Chicken of the Sea Company Essay

Discussion Questions 1. Discuss the consumer decision making process for a product such as canned/packaged tuna and the response hierarchy model this is most likely to be applicable in the purchase of this product. * Consumers of packaged tuna usually go through the low-involvement hierarchy. Unless consumers have loyalty to a certain brand, they usually pick the product with the lowest price. Tuna is not something that will cause consumers to go though cognitive dissonance because of the low-involvement hierarchy. 2. Discuss the role integrated marketing communications plays in the marketing of canned/packaged tuna for a company such as Chicken of the Sea International. How might the company use the various IMC tools as part of its marketing program? * The role IMC plays in marketing canned/packaged tuna is to establish brand identity and equity. Chicken of the Sea has a target market of women usually 25-54 years old. The idea of promoting the product with the use of Jessica Simpson will help to promote the product to different target audiences, in order to create brand awareness. The company established a budget for hiring Simpson at $11 million in 2004.   Then they must develop an integrated market communications program before implementing the strategies. The company will then implement the strategies through ads on television, radio etc. The company then must monitor and evaluate the program in order to assure that hiring Simpson is benefiting the company and brand identity. 3. Discuss how Chicken of the Sea’s marketing personnel and advertising agency might evaluate the appropriateness of using Jessica Simpson as a spokesperson for the company and whether she is a good fit for the brand. * Chicken of the Sea’s marketing personnel and advertising agency has a lot to evaluate when deciding whether Jessica Simpson is right for their brand. The company was worried if Simpson’s ditzy reputation was something that they wanted representing their products. Chicken of the Sea’s target market usually consists of 25 to 54 year old women and since Simpson is popular among teens, they were not sure how their target market would react to her.   They also had to evaluate how they were going to use Jessica Simpson when promoting the product. The company was nervous that advertising Simpson through television commercials was going to be too expensive and too risky. 4. Discuss the pros and cons of Chicken of the Sea International hiring Jessica Simpson as a spokesperson for the company. Can the company  afford to hire her and spend the money on TV advertising to use her effectively? * Jessica Simpson could be an asset to Chicken of the Sea. Having her as a spokesperson could bring in new customers and establish brand awareness to people outside of their target market. If the company feels that having Simpson on television commercials to promote the product is expensive, they can utilize her singing talents and have a new Chicken of the Sea jingle. The jingle could be played on the radio and it will reach many different audiences. The downside to having Jessica Simpson as a spokesperson is that Simpson’s personality may not agree with the company’s target market that is usually very loyal to the brand. In addition, hiring Simpson as the spokesperson would cost at least one million dollars. If the marketing plan fails, this could r esult in a massive loss. 5. What would you do if you were Don George? Would you recommend that the company hire Simpson as a spokesperson? Why or why not? * The pros of hiring Jessica Simpson as a spokesperson can definitely outweigh the cons. Simpson generated a great deal of buzz from her television by not being able to differentiate between chicken and tuna. Many people heard about it even if they did not follow the show. Don George should capitalize on that buzz and hire Simpson. Not only could she be promoted through television commercials, but she could be used in radio advertisements and magazines. Although these advertisements are expensive, using Simpson should generate brand awareness that could give Chicken of the Sea advantage over its competitors and generate revenue.

How Walmart Can Improve Sales Essay

1. What strategies would you recommend to current CEO Mike Duke? 2. How can Wal-Mart benefit from Internet retailing? â€Å"The internet has interesting aspects and will definitely serve a growing market throughout the 21st Century.† (David, P. 69) Wal-Mart.com allows customers easy and convenient access to Wal-Mart’s millions of products without leaving their homes; 24 hours a day, 7 days a week and 365 days a year; in turn will boost sales because Wal-Mart.com is able to display all products available, unlike store, which have limited space. As long as Wal-Mart.com continues to offer low prices and low shipping prices with the same quality of service, with easy checkout, it can be most profitable allowing Wal-Mart to benefit from internet retailing. 3. How aggressively should Wal-Mart expand internationally and where? I don’t believe Wal-Mart should move progressively when expanding internationally. It is the right time to expand internationally, anywhere east of the North America continent. Wal-Mart expanding internationally keeps them from being vulnerable to fluctuations of the U.S. dollar, allowing them to generate earnings from the countries east of the U.S. Wal-Mart should expand aggressively, which will allow customers all over the world â€Å"to associate their name with low cost, greatest selection of quality merchandise and highest standards of customer service.† (David, P. 68) 4. Should Wal-Mart expand the convenient store concept in China and other markets? I believe it is a good idea to expand the convenient store concept in China and other markets. According to Convenience Store News; â€Å"small formats are leading store growth in the Asia-Pacific region with traditional convenience stores seeing significant growth. China added more than 4,000 new c-stores in the past 12 months.† (Kress, 2012) 5. Should Wal-Mart get a foothold in Europe before competitors seize the initiative?

Essay on The Problem Of Hiv / Aids -- Immune system, HIV, AIDS, Vaccine

Although HIV is no longer the death sentence it was back in the 80’s, it remains a thorn even in our modern societies. For instance, HIV treatment is exponentially expensive, and can only be afforded by people residing in developed countries. In fact most third world nations, are still in the 80’s as far as HIV treatment technology is concerned. In 2011 alone over two and half million people died of AIDS, with the continent of Africa topping the list (Gallo 267). With prices, for HIV medication up the roof and the virus becoming more resistant to medications there is nothing such as a happy ending for 50 million people world wide still leaving with the disease (Gallo 267). The clock is ticking not just for the forty million, but also, for the sci... ... middle of paper ... ...n the end only Kaprowsky knows . To even consider those who we trust with our life may have invented the worst disease that has cause over 26 million fatalies so far is unimaginable(Gallo 266). Hoopers theory is not neccesarily a smoking gun but it does raise questions on the credibility of doctors. Hoopers intentions in writing his book the river wasn’t to point a finger but to raise awareness of how often medical errors occur with the minority being used as the guinea pigs; Nevertheless, for magic and all the millions of people living with AIDS the fight continues, a fight to decrease aids fatalities and find a cure, in this fight only one person has been cured so far, the famous berlin patient but as for the other forty million there is reason to hope,that in this developing technology that one day AIDS will be a dark history, surely nothing lasts forever.

Globalisation has led to the loss of cultural identity in Britain Essay

Globalisation has led to the loss of cultural identity in Britain. Discuss - Essay Example The first effect of globalisation was experienced by the people that migrated to Britain. In the early years of 1950’s and 1960’s, many immigrants found their way into the British territory. Many people from the West Indies and Asia migrated to Britain and established their lives and thus culture. Many people were attracted to the job vacancies available and were interested in filling them. As such, they made Britain their permanent residence. However, this would affect the culture of the country. Since many people find it difficult to change their culture, they stick to their culture. Similarly, they have their strong beliefs and experiences that are mixed in the society. In the light of this statement, Britain is now considered a multicultural state, evident from the existent mixed cultures. With such situations, it is not easy to identify Britain with a single culture. Identifying the country with a single culture would be impossible, as other cultures would be suppr essed. Globalisation has led to sprouting of behaviours that are not acceptable by many cultures. For example, there has been a rise of gay marriages and gay relationships. Many people are not at ease with the issue of gay relationships. The core origin of such behaviours and relationships is believed to be globalisation. When people move from one place to another, they extend their behaviour to other parts of the country. Therefore, when gay immigrants settle into the country, they are likely to influence the other people that reside closely. In today’s world, it is almost impossible to contain gay relationships. The behaviour is widespread and many people are engaging in such relationships. This has affected the culture in a negative way, since it does not fully accept such. Apparently, the most outstanding opposition to such behaviour are religious entities. They state that it is unacceptable behaviour to the church fraternity. In the early centuries, culture was defined by the fo ods and delicacies that are savoured by the nation. Many people were connected to their staple foods as they connected them to their culture. However, with the aspect of immigration, many cultures were interconnected. This brought change in the foods that are savoured by the nation. Many residents had to adapt to the new culture as they adopted consumption of other foods brought by immigrants. This has affected the British culture, as they are not openly identified by their foods. This is a cultural experience that many people would have not thought of, or even practiced were it not for globalisation. For example, in the ancient times, people were vigil on the foods that were consumed. They identified healthy foods that had little or no effects on the human life (Tisdell and Sen 2004:32). However, with the exchange in the cultures and consumption of other foods, many people are feeling the pinch. For example, most people in the country are relying on junk foods. These foods are savo ured in the country due to a mixture of cultures. Were it not for globalisation, majority of the population would not savour some of these foods. Globalisation has had an effect on the lifestyle of people. Many cultures are identified by the music, way of life and social activities. However, this has changed due to globalisation. With the interdependence between countries, there is exchange of music and other

Internal Controls Assignment Example | Topics and Well Written Essays - 750 words

Internal Controls - Assignment Example The Sarbanes-Oxley Act of 2002 was passed generally for the purpose of restoring investor trust and confidence. The demand of the government, investors and the American public sought a standard and guarantee on the accuracy of financial reports. So, Section 404 of the mentioned law was strictly devoted in requiring management to assess and report on the effectiveness of internal control over financial reporting or ICFR. Bergen (2005) reported that â€Å"the concerns through making executive more responsible for company accounting statements, redefining the relationships between corporations and their auditors, and restructuring the internal audit systems of public corporations.† Section 404 of Sarbanes-Oxley Act of 2002 has also been experiencing issues regarding its implementation. The legislation of the law â€Å"has been subject to furious debate amongst corporations, auditors, regulators and others.† The internal control policy has cause extremely high costs especia lly for smaller companies and early results left the benefits unclear. A number of academic and professional researches have grown to support the lack of transparency in accounting and corporate governance is growing larger. The researches show the significant cost attached to the internal controls. One â€Å"concludes that corporations with Internal Control Deficiencies (ICDs) as defined by section 404 – companies which are naturally more susceptible to accounting irregularities – pay the price through higher cost of capital and lower stock price returns.† Ockree and Martin (2009) investigated on the internal and external impacts of the financial reporting requirements in internal control. Stock price was one of the external reactions their study had put focused on. In their study, stock prices were tracked for the three years following the announcement. They compared the data to a broader market measure of comparable companies. The results were surprising thou gh a bit expected; the average return for the study group during that period was only 1.68%, while the broader market had a 17.28% return. There was a higher rick in that period of relative growth. Ockree and Martin also studied the insiders who traded stock during 2007 to be able to measure the risk in that particular sector. Two years after the announcement, it was found that there were three times inside buyers than seller compared to the broader market. Further, the size of the insider’s sales was over eight times larger compared to the buys. With the effect of internal controls to the company’s stock price, we can say internal controls do have inherent limitations and the risk can’t easily be foreseen or eliminated. On the other hand, there is a risk of weakening internal controls if we modify the existing system. Internal controls can result to various limitations to the organization functionality and economy. Its limits can affect the effectiveness of int ernal controls and may result to system omission human factors, resource constraints, or lack of system flexibility. For example, internal control processes in an organization may not reflect changed operating conditions, specific agency activities or potential new risks. It can cause collusion of staff members to be able to achieve their own personal gains. And in

Comparison of three areas of law Essay Example | Topics and Well Written Essays - 2000 words

Comparison of three areas of law - Essay Example On the other hand, the UK legal systems are stricter and protect the plight of traders, employees and members of contracts. The EU laws provide a clearly approach to define relationships within contracts and encourage foreign investors by providing a friendlier tax system as compared to the situation in the US legal system. From this perspective, it is crucial for both legal structures to harmonise their regulations to provide a better legal framework for its public. In the UK, there exists a written contract of employment that puts obligations both on the employee and the employer. The contract of employment requires that both parties the conditions implies in the contract letter. The UK is one of the countries that offer protection to its employees. The employer is answerable to court if he or she breaks any term implied in the contract. For instance, an employer must issue a notice before terminating an employee.2 On the other hand, the US government provides no statutory protection to employees. Hence, the employer can fire the employee any time. Unless there is a personal offense, the court does not protect the employee From a close observation, there exists a wide range of similarities and differences within the UK and US Employment laws. The two legal systems are similar in the sense that they seek to end discrimination within the employment sector. Hence both laws have clauses that prohibit employment discrimination in terms of gender, origin, race or even color. This appears to be an effort to embrace diversity management within these nations. However, the UK and US employment laws differ in a great way. To begin with, the US Laws provide no contract stipulations for employment. Therefore, issues of termination, salary, holidays and allowances all depend on the agreement between the employee and employer. This is much different from the UK legal

McDonalds Marketing Strategy Case Study Example | Topics and Well Written Essays - 3250 words

McDonalds Marketing Strategy - Case Study Example Shifting lifestyles, aging population and healthy food consumption trends hamper industry growth. Despite McDonald's many successes and long-standing position as a global industry leader, the golden arches are showing evidence of tarnish. Over the last years the company has shown signs of failure to identify with its customers and this has lead to retarded growth and unmet expectations. In this paper I will examine in greater detail latest industry trends and I will critically evaluate McDonald's marketing strategy. The final part of the paper discusses strategic alternatives and suggested strategies for McDonald's Corporation. The fast food market is dynamic and growing, it amounts to $99.6 billion and is expected to grow by 15% by 2009 (Datamonitor, Global Fast Food, 2005). To the west growth has been driven by changing consumer lifestyles. The restaurants segment benefits from the reduction of leisure time, accompanied by increasing trends away from preparing food at home (Datamonitor, Global Restaurants, 2005). The growth in the Far Eastern countries, on the other hand, is fuelled by growing population, economic development and rising purchasing power of local population (Datamonitor, Foodservice China, 2005). Still, the bright future of the fast food sector is not secur... The growth in the Far Eastern countries, on the other hand, is fuelled by growing population, economic development and rising purchasing power of local population (Datamonitor, Foodservice China, 2005). Still, the bright future of the fast food sector is not secured and it's again consumer trends that hamper its development. Aging population in US and Europe tends to favour more sophisticated food and service offers to fast-food restaurants (Datamonitor, Global Restaurants, 2005). A major threat to the fast-food industry is the trend towards healthy food that shifts consumption away from fast food market. Intense competition among fast food retailers has forced major chains to focus on value chain efficiencies in order to improve profits (Datamonitor, Global Restaurants, 2005). Additionally, local markets have put high legal and market-driven entry barriers for international retailers (Ball et al, 2005). Customer analysis All in all, the McDonald's fast food offer is attractive to people from all age groups. The company specifically targets children and middle-class households that are less demanding in their choice for sophisticated product offer. Rising incomes in developing markets make the McDonald's offer more feasible and better accepted even in places where the company has been regarded as rather expensive, one example is India. The American identity of fast food products in Japan and other countries in the Far East enhances their image. According to a survey by the Japanese Ministry of Agriculture, 50 % of teenagers prefer Western foods to traditional dishes. As a result, American companies in Japan account for half the business (Ball et

Education Testing Assessment Selection and Development Essay

Education Testing Assessment Selection and Development - Essay Example Students will create a multiple-paragraph response that focuses on the costs and benefits of America's two-party system. They will include a thesis statement at the end of an introductory paragraph, use topic sentences at the beginning of each body paragraph, and offer strong supporting examples and details. These should be structured in a very clear manner so much so that the examiner would not feel that the respondent has confused the ideas together without talking about the central issue. Also, if the response will not be clear as defined above several mark deductions will be made. The student will need to use the third form of speech while writing. The idea that United States ought to have the ancient as well as sturdy two-party system on the sphere is for several, predominantly for foreign bystanders, a mystifying experience. An additional strength of the two party schemes is that disparate to a few countries, individuals are not enforced within a single candidate being located within the office.

Management of underperforming surgical trainee Essay

Management of underperforming surgical trainee - Essay Example Work place based assessment 15 Annexes: Forms template Foreword The purpose of this handbook is to provide a guide for the clinical supervisor in the performance of his/her duties in the hospital. This is designed to give the supervisor with resources and models for the supervision work and to orient the supervisor on the clinic supervision program. This is also a manifestation of our expressed commitment to provide students with excellent academic preparation. The materials contained in this manual are not intended to substitute existing ones, but rather to supplement the information. Relevant forms are attached for supervisor’s use. The Clinical Supervision The clinical supervision is a professional preparation. The experience gathered in this exercise provides the student with an opportunity to carry out professional responsibilities. The clinical supervision allows the student to integrate the academic theories learned from school to actual practice under the guidance of a clinic supervisor Clinical Supervision is defined as â€Å"formal process of professional support and learning that enables individual practitioners to develop knowledge and competence, assume responsibility for their own practice, and enhance patient protection and safety of care in a wide range of situations (â€Å"clinical supervision†). ... Shared clinical responsibility ensuring that the client’s treatment goals are addressed. A rigorous process that ensures ethical and legal responsibility. An individualized approach based on the learning needs and style of the supervisee. Congruence with the values and philosophy of the agency. Adopted from: Part 2, Chapter 2, NCBI Resources The Clinical Supervision Defining the characteristics of an Effective Clinical supervisor a. The Clinical Supervisor’s objectives The clinical supervisor’s foremost objective is to establish a positive supervisor-supervisee relationship that promotes client’s welfare a nd professional development of supervisee. The Clinical Supervisor has a well rounded personality as he acts as a teacher, coach, consultant, mentor, evaluator and administrator (TIP 52). The Clinical Supervisor has the following objectives in doing his jobs: 1. To help the less experienced worker improve his/her skills. 2. To ensure that patients receive the best medical care . 3. To have e clear contract of expectations, ongoing review and feedback; and a commitment to professional developments. These objectives will be discussed more thoroughly in succeeding sections of the manual. The Clinical Supervisor b. The Clinical Supervisor’s Duties and Responsibilities Responsibilities The clinical supervisor is committed to work with other departments in order to provide an outstanding customer experience. The role calls for coordinating management and clinical activities. Responsibilities include the following: Staffing Budgeting Personnel management Staff development Occasional clinical coverage and weekend house supervision Source:

Healthy Eating is Healthy Living Essay Example for Free

Healthy Eating is Healthy Living Essay Did you know that the money spent to treat people with illnesses related to the lack of health makes up 9.1 percent of the America’s total medical expenses? That is about 78.5 billion dollars! (CDC). If we all eat healthier, expenses like these could be lowered. That is why kids, especially students, should eat more healthy foods. All of us know that eating our fruits and vegetables is important for our health. But how important is it? Healthy eating can actually reduce a person’s risk from developing any illnesses such diabetes, obesity, hypertension, etc. Foods with the proper nutrients and vitamins can increase a person’s immunity so that they will not be susceptible to the diseases. For example, a higher calcium intake can reduce the risk for developing diabetes (M.N.T). According to the Centers of Disease Control and Prevention, a minimum of 400 grams of fruits and vegetables must be eaten by kids ages 11- 16 per day (CDC). These are the necessary amounts to maintain a good health and not get sick. Healthy eating helps you maintain a good weight. About one to two months ago, my school, Sutter Middle School, required everyone to be part of the physical fitness program. Students must have their weight and height measured during this program. I noticed that there were students who were really nervous about measuring their weight. I realized that kids with the lack of health can sometimes feel self-conscious when it comes to their weight, whether it being underweight, overweight, or obese. Depending on the age, a person must consume a consistent amount of calories per day to maintain a decent weight. A healthy diet consisting of whole grains, fruits, vegetables, etc. offers a good and balanced calorie supply. Fatty foods, like potato chips, soda, pizza, hamburgers, etc. contain too many calories per serving. For moderately active kids, males ages 14-18 can have 2200-2800 calories per day and females ages 14-18 can have 2000 calories per day (Exercise). We have all heard that eating a healthy diet is expensive, and people have used that as an excuse for not eating a healthy diet, but healthy foods do not necessarily cost more than less healthy foods, says Andrea Carlson, an economist from the U.S. Department of Agricultures Economic Research Service. Junk foods may be convenient and tasty, but they don’t cost any more than fresh and healthy produce. The price of carrots is half the price of potato chips by portion size. According to Andrea  Carlson’s and her colleague Elizabeth Frazà £o’s studies, when considering portion size, the least to most expensive types of food are: grains, dairy, vegetables, fruit, protein and less healthy foods. (Carlson). Another important benefit from eating healthy is energy. Eating healthy allows students to have the energy to perform well in school and sports. Foods that contain a lot of nutrients and vitamins offer a long digestion time, giving you a slower and stable release of energy (Straight Health). The longer the digestion will take, the longer your energy will last. Principals often call during the week standardized testing to say to get plenty of rest and eat a healthy breakfast. A healthy breakfast can actually help students with testing because a meal containing complex carbohydrates, protein, fat, etc. can prevent a drop in blood sugar and allow students to last throughout the day (Healthier). Many people often think, â€Å"Well foods with a bunch of sugar can make you energetic.† That is true. Though that is true, junk foods with a lot of simple carbohydrates, also known as sugar, create a big boost in energy but also create a sugar crash. A sugar crash is when you consume foods that are loaded with sugar and lack other nutrients. Then later, your blood sugar suddenly spikes down, causing fatigue and dizziness, negatively affecting students’ school performances (Straight Health). Many beneficial consequences can be made if students eat more healthy foods. It can help students reduce their risk from developing any illnesses, maintain a good and balanced weight, and allow them to have the energy to perform well in school and/or sports. What are you waiting for? Go grab a healthy snack and enjoy it!

The Role Of Principal Education Essay

The Role Of Principal Education Essay As the key intermediary between the classrooms, the individual school and the education system as a whole, effective school leadership are essential to improve the efficiency and equity of schooling. Within each individual school, leadership can contribute to improve student learning by shaping the conditions and climate in which teaching and learning occur. Beyond the school borders, school leaders can connect and adapt schools to changing external environments. And at the school-systems interface, school leadership provides a bridge between internal school improvements processes and externally initiated reform. But school leadership does not operate in static educational environments. As countries are seeking to adapt their education systems to the needs of contemporary society, the expectations for schools and school leaders have changed profoundly. Many countries have made schools more autonomous in their decision making while centralising standards and accountability requirements and demanding that schools adopt new research-based approaches to teaching and learning. In line with these changes, the roles and responsibilities of school leader have expanded and intensified. Given the increased autonomy and accountability of schools, leadership at the school level is more important than ever. The challenge facing education in the 21st century is to make changes to achieve higher levels of learning for all children (Ramsey, 2002). At the time of the present study, public schools are undergoing scrutiny and criticism of such magnitude; it is difficult to predict the future of public education. An increased emphasis on accountability and school improvement, including the utilization of ICT among teachers to enhance student achievement, is at the forefront of all education debates. Research has shown that appropriate use of ICTs to catalyze a paradigm shift in both content and pedagogy that is the heart of education reform in the 19th century. ICT-supported education to enhance the success of the ongoing knowledge and skills that will give the students continuous learning if properly designed and implimented. Leveraging ICT in an appropriate manner enables new methods of teaching and learning, especially for students in exploring exciting ways of problem solving in the context of education. New ways of teaching and learning is supported by constructivist learning theory and paradgm shift from prinbcipal and teacher-centered pedagogy of memorization and rote-learning to focus on student centered. (Thijs, A., et al. ,2010) Furthermore, the utilization ICT learning procedures and tools in the educational process, obviously leads to revolutionary changes in the roles of both teachers and learners as the emergence of new teaching and learning environment and finally for new virtual training that ultimately aims to facilitate the tools and resources to support communication and interaction as well as disseminate teaching materials via the web will in order to encourage promote enhance collaboration and cooperation among participants in the learning process. On the other hand, many author such as Salinas (2003) agree on the fact that the integration of ICT in education produce a set of transformations which transform all the elements that take part in the educational process such as organizations, students, curriculum, and notably, they affect teachers role, function and behavior . Nevertherless, investments in information and communication technology (ICT) for enhancing formal and non-formal education systems are essential for schools improvement (Tong Trinidad, 2005). According to Betz (2000), information technology will only be successfully implemented in schools if the principal actively supports it, learns as well, provides adequate professional development and supports for his/her staff in the process of change. In fact, school principals have a main responsibility for implementing and integrating ICT in schools (Schiller, 2003). Anderson and Dexter (2005) carried out a study on technology leadership behaviors of school principals and found that although technology infrastructure is important, technology leadership is even more necessary for effective utilization of technology in schools (p.49). Moreover, various other research studies support the literature that leadership is an important key factor in effective use of technology in education (Schiller, 2003; Anderson Dexter, 2005). Therefore, it can be said that technology leadership behaviors are important to successful implementation of educational technology plans (Chang, Chin Hsu, 2008). As such, the principal has consistently been recognized as a significant factor in school effectiveness of change process. The complexity of the job of a school administrator has demanded highly developed skills to carry out the many functions of the school operation. Exceptional leaders have always been rare, but many believe that they can be made as well as born (Abrashoff, 2002). At the same time, there is limited understanding about the ways that school leaders make a difference particularly in new technology integration. Principal leadership, along with the effectiveness of classroom teachers, has a great impact on student progress. The relationship of an administrators leadership style and its affect on teachers and student achievement has become critically important in continued research. Role of Principal Several definition of a principal, the first six do not mention their role as the leader of a school. Though, there are key phrases that most certainly apply to the position; highest in rank, authority, most considerable, and important. The definitions go on to mention that which pertains to a prince or being princely, along with a leader or one who takes the lead. What may be considered ironic is that acts independently is included as well. Because the role of a principal is extremely fluid, being shaped by a diverse set of concerns and values, conceptualizations are problematic (Brown, 2005). Evidence should be visible in a school of what a principal believes as a principal and what the school stands for (NAESP, 2001). The test of good leadership is the achievement of change in a system. Change can be difficult; however, it is necessary to abandon the past to pursue the future (Bell-Hobbs, 2008). Examining the ways in which principals lead their schools through change, and its effe ct on teachers attitude towards technology as well as student achievement and is critical to future educational research. Traditionally, the principal resembled the middle manager suggested in William Whytes 1950s classic The Organization Man as an overseer of buses, boilers and books. Today, in a rapidly changing era of standards-based reform and accountability, a different conception has emerged one closer to the model suggested by Jim Collins (2001) Good to Great, which draws lessons from contemporary corporate life to suggest leadership that focuses with great clarity on what is essential, what needs to be done and how to get it done. This shift brings with it dramatic changes in what public education needs from principals. They can no longer function simply as building managers, tasked with adhering to district rules, carrying out regulations and avoiding mistakes. They have to be (or become) leaders of learning who can develop a team delivering effective instruction. Wallaces work since 2000 suggests that this entails five key responsibilities: Shaping a vision of academic success for all students, one based on high standards Creating a climate hospitable to education in order that safety, a cooperative spirit and other foundations of fruitful interaction prevail. Cultivating leadership in others so that teachers and other adults assume their part in realizing the school vision. Improving instruction to enable teachers to teach at their best and students to learn at their utmost. Managing people, data and processes to foster school improvement. In addition, schools are no different. Principals who get high marks from teachers for creating a strong climate for instruction in their schools also receive higher marks than other principals for spurring leadership in the faculty, according to the research from the University of Minnesota and University of Toronto. (Bradley Portin, Paul Schneider, Michael DeArmond and Lauren Gundlach., 2003) In fact if test scores are any indication, the more willing principals are to spread leadership around, the better for the students. One of the most striking findings of the universities of Minnesota and Toronto report is that effective leadership from all sources such as principals, influential teachers, staff teams and others is associated with better student performance on math and reading tests. The relationship is strong albeit indirect: Good leadership, the study suggests, improves both teacher motivation and work settings. This, in turn, can fortify classroom instruction. Compared with lower-achieving schools, higher-achieving schools provided all stakeholders with greater influence on decisions, the researchers write.( Karen Seashore Louis, Kenneth Leithwood, Kyla L. Wahlstrom, Stephen E. Anderson et al. ,2010) The better results are due to collaboration between two parties. The higher performance of these schools might be explained as a consequence of the greater access they have to collective knowledge and wisdom embedded within their communities, the study concludes.( Karen Seashore Louis, Kenneth Leithwood, Kyla L. Wahlstrom, Stephen E. Anderson et al. ,2010) Principals may be relieved to find out, moreover, that their authority does not wane as others waxes. Clearly, school leadership is not a zero-sum game. Principals and district leaders have the most influence on decisions in all schools; however, they do not lose influence as others gain influence, Karen Seashore Louis, Kenneth Leithwood, Kyla L. Wahlstrom, Stephen E. Anderson et al., 2010). Indeed, although higher-performing schools awarded greater influence to most stakeholders. Little changed in these schools overall hierarchical structure. (Kenneth Leithwood, Karen Seashore Louis, Stephen Anderson, Kyla Wahlstrom,2004) .University of Washington research on leadership in urban school systems emphasizes the need for a leadership team role led by the principal and including assistant principals and teacher leaders and shared responsibility for student progress, a responsibility reflected in a set of agreements as well as unspoken norms among school staff.( Knapp et al., 2003) School leaders are in charge of connecting and adapting schools to their surrounding environments. According to Hargreaves et al. (2008), school leaders will increasingly need to lead out there beyond the school, as well as within it, in order to influence the environment that influences their own work with students. In small towns and rural areas, school leaders have traditionally stood among the most important leaders in their communities. While it may be argued that urbanisation, immigration and school size have weakened school-community ties, these and other pressures on family structures have at the same time contributed to make the community responsibilities of school leaders even more important today. Principal play an important role in strengthening the ties between school personnel and the communities that surround them (Fullan, 2001). Principals of the most successful schools in challenging circumstances are typically highly engaged with and trusted by the schools parents and wider community (Hargreaves et al., 2008). They also try to improve achievement and well-being for children by becoming more involved with other partners such as local businesses, sports clubs, faith-based groups and community organisations and by integrating the work of the school with welfare, law enforcement and other agencies (PricewaterhouseCoopers, 2007). Moreover, in rapidly changing societies, the goals and objectives to be achieved by schools and the ways to get there are not always clear and static. In increasingly globalised and knowledge-based economies, schools must lay the foundations for lifelong learning while at the same time dealing with new challenges such as changing demographic patterns, increased immigration, changing labour markets, new technologies and rapidly developing fields of knowledge. Consequently of these devel opments, schools are under enormous pressure to change and it is the role of Principal to deal effectively with the processes of change. The roles and responsibilities of school leadership in each of these scenarios would vary widely. School leaders must master the new forms of pedagogy themselves and they must learn how to monitor and improve their teachers new practice. Moreover, instead of serving as head teacher primus inter pares, they have to become leaders of learning responsible for building communities of professional practice. Methods of evaluation and professional development take more sophisticated application and principals must embed them into the fabric of the work day. While practices vary across countries, it is clear that school leadership is generally expected to play a more active role in instructional leadership: monitoring and evaluating teacher performance, conducting and arranging for mentoring and coaching, planning teacher professional development and orchestrating teamwork and cooperative instruction. Countries also note a shift in emphasis from more administration- and management-type funct ions to leadership functions of providing academic vision, strategic planning, developing deeper layers of leadership and building a culture and community of learning. As a result of the increasing central mandates and programmes, changing student populations and growing knowledge about effective practice, schools are under enormous pressure to change and it is the school leaders role to manage the processes of change. The transformation of policy into results occurs most critically through the adaptation of practice in the school and classroom. This process is complex and must be led intentionally and skilfully. In some cases, resistance to change needs to be overcome with carefully structured support, relevant information, a clear sense of purpose and goals and opportunities to learn requisite skills (Hall and Hord, 2005). While some changes are purely technical and can be readily accomplished, more significant change calls for deeper adjustment of values and beliefs about the work (Heifetz, 1998). Sophisticated skills of adaptive (Heifetz and Linsky, 2002) and transformational leadership (Burns, 1978; Leithwood, 1992; Leithwood and Jantzi, 1990; Leithwood and Jantzi, 2000) are needed here. Brief Understanding of Leadership The term leader has been included in the English language since about 1300 A.D., while the term leadership was introduced about 1800 A .D . (Stogdill, 1974, p . 7) . Historically speaking, the leadership position in past years was occupied by the person exhibiting most prowess, strength or power. Today, the leadership position seems to be dependent on the group that person leads and exerts some authority over. The leader maintains his position as long as group needs and/or goals are met. Yura (1976) indicated that regardless of their purpose, needs or goals, all groups have a basic commonality: they rely on leadership. A review of the literature revealed that earlier studies were directed at defining the ingredients of leadership. Despite those efforts, it appears that much remains unknown. At this point in time, it has been recognized that there is no clear cut agreement on the definitions of leadership styles or behaviour. This lack of consensus has led to much confusion on the topic. Amid all this, most authorities agree leadership styles can be learned and there is no one best style of leadership. Stogdill and Coons concentrated on two aspects of leader behavior : (1) What does an individual do while he operates as a leader, and (2) How does he go about what he does? As a working definition they stated, Leadership, as tentatively defined, is the behavior of an individual when he is directing the activities of a group toward a shared goal (Stogdill and Coons, 1957, pp . 6-7) . In 1977, Hersey and Blanchard defined leadership as the process of influencing the activities of an individual or group in efforts. Toward goal achievement in a given situation (Hersey and Blanchard, 1977, p. 84). From these definitions it follows that the leadership process is a function of the leader, followers and other situational variables. Barnard (1969) agreed that leadership is an involvement of the three variables listed above. In his discussion on The Nature of Leadership, he stated that, Whatever leadership is, I shall now make the much over simplified statement that it depends on three things: (1) the individual, (2) the followers, and (3) the conditions. Behavioral leadership theory focuses on what the leader does. It is different from personal trait theory because behavior can be observed. The observable behavior is not dependent upon either individual characteristics or the situation (Moloney, 1979, p. 23). Barnard (1969) defined leadership .as the quality of the behavior of individuals whereby they guide people or their activities in organized effort(p. 83). Researchers and writers have amassed a large body of literature in defining leadership. The results of the leadership definitional process have been plagued with uncertainties. This phenomenon Halpin (1958) cited in his attempt to define leadership . In his review of the literature, he stated : Leadership has been defined in numerous ways . The definition proposed here derives its value primarily from the relation to the body of theory being developed . In some respects it is more comprehensive than other more usual definitions ; in others it is more restricted . To lead is to engage in an act that initiates a structure-in-interaction or part of the process of solving problems . Halpin (1958) Stogdill (1974) devoted a chapter in his book to the definition of leadership . He, like Halpin, recognized the complexities of defining leadership . He was explicit in stating that : There are almost as many different definitions of leadership as there are persons who have attempted to define the concept. Nevertheless, there is sufficient similarity between definitions to permit a rough scheme of classification As a result of the research and theory about leadership behavior that was developed after 1945, Gerth and Mills (1953) stated : To understand leadership attention must be paid to : (1) the traits and motives of the leader as a man, (2) images that selected publics hold of him and their motives for following him, (3) the features of the role that he plays as a leader, (4) the institutional context in which he and his followers may be involved . (p . 405) Furthermore, leadership can be described by reference to two core functions. One function is providing direction; the other is exercising influence. Whatever else leaders do, they provide direction and exercise influence. This does not imply oversimplification. Each of these two leadership functions can be carried out in different ways, and the various modes of practice linked to the functions distinguish many models of leadership. In carrying out these two functions, leaders act in environments marked variously by stability and change. These conditions interact in complementary relationships. While stability is often associated with resistance and maintenance of the status quo, it is in fact difficult for leaders and other educators to leap forward from a wobbly foundation. To be more precise, it is stability and improvement that have this symbiotic relationship. Leaping forward from a wobbly foundation may well produce change, but not change of the sort that most of us value falling flat on your face is the image that comes to mind. Wobbly foundations and unwise leaping help to explain why the blizzard of changes adopted by our schools over the past half century have had little effect on the success of our students. School reform efforts have been most successful in those schools that have needed them least Elmore (1995). These have been schools with well-established processes and capacities in place, providing foundations on which to build in contrast to those schools, the ones most often of concern to reformers, short on essential infrastructure. In understanding these concept in a clarification of leadership means leadership is all about organizational improvement; more specifically, it is about establishing agreed-upon and worthwhile directions for the organization in question, and doing whatever it takes to prod and support people to move in those directions. Our general definition of leadership highlights these points: it is about direction and influence. Stability is the goal of what is often called management. Improvement is the goal of leadership. There are as many definitions of leadership as there are theorists. Theorists no longer explain leadership in terms of the individual or the group. They believe that the characteristics of the individual and the demands of the situation interact in such a manner as to permit one, or perhaps a few, persons to rise to leadership status. Principal Leadership Style Various researchers have tried to interpret school leadership in different manner. Peretomode (1991) stated the importance of Leadership in school for accomplishment of school programmes, objectives and attainment of educational goals. Cheng (1994) proposed that leadership in educational institutions compose of five major dimensions, namely: structural leadership, human leadership, political leadership, cultural leadership and educational leadership. These five dimensions describe the role and functions of school leader. However the functions of principal put a variety of demands and challenges for the principal Mestry and Grobler (2004). In an attempt to explain the requirements of a competent principal Cranston (2002) explained the skills and capacities which principals are expected to possess. Principals competencies can be measured from various dimensions; from the perceptions of students, teachers, parents, communities and their employers. For instance, Scotti Jr. and William (1997) agreed that teachers perceptions of their principals leadership is one of the many variables, which affect a schools productivity. Teachers perception of principals leadership style and behaviour is also positively related to teachers morale Hunter-Boykin and Evans (1995). Luo (2004) further contended that perceptions about principals as leaders by their teachers indicate an important dimension to evaluate the leaders capacities. According to him, understanding how teachers perceive their principals leadership capacities has a great significance and providing evidence for improvement of school leadership. Research has also demonstrated that teacher perceptions of their principals capabilities style and their working conditions will determine the organizational climate and culture of the schoo l. Such perceptions will also impact on the performance of the school. Research on leadership in non-school contexts is frequently driven by theory referred to by one of our colleagues as adjectival leadership models.à ¢Ã¢â€š ¬- A recent review of such theory identified, for example, 21 leadership approaches that have been objects of considerable theoretical and empirical development. (Yammarino, Dionne, Chun, Dansereau, 2005). Seventeen have been especially attractive, and some of them have informed research in school contexts.( Leithwood Duke ,1999). Here are several best example of leadership style: Contingent leadership. Encompassing research on leadership styles, leader problem solving, and reflective leadership, this two-dimensional conception of leadership explains differences in leaderseffectiveness by reference to a task or relationship style and to the situations in which leaders find themselves. To be most effective, according to this model, leaders must match their styles to their settings. Participative leadership. Addressing attention to leadership in groups, shared leadership (Pearce Conger, 2003) and teacher leadership, (York-Barr Duke, 2004). This model is concerned with how leaders involve others in organizational decisions. Research informed by the model has investigated autocratic, consultative, and collaborative sharing styles. Transformational and charismatic leadership. This model focuses on ways in which leaders exercise influence over their colleagues and on the nature of leader-follower relations. Both forms of leadership emphasize communicating a compelling vision, conveying high performance expectations, projecting self confidence, modeling appropriate roles, expressing confidence in followersability to achieve goals, and emphasizing collective purpose. (Leithwood Jantzi, 2006). Nevertheless, leadership research also has been informed by models developed specifically for use in school- and district-level settings. Of these, the instructional leadership model is perhaps the most well known. It bears some resemblance to more general, task-oriented leadership theories. (Dorfman House, 2004). The instructional leadership concept implies a focus on classroom practice. Often, however, specific leadership practices required to establish and maintain that focus are poorly defined. The main underlying assumption is that instruction will improve if leaders provide detailed feedback to teachers, including suggestions for change. It follows that leaders must have the time, the knowledge, and the consultative skills needed to provide teachers in all the relevant grade levels and subject areas with valid, useful advice about their instructional practices. While these assumptions have an attractive ring to them, they rest on shaky ground, at best; the evidence to date suggests that few principals have made the time and demonstrated the ability to provide high quality instructional feedback to teachers. (Nelson Sassi ,2005). Importantly, the few well-developed models of instructional leadership posit a set of responsibilities for principals that go well beyond observing and intervening in classrooms responsibilities touching on vision, organizational culture, and the like. (Andrews Soder (1987), Duke (1987), and Hallinger ,2003). In addition, studies of school and principals leadership are replete with other adjectives purporting to capture something uniquely important about the object of inquiry such as learning leadership,( Reeves (2006). constructivist leadership, (Lambert et al. ,1995). and change leadership.( Wagner et al. 2006). Nonetheless, Boykin and Evans (1995) found that majority of the principals were rated as ineffective by their teachers. This reflects that there is a big discrepancy between what the principals are and how they are perceived by the teachers. And in Hong Kong, the images of the principal in the mind of pre-service primary teachers were found to be negative. Lee, Walker and Bodycott, (2000). A study by Luo and Najjar (2007), investigated Chinese principal leadership capacities as perceived by master teachers. Unlike in many developed countries where studies on principals competencies are available in multitude, such studies are still at its low in Malaysia. Keeping in mind the importance of role of the principal as a leader within the secondary school system, it is imperative to examine the leadership style in facilitaing change such as integrating ICT within school context. This is particularly so because of the fact that schools in this country serve for the large section of national students. Most studies in this country have focused on leadership qualities, rather than leadership style. The study therefore intends to fill this gap by investigating the perception of teachers on the leadership style of their principals in terms of facilitating change in implementing ICT utilization among teachers within school setting. Leadership Change Facilitator Style Previous research on leaders has explored traits, such as height, race, and gender. The work of Fiedler (1978) suggested that leaders style was dependent upon contingencies; meaning that different styles are needed for different styles. Blake and Mouton (1964) wrote that how a leader leads was in two dimensions; one in task and one in relationships. It was thought that the most effective leaders had high levels in both task and people skills. The level of maturity of the followers was thought to be reflective of the leaders success by Hersey and Blanchard (1988). Nearly all of the research on leaders and leadership models was built upon business and industry contexts. Educational organizations, namely schools, have much less to draw upon for research on leaders. What is lacking even more is the examination of leaders within the change processes. Research is rich in the areas of leadership and leaders. Debates are not difficult to find on the topics of effective leadership; what makes it, who has it, and how does one do it. An essential component to effective leadership in todays schools is the facilitation of change. How leaders implement changes can lead to either the success or the failure of any innovation. Change continues as a theme in all educational discussions. In 1992, Fullan and Miles wrote about getting reform right in schools. We can say flatly that reform will not be achieved until these seven orientations have been incorporated into the thinking and reflected in the actions of those involved in change efforts (p. 744). Those seven orientations are listed in Figure 2. One of the objectives of this research, like a few preceding it, is to identify the specific kinds of combinations of behaviors that principals can and should exhibit on a day-to-day basis to bring about increases in student achievement through implenting ICT utilization among teachers. Figure 1. Fullan and Miles orientations of change. If the role of the principal is critical, then it should be possible to identify principals actions that directly relate to increasing the academic performance of students on standardized testing. An understanding that has been developed through the work of Hall, Hord, and Griffin (1980) is the principle that not all principals are the same. Principals view their role and priorities differently and operationally define their roles differently in terms of what they actually do each day (Hall, Ruthoford, Hord, Huling, 1984) All leaders have a style. That has been established in research on industrial organizational leadership, change process, and educational administration. What has not been established is that there is not an operational definition of style. Furthermore, there is not a distinction drawn between leader behavior and leader style. The terms, and more troubling, the concepts have been used interchangeably. In most studies, followers were asked to identify individual behaviors of leaders, not the leaders behaviors in total. In 1978, Thomas conducted a study on 60 schools, looking at the role of school principals in managing diverse educational programs. As a result of this study, she identified three patterns of principal behavior, and identified them as: Director, Administrator, and Facilitator. Director principals maintained an active interest in all aspects of the school from curriculum and teacher to budgeting and scheduling. Administrator principals were said to make decisions in areas affecting the school as a whole, this, leaving teachers with a great deal of autonomy. Facilitator principals thought of themselves as colleagues of the faculty, and perceived th

Ethnocentrism and Cultural Relativism Essay examples -- Ethnocentrism

Ethnocentrism and Cultural Relativism Ethnocentrism and cultural relativism are two contrasting terms that are displayed by different people all over the world. Simply put, ethnocentrism is defined as â€Å"judging other groups from the perspective of one’s own cultural point of view.† Cultural relativism, on the other hand, is defined as â€Å"the view that all beliefs are equally valid and that truth itself is relative, depending on the situation, environment, and individual.† Each of these ideas has found its way into the minds of people worldwide. The difficult part is attempting to understand why an individual portrays one or the other. It is a question that anthropologists have been asking themselves for years. Ethnocentrism, as stated above, means the belief that one’s own culture is above and beyond all other cultures. Although this is somewhat of a shallow definition, it still provides an adequate explanation of a very complex issue. We see ethnocentrism every single day, in all aspects of life. The United States of America is a prime example of ethnocentrism is action. The people of this country have a tendency to disregard other cultures, instead believing that American culture is the only way to go. This is not to say that this is how everyone thinks, although most people, at one time or another, have had thoughts along these lines. After the terrorist attack of 9/11, there was an immediate shift into almost hatred of any person of Arabic descent...

Technology in Mathematics Classrooms :: Education School

Technology Views NCTM summarizes the technology principle by saying, â€Å"technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students’ learning.† I’m not sure that I agree with the entirety of this statement. Technology is important; it allows students to quickly make connections that would be lost without the speed and precision of computers. Technology also allows for thoughtless reproduction of facts already known. Imagine how long it would take to solve a college level mathematics problem without the aid of calculators for division, multiplication, exponents, and logarithms. Although I feel that technology is an important tool for enhancing mathematics, I feel that technology is replacing the foundation required for understanding mathematics. I am a firm believer that mathematics is more of an ability to solve problems than it is a solution to a given problem. Students must be required to think mathematically for themselves if they are to be successful at mathematics. All too often, math is reduced to formulas and specific ways of solving problems. I believe that meaning and reason are the two most important qualities of mathematics. Without these tools, mathematics may as well be left out of schools. I feel that it is vital for students to learn the â€Å"why† before they learn shortcuts. Imagine a test without calculators in a high school class. Most students would experience great difficulty in working with simple operations such as division. (Fractions may in fact be the work of Satan in the minds of some students). It is of the utmost importance for students to learn how to approach problems without the aid of technology. The great minds of the past did not have computers, calculators, or even chalk boards; yet, they were able to develop a world of reason that we call mathematics. If past scholars could do complex proofs without the aid of today’s technological advancements, I do not think it is nonsensical to expect a student of algebra to be able to graph a function with pencil and paper. Although many may feel I have focused on what is wrong with technology, they are mistaken. Technology itself is a good thing; it is only through poor instruction that technology becomes a vice. The most important word that NCTM uses to summarize its technology principle is â€Å"enhance.† Technology is meaningless without proper instruction, but with an excellent guide, the mathematical possibilities are endless. According to NCTM, â€Å"Students can learn more mathematics more deeply with the appropriate and responsible use of technology.† It is necessary for technology to be used appropriately and responsibly. Teachers cannot just give a student a calculator and

Death to the Old or Death to the Young? Essay -- Science Cloning DNA P

Death to the Old or Death to the Young? Since Dolly the cloned sheep was born on February 24, 1997, stem cell research in the United States has been a widely debated topic, especially after President Bush’s August 9, 2001 speech, allowing federal funding for limited stem cell research. Stem cells, obtained from an embryo, are cells that have not developed to the stage in which they are specified. Thus, a stem cell can develop into any type of cell in the adult human body. In the process of obtaining stem cells from week-old embryos, the embryos are destroyed. Many scientists believe that stem cell research holds the key to finding cures for diseases such as diabetes, Parkinson’s disease, and Alzheimer’s disease. The issue is complicated by the fact that there are several different ways to obtain stem cells for research purposes and there are several pros and cons for each of these methods. There are four ways of obtaining stem cells, which are taken from week-old embryos, including: using unwanted embryos from fertility clinics, embryos from aborted fetuses, cloned embryos, and/or embryos created for research purposes. Stem cells can also be taken out of adult bone marrow, but scientists do not think that adult stem cells hold as much medical potential. Conservatives are against federal funding for stem cell research because they feel through this funding the government would be contributing to â€Å"murder.† This idea is rooted in religious beliefs, which include the belief that life begins at conception, therefore an embryo is a human being. However, liberals support federal funding for research using embryos because they question whether embryos are full human beings and bel ieve the research could expedite potential... ... Online. Infotrac Expanded Academic. 3. Kinsley, Michael. â€Å"Michael Kinsley: Reason, Faith, and Stem Cells the Government’s New Research; Rules are an Attempt to Reconcile the Irreconcilable.† Editorial. Pittsburgh Post-Gazette. September 1, 2000: 3. Online. Lexis-Nexis Academic Universe. 4. Novak, Michael. â€Å"An Embryonic Religious Conservative.† The National Review. 16 July 2001. http://www.nationalreview.com/contributors/novakprint071601.html 5. Pollitt, Katha. â€Å"Baby It’s Cold Inside!† The Nation. August 20,2001: 4. Online. Infotrac Expanded Academic. 6. â€Å"Stem-cell Research: Drawing the Line.† Editorial. The Lancet. July, 21,2001: 3. Online. Infotrac Expanded Academic. 7. Weigel, George. â€Å"Stem Cells and the Logic of the Nazis.† Editorial. Los Angeles Times. September 3, 2000. Online. Lexis-Nexis Academic Universe.

Rizal Life and Works

INTRODUCTIONRizal left Europe for Hong Kong, where he lived from November 1891 to June 1892. His reasons for leaving Europe were:life was unbearable in Europe because of his political differences with M.H. del Pilar and other Filipinos in Spain. to be near his idolized Philippines and family.FAREWELL TO EUROPERizal left Ghent for Paris on October 3, 1891He proceeded by train to Marseilles and on October 18, he boarded the steamer Melbourne bound for Hong Kong. He brought with him a letter of recommendation by Juan Luna for Manuel Camus, a compatriot living in Singapore, and 600 copies of the Fili Manuel Camus-During that time, he was a student and was made as a mason on October 12, 1898 at Zetland in the East Lodge No 508 in Singapore under the jurisdiction of the M. W. Grand Lodge of England. He then became a Senator of the Philippines on his later years. There were over 80 first class passengers – mostly Europeans, including 2 Spaniards He befriended many missionaries and on e of them is Fr. Fuchs, a Tyrolese, which he enjoyed playing chess with. He even wrote to Blumentritt saying: â€Å"..He is a fine fellow, a Father Damaso without pride and malice..†RIZAL AND THE GERMAN LADIESâ€Å"One evening at a dinner time the passengers were having their meal in the dining room. Rizal; being the only Asian, was eating alone at one table. Near him was a bigger table occupied by some German ladies who were gaily eating and gossiping about the lone Asian male who was quietly taking his meal. Rizal, who was fluent in German, understood what the talkative German ladies were saying about him, but he simply kept silent, letting the ladies enjoy their gossip.Suddenly the fast running steamer encountered a heavy  squall and the door of the dining room was blown open. Nobody among the passengers who were busy eating stood up to close the door. A lady said to her companions in German : â€Å"If this man in front of us were a gentleman he would close the doorâ⠂¬ . Upon hearing her remark, Rizal, without saying a word, rose and closed the door, after which he resumed his seat. He then conversed with German ladies in perfect German. Of course, the German ladies were very much embarrassed, and, thereafter they treated Rizal with admiration and respect, despite his brown skin, for he was a cultured gentleman.†ARRIVED IN HONG KONGNovember 20, 1891 – Rizal arrived in Hong KongHe was welcomed by the Filipino residents, especially his old friend, Jose Ma. Basa. He then established his residence at No. 5 D’ Aguilar Street, No. 2 Rednaxola Terrace, where he also opened his medical clinic. December 1, 1891 – he wrote his parents asking their permission to return home. On the same date, his brother-in-law, Manuel T. Hidalgo, sent him a letter, relating the sad news of the â€Å"deportation of twenty-five persons from Calamba, including father, Neneng, Sisa, Lucia, Paciano, and the rest of us.† Also stated in his le tter that he was preparing a letter to the Queen Regent of Spain explaining the Calamba situation in order to secure justice. Even saying such as : â€Å"If the Queen will not listen, we will write to Queen Victoria of England appealing for protection in the name of humanity†¦Ã¢â‚¬ FAMILY REUNION IN HONG KONGBefore Christmas of 1891, he was gladdened by the arrival of his father, brother and Silvestre Ubaldo (his brother-in-law) in Hong Kong. Not long afterwards his mother and sisters Lucia, Josefa , and Trinidad also arrived. January 31, 1892 – he wrote to Blumentritt recounting their pleasant life in Hong Kong, as follows: â€Å"Here we are all living together, my parents, sisters, and brother in peace and far from persecutions they suffered in the Philippines. They are very much pleased with the English government.†OPHTHALMIC SURGEON IN HONG KONGDr. Lorenzo P. Marques – a friend and admirer who helped him to build up a wide clientele. He successfully o perated on his mother’s left eye so that she was able to read and write again. January 31, 1892 – writing to Blumentritt, he said :â€Å"Here I practise as a doctor and I have . . . Here many sick of influenza because there is an epidemic. Through the newspaper I am informed that this sickness is also causing ravages in Europe. I hope you and your esteemed family will be spared. In our house, my mother, my brother-in-law, and one of my sister are sick. Thank God, they are out of danger.† Rizal was given moral support and substantial aid in his medical practice in Hong Kong from some of his friends in Europe. Mr. Boustead (the father of Nelly Bousted)– wrote to him on March 21, 1892, praising him for his medical profession Dr. Ariston Bautista Lin – sent him a congratulatory letter and a book on Diagnostic Pathology by Dr. H. Virchow and another medical book entitled Traite Diagnostique by Mesnichock. Don Antonio Vergel de Dios – offered him his services for the purchase of medical books and instruments which he might need in his profession. Rizal possessed the qualities of a great ophthalmic surgeon. In the words of Dr. Geminiano de Ocampo, a distinguished Filipino ophthalmologist: â€Å"He had all the qualities that would make an ideal ophthalmic surgeon – a keen and analytical intellect, lightness of touch and artistry of a painter, courage and imperturbability, a broad and deep knowledge of medicine and ophthalmology, and last but not the least, he had been properly and adequately trained by master ophthalmic surgeons.†BORNEO COLONIZATION PROJECTRizal conceived the establishment of a Filipino colony in North Borneo (Sabah) He planned to move those Filipino families to that British-owned island and carve out of its virgin wilderness a â€Å"New Calamba† March 7, 1892 – he went to Sandakan on board the ship Menon to negotiate with the British authorities for the establishment of a Filipino colony. His mission was successful.The British Authorities of Borneo were willing to give the Filipino colonists, 100,000 acres of land, a beautiful harbor and a good government for 999 years, free of all charges. By April 20, he was back in Hong Kong.Rizal friends in Europe enthusiastically endorsed his Borneo colonization project. Lopez Jaena express his desire to join the project and wrote to Rizal saying:â€Å"I have a great desire of joining you. Reserve for me there a piece of land where I can plant sugarcane. I shall go there. . . to dedicate myself to the cultivation of sugarcane and the making of sugar. Send me further details.† Hidalgo, on the other hand, objected to the colonization project saying:â€Å"This idea about Borneo, is no good. Why should we leave the Philippines, this beautiful country of ours? And besides what will people say? Why have we made all these sacrifices? Why should we go to a foreign land without first exhausting all means for the welfare o f the country which nurtured us from our cradles? Tell me that!† The infamous Weyler, whom the Cubans called â€Å"The Butcher† was relieved of his gubernatorial office. A new governor general Eulogio Despujol, the Count of Caspe, announced to the Filipino people a fine program of government Rizal sent him a letter of felicitation (dated December 23, 1891) and offering his cooperation, but instead the governor did not even acknowledge receipt of his letter.Rizal wrote a second letter (dated March 21, 1892), in this second letter, he requested the governor general to permit the landless Filipinos to establish themselves in Borneo. Despujol, did not give Rizal the â€Å"courtesy of a reply†. Instead, he notified the Spanish consul general in Hong Kong to tell Rizal that he could not approve the Filipino immigration to Borneo, alleging that, â€Å"the Philippines lacked laborers† and â€Å"it was not very patriotic to go off and cultivate foreign soil† WRITINGS IN HONG KONGHe wrote â€Å"Ang Mga Karapatan Nang Tao† (a tagalog translation of â€Å"The Rights of Man† proclaimed by the French Revolution in 1789) About the same time (1891), he wrote â€Å"A la Nacion Espaà ±ola† (To the Spanish Nation), which is an  appeal to Spain to right the wrongs done to the Calamba tenants. Another proclamation, entitled â€Å"Sa Mga Kababayan† (To my Countrymen) was written in December 1891 explaining the Calamba agrarian situation. Rizal contributed articles to the British daily newspaper, The Hong Kong Telegraph, whose editor, Mr. Frazier Smith, was his friend.March 2, 1892 – Rizal wrote â€Å"Una Visita a la Victoria Gaol† (A Visit to Victoria Gaol), an account of his visit to the colonial prison of Hong Kong. In this article he contrasted the cruel Spanish prison system with the modern and more humane prison system. He wrote an article entitled â€Å"Colonisation du British North Borneo, par de Familles de Iles Philippines† (Colonization of British north Borneo by families from the Philippine Islands) to elucidate his Borneo colonization project He elaborated on the same idea in another article in Spanish, â€Å"Proyecto de Colonizacion del British North Borneo por los Filipinos† (Project of the Colonization of British North Borneo by the Filipinos) June 1892 – he wrote â€Å"La Mano Roja† (The Red Hand) which denounces the frequent outbreaks of intentional fires in Manila. â€Å"Constitution of the Liga Filipina†Ã¢â‚¬â€œ printed in 1892, was the most important writing made by Rizal during his Hong Kong sojourn To deceived the Spanish authorities, the printed copies carries the false information that the printing was done by the LONDON PRINTING PRESS, No. 25, Khulug Street, London. The idea of establishing the Liga Filipina was originally conceived by Jose Ma. Basa, but it was Rizal who wrote its constitution and realized its establishment .DECISION TO RETURN TO MANILAMay 1892 –Rizal made up his mind to return to Manila The decision was spurred by the following: 1.) To confer with Governor Despujol regarding his Borneo colonization project. 2.) To establish the Liga Filipina in Manila 3.) To prove that Eduardo de Lete was wrong in attacking him in Madrid that he being comfortable and safe in Hong Kong, had abandoned the country’s cause. Lete’s attack which was printed in La Solidaridad on April 15, 1892, portrayed Rizal as cowardly, egoistic, opportunistic – a patriot in words  only. Rizal protested to Del Pilar saying:â€Å"I am more convinced that yourself to be carried away. Friend or enemy, if the article has harmed me, it would harm more the interests of the Philippines. Who knows, however, if after all it was for the best; it has shaken me awake, and long after a long silence I enter the field anew. .. I am going to activate the Propaganda again and fortify the Liga.† To Ponc e, Rizal confided on May 23, 1892:â€Å"I am very sorry that Del Pilar allowed the article to be published because it will lead many to believe that there is really a schism among us. I believe that we can well have little misunderstanding and personal differences among ourselves, without exhibiting them in public. . As for myself. . . I always welcome criticisms because they improve those who wish to be improved†LAST HONG KONG LETTERSOn June 19, 1892 he spent his 31st birthday in Hong Kong.Evidently, he had premonition of his death, for the following day, June 20 he wrote two letters which he sealed, inscribed in each envelop â€Å"to be opened after my death,† and gave them to his friend, Dr. Marques for safekeeping. The first letter was addressed TO MY PARENTS, BRETHREN, AND FRIENDS, is as follows:â€Å"The affection that I have ever professed for you suggests this step, and time alone can tell whether or not it is sensible. The outcome judges things according to t he consequences; but whether the result be favorable or unfavorable, it may always be said that duty urged me, so if I die in doing it, it will not matter.I realize how much suffering I have caused you yet I do not regret what I have done. Rather, if I had to begin over again I should do just the same, for what I have done has been only in pursuit of my duty. Gladly do I go to expose myself to peril, not as an expiation of misdeeds for in this matter I believe myself guiltless of any, but to complete my work and so that I, myself, may offer the examples of which I have always preached.A man ought to die for duty and his principles. I hold fast to every idea which I have advanced as to the condition and future of our country, and shall willingly die for it, and even more willingly sacrifice all to secure justice and peace for you. With pleasure, then, I risk life to save so many innocent persons – so many nieces and nephews, so many children of friends, and children too of oth ers who are not even friend – who are suffering on my account. What am I? A bachelor, practically without a family and sufficiently undeceived as to life. I have had many disappointments and the future before me is gloomy, and will be gloomy if light does not illuminate it with dawn of a better day for my native land.On the other hand, there are many persons, filled with hope and ambition, who perhaps might be happier if I were dead, and then I hope my enemies would be satisfied and stop persecuting so many entirely innocent people. To a certain extent their hatred is justifiable as to myself, and my parents and relatives. Should fate go against me, you will all understand that I shall die happy in the thought that my death will end all your troubles. Return to our country and may you be happy in it. Till the last moment of my life I shall be thinking of you and wishing you all good fortune and happiness.†The second letter was addressed TO THE FILIPINOS, and is as follo ws:â€Å"The step which I am taking, or rather am about to take, is undoubtedly risky, and it is unnecessary to say that I have considered it for some time. I understand that almost every one is opposed to it; but I know also that hardly anybody else understands what is in my heart. I cannot live on seeing so many suffer unjust persecution on my account; I cannot bear the sight of my sisters and their numerous families treated like criminals. I prefer death and cheerfully shall relinquish life to free so many innocent persons from such unjust persecution.I appreciate the fact that at present the future of our country gravitates in some degree around me, that at my death many will feel triumphant, and thus,  many are now wishing for my fall. But what of it? I hold duties of conscience above all else. I have obligations to the families who suffer, to my aged parents whose sight strikes me to the heart; I know that I alone, only my death can make them happy, returning them to their native land to a peaceful life at home. I am all my parents have, but our country has many more sons who can take my place and even do my work better.Besides I wish to show those who deny us the boon of patriotism that we know how to die for duty and principles. What matters death, if one dies for what one loves, for native land and beings held dear?If I thought that I were the only resource for the consummation of a policy of progress in the Philippines and were I convinced that my countrymen were going to make use of my services, perhaps, I should hesitate about taking this step; but there are others who can take my place, who can do my services that are not utilize, and I am reduced to inactivity.Always have I loved our unhappy land, and I am sure that I shall continue loving it till my last moment, in case men prove unjust to me. My career, my life, my happiness – and all I have sacrificed for love of it. Whatever my fate I shall die blessing it and longing for the dawn o f its redemption.June 21, 1892 – Rizal penned another letter in HK for Governor Despujol. In this letter, he informed the governor general of his coming to Manila and placed himself under the protection of the Spanish government. June 21, 1892 – (On the same date) Rizal and his sister Lucia left HK for Manila. They carried a special passport or â€Å"safe-conduct† issued by the Spanish consul-general in Hong Kong.RIZAL FALLS INTO SPANISH TRAPThe Spanish consul-general sent a cablegram to Governor Despujol that the victim â€Å"is in the trap†. On the same day a secret case was filed in Manila against Rizal and his followers â€Å"for anti-religious and anti-patriotic agitation† Despujol ordered his secretary, Luis de la Torre, to find out if  Rizal was naturalized as a German citizen, as was rumored, so that he might take proper action against on â€Å"who had the protection of a strong nation† Meanwhile, Rizal and his sister were peaceful ly crossing the China Sea. They were fully unaware of the Spanish duplicity.

Feliks Skrzynecki and Mean Girls

The Poem, ‘Feliks Skrzynecki,’ composed by Peter Skrzyneck, explores a relationship between father and son, and their contrasting experiences of belonging to a new place to call home. My related text, ‘The Perks of being a wallflower,’ a novel composed by Stephen Chbosky, is a story narrated by a teenager who goes by the alias of â€Å"Charlie. † Charlie explains and analyses various scenes in his life by writing a series of letters to an anonymous person whom he does not know personally.When the story begins, Charlie is shy an unpopular, he is a wallflower, but when he decides to be brave enough to talk to the prettiest girl in the school, Sam, his life transforms and he experiences introversion, teenage sexuality, abuse, drug and alcohol use, and the awkward times of adolescence. The opening line of ‘Feliks Skrzynecki,’ ‘My gentle father,’ allows the reader to predict that this poem can not only be considered a noticeable t ribute to the composer’s father, but can also imply a physical journey.This idea of a journey becomes more evident throughout various areas of the poem including the metaphor used is stanza seven, â€Å"After that, like a dumb prophet, watched me pegging my tents further and further south of Hadrian’s wall. † This line allows the reader to understand that the father could foresee the result of his son’s detachment, but chooses to stay quiet to allow his son to learn for himself.The line in stanza three, ‘His polish friends, always shook hands too violently† conveys a feeling of discomfort within the son, it is evident that the son feels detached from the â€Å"violent† ways of his heritage and feels like he does not belong, like he is an outcast. This line strongly relates to a line on page 8 in ‘The perks of being a wallflower’, â€Å"Some kids look at me strange in the hallways because I don't decorate my locker, and I'm the one who beat up Sean and couldn't stop crying after he did it. I guess I'm pretty emotional. I feel these two lines strongly relate because they both explain a feeling of being outkast, they create an uneasy mood in which you are positioned to understand that they don’t feel as though they belong. In stanza six of ‘Feliks Skrzynecki,’ an image of peace, security and belonging is conveyed. â€Å"My father sits out the evening with his dog, smoking, watching stars and street lights come on, Happy as I have ever been,† This stanza creates a harmonious atmosphere through the accumulation of positive images.It conveys a constrast between Feliks’ self sufficiency and Peters discontent. This line also conveys Feliks’ capacity to enjoy a sense of belonging that has come through his experiences of suffering. His mind has been broadened to understand what really matters in life. The line, â€Å"I laid down on his old bed, and I looked through the window at this tree that was probably a lot shorter when my dad looked at it. And I could feel what he felt on the night when he realized that if he didn't leave, it would never be his life.It would be theirs. At least that's how he's put it. ,† from my related text related to the previously mentioned stanza through the sense of their fathers happiness. Both fathers have been through pain and suffering and come to the point where they knew exactly what they needed to be happy, to escape the harsh reality. In stanza one, Skrzynecki writes, â€Å"Loved his garden like an only child, spent years walking its perimeter from sunrise to sleep. Alert, brisk and silent, he swept its paths, then times around the world. The place that Feliks feels most safe is in his garden, it is his sanctuary, it is where he belongs. His experiences of war had led to a chosen state of positive isolation in a safe and secure place that he could control.On page 198, Chbosky writes, â€Å"I laid down o n his old bed, and I looked through the window at this tree that was probably a lot shorter when my dad looked at it. And I could feel what he felt on the night when he realized that if he didn't leave, it would never be his life. It would be theirs. At least that's how he's put it. I feel that these two lines coinside through a sense of belonging, whether it be to a place, a feeling or a memory. At a particular point in time, they were where they belonged. Through evident points, it can be seen that belonging is a feeling of acceptance, as a natural member or part, and that belonging is a basic need for human function and survival. Both texts show a timeline of both good and bad experiences, but convey a feeling of contentness within their chosen ‘homes’ or wherever it is that they feel most comfortable, where they feel they belong most.For Peter, it was his childhood, when everything was easy and nothing hurt. For Feliks, it was in his garden, his only sanctuary and f or Charlie, it was between the two people that made the biggest impact on his life, Sam and Patrick. While the endings to both texts are not overly happy, they challenge the idea of belonging in there own ways and it can be conluded that Social isolation can have negative consequences on an individual or a society and that happiness and belonging go hand in hand. You cannot feel like you belong every second of your life, it just isnt human.

Power Corrupts- Macbeth

Shakespeare composed a stunning tale filled with felony, havoc, and bloodshed. From the view of third person you are able to understand every character’s motives and reasoning, whether they be good or bad. Many times in this play actions seem to be one thing, but in reality are quite the opposite. The tale of Macbeth shows how power corrupts through greed, backstabbing, and secrecy. To a leader or best friend, Macbeth appears to be a loyal follower or companion, but after just a glimpse at power Macbeth turns on everyone without their knowledge, showing just how corruptive power can be.The prophecies set off a chain reaction. The Weà ¯rd Sisters chant to Macbeth, showering him with what he wants to hear, feeding his greed. They plant a seed in his head, if he can be the Thane of Cawdor and Glamis, why can’t he be the king? The Weà ¯rd Sisters started a fire of corruption in Macbeth’s mind and left his victims to deal with it.After the prophecies, Macbeth acts u pon his greed to become king. The lure of power sets off a corruptive thought process unseen to the human eye, only visible to the reader. He chooses the evil way of getting things done, which causes a corrosive psychological stream of thoughts in both Macbeth and Lady Macbeth. Instead of letting fate take its course, Macbeth turns his back on the person who trusts him most, Kingunan.Macbeth invites the king over for a dinner and kills him while he is asleep. â€Å"I have done the deed. Didst thou not hear a noise?† (Shakespeare 55) A similar, sad fate is given to Banquo, Macbeth’s best friend and right hand man. Despite fighting together, side by side, Macbeth still becomes wary. His brain has already become corrupted from a thirst for power which causes Macbeth to trust no one. Without anyone knowing, Macbeth turns against his best friend. He hires a band of savage killers to take out his best friend and his son:Know Banquo was your enemy So is he mine, and in such b loody distance That every minute of his being thrusts Against my near’st of life. And though I could With barefaced power sweep him from my sight And bid my will avouch it, yet I must not, For certain friends that are both his and mine, Whose loves I may not drop, but wail his fall Who I myself struck down. And thence it is That I to your assistance do make love, Masking the business from the common eye For sundry weighty reasons. (Shakespeare 89)Yet again an innocent man is murdered out of the blue, backstabbed by his fellow companion. Banquo, the trusting man he was, never stood a chance against the secretive strength of corruptive power.The corrosive thought process even went as far as to cause Macbeth to kill children. The unforgiveable action of murdering wasn’t even given a second glance from the power hungry monster Macbeth had become. His townspeople, the people that stood behind him loyally, murdered without the blink of an eye. Although, his actions were not purely driven by greed, they were sufficiently cowardly actions, as well. Unable to face such a gruesome fate, he hires others to do his dirty work for him. â€Å"The castle of Macduff I will surprise, seize upon fife, give to th’ edge o’ th’ sword.† (Shakespeare 131) Macbeth even turns his back on his spouse. Lady Macbeth goes crazy with all the grief and guilt of murder, and Macbeth couldn’t be bothered.To an outsider, it appeared that Lady Macbeth was fine, but in reality she went insane. Macbeth knew this, but he couldn’t stop to help; the corrosive power craze he was in had gone too far and he couldn’t pull away. It didn’t matter that Lady Macbeth killed herself, Macbeth appeared as if he couldn’t be bothered. He went on with his plans of destruction, only to find a gruesome fate for himself. It took just a glimmer of power for Macbeth to turn on the people who trusted him the most. The power he thought he could rec eive corrupted his mind and caused him to go astray. With a motive to kill, Macbeth snuck behind the backs of his loved ones, and one by one took them all down. To the people he backstabbed, it appeared he was still on their side, but in reality he had turned on almost everyone without their knowledge.

The Twilight Saga 3: Eclipse Chapter 11. LEGENDS

â€Å"ARE YOU GONNA EAT THAT HOT DOG?† PAUL ASKED JAcob, his eyes locked on the last remnant of the huge meal the werewolves had consumed. Jacob leaned back against my knees and toyed with the hot dog he had spitted on a straightened wire hanger; the flames at the edge of the bonfire licked along its blistered skin. He heaved a sigh and patted his stomach. It was somehow still flat, though I'd lost count of how many hot dogs he'd eaten after his tenth. Not to mention the super-sized bag of chips or the two-liter bottle of root beer. â€Å"I guess,† Jake said slowly. â€Å"I'm so full I'm about to puke, but I think I can force it down. I won't enjoy it at all, though.† He sighed again sadly. Despite the fact that Paul had eaten at least as much as Jacob, he glowered and his hands balled up into fists. â€Å"Sheesh.† Jacob laughed. â€Å"Kidding, Paul. Here.† He flipped the homemade skewer across the circle. I expected it to land hot-dog-first in the sand, but Paul caught it neatly on the right end without difficulty. Hanging out with no one but extremely dexterous people all the time was going to give me a complex. â€Å"Thanks, man,† Paul said, already over his brief fit of temper. The fire crackled, settling lower toward the sand. Sparks blew up in a sudden puff of brilliant orange against the black sky. Funny, I hadn't noticed that the sun had set. For the first time, I wondered how late it had gotten. I'd lost track of time completely. It was easier being with my Quileute friends than I'd expected. While Jacob and I had dropped off my bike at the garage – and he had admitted ruefully that the helmet was a good idea that he should have thought of himself – I'd started to worry about showing up with him at the bonfire, wondering if the werewolves would consider me a traitor now. Would they be angry with Jacob for inviting me? Would I ruin the party? But when Jacob had towed me out of the forest to the clifftop meeting place – where the fire already roared brighter than the cloud-obscured sun – it had all been very casual and light. â€Å"Hey, vampire girl!† Embry had greeted me loudly. Quil had jumped up to give me a high five and kiss me on the cheek. Emily had squeezed my hand when we'd sat on the cool stone ground beside her and Sam. Other than a few teasing complaints – mostly by Paul – about keeping the bloodsucker stench downwind, I was treated like someone who belonged. It wasn't just kids in attendance, either. Billy was here, his wheelchair stationed at what seemed the natural head of the circle. Beside him on a folding lawn chair, looking quite brittle, was Quil's ancient, white-haired grandfather, Old Quil. Sue Clearwater, widow of Charlie's friend Harry, had a chair on his other side; her two children, Leah and Seth, were also there, sitting on the ground like the rest of us. This surprised me, but all three were clearly in on the secret now. From the way Billy and Old Quil spoke to Sue, it sounded to me like she'd taken Harry's place on the council. Did that make her children automatic members of La Push's most secret society? I wondered how horrible it was for Leah to sit across the circle from Sam and Emily. Her lovely face betrayed no emotion, but she never looked away from the flames. Looking at the perfection of Leah's features, I couldn't help but compare them to Emily's ruined face. What did Leah think of Emily's scars, now that she knew the truth behind them? Did it seem like justice in her eyes? Little Seth Clearwater wasn't so little anymore. With his huge, happy grin and his long, gangly build, he reminded me very much of a younger Jacob. The resemblance made me smile, and then sigh. Was Seth doomed to have his life change as drastically as the rest of these boys? Was that future why he and his family were allowed to be here? The whole pack was there: Sam with his Emily, Paul, Embry, Quil, and Jared with Kim, the girl he'd imprinted upon. My first impression of Kim was that she was a nice girl, a little shy, and a little plain. She had a wide face, mostly cheekbones, with eyes too small to balance them out. Her nose and mouth were both too broad for traditional beauty. Her flat black hair was thin and wispy in the wind that never seemed to let up atop the cliff. That was my first impression. But after a few hours of watching Jared watch Kim, I could no longer find anything plain about the girl. The way he stared at her! It was like a blind man seeing the sun for the first time. Like a collector finding an undiscovered Da Vinci, like a mother looking into the face of her newborn child. His wondering eyes made me see new things about her – how her skin looked like russet-colored silk in the firelight, how the shape of her lips was a perfect double curve, how white her teeth were against them, how long her eyelashes were, brushing her cheek when she looked down. Kim's skin sometimes darkened when she met Jared's awed gaze, and her eyes would drop as if in embarrassment, but she had a hard time keeping her eyes away from his for any length of time. Watching them, I felt like I better understood what Jacob had told me about imprinting before – it's hard to resist that level of commitment and adoration. Kim was nodding off now against Jared's chest, his arms around her. I imagined she would be very warm there. â€Å"It's getting late,† I murmured to Jacob. â€Å"Don't start that yet,† Jacob whispered back – though certainly half the group here had hearing sensitive enough to hear us anyway. â€Å"The best part is coming.† â€Å"What's the best part? You swallowing an entire cow whole?† Jacob chuckled his low, throaty laugh. â€Å"No. That's the finale. We didn't meet just to eat through a week's worth of food. This is technically a council meeting. It's Quil's first time, and he hasn't heard the stories yet. Well, he's heard them, but thiswill be the first time he knows they're true. That tends to make a guy pay closer attention. Kim and Seth and Leah are all first-timers, too.† â€Å"Stories?† Jacob scooted back beside me, where I rested against a low ridge of rock. He put his arm over my shoulder and spoke even lower into my ear. â€Å"The histories we always thought were legends,† he said. â€Å"The stories of how we came to be. The first is the story of the spirit warriors.† It was almost as if Jacob's soft whisper was the introduction. The atmosphere changed abruptly around the low-burning fire. Paul and Embry sat up straighter. Jared nudged Kim and then pulled her gently upright. Emily produced a spiral-bound notebook and a pen, looking exactly like a student set for an important lecture. Sam twisted just slightly beside her – so that he was facing the same direction as Old Quil, who was on his other side – and suddenly I realized that the elders of the council here were not three, but four in number. Leah Clearwater, her face still a beautiful and emotionless mask, closed her eyes – not like she was tired, but as if to help her concentration. Her brother leaned in toward the elders eagerly. The fire crackled, sending another explosion of sparks glittering up against the night. Billy cleared his throat, and, with no more introduction than his son's whisper, began telling the story in his rich, deep voice. The words poured out with precision, as if he knew them by heart, but also with feeling and a subtle rhythm. Like poetry performed by its author. â€Å"The Quileutes have been a small people from the beginning,† Billy said. â€Å"And we are a small people still, but we have never disappeared. This is because there has always been magic in our blood. It wasn't always the magic of shape-shifting – that came later. First, we were spirit warriors.† Never before had I recognized the ring of majesty that was in Billy Black's voice, though I realized now that this authority had always been there. Emily's pen sprinted across the sheets of paper as she tried to keep up with him. â€Å"In the beginning, the tribe settled in this harbor and became skilled ship builders and fishermen. But the tribe was small, and the harbor was rich in fish. There were others who coveted our land, and we were too small to hold it. A larger tribe moved against us, and we took to our ships to escape them. â€Å"Kaheleha was not the first spirit warrior, but we do not remember the stories that came before his. We do not remember who was the first to discover this power, or how it had been used before this crisis. Kaheleha was the first great Spirit Chief in our history. In this emergency, Kaheleha used the magic to defend our land. â€Å"He and all his warriors left the ship – not their bodies, but their spirits. Their women watched over the bodies and the waves, and the men took their spirits back to our harbor. â€Å"They could not physically touch the enemy tribe, but they had other ways. The stories tell us that they could blow fierce winds into their enemy's camps; they could make a great screaming in the wind that terrified their foes. The stories also tell us that the animals could see the spirit warriors and understand them; the animals would do their bidding. â€Å"Kaheleha took his spirit army and wreaked havoc on the intruders. This invading tribe had packs of big, thick-furred dogs that they used to pull their sleds in the frozen north. The spirit warriors turned the dogs against their masters and then brought a mighty infestation of bats up from the cliff caverns. They used the screaming wind to aid the dogs in confusing the men. The dogs and bats won. The survivors scattered, calling our harbor a cursed place. The dogs ran wild when the spirit warriors released them. The Quileutes returned to their bodies and their wives, victorious. â€Å"The other nearby tribes, the Hohs and the Makahs, made treaties with the Quileutes. They wanted nothing to do with our magic. We lived in peace with them. When an enemy came against us, the spirit warriors would drive them off. â€Å"Generations passed. Then came the last great Spirit Chief, Taha Aki. He was known for his wisdom, and for being a man of peace. The people lived well and content in his care. â€Å"But there was one man, Utlapa, who was not content.† A low hiss ran around the fire. I was too slow to see where it came from. Billy ignored it and went on with the legend. â€Å"Utlapa was one of Chief Taha Aki's strongest spirit warriors – a powerful man, but a grasping man, too. He thought the people should use their magic to expand their lands, to enslave the Hohs and the Makahs and build an empire. â€Å"Now, when the warriors were their spirit selves, they knew each other's thoughts. Taha Aki saw what Utlapa dreamed, and was angry with Utlapa. Utlapa was commanded to leave the people, and never use his spirit self again. Utlapa was a strong man, but the chief's warriors outnumbered him. He had no choice but to leave. The furious outcast hid in the forest nearby, waiting for a chance to get revenge against the chief. â€Å"Even in times of peace, the Spirit Chief was vigilantin protecting his people. Often, he would go to a sacred, secret place in the mountains. He would leave his body behind and sweep down through the forests and along the coast, making sure no threat approached. â€Å"One day when Taha Aki left to perform this duty, Utlapa followed. At first, Utlapa simply planned to kill the chief, but this plan had its drawbacks. Surely the spirit warriors would seek to destroy him, and they could follow faster than he could escape. As he hid in the rocks and watched the chief prepare to leave his body, another plan occurred to him. â€Å"Taha Aki left his body in the secret place and flew with the winds to keep watch over his people. Utlapa waited until he was sure the chief had traveled some distance with his spirit self. â€Å"Taha Aki knew it the instant that Utlapa had joined him in the spirit world, and he also knew Utlapa's murderous plan. He raced back to his secret place, but even the winds weren't fast enough to save him. When he returned, his body was already gone. Utlapa's body lay abandoned, but Utlapa had not left Taha Aki with an escape – he had cut his own body's throat with Taha Aki's hands. â€Å"Taha Aki followed his body down the mountain. He screamed at Utlapa, but Utlapa ignored him as if he were mere wind. â€Å"Taha Aki watched with despair as Utlapa took his place as chief of the Quileutes. For a few weeks, Utlapa did nothing but make sure that everyone believed he was Taha Aki. Then the changes began – Utlapa's first edict was to forbid any warrior to enter the spirit world. He claimed that he'd had a vision of danger, but really he was afraid. He knew that Taha Aki would be waiting for the chance to tell his story. Utlapa was also afraid to enter the spirit world himself, knowing Taha Aki would quickly claim his body. So his dreams of conquest with a spirit warrior army were impossible, and he sought to content himself with ruling over the tribe. He became a burden – seeking privileges that Taha Aki had never requested, refusing to work alongside his warriors, taking a young second wife and then a third, though Taha Aki's wife lived on – something unheard of in the tribe. Taha Aki watched in helpless fury. â€Å"Eventually, Taha Aki tried to kill his body to save the tribe from Utlapa's excesses. He brought a fierce wolf down from the mountains, but Utlapa hid behind his warriors. When the wolf killed a young man who was protecting the false chief, Taha Aki felt horrible grief. He ordered the wolf away. â€Å"All the stories tell us that it was no easy thing to be a spirit warrior. It was more frightening than exhilarating to be freed from one's body. This is why they only used their magic in times of need. The chief's solitary journeys to keep watch were a burden and a sacrifice. Being bodiless was disorienting, uncomfortable, horrifying. Taha Aki had been away from his body for so long at this point that he was in agony. He felt he was doomed – never to cross over to the final land where his ancestors waited, stuck in this torturous nothingness forever. â€Å"The great wolf followed Taha Aki's spirit as he twisted and writhed in agony through the woods. The wolf was very large for its kind, and beautiful. Taha Aki was suddenly jealous of the dumb animal. At least it had a body. At least it had a life. Even life as an animal would be better than this horrible empty consciousness. â€Å"And then Taha Aki had the idea that changed us all. He asked the great wolf to make room for him, to share. The wolf complied. Taka Aki entered the wolf's body with relief and gratitude. It was not his human body, but it was better than the void of the spirit world. â€Å"As one, the man and the wolf returned to the village on the harbor. The people ran in fear, shouting for the warriors to come. The warriors ran to meet the wolf with their spears. Utlapa, of course, stayed safely hidden. â€Å"Taha Aki did not attack his warriors. He retreated slowly from them, speaking with his eyes and trying to yelp the songs of his people. The warriors began to realize that the wolf was no ordinary animal, that there was a spirit influencing it. One older warrior, a man name Yut, decided to disobey the false chief's order and try to communicate with the wolf. â€Å"As soon as Yut crossed to the spirit world, Taha Aki left the wolf – the animal waited tamely for his return – to speak to him. Yut gathered the truth in an instant, and welcomed his true chief home. â€Å"At this time, Utlapa came to see if the wolf had been defeated. When he saw Yut lyinglifeless on the ground, surrounded by protective warriors, he realized what was happening. He drew his knife and raced forward to kill Yut before he could return to his body. â€Å"‘Traitor,' he screamed, and the warriors did not know what to do. The chief had forbidden spirit journeys, and it was the chief's decision how to punish those who disobeyed. â€Å"Yut jumped back into his body, but Utlapa had his knife at his throat and a hand covering his mouth. Taha Aki's body was strong, and Yut was weak with age. Yut could not say even one word to warn the others before Utlapa silenced him forever. â€Å"Taha Aki watched as Yut's spirit slipped away to the final lands that were barred to Taha Aki for all eternity. He felt a great rage, more powerful than anything he'd felt before. He entered the big wolf again, meaning to rip Utlapa's throat out. But, as he joined the wolf, the greatest magic happened. â€Å"Taha Aki's anger was the anger of a man. The love he had for his people and the hatred he had for their oppressor were too vast for the wolf's body, too human. The wolf shuddered, and – before the eyes of the shocked warriors and Utlapa – transformed into a man. â€Å"The new man did not look like Taha Aki's body. He was far more glorious. He was the flesh interpretation of Taha Aki's spirit. The warriors recognized him at once, though, for they had flown with Taha Aki's spirit. â€Å"Utlapa tried to run, but Taha Aki had the strength of the wolf in his new body. He caught the thief and crushed the spirit from him before he could jump out of the stolen body. â€Å"The people rejoiced when they understood what had happened. Taha Aki quickly set everything right, working again with his people and giving the young wives back to their families. The only change he kept in place was the end of the spirit travels. He knew that it was too dangerous now that the idea of stealing a life was there. The spirit warriors were no more. â€Å"From that point on, Taha Aki was more than either wolf or man. They called him Taha Aki the Great Wolf, or Taha Aki the Spirit Man. He led the tribe for many, many years, for he did not age. When danger threatened, he would resume his wolf-self to fight or frighten the enemy. The people dwelt in peace. Taha Aki fathered many sons, and some of these found that, after they had reached the age of manhood, they, too, could transform into wolves. The wolves were all different, because they were spirit wolves and reflected the man they were inside.† â€Å"So that's why Sam is all black,† Quil muttered under his breath, grinning. â€Å"Black heart, black fur.† I was so involved in the story, it was a shock to come back to the present, to the circle around the dying fire. With another shock, I realized that the circle was made up of Taha Aki's great – to however many degrees – grandsons. The fire threw a volley of sparks into the sky, and they shivered and danced, making shapes that were almost decipherable. â€Å"And your chocolate fur reflects what?† Sam whispered back to Quil. â€Å"How sweet you are?† Billy ignored their jibes. â€Å"Some of the sons became warriors with Taha Aki, and they no longer aged. Others, who did not like the transformation, refused to join the pack of wolf-men. These began to age again, and the tribe discovered that the wolf-men could grow old like anyone else if they gave up their spirit wolves. Taha Aki had lived the span of three old men's lives. He had married a third wife after the deaths of the first two, and found in her his true spirit wife. Though he had loved the others, this was something else. He decided to give up his spirit wolf so that he would die when she did. â€Å"That is how the magic came to us, but it is not the end of the story. . . .† He looked at Old Quil Ateara, who shifted in his chair, straightening his frail shoulders. Billy took a drink from a bottle of water and wiped his forehead. Emily's pen never hesitated as she scribbled furiously on the paper. â€Å"That was the story of the spirit warriors,† Old Quil began in a thin tenor voice. â€Å"This is the story of the third wife's sacrifice. â€Å"Many years after Taha Aki gave up his spirit wolf, when he was an old man, trouble began in the north, with the Makahs. Several young women of their tribe had disappeared, and they blamed it on the neighboring wolves, who they feared and mistrusted. The wolf-men could still read each other's thoughts while in their wolf forms, just like their ancestors had while in their spirit forms. They knew that none of their number was to blame. Taha Aki tried to pacify the Makah chief, but there was too much fear. Taha Aki did not want to have a war on his hands. He was no longer a warrior to lead his people. He charged his oldest wolf-son, Taha Wi, with finding the true culprit before hostilities began. â€Å"Taha Wi led the five other wolves in his pack on a search through the mountains, looking for any evidence of the missing Makahs. They came across something they had never encountered before – a strange, sweet scent in the forest that burned their noses to the point of pain.† I shrank a little closer to Jacob's side. I saw the corner of his mouth twitch with humor, and his arm tightened around me. â€Å"They did not know what creature would leave such a scent, but they followed it,† Old Quil continued. His quavering voice did not have the majesty of Billy's, but it had a strange, fierce edge of urgency about it. My pulse jumped as his words came faster. â€Å"They found faint traces of human scent, and human blood, along the trail. They were sure this was the enemy they were searching for. â€Å"The journey took them so far north that Taha Wi sent half the pack, the younger ones, back to the harbor to report to Taha Aki. â€Å"Taha Wi and his two brothers did not return. â€Å"The younger brothers searched for their elders, but found only silence. Taha Aki mourned for his sons. He wished to avenge his sons' death, but he was old. He went to the Makah chief in his mourning clothes and told him everything that had happened. The Makah chief believed his grief, and tensions ended between the tribes. â€Å"A year later, two Makah maidens disappeared from their homes on the same night. The Makahs called on the Quileute wolves at once, who found the same sweet stink all through the Makah village. The wolves went on the hunt again. â€Å"Only one came back. He was Yaha Uta, the oldest son of Taka Aki's third wife, and the youngest in the pack. He brought something with him that had never been seen in all the days of the Quileutes – a strange, cold, stony corpse that he carried in pieces. All who were of Taha Aki's blood, even those who had never been wolves, could smell the piercing smell of the dead creature. This was the enemy of the Makahs. â€Å"Yaha Uta described what had happened: he and his brothers had found the creature, who looked like a man but was hard as a granite rock, with the two Makah daughters. One girl was already dead, white and bloodless on the ground. The other was in the creature's arms, his mouth at her throat. She may have been alive when they came upon the hideous scene, but the creature quickly snapped her neck and tossed her lifeless body to the ground when they approached. His white lips were covered in her blood, and his eyes glowed red. â€Å"Yaha Uta described the fierce strength and speed of the creature. One of his brothers quickly became a victim when he underestimated that strength. The creature ripped him apart like a doll. Yaha Uta and his other brother were more wary. They worked together, coming at the creature from the sides, outmaneuvering it. They had to reach the very limits of their wolf strength and speed, something that had never been tested before. The creature was hard as stone and cold as ice. They found that only their teeth could damage it. They began to rip small pieces of the creature apart while it fought them. â€Å"But the creature learned quickly, and soon was matching their maneuvers. It got its hands on Yaha Uta's brother. Yaha Uta found an opening on the creature's throat, and he lunged. His teeth tore the head off the creature, but the hands continued to mangle his brother. â€Å"Yaha Uta ripped the creature into unrecognizable chunks, tearing pieces apart in a desperate attempt to save his brother. He was too late, but, in the end, the creature was destroyed. â€Å"Or so they thought. Yaha Uta laid the reeking remains out to be examined by the elders. One severed hand lay beside a piece of the creature's granite arm. The two pieces touched when the elders poked them with sticks, and the hand reached out towards the arm piece, trying to reassemble itself. â€Å"Horrified, the elders set fire to the remains. A great cloud of choking, vile smoke polluted the air. When there was nothing but ashes, they separated the ashes into many small bags and spread them far and wide – some in the ocean, some in the forest, some in the cliff caverns. Taha Aki wore one bag around his neck, so he would be warned if the creature ever tried to put himself together again.† Old Quil paused and looked at Billy. Billy pulled out a leather thong from around his neck. Hanging from the end was a small bag, blackened with age. A few people gasped. I might have been one of them. â€Å"They called it The Cold One, the Blood Drinker, and lived in fear that it was not alone. They only had one wolf protector left, young Yaha Uta. â€Å"They did not have long to wait. The creature had a mate, another blood drinker, who came to the Quileutes seeking revenge. â€Å"The stories say that the Cold Woman was the most beautiful thing human eyes had ever seen. She looked like the goddess of the dawn when she entered the village that morning; the sun was shining for once, and it glittered off her white skin and lit the golden hair that flowed down to her knees. Her face was magical in its beauty, her eyes black in her white face. Some fell to their knees to worship her. â€Å"She asked something in a high, piercing voice, in a language no one had ever heard. The people were dumbfounded, not knowing how to answer her. There was none of Taha Aki's blood among the witnesses but one small boy. He clung to his mother and screamed that the smell was hurting his nose. One of the elders, on his way to council, heard the boy and realized what had come among them. He yelled for the people to run. She killed him first. â€Å"There were twenty witnesses to the Cold Woman's approach. Two survived, only because she grew distracted by the blood, and paused to sate her thirst. They ran to Taha Aki, who sat in counsel with the other elders, his sons, and his third wife. â€Å"Yaha Uta transformed into his spirit wolf as soon as he heard the news. He went to destroy the blood drinker alone. Taha Aki, his third wife, his sons, and his elders followed behind him. â€Å"At first they could not find the creature, only the evidence of her attack. Bodies lay broken, a few drained of blood, strewn across the road where she'd appeared. Then they heard the screams and hurried to the harbor. â€Å"A handful of the Quileutes had run to the ships for refuge. She swam after them like a shark, and broke the bow of their boat with her incredible strength. When the ship sank, she caught those trying to swim away and broke them, too. â€Å"She saw the great wolf on the shore, and she forgot the fleeing swimmers. She swam so fast she was a blur and came, dripping and glorious, to stand before Yaha Uta. She pointed at him with one white finger and asked another incomprehensible question. Yaha Uta waited. â€Å"It was a close fight. She was not the warrior her mate had been. But Yaha Uta was alone – there was no one to distract her fury from him. â€Å"When Yaha Uta lost, Taha Aki screamed in defiance. He limped forward and shifted into an ancient, white-muzzled wolf. The wolf was old, but this was Taha Aki the Spirit Man, and his rage made him strong. The fight began again. â€Å"Taha Aki's third wife had just seen her son die before her. Now her husband fought, and she had no hope that he could win. She'd heard every word the witnesses to the slaughter had told the council. She'd heard the story of Yaha Uta's first victory, and knew that his brother's diversion had saved him. â€Å"The third wife grabbed a knife from the belt of one of the sons who stood beside her. They were all young sons, not yet men, and she knew they would die when their father failed. â€Å"The third wife ran toward the Cold Woman with the dagger raised high. The Cold Woman smiled, barely distracted from her fight with the old wolf. She had no fear of the weak human woman or the knife that would not even scratch her skin, and she was about to deliver the death blow to Taha Aki. â€Å"And then the third wife did something the Cold Woman did not expect. She fell to her knees at the blood drinker's feet and plunged the knife into her own heart. â€Å"Blood spurted through the third wife's fingers and splashed against the Cold Woman. The blood drinker could not resist the lure of the fresh blood leaving the third wife's body. Instinctively, she turned to the dying woman, for one second entirely consumed by thirst. â€Å"Taha Aki's teeth closed around her neck. â€Å"That was not the end of the fight, but Taha Aki was not alone now. Watching their mother die, two young sons felt such rage that they sprang forth as their spirit wolves, though they were not yet men. With their father, they finished the creature. â€Å"Taha Aki never rejoined the tribe. He never changed back to a man again. He lay for one day beside the body of the third wife, growling whenever anyone tried to touch her, and then he went into the forest and never returned. â€Å"Trouble with the cold ones was rare from that time on. Taha Aki's sons guarded the tribe until their sons were old enough to take their places. There were never more than three wolves at a time. It was enough. Occasionally a blood drinker would come through these lands, but they were taken by surprise, not expecting the wolves. Sometimes a wolf would die, but never were they decimated again like that first time. They'd learned how to fight the cold ones, and they passed the knowledge on, wolf mind to wolf mind, spirit to spirit, father to son. â€Å"Time passed, and the descendants of Taha Aki no longer became wolves when they reached manhood. Only in a great while, if a cold one was near, would the wolves return. The cold ones always came in ones and twos, and the pack stayed small. â€Å"A bigger coven came, and your own great-grandfathers prepared to fight them off. But the leader spoke to Ephraim Black as if he were a man, and promised not to harm the Quileutes. His strange yellow eyes gave some proof to his claim that they were not the same as other blood drinkers. The wolves were outnumbered; there was no need for the cold ones to offer a treaty when they could have won the fight. Ephraim accepted. They've stayed true to their side, though their presence does tend to draw in others. â€Å"And their numbers have forced a larger pack than the tribe has ever seen,† Old Quil said, and for one moment his black eyes, all but buried in the wrinkles of skin folded around them, seemed to rest on me. â€Å"Except, of course, in Taha Aki's time,† he said, and then he sighed. â€Å"And so the sons of our tribe again carry the burden and share the sacrifice their fathers endured before them.† All was silent for a long moment. The living descendants of magic and legend stared at one another across the fire with sadness in their eyes. All but one. â€Å"Burden,† he scoffed in a low voice. â€Å"I think it's cool.† Quil's full lower lip pouted out a little bit. Across the dying fire, Seth Clearwater – his eyes wide with adulation for the fraternity of tribal protectors – nodded his agreement. Billy chuckled, low and long, and the magic seemed to fade into the glowing embers. Suddenly, it was just a circle of friends again. Jared flicked a small stone at Quil, and everyone laughed when it made him jump. Low conversations murmured around us, teasing and casual. Leah Clearwater's eyes did not open. I thought I saw something sparkling on her cheek like a tear, but when I looked back a moment later it was gone. Neither Jacob nor I spoke. He was so still beside me, his breath so deep and even, that I thought he might be close to sleep. My mind was a thousand years away. I was not thinking of Yaha Uta or the other wolves, or the beautiful Cold Woman – I could picture her only too easily. No, I was thinking of someone outside the magic altogether. I was trying to imagine the face of the unnamed woman who had saved the entire tribe, the third wife. Just a human woman, with no special gifts or powers. Physically weaker and slower than any of the monsters in the story. But she had been the key, the solution. She'd saved her husband, her young sons, her tribe. I wish they'd remembered her name. . . . Something shook my arm. â€Å"C'mon, Bells,† Jacob said in my ear. â€Å"We're here.† I blinked, confused because the fire seemed to have disappeared. I glared into the unexpected darkness, trying to make sense of my surroundings. It took me a minute to realize that I was no longer on the cliff. Jacob and I were alone. I was still under his arm, but I wasn't on the ground anymore. How did I get in Jacob's car? â€Å"Oh, crap!† I gasped as I realized that I had fallen asleep. â€Å"How late is it? Dang it, where's that stupid phone?† I patted my pockets, frantic and coming up empty. â€Å"Easy. It's not even midnight yet. And I already called him for you. Look – he's waiting there.† â€Å"Midnight?† I repeated stupidly, still disoriented. I stared into the darkness, and my heartbeat picked up when my eyes made out the shape of the Volvo, thirty yards away. I reached for the door handle. â€Å"Here,† Jacob said, and he put a small shape into my other hand. The phone. â€Å"You called Edward for me?† My eyes were adjusted enough to see the bright gleam of Jacob's smile. â€Å"I figured if I played nice, I'd get more time with you.† â€Å"Thanks, Jake,† I said, touched. â€Å"Really, thank you. And thanks forinviting me tonight. That was . . .† Words failed me. â€Å"Wow. That was something else.† â€Å"And you didn't even stay up to watch me swallow a cow.† He laughed. â€Å"No, I'm glad you liked it. It was . . . nice for me. Having you there.† There was a movement in the dark distance – something pale ghosting against the black trees. Pacing? â€Å"Yeah, he's not so patient, is he?† Jacob said, noticing my distraction. â€Å"Go ahead. But come back soon, okay?† â€Å"Sure, Jake,† I promised, cracking the car door open. Cold air washed across my legs and made me shiver. â€Å"Sleep tight, Bells. Don't worry about anything – I'll be watching out for you tonight.† I paused, one foot on the ground. â€Å"No, Jake. Get some rest, I'll be fine.† â€Å"Sure, sure,† he said, but he sounded more patronizing than agreeing. â€Å"‘Night, Jake. Thanks.† â€Å"‘Night, Bella,† he whispered as I hurried into the darkness. Edward caught me at the boundary line. â€Å"Bella,† he said, relief strong in his voice; his arms wound tightly around me. â€Å"Hi. Sorry I'm so late. I fell asleep and -â€Å" â€Å"I know. Jacob explained.† He started toward the car, and I staggered woodenly at his side. â€Å"Are you tired? I could carry you.† â€Å"I'm fine.† â€Å"Let's get you home and in bed. Did you have a nice time?† â€Å"Yeah – it was amazing, Edward. I wish you could have come. I can't even explain it. Jake's dad told us the old legends and it was like . . . like magic.† â€Å"You'll have to tell me about it. After you've slept.† â€Å"I won't get it right,† I said, and then I yawned hugely. Edward chuckled. He opened my door for me, lifted me in, and buckled my seat belt around me. Bright lights flashed on and swept across us. I waved toward Jacob's headlights, but I didn't know if he saw the gesture. That night – after I'd gotten past Charlie, who didn't give me as much trouble as I'd expected because Jacob had called him, too – instead of collapsing in bed right away, I leaned out the open window while I waited for Edward to come back. The night was surprisingly cold, almost wintry. I hadn't noticed it at all on the windy cliffs; I imagined that had less to do with the fire than it did with sitting next to Jacob. Icy droplets spattered against my face as the rain began to fall. It was too dark to see much besides the black triangles of the spruces leaning and shaking with the wind. But I strained my eyes anyway, searching for other shapes in the storm. A pale silhouette, moving like a ghost through the black . . . or maybe the shadowy outline of an enormous wolf. . . . My eyes were too weak. Then there was a movement in the night, right beside me. Edward slid through my open window, his hands colder than the rain. â€Å"Is Jacob out there?† I asked, shivering as Edward pulled me into the circle of his arm. â€Å"Yes . . . somewhere. And Esme's on her way home.† I sighed. â€Å"It's so cold and wet. This is silly.† I shivered again. He chuckled. â€Å"It's only cold to you, Bella.† It was cold in my dream that night, too, maybe because I slept in Edward's arms. But I dreamt I was outside in the storm, the wind whipping my hair in my face and blinding my eyes. I stood on the rocky crescent of First Beach, trying to understand the quickly moving shapes I could only dimly see in the darkness at the shore's edge. At first, there was nothing but a flash of white and black, darting toward each other and dancing away. And then, as if the moon had suddenly broken from the clouds, I could see everything. Rosalie, her hair swinging wet and golden down to the back of her knees, was lunging at an enormous wolf – its muzzle shot through with silver – that I instinctively recognized as Billy Black. I broke into a run, but found myself moving in the frustrating slow motion of dreamers. I tried to scream to them, to tell them to stop, but my voice was stolen by the wind, and I could make no sound. I waved my arms, hoping to catch their attention. Something flashed in my hand, and I noticed for the first time that my right hand wasn't empty. I held a long, sharp blade, ancient and silver, crusted in dried, blackened blood. I cringed away from the knife, and my eyes snapped open to the quiet darkness of my bedroom. The first thing I realized was that I was not alone, and I turned to bury my face in Edward's chest, knowing the sweet scent of his skin would chase the nightmare away more effectively than anything else. â€Å"Did I wake you?† he whispered. There was the sound of paper, the ruffling of pages, and a faint thump as something light fell to the wooden floor. â€Å"No,† I mumbled, sighing in contentment as his arms tightened around me. â€Å"I had a bad dream.† â€Å"Do you want to tell me about it?† I shook my head. â€Å"Too tired. Maybe in the morning, if I remember.† I felt a silent laugh shake through him. â€Å"In the morning,† he agreed. â€Å"What were you reading?† I muttered, not really awake at all. â€Å"Wuthering Heights,† he said. I frowned sleepily. â€Å"I thought you didn't like that book.† â€Å"You left it out,† he murmured, his soft voice lulling me toward unconsciousness. â€Å"Besides . . . the more time I spend with you, the more human emotions seem comprehensible to me. I'm discovering that I can sympathize with Heathcliff in ways I didn't think possible before.† â€Å"Mmm,† I sighed. He said something else, something low, but I was already asleep. The next morning dawned pearl gray and still. Edward asked me about my dream, but I couldn't get a handle on it. I only remembered that I was cold, and that I was glad he was there when I woke up. He kissed me, long enough to get my pulse racing, and then headed home to change and get his car. I dressed quickly, low on options. Whoever had ransacked my hamper had critically impaired my wardrobe. If it wasn't so frightening, it would be seriously annoying. As I was about to head down for breakfast, I noticed my battered copy of Wuthering Heights lying open on the floor where Edward had dropped it in the night, holding his place the way the damaged binding always held mine. I picked it up curiously, trying to remember what he'd said. Something about feeling sympathy for Heathcliff, of all people. That couldn't be right; I must have dreamed that part. Three words on the open page caught my eye, and I bent my head to read the paragraph more closely. It was Heathcliff speaking, and I knew the passage well. And there you see the distinction between our feelings: had he been in my place and I in his, though I hated him with a hatred that turned my life to gall, I never would have raised a hand against him. You may look incredulous, if you please! I never would have banished him from her society as long as she desired his. The moment her regard ceased, I would have torn his heart out, and drank his blood! But, till then – if you don't believe me, you don't know me – till then, I would have died by inches before I touched a single hair of his head! The three words that had caught my eye were â€Å"drank his blood.† I shuddered. Yes, surely I must have dreamt that Edward said anything positive about Heathcliff. And this page was probably not the page he'd been reading. The book could have fallen open to any page.