barriers, there is a need for provision of equipment and medications to the patients. Statistical surveys by Neergaard, Jensen, Sondergaard, Sokolowski, Olesen, & Vedsted, (2011) reported that majority (80.7%) of terminally ill cancer patients preferred their homes as place for end of life. A further research revealed that 70.8% of the public indicated that they would prefer their homes as the place to spend the last days of their lives (Wilson, Cohen, Deliens, Hewitt, & Houttekier, 2013). Similarly, Higginson & Sen-Gupta’s (2000) reported on 18 studies on

Assignment Example | Topics and Well Written Essays - 500 words - 64

Assignment Example Moreover, the portfolio will enable Sustain U Clothing to create loyalty to customer and reduce brand switching by offering quality T-shirts. Through push and pull strategies, the Sustain U Clothing must rely on advertisement, personal selling, promotion, public relation and personal selling. Additionally, the process also aims at analyzing the effects of the pricing strategies. The Sustain U Clothing should will adverts to reach or appeal to more customers, and this will be contained in the portfolio appendix. The adverts with be in print form adverts and website adverts. Both forms of adverts will contain the picture taken from the promotional material at Sustain U Clothing shop. One picture will be in the form of the television screen grab that will be used in the YouTube and Facebook pages. Despite the intended simplicity on the ads, they will both contain same information. The main segmentation criteria to apply are the psychographic segmentation that targets students based on their lifestyle and attitude concerning the T-shirt wears. The main customers targeted by the Sustain U Clothing are students (Havaldar 346). Therefore, the adverts and other promotional materials must aim at reflecting the quality of the product. Additionally, the graphics used in the website pages must be highly appealing that once seen by the students using YouTube and Facebook, they must have a look at them. The clothes should be of different varieties in terms of quality and color since customers often have different tastes and preferences towards the same. Promotion is also part of advertising that must be embraced and be included in the marketing strategies of the Sustain U Clothing. The cheapest and effective promotional mechanisms that relate to the advertising that Sustain U Clothing can adopt include personal selling and sales

Resent Collapse of Financial Sector in Southeast Asia in 1997 Essay

Resent Collapse of Financial Sector in Southeast Asia in 1997 - Essay Example Maintenance of sufficient current account balance is identified as the successful management strategy to prevent these financial crises in future. The secondary source of information revealed some more meaningful strategies. South East Asia comprises of nations like Malaysia, Singapore, Thailand, Vietnam, Philippines, Indonesia, Hongkong and South Korea. They were recognized as tiger economies as the rate of economic growth was quite phenomenal within a short period. However, the economies of South East Asian countries witnessed a debacle in 1997-1998 leading to the sudden collapse of the financial sector. The South East Asian financial meltdown, experienced in late 1997, was considered to be one of the most serious financial debacles we have had since the 1930s. Approximately an amount of more than a trillion dollars was eroded during this crisis. It took considerably longer period for all these nations to witness the past glory, to recover from this financial crisis. However, there was a substantial recovery in some of the region's markets and investors sorted out specific strengths and weaknesses, differentiating among national economies. The weaknesses in financial markets of China and Japan were als o exposed. Hence there is a strong need to study and analyze the factors responsible for this debacle so that efficient management measures can be taken for preventing the similar type of incidents in future. Keeping this in view the present study is being formulated with the following research aim and objectives. Several researchers documented the causes for South East Asian financial crisis of 1997 (FN 1, FN 2, FN 3 and FN 4, FN 5 and FN 6, FN 7 and FN 8, FN 9). The East Asian financial crisis was reported to be originated in July 1997 in Thailand and it severely affected currencies, stock exchanges and other asset prices in several Asian countries, many considered Tiger economies (FN 10).

Architectural theory Essay Example | Topics and Well Written Essays - 2500 words

Architectural theory - Essay Example This has been accelerated by the technological advancements in the field that has further led to the expansion of knowledge of the design theory of architecture. When looking at the design theory in architecture it is vital we consider the newly founded styles of architecture that is; contemporary, post-modernism and modernism Looking at architectural style of modernism, it is a style that was founded in the early years of the twentieth century. The roots and good qualities of modernist architecture have been safe guarded and are displayed in Marseilles, France at Le Corbusier's iconic Unite d'Habitation. The modernist architects were against the ways of their predecessors who had ornamental architectural designs. These modernist architects were of a rather different perspective of architecture whereby their interest laid creating space and structure exactly the way it’s needed. The design of a simple structure that had a structure of the natural world that surrounded them is a good example of how modernist architects thought. ... This era came in the early 1970s. Postmodernism was more of a blend between modernism and the era that was before modernism. This was due to the fact postmodernist architects had decorative and ornamental features and additions to their designs of buildings. This architecture was therefore an improvement of their predecessors although it had decorations and unplanned angles. Over the years with the advancement in technology, the discovery of new architectural ideas and concepts and ultimately the expansion of the architectural field, post-modernist architecture has come to be more modifiable and also more sculptural. These properties of post-modernist architecture are a response to the prior modernist architectural look, design and movement. The post-modernist architecture has over time transformed into a more profound, less rigid and sculptural form of architecture for example: the work of famous post-modernist architect Richard Rogers which was design of the Centre Georges Pompidou museum in Paris, France and also the work of another famous post-modernist architect Frank Gehry which was design of the Guggenheim Museum in Bilbao, Spain. When we talk about contemporary architecture we basically mean all the architecture that was developed in the 1980s. However this architecture has evolved over time due to the advancement in technology, the discovery of new architectural ideas and concepts and ultimately the expansion of the architectural field. Computer advancements have made it possible the simulation of architectural designs which has shed light into conceptual thinking and architectural styles. These computer advancements have taken the theoretical thinking and insight into recent architectural styles to new heights and have brought up a

PARADE FIELD Essay Example | Topics and Well Written Essays - 1250 words

PARADE FIELD - Essay Example rs of the Lyman Ward Military Academy [LWMA] to name a building for General Futch; they responded by offering Brunner the chance to select the appropriate venue himself. The problem with having a larger-than-life hero is that any building never seems quite grand enough to fit the bill. Frustrated and disappointed, Brunner headed to the parade field to think. He had inadvertently steered himself to the very field on which thousands of military service members had drilled, and no more appropriate tribute was conceivable once the notion had entered his head (Brunner 2). A mere two years after discovering his quest, Brunner and some of his fellow LWMA alumni had personally footed the bill for the construction of a monument to be placed on the field in the General’s honor. The response was overwhelming. The amount needed was soon met, and contributions were soon turned away. Fulch died that year at the age of ninety-six years- only one day short of ninety-seven; he was a survivor as a service member and as a civilian. He was laid to rest with full military honors in Arlington National Cemetery, and one of his daughters filled in for him as the guest of honor at the ceremony that officially dubbed the field the Brigadier General T.L. Futch Parade Field. It was made of brick- the very bricks that had graced the walls of his office in Russell Hall before it burned down in 1985. West Point also saw fit to include the dedication of the parade field in its July 1993 newsletter. A copy of this article, which was submitted by one of Futch’s daughters, stands today in West Point’s Tallapoosa Hall (Brunner 3-4). His division (the thirty-fifth) was legendary for its contributions to World War II and the fight against the Nazis. It was a desperate time following the attacks on Pearl Harbor, and men were afraid. It took strong men to lead them. Although not a general at the time, Futch fought valiantly and founded the legacy of military excellence for which he was known

Leadership Challenges in Virtual Teams Research Proposal

Leadership Challenges in Virtual Teams - Research Proposal Example This discussion explores that virtual teams have gained a lot of prominence in various institutions due to the proliferation of information technology in business. Therefore, medium, small and large organizations may adopt this approach to project work depending on their goals. This report descusses that The size and geographical dispersion of these companies warrants special attention in the study. These organizations select virtual teams in order to minimize cost and time wastage associated with bringing all members of the group together. Sometimes experts may be located in different areas, so virtualization allows professionals to make their contributions across great distances. The method also enhances decision making, productivity and response times to tasks. It adds flexibility to the work process and brings about innovation processes transnationally. When developing conceptual understandings of a problem, these groups often struggle to come to an agreement. It is difficult to control and monitor activities in these teams. Such groups must follow through on decisions in a structured way. The model is vulnerable to communication breakdowns, power struggles and mistrust. The distance between these team members creates challenges in project management. T echnophobia is a real problem for companies using virtual teams and so is cultural diversity. Issues concerning conflict management may also be difficult in this set up. 2. Problem statemen

Little Women by Louisa May Alcott Essay Example for Free

Little Women by Louisa May Alcott Essay Little Women, written by Louisa May Alcott, is a novel based on a family of four girls, Margaret Meg March, Josephine Jo March, Beth March, and Amy March, and of their family values. Little Women demonstrates strong events based on several family values. The story of the March family is set in New England during the civil war. Throughout this point in time the little women are to survive with out a father figure, as their father has gone to fight in the war. Over long periods of time, the four March sisters had to face the fact that they were very poor and could not receive every thing that they wished for. As the March family stayed home awaiting the return of their father, they were very lucky to receive the fatherly support from an old, wealthy neighbour, Mr Laurence. Overtime the girls formed a tight bond with Mr Laurence and his grandson Laurie. As the March family continues through the hard times in life, they are blessed by the friendship of family and friends. In the Novel the four sisters show that they are very unselfish and are capable of sharing what little things they have with others. Even though the girls realise (Amy especially) that they are suffering poverty and are not able to receive everything that they wish, they are very grateful for what they have. The March sisters tend not to make a fuss mainly because whilst their father is away life gets tough with only a mother figure around. Not far away from here lies a poor old woman with a little new born baby. Six children are huddled into one bed to keep from freezing, for they have no fire. There is nothing to eat over there; and the oldest boy came to tell me they were suffering hunger and cold. My girls, will you give them your breakfast as a Christmas present? pg 20 In the chapter A merry Christmas this here is a great example of how generous the March family is even though the have so little themselves. The girls were very disappointed to give their food away but knew that there was a family suffering severely without any food, so they decided to the right thing. In Little women the four March sisters show loyalty by looking out for each other. Through the hardest times in life the girls manage to stick by each other and along the way on their journey they learn from their mistakes. Meg, Jo, Beth and Amy are not your everyday type of sisters who may fight a lot with one another. The girls infrequently have fights because they are so alike, they are so kind to one another and share anything they have for that is all that they do have. I let the sun go down on my anger; I wouldnt forgive her, and today, if it hadnt been for Laurie it might have been too late! How could I be so wicked? said Jo half aloud, as she leaned over her sister, softly stroking the wet hair scattered on the pillow. As if she heard, Amy opened her eyes, and held out her arms, with a smile that went straight to Jos heart. Page 115. Even though the girls make mistakes they learn from them and are persistent never to make that same mistake again. Through out the novel looking out for each other is a true family value and by doing this the girls manage through life a lot easier. Life becomes more interesting when family and friends are together. Its not until later on in life when the March girls realise that their next door neighbours are not close and that they ought to become neighbourly with one another. It is here in the novel where all the sisters begin to loosen up and enjoy the new company of the Laurence boy. At first the girls are a bit timid because they are embarrassed by the fact that they are so much poorer to Laurie, but after first impressions the girls really begin to bond with Laurie and they form a tight friendship. We are not strangers, we are neighbours, and you neednt think youd be a bother. We want to know you, and Ive been trying to do this ever so long. Page 70.Through the novel it is important to be able to have the love and support of friends and family so that it makes life easier through the difficult and depressing patches. In conclusion Marmee only wants best for her girls, but in her eyes this does not mean the wealthiest man that the girls can get their hands on this means, happiness and security from the one they tend to spend their rest of their lives with. Money is a needful and precious thing,-and, when well used, a noble thing,-but I never want you to think it is the first or only prize to strive for. Id rather see you poor mens wives, if you were happy, beloved, contented, than queens on thrones, without self- respect and peace. If along the way the girls did not have one another and there values then Meg, Jo, Beth and Amy would struggle more then what they already do. Through out the novel family values are very important and are expressed in many ways, not only through family but close friends too. The March sisters go through life with the love and support of each other and share an amazing journey.

Word Mapping and Language Development Essay Example for Free

Word Mapping and Language Development Essay This paper aims to discuss word mapping processes during the child development, explore the concepts of Fast and Slow mapping, discuss the application and acquisition of word associations and definitions in the context of word mapping, and conclude by demonstrating that the process of elaboration through which childrens meanings of words grow to include categorical semantic relations between words requires slow mapping. ? Fast Mapping For a child being inundated with new vocabulary from moment to moment, clues to any one particular words meaning may be few and far between, yet somehow a child manages to take these limited exposures to new words, derive meaning from them, and maintain representations of them for future use. Carey and Bartlett (1978) have termed this speedy process of inferring relatively correct and complete initial meanings of novel words given a limited number of exposures to the words fast mapping (Behrend, Scofield, Kleinknecht, 2001). It is widely assumed that children must possess an innate mechanism of specialized constraints specific to word learning to account for their precocious abilities to infer novel word meanings (Deak Wagner, 2003, p. 318), and fast mapping is the label applied to this system (Behrend et al. , 2001). Fast mapping was first demonstrated in an experiment done by Carey and Bartlett (1978), in which 14 children, ages three to four years old, were initially presented with a novel color word in a neutral context without first being explicitly taught its meaning, and later tested on their knowledge of the new term. All of the children had begun mapping color words to corresponding colors, and 13 of the 14 children were able to comprehend and generate six to eleven names for corresponding colors. The children were therefore familiar with the property and concept of color, which allowed the researchers to see how learning a new color would restructure the childs existing lexical and conceptual color domains (Carey, 1978, p. 271). Prior to the introduction of the children to the novel color word, each child received a production test in which he was asked to name the color of each of a number of different colored chips including an olive colored one. Most children called the olive color green, while others called it brown, but none of the children referred to the olive chip as olive. Carey and Bartlett (1978) chose to introduce the children to the novel color olive (a color the children were unfamiliar with), but instead of referring to it as olive (a word that some children might be familiar with) they chose to call the olive color chromium. The researchers painted one cup and one tray in the childrens nursery school classroom olive, while an identical cup remained red, and an identical tray remained blue. The researchers asked the childrens teacher to introduce the new color word individually to each child in a normal everyday context, such as preparing for snack time. The teacher avoided explicitly presenting the new color word either by asking the child to Bring me the chromium tray, not the blue one, the chromium one, or to Bring me the chromium cup, not the red one, the chromium one (Carey, 1978, p. 271). The phrase not the blue/red one provided enough information for the child to bring the correct tray or cup. As a result, the child was implicitly provided with lexical, syntactic, and contextual cues adequate to the full mapping (Carey, 1978, p. 272) of chromium, while not being forced to rely on the new color word to provide any additional information necessary for the completion of the task. All except one of the children chose the correct tray/cup upon first exposure to the new word. And even though they did not need to rely on the new word to make the correct choice, the majority of the children attended to the fact that they had just heard a new word, and either repeated it aloud or sought approval for the selection they had just made. One week later the children took part in a second teaching task in which a group of six different colors (including olive) was presented to each child, and the children were each asked to map these different colors to their specific corresponding color words (including chromium). This task had been designed to serve as a comprehension task in determining whether or not the children had learned to correctly map the color name chromium to the olive color. However, since olive was the only color for which the children had not previously demonstrated having a name, and since a control group (with no previous exposure to the olive/chromium mapping) performed the task at the same level as the experimental group, the researchers determined that the task was not truly a comprehension task, but rather another teaching task. The children therefore experienced two teaching tasks prior to being tested. Five weeks after the second teaching task, the children were given a second production test just like the one they received prior to the introducing event. However, unlike the first production test, in which the majority of the children called the olive colored chip either green or brown, eight of the fourteen children now either said that they did not know what color name to use to refer to the chip or began referring to the olive chip using one of the color names that they knew but had not mapped stably to any one particular color. Fast mapping is evident in that after only two brief exposures to the chromium color word/olive color pairing, the child had learned and retained for over a month that olive is not called green; in searching his lexicon for a name to call it, he found another color word with no stable referent which was more highly accessible than the new word chromium. Thus for these eight children at least, the process of restructuring the conceptual and lexical domains had already begun (Carey, 1978, p. 273). The children had demonstrated their ability to infer meaning (as to which color the word chromium referred to) by relying solely on the situation and the context in which they encountered the word. In the previous example the children’s retention would be limited- although not inhibited entirely- if exposed to a great variety of colors that had never been introduced to them before. This assertion illustrates the importance of scope to proper establishment of the context. Studies have found that as the factors increase in number or property, subjects of all ages are more likely to disorient and produce ambiguous definitions (Patson, 2010). Precise, mutually exclusive terms are the most conducive to a clear and complete understanding of a word. A study examined the potentiality of mutual exclusivity by first asking if the part pointed to was the trachea and then further challenging the student by requiring them to specify whether the whole area or one specific part was the trachea. When the subject area is previously known it is normal for children to favor an inclusive definition, i. e. accepting craniofacial instead of accepting cranial and facial as two, separate, specific, mutually-exclusive terminologies (Hansen, 2009). The correction of such errors is atypical to fast mapping, where the concept is simply understood. Fast mapping provides a seemingly quick and efficient way for children to initially acquire correct partial meanings that are specific to the contexts in which new words are heard. However, acquiring a complete definition for any one word generally requires the integration of a number of partial mappings derived from specific encounters with the word in everyday life. Fast mapping is merely the beginning of a longer more gradual elaboration and reorganization process called slow mapping that results in a more complete definition (Carey, 1978; Johnson Anglin, 1995; McGregor, Friedman, Reilly, Newman, 2002). Slow Mapping Slow mapping is a prolonged period during which the child must hold a fragile new representation in lexical memory, distinguish it from many other fragile representations, continue to hypothesize about the meaning of the word, and update the representation as a result of those hypotheses (McGregor et al, 2002, p. 332). The partial meanings of words acquired during fast mapping are retained in memory while meanings derived from new encounters with words provide additional information and allow connections both between and within new and existing knowledge to be created, eliminated, and reworked. Slow mapping is the term applied to this process in which information provided through both old and new encounters with words is slowly integrated and evolves into increasingly accurate and complete definitions. Whereas fast mapping has been experimentally captured (e. g. Carey Bartlett, 1978), and shown to be replicable (Deak Wagner, 2003, p. 318), the protracted timeline and more elusive nature of slow mapping have made it difficult to pinpoint, study, and understand the process. It appears that much speculation surrounds the true nature of slow mapping. Johnson and Anglin (1995) comment this elaboration process is not yet well understood, but it appears that children somehow develop additional meaning relations among the new word and others within the same semantic field and increasingly incorporate contextual restrictions, distributional properties, and syntactic privileges of occurrence (p. 614). Carey (1978) admits, I have gone much further than available data license (p. 292) in summarizing her hypothesis on the nature of slow mapping following a description of her fast mapping study. Deak and Wagner (2003) attempted to access the process of slow mapping in the learning of categorical semantic relations between words by introducing children aged four to seven years old to made-up words with invented meanings and semantic relationships to one another (introduced as an alien language) and later testing their comprehension and production of these new words. Children were taught basic categorical semantic relations of exclusion (no overlap between word referents), inclusion (referents of one label are a subset of the referents of another label), and overlap (the sets of referents of two labels intersect) during two separate play sessions in which each of four labels for newly contrived categories were presented (along with defining information) a minimum of twenty times. The semantic relations were either explicitly expressed or implicitly derived by the children during the play sessions. The older children of the group (six- and seven-year-olds) were able to learn more semantic relations and word definitions than the younger children (four- and five-year-olds), and exclusion was the categorical semantic relation most readily learned in both age groups. The principle finding of the study was that although all of the children were able to learn new categorical semantic relations between words equally well whether the relations were explicitly stated or implicitly derived, the children were not able to fast map these categorical semantic relations as they were able to do with basic word meanings. Whereas children were able to infer relatively correct meanings of the novel words almost immediately, for example, they could correctly point out exemplars, they were unable to fast map categorical semantic relations even when these relations were explicitly stated. Deak and Wagner (2003) conclude, when word learning is measured at a surface level, children show a grasp of new words, but this grasp is weak. It is unlikely to include knowledge of meaning relations, or incorporation into a differentiated semantic network, even after many unambiguous exposures to the new words (p. 323). Thus, it appears that fast mapping describes childrens ability to quickly associate words to referents, but does not capture the process of elaboration through which childrens meanings of words grow to include categorical semantic relations between words. Slow mapping is the route through which the incomplete initial word meanings obtained through fast mapping expand to include more information about the meanings of words including semantic relations between words. Penno, Wilkinson, and Moore (2002) have also attempted to access the process of slow mapping, albeit using a different procedure, by presenting children aged five to eight years old with new words through the context of storybook reading. Children were read a storybook once a week for three consecutive weeks in small groups, and were given a multiple-choice vocabulary test both prior to the first reading and after the last reading. The multiple-choice vocabulary test included 15 words present in the storybook that were assumed to be unknown to the children. In addition, following each reading of the storybook, the children were asked to complete a retelling task in which they retold the story they had just heard to the best of their ability to the researcher. After the entire process had been completed for the first storybook, children were read a second storybook following the same procedure. The children received an explanation for each of the fifteen new words (every time one of the words was encountered) during every reading of one of the two storybooks. For the remaining storybook, no explanation was supplied for unknown words. The main objective of this study was to examine the effects of repeated exposure to a story and the additive effects of explanation of the meaning of target words on students vocabulary (Penno et al. , 2002, p. 23). Both repeated exposure and explanation of meaning were indeed significant contributors to vocabulary growth. The process of slow mapping was displayed through the linear improvement in the accuracy of use of the target words across the three retellings of the stories (Penno et al. , 2002, p. 31). After being read a storybook for the first time, the children were able to retell the story in a manner that demonstrated their fast mapping ability in that they were able to provide some indication of a basic understanding of the new words meanings. However, the second and third readings and retellings of a storybook revealed the slow mapping process, as the children used the new words with ever increasing accuracy through each subsequent storybook retelling. Accuracy and depth of word knowledge was measured incrementally through a coding system containing six categories ranging from category zero (indicating no knowledge or use of the target word) to category five (indicating generalized knowledge of the target word) (Penno et al. , 2002, p. 26). For example, the coding system might determine a childs accuracy and depth of word knowledge as progressing from category two (Developing knowledge: the target word is used, but inappropriately) at the first storybook retelling, to category three (Synonym: a synonymous phrase or word is used for the target word) at the second storybook, up to category four (Accurate knowledge: the target word is used accurately and more frequently than a synonym) by the third storybook retelling (Penno et al. , 2002, p. 26). Children also benefited from receiving explanations for unknown words, displaying greater gains in vocabulary when provided with explanations than when not, suggesting that the explanation may have provided useful experience with the meaning of the unknown words. One of the challenges of word mapping research area is finding word knowledge assessment methods that go beyond measures of childrens ability to identify the correct referent of a word or to use a word in an appropriate context. In 2009 the effect of the cultural, linguistic differences between mainstream English and African American English was measured. An equal number of African American English speakers and mainstream (mostly Caucasian, Hispanic, and African American) respondents were given a series of syntactical questions. This result was that native speakers of English who were African American were predisposed to have more difficulty with the grammatical structure of formal English (Johnson, 2009). In addition to the methods described in the previous three studies, childrens word definitions may serve as a source of information on the process of mapping (Hughes, Woodcock, Funnell, 2005; Johnson Anglin, 1995; McGregor et al, 2002). Childrens word definitions have also been found to change with age. These changes may reflect, in part, increased understanding of the words meanings. Another source of information on word mapping may be childrens word associations. Word Definitions Word learning, commencing at around age of one year, progresses at the rate of approximately ten new words every day (Bloom, 2000), or about one per every waking hour (Carey, 1978). Werner and Kaplan (1950) describe the acquisition of the meanings of words as occurring in two ways. One way a child learns a word is by explicit reference either verbal or objective (p. 3), in which a word is verbally defined or an object is directly named for the child. The second way a child learns a word is through implicit or contextual reference (p. 3), in which a word is inferred from the context of a conversation. Up until around two years of age, a child may learn a great many words through explicit reference, as adults will often repeat common phrases and names of objects and provide definitions for unknown words in an effort to teach a child new vocabulary (Carey, 1978; Werner Kaplan, 1950). However, as children grow older, they receive this vocabulary coaching less and less and they must rely primarily on implicit or contextual reference to acquire the majority of vocabulary. Children learn the majority of their words from hearing how others use them in day-to-day life. In doing so, they must rely solely on the linguistic context in which the word occurs and the situation in which it is used (Carey, 1978, p. 265) to derive meaning for new words. Researchers recognize the ability to produce quality word definitions as a metalinguistic skill (Watson, 1985), as individuals must not only consider their knowledge of the to-be-defined word and determine what characteristics should be included in the definition but they should also know how to organize information into conventional definitional form (Skwarchuk Anglin, 1997, p. 298). An individuals mastery of the form and content of word definitions is imperative in producing quality definitions (Watson, 1985), and there are a number of well-established trends concerning the development of both. The definitions provided by young (roughly preschool) children tend to be comprised primarily of functional information, e. g. a knife is to cut with (Litowitz, 1977), but they also include (to a lesser degree) perceptual features, e. g. a kitten is furry (Hughes et al. , 2005). Young childrens definitions also tend to include information that is personally relevant, such as I have a friendly rabbit named Hoppy (Watson, 1985) and are often concrete, simple, and context bound (Skwarchuk Anglin, 1997). As a child grows older, a transition occurs in the content included in a definition, suggesting a conceptual shift from the individually experienced to the socially shared (Litowitz, 1977, p. 289), and definitions become more abstract, complex, and precise in nature (Skwarchuk Anglin, 1997). However, the accurate acquisition of a definition is dependent on the individual skills of the child and of the clarity of the context in which the new conceptual definition is presented (Nicoladis, 2010). Namely, the listener must recognize the probable intention of the statement through the interpretation of nonverbal cues. This is done through the rapid analysis of the word usage, the verbal tone, the context, and the previous experiences of the listener (de Ruiter, 2010). A child’s inferential attributions to a word are also built upon their personal skills. In the Sally Ann task, the children are asked to conceptualize the thoughts of others and are measured by their success at that task, their ability to concede that the other’s thoughts are not necessarily correct, and to form a hypothetical, mental frame of context through which to examine the probable thoughts and actions which inform that person’s decisions (Jary, 2010). The ability to successful integrate the representational theory of mind tested by the Sally Ann task has been proven to aid in the conceptualization of both grammatical structure and definition (Jary, 2010). Both form and content develop and change over time, but these changes do not necessarily occur simultaneously, and children are generally able to express semantic content more successfully than they are able to use correct Aristotelian definitional form (Johnson Anglin, 1995). Since form and content of childrens definitions change as their knowledge of and experience with words increases it seems logical that studying the elaboration and refinement of word definitions in children over time would allow us to better understand the process of slow mapping (McGregor, 2002). The interpretations of the ambiguities of language, such as the use of the finite â€Å"that† for an infinite pool of possible contexts, are key contributors to the accuracy of slow mapping in the inferred or abstract definition of words (Jary, 2010). In a study designed to capture the slow mapping process of word meaning development, McGregor et al. (2002) offer some evidence that childrens definitions may indeed provide an accurate representation of the semantic knowledge possessed by a child. McGregor et al. have shown that a childs abilities to provide a name for and draw a picture of each of a series of objects correspond reliably with one another and are also consistent with a childs ability to provide definitions for those objects. The study suggests that the three tasks (naming, drawing, and defining) access a common semantic representation and therefore validates the use of the defining task in providing a window into the slow mapping of word meaning. Word Associations Childrens word associations also change as word knowledge changes over time. Consequently, studying childrens word associations may provide an additional opportunity to capture the slow mapping process of word meaning development. Petrey (1977) draws attention to the development of word associations as shifting from episodic (or schematic) to semantic (or taxonomic) as childrens word knowledge grows. She comments, Whereas adults responses are grouped primarily by semantic memory of words internal content, childrens responses display mainly episodic memories of external context (p. 69). For example, if the stimulus word were rabbit, a child is likely to provide an episodic response like carrot, and an adult is more likely to provide a semantic response like squirrel. Petreys research suggested that the shift from episodic to semantic association responses occurs by around third grade. Researchers have also attempted to explain changing word associations as reflecting a syntagmatic-paradigmatic shift. Syntagmatic refers to words being syntactically related, that is, likely to occur together in the same sentence, like a verb response to a noun, whereas paradigmatic refers to words being in the same syntactic class, like a noun response to a noun (Nelson, 1977). This description has proven to be less well supported than the episodic-semantic (or schematic-taxonomic) shift. Another explanation refers to the cultural influences of the child’s caretaker(s). Because as the child ages there is less need and ability to define the abstract concepts, there is an increased reliance on word attribution (de Ruiter, 2010). Bilingual children favor the grammatical structure and the customary usage of their stronger language (Nicoladis, 2010). In Blewitt and Toppinos study, superordinate responses in the word association task became increasingly frequent with age (as is the case in word definition tasks), suggesting that the word association task may indeed be a useful tool to implement in future work aimed at capturing the slow-mapping process. The increasing use of superordinate terms provided both in the word definition task and the word association task suggest that the two tasks may be measuring the common underlying process of elaboration and completion of word meaning over time that is slow mapping. Summary Conventional estimates suggest that by age 17 the vocabulary of an average English-speaking individual comprises more than 60,000 words (Bloom, 2000). In order for this monumental task to be achieved, word learning, commencing at around age of one year, must progress at the rate of approximately ten new words every day (Bloom, 2000), or about one per every waking hour (Carey, 1978). Werner and Kaplan (1950) describe the acquisition of the meanings of words as occurring in two ways. One way a child learns a word is by explicit reference either verbal or objective (p. 3), in which a word is verbally defined or an object is directly named for the child. The second way a child learns a word is through implicit or contextual reference (p.3), in which a word is inferred from the context of a conversation. Up until around two years of age, a child may learn a great many words through explicit reference, as adults will often repeat common phrases and names of objects and provide definitions for unknown words in an effort to teach a child new vocabulary (Carey, 1978; Werner Kaplan, 1950). These two methods for accessing developmental change in childrens word knowledge have both been found to change with increasing age and understanding of words, and appear to provide access to slow mapping in children. In general, knowledge about familiar words is slowly acquired. Children both increase their understanding of the semantic relations among words, and learn about the details of the objects labeled by the words. Children are unable to fast map categorical semantic relations even when these relations were explicitly stated. Conclusively, the process of elaboration through which childrens meanings of words grow to include categorical semantic relations between words requires slow mapping. The ability children possess to infer initial meanings for novel words given a limited number of exposures to the words fast mapping. Fast mapping provides a seemingly quick and efficient way for children to acquire initial meanings of novel words, but the meanings children gain through fast mapping are often incomplete, especially requiring a longer more gradual elaboration and reorganization process called slow mapping in order to become complete definitions. Slow mapping allows the connections both between and within new and existing knowledge to be created, eliminated, and reworked, as increasingly complete and accurate definitions evolve. Slow mapping, a much slower and more elusive process than fast mapping, has not been experimentally captured, and much speculation continues to surround its true nature. Attempts to access slow mapping by researchers have provided some insight into the nature of that process. However, research studies have not accessed childrens word understanding beyond an initial, superficial level. References Behrend, D. A. , Scofield, J. , Kleinknecht, E. E. (2001). Beyond fast mapping: Young childrens extensions of novel words and novel facts. Developmental Psychology, 37, 698-705. Blewitt, P. , Toppino, T. C. (1991). The development of taxonomic structure in lexical memory. Journal of Experimental Child Psychology, 51, 296-319. Bloom, P. (2000). How children learn the meanings of words. Cambridge, MA: MIT Press. Carey, S. Bartlett, E. (1978). Acquiring a single new word. Papers and Reports on Child Language Development, 15, 17-29. Carey, S. (1978). The child as word learner. In M. Halle, J. Bresnan, G. A. Miller (Eds. ), Linguistic theory and psychological reality (pp. 264-297). Cambridge, MA: MIT Press. de Ruiter, J. , Noordzij, M. , Newman-Norlund, S., Newman-Norlund, R. , Hagoort, P. , Levinson, S. , et al. (2010). Exploring the cognitive infrastructure of communication. Interaction Studies, 11(1), 51-77. doi:10. 1075/is. 11. 1. 05rui. Deak, G. O. , Wagner, J. H. (2003). Slow mapping in childrens learning of semantic relations. Proceedings of the Annual Conference of the Cognitive Science Society, 25, 318-323. Hansen, M. , Markman, E. (2009). Childrens use of mutual exclusivity to learn labels for parts of objects. Developmental Psychology, 45(2), 592-596. doi:10. 1037/a0014838. Hughes, D. , Woodcock, J., Funnell, E. (2005). Conceptions of objects across categories: Childhood patterns resemble those of adults. British Journal of Psychology, 96, 1-19. Jary, M. (2010). Assertion and false-belief attribution. Pragmatics Cognition, 18(1), 17-39. doi:10. 1075/pc. 18. 1. 02jar. Johnson, C. J. , Anglin, J. M. (1995). Qualitative developments in the content and form of childrens definitions. Journal of Speech and Hearing Research, 38, 612-629. Johnson, V. , de Villiers, J. (2009). Syntactic Frames in Fast Mapping Verbs: Effect of Age, Dialect, and Clinical Status. Journal of Speech, Language Hearing Research, 52(3), 610-622. Retrieved from Academic Search Complete database. Litowitz, B. (1977). Learning to make definitions. The Journal of Child Language, 4, 289-304. McGregor, K. K. , Friedman, R. M. , Reilly, R. M. , Newman, R. M. (2002). Semantic representation and naming in young children. Journal of Speech, Language, and Hearing Research, 45, 332-346. Nelson, K. (1977). The syntagmatic-paradigmatic shift revisited. A review of research and theory. Psychological Bulletin, 84, 93-116. Nicoladis, E. , Rose, A. , Foursha-Stevenson, C. (2010). Thinking for speaking and cross-linguistic transfer in preschool bilingual children. International Journal of Bilingual Education Bilingualism, 13(3), 345-370. doi:10. 1080/13670050903243043. Patson, N. , Warren, T. (2010). Evidence for Distributivity Effects in Comprehension. Journal of Experimental Psychology / Learning, Memory Cognition, 36(3), 782-789. doi:10. 1037/a0018783. Penno, J. F. , Wilkinson, I. A. G. , Moore, D. W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the matthew effect? Journal of Educational Psychology, 94, 23-33. Petrey, S. (1977). Word associations and the development of lexical memory. Cognition, 5, 57-71. Skwarchuk, S. , Anglin, J. M. (1997). Expression of superordinates in childrens word definitions. Journal of Educational Psychology, 89, 298-308. Watson, R. (1985). Towards a theory of definition. Journal of Child Language, 12, 181-197. Werner, H. , Kaplan, E. (1950). The acquisition of word meanings: A developmental study. Monographs of the Society for Research in Child Development, 15(1, Serial No. 51).

Variable Length Hash Algorithm Using RC6

Variable Length Hash Algorithm Using RC6 Hash_RC6 Variable Length Hash Algorithm using RC6 Kirti Aggarwal Dr. Harsh K. Verma ABSTRACT In this paper, we present a hash algorithm using RC6 that can generate hash value of variable length. Hash algorithms play major part in cryptographic security as these algorithms are used to check the integrity of the received message. It is possible to generate hash algorithm using symmetric block cipher. The main idea behind this is that if the symmetric block algorithm is secure then the generated hash function will also be secure [1]. As RC6 is secure against various linear and differential attacks algorithm presented here will also be secure against these attack. The algorithm presented here can have variable number of rounds to generate hash value. It can also have variable block size. Keywords:  Cryptography, Symmetric Encryption, Asymmetric Encryption, Data Integrity, Authentication, Confidentiality, Non-Repudiation, Access Control, Hash, RC6 INTRODUCTION Cryptography is the ability of keeping message secure form others while sending information between participants (Confidentiality). There are many cryptographic algorithms categorized as symmetric encryption algorithm and asymmetric encryption algorithm. Symmetric encryption algorithm is the one that use same shared key from encryption and decryption, while asymmetric algorithm is the one that use different keys from encryption and decryption. With the Confidentiality cryptography also provide other services known as data integrity, authentication, non-repudiation, access control etc. Data Integrity is assuring that data received is same as sent by the sender. Authentication is the ability to assure that communicating party is who that it claims to be. Non-Repudiation is the prevention against the denial by entities involved in the communication. Access Control is the prevention against the unauthorized use of resources [2]. Figure 1. Fundamental of Cryptography Hash Function A cryptographic hash function is any algorithm or subroutine that maps large data sets of variable length to smaller data sets of a fixed length. The values returned by a hash function are called hash values, hash codes, hash sums, checksums or simply hashes. Where h has fixed length. An (accidental or intentional) change to the data will (with very high probability) change the hash value. For a hash function to be considered secure, it must be computationally infeasible to find has a predefined hash value and similarly it must be computationally infeasible to find two messages having same hash value. RC6 RC6 is a symmetric block cipher based on RC5 and designed by Rivest, Sydney, and Yin for RSA security [3]. Like RC5, RC6 is a parameterized algorithm where the block size, the key size, and the number of rounds are variable; again, the upper limit on the key size is 2040 bits [4]. RC6 was designed to meet the requirements of the Advanced Encryption Standard (AES)competition. RC6 proper has ablock sizeof 128 bits and supportskey sizesof 128, 192 and 256 bits, but, like RC5. RC6 can be viewed as interweaving two parallel RC5 encryption processes. It uses an extra multiplication operation not present in RC5 in order to make the rotation dependent on every bit in a word. SHA-256 SHA-256 operates on eight 32-bit words. The message to be hashed is first padded with its length in such a way that the result is a multiple of 512 bits long, and then parsed into 512-bit message blocks M(1);M(2); : : :;M(N). The message blocks are processed one at a time: Beginning with a fixed initial hash value H(0), sequentially compute Where C is the SHA-256 compression function and + means word-wise mod 264 addition. H(N) is the hash of M [5]. SHA-512 SHA-512 is a variant of SHA-256 which operates on eight 64-bit words and block size of 1024 bits. It uses different shift amounts and additive constants, but its structure is otherwise virtually identical, differing only in the number of rounds, which are 80 for SHA-512[15]. HASH FUNCTION A cryptographic hash function is a mathematical transformation that takes a message of arbitrary length and computes a fixed length value also known as hash value, message digest, hash code, hash sum, checksum, etc. Where H is Hash Function, M is variable length message; H is fixed size hash value. Creating hash function is accomplished by iteration. Instead of using a hash function with variable-size input, a function with fixed size input is created and is used a necessary number of times. This fixed size input function is known as compression function. It compresses an n-bit string to create a m-bit string where n is normally greater than m. This scheme is referred to as an iterated cryptographic hash function [6]. These compression function fall into two categories: a function specially designed for the hash function or a symmetric block cipher [2]. Figure 2. Iterated Cryptographic hash Function Characteristics of one way Hash Function: Given M, it is easy to compute h. Given h, it is hard to compute M such that. Given M, it is hard to find another message, M’, such that The whole point of one way hash function is to provide a finger print of M that is unique. In some application one wayness is insufficient; we need an additional requirement called collision-resistance (It is hard to find two random messages, M and M’, such that [1]). Figure 3. Basic Hash Algorithm at sender and receiver Hash Function takes message and an initial value as an input and produces the hash value. The hash value is appended to the message at a time when the message is assumed or known to be correct. The receiver authenticates the message by generating the hash value with the same procedure and compares it with the hash value send by the sender. If both the value matches then the received message is same as it is send by the sender otherwise message has been tampered with. RC6 RC6 [7] is a fully parameterized family of encryption algorithms. A version of RC6 is more accurately specified as RC6-w r bwhere the word size is wbits, encryption consists of a nonnegative number of roundsr, andbdenotes the length of the encryption key in bytes. Since the AES submission is targeted atw= 32 andr= 20, we shall use RC6 as shorthand to refer to such versions. When any other value ofworris intended in the text, the parameter values will be specified as RC6-w r. Of particular relevance to the AES effort will be the versions of RC6 with 16-, 24-, and 32-byte keys [4]. Figure 4. RC6 Encryption For all variants, RC6-w r boperates on units of fourw-bit words using the following six basic operations. integer addition modulo integer subtraction modulo bitwise exclusive-or of w-bit words integer multiplication modulo Rotate to the left by the amount given by the least significant bits of Rotate A to the right, similarly parallel assignment Key Expansion Use two magic constants:- Where:- †¦Ã¢â‚¬ ¦.(base of natural logarithm) †¦Ã¢â‚¬ ¦..() is the odd integer nearest to . INPUT byte key that is preloaded into word array denotes the no of rounds. OUTPUT w-bit round keys . ALGORITHM For do Encryption Four w-bit registers A, B, C, D contain the initial input plain-text as well as the output ciphertext at the end of encryption. The first byte of plaintext is placed in the least significant byte of A; the last byte of plaintext is placed into the most significant byte of D [6]. INPUT Plaintext stored in four w-bit input registers Number r of rounds w-bit round keys OUTPUT Ciphertext stored in ALGORITHM C = C + S[2r + 3] Decryption For decryption of cipher-text load these cipher text into registers A, B, C, D Algorithm uses integer subtraction modulo 2w and right rotation on registers for getting plain text. INPUT Ciphertext stored in four w-bit input registers Number r of rounds w-bit round keys OUTPUT Plaintext stored in ALGORITHM HASH FUNCTION USING RC6 RC6 is a uses 44 words of key material making it more complex to break. RC6 parameterized cipher; the block size can be grown in a straightforward manner to 256 bits and beyond.RC6 has maximum key size of 2040 bits, making the corresponding hash function very fast.20 rounds using RC6 will have all these features which make the hash more efficient and secure. It is possible to use a symmetric block cipher algorithm as a hash function. If the block algorithm is secure, then the one-way hash function will also be secure. One approach is to encrypt the message with the algorithm in CBC mode, a fixed key and an initial vector (IV), the last cipher text block is the hash value. Another more better approach uses the message block as the key, the previous hash value as the output. Here we will use second approach. Algorithm presented here has variable parameters i.e. different parameter value can be taken according to the need. Block size (b), Number of rounds (r), length of hash value (l) are the different variable parameters that are the inputs of the algorithm. The length of hash value (l) should be multiple of 256. First of all padding is done. Message is padded with zeros in a way such that the padded message length is multiple of the block size (b). Then initial vector is needed to generate the hash value. Initial Vector is a piece of data is needed to begin running an algorithm, and is not secret. There are two initial vectors in this algorithm which are used to generate initial hash value. To generate the initial hash value combination of v (size of hash value divided by 256) 256 bits values calculated as follows: After generating initial hash value from initial vectors the message (M) is divided into number of small chunks (n). The size of message chunks should be equal to block size b, after that RC6 key generation is applied on each message block to generate keys that will be used to encrypt the previous hash value to generate next hash value. Initial 256 bits v hash values are encrypted via RC6 using RC6 keys generated from first message block (M1). This is then encrypted again from the keys generated from second message block (M2) and so on until all the message blocks (n) are used. At last all the v final hash values of length 256 bit each are concatenated to generate the final hash value of length l. Number of rounds (r) is divided in to two parts, 3r/4 rounds are used to generate the RC6 keys from the message block and r/4 rounds are used to encrypt the previous hash value to generate next hash value. Figure 5 shows the procedure for hash value of size 512 bits. Figure 5. Hash Value Generation using RC6 PSEUDO CODE INPUT Message M, Number of rounds r, Block size b, Length of hash value l; OUTPUT Final hash value h; ALGORITHM Pad 0s (zeros) at the end of the message so the message length is multiple of b; Divide message into chunks of size b; Repeat step 7 to 21 Load Repeat step 10 to 12 Repeat step 13 to 16 Repeat step 20 Repeat step 22 to 33 Load Repeat step 26 to 30 for do Load Concatenate to get final hash value h PERFORMANCE AND ANALYSIS This algorithm was implemented using java in NetBeans IDE 7.0.1. Following results were obtained on Intel(R) Core(TM) i3 CPU M 370 @ 2.40 GHz 2.39 GHz 32 bit system with 4 GB of RAM running Windows 7 Ultimate. Algorithm presented in this paper is compared with SHA-256 and SHA-512 respectively. Comparison between algorithm presented here and SHA are done on the basis of throughput of the algorithms and time to produce hash value for files of different sizes. To be more accurate the program is executed ten times for each input file and the average of those results are reported here. Results in Figure 6 to Figure 9 and Table 1 for Hash using RC6 are obtained for r=64, b=512, l=256 and these results are compared with SHA-256 which has same value for these parameters. Figure 6. Throughput of RC6_HASH and SHA-256. Figure 7. Bar Graph of Hash value generation time of RC6_HASH and SHA-512 Figure 8. Line Graph of Hash generation time of HASH_RC6 (256) and SHA-256 Figure 9. Execution time saving caused by Hash_RC6 Table 1. Comparison of Hash_RC6 (256) SHA-256 on the basis of Execution Time of different type of Files. Figure 6 shows the throughput of RC6_HASH and SHA-256 the algorithms in KB/sec. Figure 7 shows the Bar Graph hash value generation time (in millisec) of both the algorithms for the file of different sizes (in KB). Figure 8 shows the Line-Graph of execution time according to their file size for each file using algorithms Hash_RC6 (256) and SHA-256. Line graph is more convenient to show that Hash_RC6 (256) performs faster than SHA-256. This Graph also shows that for the file of small size both the algorithms performs approximately same i.e. there is not much of the difference but when the file size increases Hash_RC6 (256) performs much better than the SHA-256. Bar chart in Figure 9 shows the execution time saving caused by Hash_RC6 in percentage in comparison with SHA-256 for different file sizes. It’s greater than 30% for almost all the file sizes and for some of the file sizes its approx 50% that is greater advancement. The average percent execution time saving by Hash_RC6 for hash value of 256 bits over SHA-256 is 40.26. We compare the execution time of each algorithm on different file types like text file, audio file video files, for this purpose we mainly used 10 files and recorded their hash value generation time in milliseconds for these algorithms. List of Input files and their size are given in Table 1. Results in Figure 10 to Figure 13 and Table 2 for Hash using RC6 are obtained for r=80,b=1024,l=512 and these results are compared with SHA-512 which has same value for these parameters. Figure 10. Throughput of RC6_HASH and SHA-512. Figure 11. Bar Graph of Hash value generation time of RC6_HASH and SHA-512 Figure 12. Line Graph of Hash Generation Time of HASH_RC6 (512) and SHA-512 Figure 13. Execution Time saving caused by Hash_RC6 Table 2. Comparison of Hash_RC6 (512) SHA-512 on the basis of Execution Time of different type of Files. Figure 10 shows the throughput of RC6_HASH and SHA-512 the algorithms in KB/sec. Figure 11 shows the Bar Graph of hash value generation time (in millisec) of both the algorithms for the file of different sizes (in KB). Figure 12 shows the Line-Graph of execution time according to their file size for each file using algorithms Hash_RC6 (512) and SHA-512. Line graph is more convenient to show that Hash_RC6 (512) performs faster than SHA-512. This Graph also shows that the difference is not so much for file of small size but when it comes to file of larger size Hash_RC6 (512) is much better than the SHA-512. Bar chart in Figure 13 shows the execution time saving caused by Hash_RC6 (512) in percentage in comparison with SHA-512 for different file sizes. It’s greater than 15% for almost all the file sizes and for some of the file sizes its approx 35% that is greater advancement. The average percent execution time saving by Hash_RC6 for hash value of 512 bits over SHA-512 is 24.625. We compare the execution time of each algorithm on different file types like text file, audio file video files, for this purpose we mainly used 10 files and recorded their hash value generation time in milliseconds for these algorithms. List of Input files and their size are given in Table 2. CONCLUSION In this research paper a new algorithm for generating hash value is presented. This algorithm is generated on a symmetric block cipher known as RC6 and can generate hash value of different sizes. The algorithm can also operate on different block size and different number of rounds. The implementation of algorithm is done using JAVA in NetBeans IDE 7.0.1. on Intel(R) Core(TM) i3 CPU M 370 @ 2.40 GHz 2.39 GHz 32 bit system with 4 GB of RAM running Windows 7 Ultimate. Hash value generated using algorithm presented here are secure against many attack because when a hash algorithm is generated using symmetric block cipher it inherit the properties of underlying cipher. The idea behind this is that if the symmetric block algorithm is secure then the generated hash function will also be secure [1]. Then the algorithm is compared with SHA-256 and SHA-512 for same parameter and on the same environment. The results of comparison conclude that the algorithm present here has better throughput

The Effect of Music on Psychology and Behavior Essay -- A Level Essays

The Effect of Music on Psychology and Behavior There have always been discussions of the effects music has on ones behavior, and how it’s related to Psychology. The truth has never really been verified among common knowledge, but it’s usually something that intrigues people. They say heavy metal and rap can make teenagers violent, sad and depressing music can make teenagers sad and depressed, and some say it’s best to listen to classical music when doing schoolwork because it makes your brain more active. There have been many people that reported how music has effects on their behavior. It can lift their mood, â€Å"fuel the fire† when they’re angry, or even make it easier for them to fall asleep. People never really get the chance to research the actual science of music, and how it changes people attitudes. It’s also interesting to think about how music plays a role in someone’s identity. Many articles found discuss the Social Identity Theory, and the people who conduct these experiments always keep this in mind, â€Å"Social identity theory (SIT; Tajfel, 1978; Tajfel & Turner, 1979) maintains that individuals gain a social identity from the groups to which they belong. The theorists claim that members have a desire to evaluate their own group positively and that they achieve positive evaluations through social comparisons with relevant other groups along valued dimensions. One maintains positive social identity and self-esteem through in-group favoritism, positive distinction from the out-group, and, occasionally, out-group derogation (e.g., Noel, Wann, & Branscombe, 1995)† (Tarrant, North, Hargreaves, 2001). Towson’s online database is an excellent place to research what has been found on music’s effects on psychology, and ... ... also determines their place in society. Ones place in society can then determine how their life will develop because you associate with the people and characteristics of that group. If one were to listen to rap and become associated with the people in that group, it’s likely that they will become sexually active and become involved in illicit drug use. This could then determine their education (whether or not they drop out of school) and eventually what they end up doing for a living. Music has a very strong influence on the lives of adolescents. It seems almost as if music has a stronger role than things like religion and politics. People usually think that music just determines how adolescents act, but after researching in depth you find that music determines much more than that. Music can be a determining factor in their education, social status, and their future.

Otto Von Bismarck :: History People Historical Essays

  Ã‚  Ã‚  Ã‚  Ã‚  Hamerow begins his introduction with a defense of the theory that history is determined by the great people of society or The Great Man Theory of history. He goes on to say that â€Å"They are the makers of the world in which we live. Otto Von Bismarck belongs in this Company.†   Ã‚  Ã‚  Ã‚  Ã‚  The controversies surrounding his life still go on between historians today. He is portrayed as a destroyer of liberty and also as a compromiser of liberalism. Some see Bismarck as trying to preserve the old order of Europe. Bismarck worked against liberal plans for unification of Germany but stood proudly in the Hall of Mirrors in Versailles as the German Empire he helped to create was proclaimed. Bismarck as man and as statesman has been a point of interests for many history scholars’ interpretations. Bismarck’s empire lasted only 20 years after him. Bismarck believed that armed force was necessary in relations among governments – Blood and Iron his methods. Through three successful wars Bismarck united Germany. With the creation of the 2nd German Reich Germany become the strongest nation on the continent. After the union of the German states Bismarck became an outspoken activist for peace on the continent. Bismarck never succumbed to the te mptation of conquest. Bismarck led the German people to empire but is criticized by not training the nation in self-governing. Bismarck never talked about racial supremacy or unlimited conquest. He believed in a balance of power resting upon the existence of strong nation states. Introduction Evaluation   Ã‚  Ã‚  Ã‚  Ã‚  Hamerow’s introduction gives a very good foundation of German history and review of his and others thoughts on Bismarck. He sets up very well a good basis for what the rest of the book will be about. He puts out several different areas of consideration on Bismarck that will later be discussed in the book and keeps it interesting. A Country Squire   Ã‚  Ã‚  Ã‚  Ã‚  At a young age Bismarck was more interested in his estates and farming than in politics. Even in his later years he kept watch over his estate in Vorzin. It was during these years that he learned to know the land and its people well. This knowledge was to aid him later in his political career. Much of his earlier life was spent on his lands and it is from here that he learned to love Germany. He believed later in life that it was country life that made people more practical and city life took away from life.

Night World : Spellbinder Chapter 2

The crowd erupted in panic. Everything was happening at once; Thea couldn't sort out the different impressions. Half the people in front of her were running. The other half were yelling. â€Å"Call nine-one-one-â€Å" â€Å"It got Eric-â€Å" â€Å"I told you to kill it!† The red-headed boy was darting forward with his stick. Other kids were rushing around, looking for rocks. The group had become a mob. The snake was rattling wildly, a terrifying sizzling sound. It was in a frenzy, ready to strike again at any moment-and there was nothing Thea could do. â€Å"Hey!† The voice startled her. It came from Eric, the boy who'd been bitten. â€Å"Calm down, you guys. Josh, give me that.† He was talking to the redhead with the forked branch. â€Å"It didn't bite me. It just struck.† Thea stared at him. Was this guy crazy? But people were listening to him. A girl in baggy shorts and a midriff top stopped hefting her rock. â€Å"Just let me get hold of it†¦ then I can take it out into the brush where it won't hurt anybody.† Definitely crazy. He was talking in such a matter-of-fact, reasonable way-and he was going to try to pin the snake down with that stick. Somebody had to act fast. A flash of ruby-color caught Thea's eye. Blaise was in the crowd, watching with pursed lips. Thea made her decision. She dove for the snake. It was watching the stick. Thea grabbed for its mind before grabbing its body-which kept it immobilized for the instant she needed to seize it just below the head. She hung on while its jaws gaped and its body lashed. â€Å"Grab the tail and we'll get it out of here,† she said breathlessly to Eric the crazy guy. Eric was staring at her grip on the snake, dumbfounded. â€Å"For God's sake, don't let go. It can twist in a second†¦.† â€Å"I know. Grab it!† He grabbed it. Most of the crowd scattered as Thea wheeled around with the snake's head held tightly at arm's length. Blaise didn't run, she just looked at the snake as if it smelled bad. â€Å"I need this,† Thea whispered hastily as she passed her cousin. She snatched at Blaise's necklace with her free hand. The fragile gold chain broke and Thea's fingers closed around a stone. Then she was heading out into the scrub brush, the weight of the snake dragging on her arm. She walked fast, because Eric didn't have much time. The grounds behind the school sloped up and then downward, getting wilder and more gray-brown. When the buildings were out of sight, Thea stopped. â€Å"This is a good place,† Eric said. His voice was strained. Thea glanced back and saw that he looked pale. Brave and very, very crazy, she thought. â€Å"Okay, we let go on three.† She jerked her head. â€Å"Throw it that way and back up fast.† He nodded and counted with her. â€Å"One†¦ two†¦ three.† Giving it a slight swing, they both let go. The snake flew in a graceful arc and landed near a clump of purple sage. It wriggled immediately into the brush without showing the slightest hint of gratitude. Thea felt its cool, scaly mind recede as it thought, That smell†¦ that shade†¦ safety. She let out the breath she hadn't realized she'd been holding. Behind her, she heard Eric sit down abruptly. â€Å"Well, that's that.† His own breathing was fast and irregular. â€Å"Now could I ask you a favor?† He was sitting with his long legs straight out, his skin even paler than before. Perspiration beaded on his upper lip. â€Å"You know, I'm not really sure it didn't bite me,† he said. Thea knew-and knew Eric knew-that it had. Rattlers did sometimes strike without biting, and did sometimes bite without injecting venom. But not this time. What she couldn't believe was that any human would care enough about a snake to let a bite go untreated. â€Å"Let me see your leg,† she said. â€Å"Actually, I think maybe you'd better just call the paramedics.† â€Å"Please let me see.† She kept her voice gentle, kneeling in front of him, reaching slowly. The way she'd approach a scared animal. He held still, letting her roll up his jeans leg. There it was, the little double wound in the tanned skin. Not much blood. But surrounded by swelling already. Even if she ran back to the school, even if the paramedics broke every speed law, it wouldn't be fast enough. Sure, they'd save his life, but his leg would swell up like a sausage and turn purple and he'd have days of unbelievable pain. Except that Thea had in her hand an Isis bloodstone. A deep red carnelian engraved with a scarab, symbol of the Egyptian Queen goddess, Isis. The ancient Egyptians had put the stones at the feet of mummies; Blaise used it to heighten passion. But it was also the most powerful purifier of the blood in existence. Eric groaned suddenly. His arm was over his eyes, and Thea knew what he must be feeling. Weakness, nausea, disorientation. She felt sorry for him, but his confusion would actually work to her advantage. She pressed her hand to the wounds, the carnelian hidden between her tightly closed fingers. Then she started to hum under her breath, visualizing what she wanted to happen. The thing about gems was that they didn't work on their own. They were just a means of raising psychic power, focusing it, and directing it to a certain purpose. Find the poison, surround it, dispel it. Purify and eliminate. Then encourage the body's natural defenses. Finally, soothe away the swelling and redness, sending the blood back where it belonged. As she knelt there, feeling the sun on the back of her head, she suddenly realized that she'd never done this before. She'd healed animals-puppies with toad poisoning and cats with spider bites-but never a person. Funny how she'd known instinctively that she could do it. She'd almost felt that she had to do it. She sat back on her heels, pocketing the bloodstone. â€Å"How are you feeling?† â€Å"Huh?† He took his arm away from his eyes. â€Å"Sorry-I think I sort of blanked out there for a minute.† Good, Thea thought. â€Å"But how do you feel now?† He looked at her as if he were struggling under pressure to be gentle. He was going to explain to her that people who got bitten by rattlesnakes felt sick. But then his expression changed. â€Å"I feel†¦ it's weird†¦ I think maybe it's gone numb.† He peered doubtfully at his calf. â€Å"No, you were just lucky. You didn't get bitten.† â€Å"What?† He scrambled to roll his jeans leg up higher. Then he just stared. The flesh was smooth and unmarked, with just the slightest trace ot redness left. â€Å"I was sure†¦Ã¢â‚¬  He lifted his eyes to hers. It was the first time Thea had really gotten a chance to look at him. He was a nice-looking guy, lean and sandy-haired and sweet-faced. Long legs. And those eyes†¦ deep green with gray flecks. Just now they were both intense and bewildered, like those of a startled kid. â€Å"How'd you do that?† he said. Thea was shocked speechless. He wasn't supposed to respond like this. What was wrong with him? When she could talk again, she said, â€Å"I didn't do anything.† â€Å"Yes, you did,† he said, and now his eyes were clear and direct, full of an odd conviction. Suddenly his expression changed to something like wonder. â€Å"You†¦ there's something so different about you.† He leaned forward slowly, as if entranced. And then†¦ Thea experienced an odd duality. She was used to seeing herself through the eyes of animals: a big, hairless creature in false skins. But now she saw herself as Eric saw her. A kneeling girl with yellow hair falling loose over her shoulders and soft brown eyes. A face that was too gentle, with a very worried expression. â€Å"You're†¦ beautiful,† Eric said, still wondering. â€Å"I've never seen anybody†¦ but it's like there's a mist all around you. You're so mysterious†¦.† A huge quivering stillness seemed to hang over the desert. Thea's heart was beating so hard that it shook her body. What was happening? â€Å"It's like you're part of everything out here,† he said in that wise, childlike voice. â€Å"You belong to it. And there's so much peace†¦.† â€Å"No,† Thea said. There was no peace at all in her. She was terrified. She didn't know what was going on, but she knew she had to get away. â€Å"Don't go,† he said, when she shifted. He had the stricken expression of a heartbroken puppy. And then†¦ he reached for her. Not roughly. His fingers didn't close on her wrist. They just brushed the back of her hand, sliding away when she jerked. But it didn't matter. That light touch had raised all the hairs on Thea's forearm. And when she looked back into the gray-flecked green eyes, she knew he'd felt it, too. A sort of piercing sweetness, a dizzying exhilaration. And-a connection. As if something deeper than words was being communicated. I know you. I see what you see†¦. Almost without knowing what she was doing, Thea raised her hand. Fingertips slightly outspread, as if she were going to touch a mirror or a ghost. He brought his hand up, too. They were staring at each other. And then, just before then- fingers made contact, Thea felt a jolt of panic like ice water. What was she doing? Had she lost her mind? Suddenly everything was clear-too clear. Her future stretched out before her, every detail sharp. Death for breaking Night World law. Herself centered in the Inner Circle, trying to explain that she hadn't meant to betray their secrets, that she hadn't meant to†¦ to get close to a human. That it was all a mistake, just a moment of stupidity because she'd wanted to heal him. And them bringing the Cup of Death anyway. The vision was so clear it seemed like a prophecy. Thea jumped up as if the ground had lurched underneath her, and she did the only thing she could think of to do. She said scathingly, â€Å"Are you nuts? Or is your brain just overheated or something?† He got the stricken look again. He's a human. One of them, Thea reminded herself. She put even more scorn in her voice. â€Å"I'm part of everything; I did something to your leg†¦ yeah, sure. I bet you believe in Santa Claus, too.† Now he looked shocked-and uncertain. Thea went for the coup de gras. â€Å"Or were you just trying to put the moves on me?† â€Å"Huh? No,† he said. He blinked and looked around. The desert was the ordinary desert, gray-green and parched and flat. Then he looked at his leg. He blinked again, as if getting a fresh grip on reality. â€Å"I†¦ look, I'm sorry if I upset you. I don't know what's wrong with me.† Suddenly he gave a sheepish smile. â€Å"Maybe I'm kind of weird from being scared. I guess I'm not as brave as I thought.† Relief trickled through Thea. He was buying it. Thank Isis that humans were stupider than chickens. â€Å"And I wasn't trying to move in on you. I just-† He broke off. â€Å"You know, I don't even know your name.† â€Å"Thea Harman.† â€Å"I'm Eric Ross. You're new here, aren't you?† â€Å"Yes.† Stop talking and go, she ordered herself. â€Å"If I can show you around or anything†¦ I mean, I would like to see you again†¦.† â€Å"No,† Thea said flatly. She would have liked to have kept it to that monosyllable, but she wanted to crush this new idea of his completely. â€Å"I don't want to see you,† she said, too rattled to think of any more subtle way to put it. And then she turned and walked away. What else was there to do? She certainly couldn't talk to him anymore. Even if she would always wonder why he'd been crazy enough to care about the snake, she couldn't ask. From now on she had to stay as far away from him as possible. She hurried back to the school-and realized immediately that she was late. The parking lot was quiet. Nobody was walking outside the adobe buildings. On my first day, too, Thea thought. Her backpack was on the ground where she'd dropped it, a notebook lying beside it on the asphalt. She grabbed them both and all but ran to the office. It was only in physics class, after she'd handed her admission slip to the teacher and walked past rows of curious eyes to an empty seat in the back, that she realized the notebook wasn't hers. It fell open to a page that had Introduction to Flat-worms scribbled in sloping, spiky blue ink. Below were some pictures labeled Class Turbellaria and Class Trematoda. The worms were beautifully drawn, with their nervous systems and reproductive organs shaded in different colors of highlighter, but the artist had also given them big goofy smiling faces. Grotesque but lovable in a cross-eyed way. Thea turned the page and saw another drawing, the Life Cycle of the Pork Tapeworm. Yum. She leafed back to the beginning of the notebook. Eric Ross, Honors Zoology I. She shut the book. Now how was she going to get it back to him? Part of her mind worried about this through physics and her next class, computer applications. Part of it did what it always did at a new school, or any new gathering of humans: it watched and cataloged, keeping alert for danger, figuring out how to fit in. And part of it simply said, I didn't know they had a zoology class here. The one question she didn't want to ask herself was what had happened out there in the desert? Whenever the thought came up, she pushed it away brusquely. It must have had something to do with her senses being too open after merging with the snake. Anyway, it hadn't meant anything. It had been a weird one-time fluke. In the main hallway at break, Blaise came rushing up, quick as a lioness despite the high heels. â€Å"How's it going?† Thea said, as Blaise drew her into a temporarily deserted classroom. Blaise just held out her hand. Thea fished in her pocket for the carnelian. â€Å"You ruined the chain, you know,† Blaise said as she shook back midnight hair and examined the stone for damage. â€Å"And it was one I designed.† â€Å"Sorry. I was in a hurry.† â€Å"Yes, and why? What did you want with it?† Blaise didn't wait for a response. â€Å"You healed that boy, didn't you? I knew he got bitten. But he was human.† â€Å"Reverence for life, remember?† Thea said. † ‘An ye harm none, do as you will.† She didn't say it with much conviction. â€Å"That doesn't mean humans. And what did he think?† â€Å"Nothing. He didn't know I was healing him; he didn't even realize he got bitten.† It wasn't exactly a lie. Blaise looked at her with smoky, suspicious gray eyes. Then she glanced heavenward and shook her head. â€Å"Now if you'd been using it to heat his blood, I'd understand. But maybe you were doing a little of that, too†¦.† â€Å"No, I was not,† Thea said. And despite the warmth that rose in her cheeks her voice was cold and sharp. The horror of that death vision was still with her. â€Å"In fact, I don't ever want to see him again,† she went on jaggedly, â€Å"and I told him so, but I've got his stupid notebook, and I don't know what to do with it.† She waved the notebook in Blaise's face. â€Å"Oh.† Blaise considered, head on one side. â€Å"Well†¦ I'll take it to him for you. I'll track him down somehow.† â€Å"Would you?† Thea was startled. â€Å"That's really nice.† â€Å"Yes, it is,† Blaise said. She took the notebook, handling it carefully, as if her nails were wet. â€Å"Okay, well, I'd better get to my next class. Algebra.† She made a face. † ‘Bye now.† Suspicion struck as Thea watched her go. Blaise wasn't usually so accommodating. And that † ‘bye now†Ã¢â‚¬ ¦ too sweet. She was up to something. Thea followed the ruby of Blaise's shirt as Blaise went back into the main hallway, then turned without hesitation into a locker-lined corridor. There, searching through one of the lockers, was a lean figure with long legs and sandy hair. Fastest tracking I've ever seen, Thea thought sourly. She peered around the Mediterranean-blue door of a broken locker. Blaise walked up behind Eric very slowly, hips swaying. She put a hand on his back. Eric jumped slightly, then turned around. Blaise just stood there. It was all she needed to do. Blaise reeled guys in just by being. It was the glorious dark hair, the smoldering gray eyes†¦ plus a figure that could stop traffic on the freeway. Curves galore, and clothes that emphasized every one. On another girl it might have been too much, but on Blaise it was just breathtaking. Guys who thought they liked the waif look dropped everything to follow her just as fast as guys who thought they liked blonds. Eric blinked at her, looking hazy already. He didn't seem to know what to say. That wasn't unusual. Guys always got tongue-tied around Blaise. â€Å"I'm Blaise Harman.† The voice was low and liquid. â€Å"And you're†¦ Eric?† Eric nodded, still blinking. Yes, he's dazed all right, Thea thought. The jerk. She was surprised at her own vehemence. â€Å"Good, because I wouldn't want to give this to the wrong person.† Blaise produced the notebook from behind her back like a magician. â€Å"Oh-where'd you get that?† Eric looked relieved and grateful. â€Å"I've been looking everywhere.† â€Å"My cousin gave it to me,† Blaise said carelessly. She held onto the notebook as he tried to take it, and their fingers touched. â€Å"Wait. You owe me something for bringing it back, don't you?† Her voice was a purr. And now Thea knew, without a doubt, what was going to happen. Eric was doomed.