The Death Penalty, Right or Wrong? Essay -- essays research papers

The Death Penalty, Right or Wrong? Dread of death disheartens individuals from carrying out wrongdoings. In the event that death penalty were done more it would end up being the wrongdoing deterrent it was mostly expected to be. Most lawbreakers would reconsider before submitting murder on the off chance that they realized their own lives were in question. For reasons unknown, however not many individuals are executed thus capital punishment is anything but an acceptable hindrance. Utilization of capital punishment as expected by law could really lessen the quantity of fierce killings by disposing of a portion of the recurrent wrongdoers. All the more opportune authorization of capital punishment would assist with lessening the wrongdoing issue by ingraining a feeling of regard for the law in that sentences are more than words on a page.      The capital punishment has consistently been and keeps on being a disputable issue. Individuals on the two sides of the issue contend unendingly to increase further help for their developments. While rivals of the death penalty rush to bring up that the United States stays one of only a handful scarcely any Western nations that keep on supporting capital punishment. The obstruction impact of any discipline relies upon how rapidly the discipline is applied.      Is causing the detainee to languish by being in prison over an incredible remainder is more painful and insensitive than execution? Let us take a gander at a portion of the strategies for execution utilized before. During that time individuals have been battered to the point of death, bubbled in oil, destroyed, executed, broiled over flames on iron beds, pulled separated with ponies, had their heads cut off, been hanged, been drawn and quartered, sawn into equal parts, and broken with a wheel. (Hickman, 2003, p. 174) Hanging was the most broadly utilized type of execution in the United States until the center of the twentieth century. Different types of execution utilized in America incorporate the electric Capital punishment 4 seat, the gas chamber and, the momentum technique for decision, deadly infusion. (Hickman, 2003, pgs. 175-176) There are right now 38 states that permit capital punishment. These are their strategies for execution: Electric shock: Alabama, Arkansas, Florida, Georgia, Indiana, Kentucky, Nebraska, Ohio, South Carolina, Tennessee, Virginia.      Firing Squad: Idaho, Utah.      Gas Chamber: Arizona, California, Maryland, Mississippi, North Carolina.  &n... ...fix similarly as plainly by ending their life. Two wrongs don’t make a right. Slaughtering two is no superior to executing one. Is this an every day demonstration where we as a nation might want to share? Or then again is this something we are hesitant to do? Consider it. Do we need this or don’t we? Is it true that we are killers? Capital punishment 11 References Hickman, Tom 2003. Passing: A User’s Guide. Westminster, MD: Dell Publishing Manderson, Desmond 1999. Seeking Death: The Legal Constitution of Mortality. London:      Pluto Press Radelet, Michael L 1995. Post-Furman Botched Executions.  â â â â http://sun.soci.niu.edu/~critcrim/dp/dppapers/mike2 The death penalty 2001 (Retrieved October 4, 2004)  â â â â http://www.ojpusdoj.gov/bjs/dynamic/cp01.htm Socioeconomics of the Death Penalty 1996  â â â â http://sun.soci.niu.edu/~critcrim/dp/states.using.txt The Death Penalty Is Not a Deterrent (Retrieved October 7, 2004)  â â â â http://www.amnestyusa.org/abolishh/deterrence.html A Declaration of Life (Retrieved October 7, 2004)  â â â â http://www.quaker.org/revelation of-life.html

Term Paper on What are the causes and effects of Rapid population Essay

Research project on What are the circumstances and end results of Rapid populace development in underdeveloped nations - Essay Example As indicated by the United Nations Population Fund (UNFPA 1999) the total populace is relied upon to arrive at a sum of 9.1 billion out of 2050 and the entirety of the development will happen in the less evolved nations. This implies there will be huge increments in the populaces of nations of Africa, Latin America and the Caribbean, portions of Asia and Eastern Europe. Overpopulation results from a lower demise rate and a higher birth rate. One of the significant reasons for quick populace development is ascribed to the revelations and upgrades in science and innovation. With the improvement in clinical innovation and the disclosures of antibodies, new drugs and the eradication of numerous youth ailments, numerous people have a more drawn out life expectancy and regardless of whether they are confronted with various illnesses medications and nourishments have helped in the fix and the chance of living longer. With the usage of general wellbeing programs numerous legislatures have been instrumental in containing irresistible illnesses, for example, intestinal sickness and tuberculosis. More individuals approach a cleaner, more secure flexibly of drinking water. The number of inhabitants in most creating nations increments at two percent to four percent for each year (Stanton, 2003). They hold 80% of the world’s populace. The forty nine least created nations on the planet have the quickest development rate. These nations incorporate Afghanistan, Angola, Bangladesh, Ethiopia, Mali, Yemen, Malawi. The three anticipated prospects show an enormous increment when contrasted and the populace blast of the 1950’s. It likewise shows an expanding pattern that may keep on developing admirably past the year 2050. Numerous families in creating nations, in spite of the fact that they approach family arranging counsel strategies despite everything want to have huge families which might be because of conventional or strict reasons or a mix of

What Happens if You Pay Off a Bad Credit Loan Early

What Happens if You Pay Off a Bad Credit Loan Early What Happens if You Pay Off a Bad Credit Loan Early? What Happens if You Pay Off a Bad Credit Loan Early?Paying off your bad credit loan early could help you save money  or  it could save you no money whatsoever. So what gives?!Paying off a loan feels great, but paying off a loan early feels even better. By getting out of debt faster you not only get to save money on interest, but youll also free up a bunch of extra room in your monthly budget!But does the same thing hold true for bad credit loans? Will you really save money by paying the loan off early? As it turns out, there’s no one right answer to this question. It really depends on which kind of bad credit loan you’re paying off. There are two types of bad credit loans.If you have poor credit and you need a loan, you’re unfortunately going to find yourself locked out from traditional lending institutions. When a bank or personal lender looks at your credit score, they’ll see a person who cannot be relied upon to uphold their debt obligation.Instead, you’ll find yourself taking out a bad credit loan, which will come with a much higher interest rate than a regular personal loan. Some of these loans can be a fine way to cover emergency expenses if you don’t have an emergency fund, but many others could potentially trap you in a dangerous cycle of debt.Bad credit loans can be generally sorted into two categories: Short-term loans and long-term loans. Short-term loans have repayment periods that average two weeks to one month, while long-term loans can have terms anywhere from six months to three years.The most common types of short-term bad credit loans are payday loans and title loans:Payday loans (also known as “cash advance” loans) have an average repayment term of 14 days and standard loan amounts of a few hundred dollars.Title loans have an average repayment term of one month and are secured by the title to your car or truck;  that collateral means you can borrow more with a title loan than you can with a payday loan.Long-term bad credit lo ans, on the other hand, are generally structured as installment loans. Unlike payday and title loans, which are designed to be repaid in a single lump-sum balloon payment, installment loans are paid back in a series of smaller, regularly scheduled payments.How is interest being chargedâ€"and paid off?The rates for payday loans, title loans, and installment loans will vary from lender to lenderâ€"and will also depend on your state of residence, even for online loans. However, the average annual percentage rate (APR) for payday loans is almost 400 percent, while the average APR for a title loan is 300 percent. The APRs for installment loans are often lower than the APRs for payday and title loans, but not always.Still, when it comes to paying off your bad credit loan early, there’s something more important than the interest rate: How that interest is being calculated.With short-term loans like payday and title loans, interest is charged as a flat fee. If you were to take out a $300 payday loan with a 15 percent interest charge, $45 in interest is added onto the loan immediately.With a bad credit installment loan, the interest accrues over timeâ€"much the same way it would with a standard personal loan. The longer the loan is outstanding, the more interest it accrues. And the earlier you pay the loan off,  the less you’ll pay towards interest.The same isn’t true for payday and title loans. Since interest is charged as a flat fee on those loans, paying the loan off early won’t save you any money at all. While it’s always a good idea to get ahead of your loan obligations if you can, paying off a payday loan early won’t have the same tangible benefits as it would with an installment loan.There’s one exception to this rule when it comes to installment loans: prepayment penalties. These are extra fees included in certain loan agreements that only get charged if the borrower  pays the loan off early. If you’re taking out a bad credit installment loan, l ook for a lender that doesn’t include them.Watch out for loan rollover.While short-term no credit check loans  might seem like theyre fairly easy to pay back, that isn’t necessarily true. In fact, the Pew Research Centers have found that over 80 percent of payday loan borrowers don’t have the funds to make their payments. High interest rates are a factor, but so are the lump-sum repayment terms.When a short-term loan borrower doesn’t have room in their budget to cover their loan payment, they are sometimes given the option to roll the loan over. This means that they pay off the interest owed on the loan and extend the due dateâ€"in return for a brand-new interest charge.Its the opposite of paying off your loan early. While early repayment on a payday loan won’t bring you any extra savings on your interest owed, paying the loan off late in this fashion will send your costs soaringâ€"and possibly leave you stuck in a debt trap.Finding a bad credit loan that will reward you f or early pay-off is great, but avoiding a bad credit loan that lets you rack up extra fees without ever actually getting you out of debt? That’s way better.If you have a lousy credit score and youre looking to improve it, check out these related posts and articles from OppLoans:How to Build Credit When You Have No Credit at AllNo Credit Card? Here Are 6 Ways You Can Still Fix Your Credit ScoreCredit Utilization Ratio: What It Is, Why It’s Important, and How to Master ItWant to Raise Your Credit Score by 50 Points? Here Are Some TipsDo you have a personal finance question youd like us to answer? Let us know! You can find us  on  Facebook  and  Twitter.  |Instagram

Text Message Scams

The Federal Trade Commission (FTC) is warning of a dangerous new breed of identity theft scams known as â€Å"smishing.† Similar to â€Å"phishing† scams — authentic-looking emails that appear to be from the victim’s bank, government agencies, or other well-known organizations — â€Å"smishing† scams are text messages sent to mobile phones. While the risks of smishing scams are potentially devastating, the defense is simple. According to the FTC, â€Å"Just dont text back.† How the Scammer Sets the Trap The scarily convincing smishing scams work like this: You get an unexpected text message appearing to be from your bank informing you that your checking account has been hacked into and deactivated â€Å"for your protection.† The message will tell you to reply or text back in order to reactivate your account. Other smishing scam text messages may include a link to a website you need to visit in order to resolve some non-existent problem. What a Smishing Scam  Text Message Might Look Like Here is an example of one of the scam texts: â€Å"User #25384: Your Gmail profile has been compromised. Text back SENDNOW in order to reactivate your account.† What’s the Worst That Can Happen? Do not respond to suspicious or unsolicited  text messages, advises the FTC, warning that at least two bad things might happen if you do: Responding to the text message can allow malware to be installed that will silently collect personal information from your phone. Imagine what an identity thief could do with the information from an online banking or credit card management app. If they don’t use your information themselves, the spammers may sell it to marketers or other identity thieves.You might end up with unwanted charges on your cell phone bill. Depending on your service plan, you may be charged for sending and receiving text messages, even scams. Yes, Unsolicited Text Messages Are Illegal Under federal law, it is illegal to send unsolicited text messages or email to mobile devices, including cell phones and pagers without the owner’s permission. In addition, sending unsolicited text or voice mail or telemarketing messages using a mass auto-dialer, so-called â€Å"robocalls,† is illegal. But There Are Exceptions to the Law In some cases, unsolicited text messages are allowed. If you have established a relationship with a company, it may legally text you things like statements, account activity alerts, warranty information or special offers. In addition, schools are allowed to text informational or emergency messages to parents and students.Political surveys and fundraising messages from charities may be sent as text messages. How to Deal With Smishing Scam Messages The FTC advises not to be fooled by smishing scam texts messages. Remember this: None of the government agencies, banks, or other legitimate businesses will ever request personal financial information via text messages.Take your time. Smishing scams work by creating a false sense of urgency by demanding an immediate response.Never click on any links or call any phone numbers in an unsolicited text or email messages.Don’t respond in any way to smishing messages, even to ask the sender to leave you alone. Responding verifies that your phone number is active, which tells the scammer to keep trying.Delete the message from your phone.Report the suspect message to your cell phone service carriers spam/scam text reporting number or general customer service number. Complaints about text message scams can be filed securely online using the FTC’s  complaint assistant.

Essay on Personal Statement - 908 Words

I learned from the high school class I taught that two people can be looking at the same thing but each see something very different. The teacher (me) was white, privileged, and coddled throughout my suburban childhood and adolescence. Most students in my class were black or brown, poor, and grew up mostly on their own, living on the unforgiving urban street. They opened my eyes (often against my will and certainly against my â€Å"druthers†) to their alternative society. I learned that this hidden society exists unseen and mostly ignored within the larger normal American society of laws, schools, careers, and families; it comes to the attention of general society’s gatekeepers only at points of conflict. I tried as best as a newly minted†¦show more content†¦I became aware that most criminal law is written with little regard to the insights that can be provided by criminologists. The middle-class legislator presumes that a criminal sentence and imprisonment wi ll be viewed by the offender as a shameful event; the under-class youth views the experience as a badge of honor and a successful rite of passage. During the course of my studies, I researched cases at the Orlando office of the State Attorney. One of the Assistant State Attorneys there, who had been my official counselor and became my unofficial mentor while I was an undergraduate at UCF, invited me to be intern. I did so in order to gain further insight and practical experience in the counterplay between real prosecutors who deal daily with real alleged criminals and how the insights of criminology might improve the making and applying of criminal law. Since I have research expertise, my interning assignments included preparing pre-trial legal and background briefs for use in court. The cases I have worked on at the State Attorney’s office range from rape and murder to jaywalking. This hands-on exposure to criminal law-in-every-day-practice has led me further to a mature decision to make a career in criminal law practice. The Stetson University College of Law has a particularly noted reputation for trial advocacy, which is primarily why I am applying to you. In passing, myShow MoreRelatedPersonal Statement On Personal Responsibility850 Words   |  4 PagesPersonal responsibility is holding you accountable for all your actions and decisions. Being personally responsible means you take ownership of what you do in and with your life. This means from the time you wake up until you go to bed at night, your life is your responsibility and yours alone. Your values, morals, and beliefs are all contributing factors in how you view being personally responsible. If you have been raised and taught to believe that you should consider your actions at all timesRead MoreJet Personal Statement Of Purpose Essay1329 Words   |  6 Pages JET Personal Statement of Purpose (SoP) Advice The Statement of Purpose is the part of the application which likely plays a huge part in any success. Take your time crafting the best Personal Statement you can. Your SoP should elaborate on the strengths you ve brought up in your application, and should refer to the traits JET is looking for. Provide brief anecdotes about experiences you ve listed in the application. Show some personality, give the interviewers a reason to remember you. Also, haveRead MorePersonal Statement : My Mission Statement1781 Words   |  8 Pagesthe Paper A personal mission statement is a philosophy or creed that one plans to follow in daily life. 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I have learned that it’s easy to give recommendations on self-care; however it does not come that easy to follow those recommendations personally. Over the years with the help of wonderful supervisors, I have worked on a plan for my personal care, and have learned to discuss any transfers or counter transference issues that may arise. Within, this plan I have also discussed when I start to get caregivers fatigue, this not only includes when I feel that I am over working myself at workRead MorePersonal Statement On The American Dream899 Words   |  4 PagesThe American dream is a well-known phrase. Working hard is the key to being blissful and successful. My personal â€Å"American Dream† is to be truly prosperous. True happiness for me would include fortunate marriage, my dream career, an impeccable house, and two healthy kids. I heard my aunt say this before and I agree wholeheartedly: â€Å"Everything good in life is worth working for†. In order to attain my American dream I have set goals for myself. My first goal is to have a blissful marriage. A trulyRead MorePersonal Statement On Leadership Activity1446 Words   |  6 Pagesperformed for my personal leadership lab was committing myself to personal training. For this Leadership final project, I personally trained two clients, totaling 4.5 hours. I performed these training sessions on the days of February 17, 20, and 24, 2016. I got into personal training around the time of this project’s beginning. My friend Thomas has been a personal trainer on the side for over a year. I have had a little over two years of workout experience, and he introduced me to the personal training

Mentoring and Enabling Learning in the Practice Setting Free Essays

Mentoring and enabling learning in the practice setting A reflective account of my experience of facilitating learning, assessing and teaching a student or co-worker, and how this experience will inform my future development within the mentor or practice teacher role. Student Number: 2930211 Word Count: 3150 Part 1: Introducing the Mentorship role I am a band five registered paediatric nurse based on an orthopaedic and spinal surgical ward in a tertiary paediatric hospital. I am currently engaging in completing my training to become a qualified mentor. We will write a custom essay sample on Mentoring and Enabling Learning in the Practice Setting or any similar topic only for you Order Now This reflective account details my experiences assessing, teaching and facilitating the learning of a student during their practice based learning, and how this experience may affect my future practice. Throughout the account, in order to protect the identities of people, trust and clinical setting involved confidentiality will be maintained via the use of pseudonyms or omission of names (Nursing and Midwifery Council (NMC), 2008a). The function of practice based learning is to provide experience, serving an important role in developing the skills of the student in interacting with patients and their families assisting in technical, psychomotor, interpersonal and communication skills (Ali and Panther, 2008). Practice based learning provides an opportunity to link theory and practice, and promotes professional identity development (Fishel and Johnson, 1981). Practice based learning is also crucial in the profession of nursing due to the vocational nature of the work, and necessity of assessing clinical competency and safeguarding the public (Rutowski, 2007). By ensuring specific standards are met with assessment in practice, it effectively ensures that students are fit for practice at point of registration (NMC, 2004). My demonstration of demonstrating my eligibility to supervise and assess students in a practice setting and successful completion of the NMC approved mentorship programme will allow me to meet the definition of a mentor (NMC, 2004), and perform an important role that every nurse has to assume formally, sooner or later (Ali and Panther 2008, Figure 1) Figure 1. (Synthesised using NMC 2008b, Rutowski 2007, Beskine 2009) Part 2 The NMC Standards In order to ensure that there is a set level for supporting learning and assessment in practice, the NMC devised and provided a set of standards for which mentors, practice teachers and teachers are required to meet (NMC 2008b, Ali and Panther, 2008). The agreed mandatory requirements include a developmental framework, the standards, and information regarding application of the standards to assessment in practice. The competence and outcomes for a mentor are underpinned by eight domains (Figure 2, NMC, 2008b). Figure 2. (NMC, 2008b) Number Domain 1 Establishing effective working relationships 2 Facilitation of learning 3 Assessment and accountability 4 Evaluation of learning 5 Creating an environment for learning 6 Context of practice 7 Evidence-based practice 8 Leadership When considering the eight domains within my own clinical practice area I consider establishing effective working relationships and leadership to be of particular importance. The establishment of an effective working relationship is vital due to working together with families and providing care for the family as the patient, rather than just the child (Casey, 1988) in order to provide a good standard of care. Establishing effective working relationships also serves to reduce poor student experiences and improve ability to assure competence to practice (Beskine 2009, Dowie 2008). When considering the importance of family centred care, as well as the promotion of an effective working relationship, leadership is a key theme. Leadership in my clinical setting involves role modeling, improving care and influencing others (Cook, 2001) as well as considering situational forms of leadership (Faugier and Woolnough, 2002) when communicating with different parties in different situations. Leadership in my practice setting could range from working with a difficult family, which may require participative leadership, or a situation where I need to be assertive. I must frequently act as an advocate for the child (Children Act 1989), requiring a more autocratic approach (Bass and Bass 2008). Both establishing effective relationships and leadership require skill, knowledge and experience and can be central to providing quality care (Department of Health 2004). Key professional challenges surrounding learning and assessment in my practice area include difficulty due to the busyness and staffing levels on my ward, which is known to affect the quality of assessment in practice (Phillips et al, 2000). The pressure of clinical commitments and lack of available time has an affect on the organisation and supervision of students during clinical placement (Caldwell et al 2008). Other difficulties may include inconsistency in performance influencing assessment of fitness for practice (Duffy and Hardicre 2007a), or students who are not compliant with support available and provided should they be failing (Duffy and Hardicre 2007b). Reluctance to fail a failing student due to poor assessment or finding the failing process too difficult (Duffy 2003) also serves as a professional challenge in my practice area. The NMC Standards to support learning and assessment in practice (2008b) do provide a framework for mentors, but due to the nature of the document it is not comprehensive enough to consider all aspects of competence assessment (Cassidy, 2009). It could be considered that some level of assessment remains subjective despite the framework being provided, due to the inherent nature of the involved profession and the variation of skills to be assessed. Holistic assessment of competence is difficult to structure a framework, particularly when considering a students reflexive action to utilise their knowledge skills and attitude with emotional intelligence (Freshwater and Stickley 2004, Clibbens et al 2007). These issues may become more prevalent when considering the possibility of a mentors failure to fail a student (Duffy, 2003). These is somewhat rectified by the responsive development of ‘sign off mentors’ who make a final judgement on the fitness for practice of the student at the end of their training (NMC 2008b). Further support can be given to the NMC standards to support learning and assessment in practice (NMC 2008b) by documents such as ‘Guidance for mentors or nursing students and midwives’ (Royal College of Nursing (RCN), 2007) a toolkit which assists in providing support and strategies for mentors. Part 3: My practice based assessment session Practice based assessment is a core method of assessing the knowledge, skills and attitude of a student (Bloom 1956, Wallace 2003), but is complex to ensure objective management (Carr, 2004). To accommodate a diversity of patients and needs (Dogra and Wass, 2006), different types of assessment are necessary, all of which are part of the mentor student relationship (Wilkinson et al 2008, Figure 3, NMC 2008b). Figure 3. ( Wilkinson et al, 2008) Type of assessment Description Mini clinical evaluation exercise. Snapshot of student performing core clinical skill. Can be integrated into ward environment or routine patient encounter (e. g gaining a pain score from a patient) Direct observation of procedural skills. Observing a student carry out a procedure and providing feedback afterwards (e. g performing aseptic non touch technique to prepare a dressings trolley). Case based discussion. A structured interview to explore behaviour and judgement (e. g discussing aspects care of a patient and what a student did or observed). Mini peer assessment. A group of qualified professionals providing feedback on an individuals performance, includes self assessment (e. g feedback from other nurses that supervise a student in their clinical placement). The method of assessment must be considered in terms of reliability, validity, acceptability, educational impact, and cost effectiveness in order to evaluate the suitability of the assessment itself (Chandratilake et al, 2010). Assessment of formal knowledge allows review of conceptual knowledge, including considering potential risks or other influencing factors. Assessing an individual in practice, or their craft knowledge, allows reflection and development on experiential learning (Price, 2007). Both formal and craft knowledge are required to be continuously assessed to understand the student in order to understand how the student reads risk situations and uses concepts to address practice requirements (Price, 2007). When assessing students it is important to establish four key areas (Hinchliffe 2009, figure 4). Figure 4. (Hinchliffe 2009) Key area Description Knowledge What do they know? Skill What do they do? Performance How well do they do it? Motivation Why do they do it, and how do they feel about it? Continuous assessment has limitations with regards to validity and reliability for numerous reasons. There is a requirement for co-ordination between educators and service providers to agree on appropriate assessment pathways for formative and summative assessment, allowing an appropriate level of assessment and practice theory link (Price, 2007). A mentor in a complex clinical setting combined with the pressure of continuous assessment on students in front of patients, family, relatives and other professionals has an impact on performance and may increase the anxiety of the student or the assessor (Price, 2007). Anxiety may also be caused by the mentors eeling of competence to assess, the student feeling ready to be assessed (including contributing personal factors), as well as changes in curriculum causing mentors to feel less competent in assessing certain areas (Price, 2007). My assessment was of the competence of a first year student utilising pain assessment tools appropriately to successfully gain a pain score from a post operative patient. I considered this to be an area of importance due to the integral part of professional training pain assessment is recommended to serve; considering pain as the fifth vital sign (Royal College of Nursing (RCN),2008). Considering the expectations of first years participation in observing vital signs, competence is important for patient safety (Lomas 2009) . I would consider this assessment a direct observation of a procedural skill (Wilkinson et al 2008). An observing qualified mentor was present and observing at all points of the assessment and feedback. The observing assessor provided written feedback regarding the assessment provided (Appendix 2). The assessment was planned including the criteria and a number of questions developed, to test the learners understanding (appendix 1). The criteria for assessment was structured and at an appropriate level for the student on both a theoretical and practical level (Stuart, 2007). The developed questions were aimed to make the student provide rationale for their choices within and around the assessment, aiming to make the assessed skill less of a series of tasks and provide a more versatile skill applicable in different ways (Cassidy, 2009). I waited until the ward was quiet to ensure there would not be interruptions and the assessment would not be compromised (Rutowski, 2007). Initially, I introduced myself to the student, as it was the first time we had met, this aimed to familiarise myself with the student and aim to reduce their anxiety (Price, 2007). I went on to tell the student what exactly I wanted them to do, approximately how long it would take and reassured them not to be worried as this was not a formal assessment, aiming to reduce anxiety (Price 2007) and make expectations clear. It was identified by my observing assessor that I did not enquire as to previous experiences of the learner. Although I knew that the student was a first year and the assessment was appropriate as such, enquiring further into their experiences may have provided a link that would have altered the assessment in some way and perhaps have assisted in supporting further growth (Newman and Pelle, 2002). My assessor also felt that outcomes should have been more clearly identified at the beginning of the assessment. Though the information was provided, and in an appropriate environment (Price, 2007) a shorter almost bullet point summary at the end of discussing outcomes may help to prepare the student for what is expected of them (Stuart, 2007) and reduce confusion or anxiety (Price, 2007). When the student had completed the first criteria, I asked her my first question. This took into consideration the students approach to communication (Dickson et al, 1997) and their knowledge of basic child development (Sheridan et al 1997), knowledge applicable to core skills in many ways. The student correctly prioritised the order of pain evaluation, completing the second criteria (International association for the study of pain (IASP) 1994, Broome 2000). I asked the student the second question at this point, the student demonstrated theoretical ability to integrate with the nursing team to provide safe and effective care (Stuart 2007, Lomas 2009). Finally for the assessment the student communicated well with the child and their family demonstrating effective family centred care (Casey 1988) and successfully gained an appropriate pain score (IASP 1994) using the ‘Wong-Baker faces pain rating’ (Wong et al 2001). After the pain score had been gained I asked my final question which was how often should pain observation be done, which the student correctly responded to in accordance with RCN (2008). My observing assessor felt that at points my speech was too fast and noted that I needed to repeat myself on occasion. Speaking at a slower rate allow a student to digest and understand information given to a better level, and prevents them from becoming overwhelmed with information faster than they can process it (Prozesky 2000). I provided a feedback session for the student, aiming to develop a sustainable proactive learning relationship with the student (Cassidy, 2009), which included an action plan made with the student (Appendix 3). Considering that the student was essentially competent at the skill, the action plan was focussed on gaining a greater range and experience in order to gain a more reflexive experienced quality regarding the skill and provide more holistic competence (Cassidy, 2009). The feedback was provided positively and constructively and seemed to help with the students self esteem with regards to the skill, creating a more supportive working relationship and conducive learning environment (Clynes and Raftery, 2008). The student-mentor relationship is crucial to the students learning experience (Ali and Panther 2008, Beskine 2009, Goppee 2008, NMC 2008b, Wilkes 2006, White 2007). Effective communication skills can help identify a student causing concern at an early stage in order to pre-empt failure (Caldwell et al, 2008). Though feelings of sadness or failure may be felt by the student and mentor from failing assessment, and this provides a challenge, it is important for mentors not to avoid these situations if a student has not met desired outcomes as this may have far reaching implications on student progression (Duffy and Hardicre 2007a, Duffy and Hardicre 2007b, Wilkinson 1999). The feedback was scheduled and provided shortly after the session aiming to give the student prompt support if required and to correct any unsatisfactory behaviour if present (Duffy and Hardicre 2007b). Considering the feedback, and my own reflections on the assessment, there is need for my future development. I will also endeavor to speak more slowly and learning more about the student prior to assessment. , and provide a more clear identification of outcomes . I would consider gaining feedback on the students performance from the patient and their family in the future. This would allow us to take into account the view of the service user and family to promote clinical excellence and family centred care is of a high quality (Department of Health 2004, Casey 1988). Overall, my observing assessor thought that my assessment of the student was appropriate for their level of knowledge, skill and attitude (Bloom 1956, Hinchliffe 2009, NMC 2008b) and effective in determining the level of competency in this area. Part 4: My practice based teaching session I prepared a teaching plan (appendix 4), a powerpoint presentation (appendix 7), handout of the presentation and a handout of the various tools for pain assessment (appendix 8) before my teaching session. This teaching took a mostly behaviourist approach as opposed to a cognitive approach, however, discussion during the learning allows for a more cognitive approach(Figure 5). I arranged for a qualified mentor to observe and assess my teaching and the feedback I provided to the student (appendix 5). They provided written feedback on my session (appendix 6 and appendix 9). My assessor noted positive use of further reading and handouts, to enhance the students personal knowledge and support for further adult learning (Knowles 1990, Beskine 2008). Provision of printed handouts, particularly with space for notes beside them, may help accommodate students who have dyslexia, and may otherwise struggle to absorb the information provided (White, 2007). Figure 5. (Synthesised from Bullock et al 2008, Goppee 2008, Hinchliffe 2009) Learning theory Description Behaviourist Information provided by teacher, student relatively passive. Cognitive (humanisitic) Student centred. More useful in vocational teaching like nursing. Relates past experience (knowledge or theory). I booked and prepared the seminar room on the ward to ensure there wouldn’t be disturbances, a formal teaching session with clear aims of what to achieve (Goppee, 2008). Utilising a space like this creates a professional and friendly environment helping create a good learning environment (Beskine 2008, Hand 2006). My assessor observed that I had created a welcoming environment. My assessor commented on the high quality of the evidence based content within the teaching session, my own skill and knowledge in this particular area. Providing good evidence based information assists in providing excellence in care (Department of Health 2004, Beskine 2008). Using examples from practice also helped describe to the learner applications of the theory to practice (Knowles 1990). My assessor noted my good eye contact and body language, reassuring the student encourages continued attention, interest and a positive relationship (Dickson et al 1997). My assessor commented upon the open questions I asked, keeping the student interested, engaged and relating to practice, encouraging cognitive learning (Figure 5). Further learning revolved around the student as an adult learner identifying how to best expand their knowledge in this area by approaching it in a more kinaesthetic learning style (Pashler et al 2009, Figure 6). Figure 6. (Synthesised from Dunn et al 1996, Given and Reid 1999) Learning Style Advantages Disadvantages Visual Learns through images, visual tools or imagining events. May need more time to complete tasks. May have decreased interest in theoretical values. Auditory Learns well through talks or lectures. Absorbs sequenced organised information well. May use checklist. Highly unlikely to be able to multitask. Can focus on one area at a time and neglect ‘the big picture’. May not work well in groups. Kinaesthetic (Tactile) Learns through doing. Tends to enjoy the experience of learning. Finds it easy to demonstrate. May miss instructions or information if presented orally. May find paying attention to detail difficult. My observing assessor noted that at some points the speed of the session was a little too fast. This may cause the student to become confused or not absorb the information that I am teaching (Prozesky 2000). On reflection I can use this experience to expand my personal knowledge and how to develop further (O’Callaghan 2005). I will speak more slowly so that the learner can gain more from my teaching session, and consider the student as an adult learner with previous experiences, which can be used as a resource (Knowles 1990). I could also have asked how the student learned best and accommodated their learning style effectively (Rassool and Rawaf 2007). A wider range of learning styles (figure 6) would accommodate all types of learning (Rassool and Rawaf 2007, Pashler et al 2009). I would also put more emphasis on patient safety issues (Beskine 2008). Part 5: The Leadership skills required by a Mentor I am aware that being a mentor is part and parcel of leadership behaviour (Girvin, 1998). Transformational leadership concentrates on the ability to influence situations or people by affecting their methodology of thought and role modelling (Girvin, 1998). Transformational leadership in nursing encourage autonomy and enable students or staff to reach their potential and promotes good interprofessional rapport (Pollard, 2009). By acting as a role model in my clinical setting and seeking to address obstacles inherent in mentorship on the ward, it is possible that I could not only develop myself and the students that I mentor, but also other mentors on the ward and their behaviour and practice in a positive way (Girvin 1998, Pollard 2009). Obstacles such as staffing levels, busy ward environment and the pressure of clinical commitments impact upon me damaging the effective working relationship between myself and the student (Beskine 2009, Hurley and Snowden 2008, McBrien 2006). Finding time provide written feedback in a students documentation can be limited (Price, 2007). By e-mailing other mentors evaluations of my shifts with their students it may become common practice providing a greater range of student evaluation and a positive learning environment (Cassidy, 2009). This feedback can then be sent to the mentor at a quieter time, and discussed with the student prior to, signing and entry into their documentation with time being less of an issue. Despite this being a good use of resources and time management (Beskine 2009) I have already tried this and found often mentors are not interested unless the evaluation bears a particular negative weight with regards to poor performance which must be addressed urgently. Anxiety of the student, or my own as the assessor may effect the reliability, subjectivity or the validity of assessment (Price, 2007). Effectively facilitating the learning of students requires flexibility and understanding for different learning styles including (Bullock et al 2008, Goppee 2008, Hinchliffe 2009, Dunn et al 1996) including adult learning (Knowles,1990) and students with learning difficulties (White, 2007). Strong links between practice and theory (Stuart, 2007) must be in place to ensure suitability of assessment and teaching. Along with these issues, the student-mentor relationship must be nurtured to provide a quality learning experience (Ali and Panther 2008, Beskine 2009). Discussing a students preferred learning style in their initial interview may encourage the student to engage in a higher standard of adult learning (Knowles 1990, Rassool and Rawaf, 2007). This can help me alter my strategies to create a better relationship between myself and the student (Beskine, 2009). I am currently supervisor to a first year student on first placement who has studied in school and sixth form, they do not have a great deal of experience with adult learning, and they have needed additional support and provision of resources to facilitate their learning, articularly with practical skills. Orientation is the gateway to a successful placement (Beskine 2009). Students must be assessed fairly and objectively (Ali and Panther 2008, Duffy and Hardicre 2007a), though this may cause unpleasant emotions to both the student and assessor it is important that this is done, to ensure student progression is not damaged (Duffy 2003, Duffy and Hardicre 2007a, Duffy and Hardicre 20 07b, Rutowski 2007, Wilkinson 1999) and competence is insured for patient safety (NMC 2008b, Lomas 2009). I aim to ensure that the students I work with and assess are competent and fit for practice (NMC, 2008b). It is important to regularly work with students and have clear objectives from the initial interview (Duffy and Hardicre, 2007a). I am aware that it is my responsibility to ensure concerns with a students performance are raised by midpoint at latest, so that by final interview, there should be no surprises for the students summative assessment of their progress and level of competence (Duffy and Hardicre, 2007a). Asking children and parents their opinions on students working with me, and their performance can provide an insight into the family centred care the student is providing (Casey, 1988) and may allow a greater interpretation of holistic reflexive performance (Cassidy, 2009). On the negative side, a parent is not aware of the pressures upon the student (Price, 2007). The parent of a sick child is anxious themselves and will be more subjective than objective. In conclusion, mentoring is a complex and diverse role, and one I will take on with focus and and knowledge, and endeavor to continue to develop as a practitioner, assessor and teacher in the clinical setting. This reflective process has been incredibly valuable in preparing me to be a mentor, and my personal and professional development. I have gained a much deeper understanding of the mentor student process through investigation of the various aspects of NMC standards, as well as various assessment and teaching strategies. Areas on which I must develop are clear, and in completing this ourse I feel adequately prepared, and look forward to further developing my skills and knowledge within this role. REFERENCES References Ali PA, Panther W (2008), Professional development and the role of mentorship, Nursing Standard, 35-39, Date of acceptance April 3 2008. Bass, B. M. Bass, R. (2008). The Bass handbook of leadership: Theory, research, and managerial applications (4th ed. ). New York : Free Press. Beskine D (2009), Mentoring students: establishing effective working relationships, Nursing Standard, 23, 30, 35-40. Bloom B (1956), Taxonomy of Educational Objectives Handbook I: The cognitive domain, New York, David McKay co Inc. Broome. M (2000), Helping Parents Support their Child in Pain, Paediatric Nursing, accessed online, accessed 05/01/2011 at 12:52. Carr SJ (2004) Assessing clinical competency in medical senior house officers: how and why should we do it? Postgraduate Medical Journal. 80, 940, 63-66. Casey A (1988), A partnership with child and family, Senior Nurse, 8, 4, 8-9 Caldwell J, Dodd K, Wilkes C (2008), Developing a mentoring model, Nursing Standard, 23(7), pp. 35-39 Cassidy S (2009), Interpretation of competence in a student assessment, Nursing Standard, 23, 18, 39-46 Chandratilake M, Davis M, Ponnamperuma G (2010), Evaluating and designing assessments for medical education, The Internet Joural of Medical Education, , , accessed 10/01/2011 at 00:23 Children Act (1989), , , accessed 03/01/2011 at 19:20. Clibbens N, Ashmore R, Carver N (2007), Group Clinical Supervision for mental health nursing students, British Journal of Nursing, 16, 10, 594-598 Cook M (2001), The renaissance of clinical leadership, International nursing review, 28, 38-46. Department of Health (2004), Standards for Better Health, London,DOH. Dickson D, Hargie O, Morrow N (1997), Communication Skills Training for Health Professionals (2nd edition), Nelson Thornes, London. Dogra N, Wass V (2006) Can we assess students’ awareness of cultural diversity? A qualitative study of stakeholders’ views. Medical Education. 40, 7, 682-690. Dowie I (2008), Reflections on academic supervision, Nursing Standard, 23, 11, 35-38 Duffy K, Hardicre J (2007a), Supporting failing students in practice 1: assessment, Nursing Times, 103(47), pp. 28-29 Duffy K, Hardicre J (2007a), Supporting failing students in practice 1: management, Nursing Times, 103(48), pp. 28-29 Duffy k (2003), Failing Students: a Qualitative Study of Factors that Influence the Decisions Regarding Assessment of Students’ Competence in Practice, , , accessed 03/01/2011 at 19:51 Dunn R, Dunn K, Price G (1006) Learning Style Inventory, Lawrence KA, Price Adams Faugier J, Woolnough H (2002), National nursing leadership programme, Mental Health Practice, 6 (3), 28-34. Fishel AH, Johnson GA (1981), The three-way conference: nursing student, nursing supervisor and nursing educator, Journal of Nursing Education, 20, 6, 18-23 Freshwater D, Stickley T (2004), The heart of the art: emotional intelligence in nurse education, Nursing Inquiry, 11, 2, 91-98 Given B, Reid G (1999), Learning Styles: A Guide for Teachers and Parents, Lancashire, Red Rose Publications Girvin J (1998), Leadership and Nursing, New York, Palgrave. Goppee N (2008), Mentoring and Supervision in Healthcare, London, Sage Publications Hand H (2006), Promtoing effective teaching and learning in the clinical setting, Nursing Standard, 20, 39, 55-63 Hinchliffe S (2009), The Practitioner as Teacher (4th edition), London, Churchill Livingstone. Hurley C, Snowden (2008) Mentoring in times of change, British Association of Critical Care Nurses, 13, 5, 269-275 International Association for the Study of Pain (1994), Classification of Chronic Pain, Second Edition, Part III: Pain Terms, A current List with Definitions and notes on Usage, IASP Task Force on Taxonomy, IASP Press, Seattle Knowles M (1990), The adult learner: A neglected species (4th edition), Houston, Gulf Publishing Lomas C (2009), Poor observations skills are risking patients’ lives, Nursing Times, , , accessed 11. 01. 11 at 12:37 McBrien B(2006), Clinical teaching and support for learners in the practice environment, British Journal of Nursing, 15, 12, 672-677 Nursing and Midwifery Council (2004), Standards of proficiency for pre-registration nursing education, NMC, London Nursing and Midwifery Council (2008a), The Code: Standards of conduct, performances and ethics for Nurses and Midwives, London: NMC. Nursing and Midwifery Council (2008b), Standards to support learning and assessment in practice: NMC standards for mentors, practice teachers and teachers, London: NMC. O’Callaghan N (2005), The use of expert practice to explore reflection, Nursing Standard, 19, 39, 41-47 Pashler H, McDaniel M, Rohrer D and Bjork R (2009), Learning Styles:Concepts and Evidence, Psychological Science in the Public Interest 9: 105-119. Phillips T, Schostak J, Tyler J, Allen L. (2000). Practice and assess- ment: An evaluation of the assessment of practice at diploma, degree and post-graduate level in pre- and post-registration nursing and midwifery education. ENB Research Highlights; 43: 1–6. Price B (2007), Practice-based assessment: strategies for mentors, Nursing Standard, 21 (36), pp. 49-56 Pollard K (2009), Student engagement in interprofessional working in practice placement settings, Journal of Clinical Nursing, 18, 2856. Prozesky D (2000), Communication and effective teaching, Journal of Community Eye Health, 13, 35, 44-45 Rassool G, Rawaf S (2007), Learning style preferences of undergraduate nursing students, Nursing Standard, 21, 32, 35-41 Royal College of Nursing (2007), Guidance for mentors of nursing students and midwives: an RCN toolkit (2nd Edition), RCN, London. Rutowski K (2007), Failure to fail: assessing nursing students’ competence during practice assessments, Nursing Standard, 22(13), pp. 35-40 Sheridan M, Sharma A, Frost M (1997), From Birth to Five Years: Children’s Developmental Progress (2nd edition), Routeledge, London Stuart CC (2007), Assessment, supervision and support in clinical practice: a guide for nurses and midwives (2nd Ed. ), Churchill Livingstone; London. Wallace B (2003), Practical issues of student assessment, Nursing Standard, 17, 31, 33-36 White J (2007), Supporting nursing students with dyslexia in clinical practice, Nursing Standard, 21, 19, 35-42 Wilkinson J (1999), A practical guide to assessing nursing students in clinical practice, British Journal of Nursing, 8, 4, 218-222. Wilkinson J, Crossley J, Wragg A, Mills P, Cowan G, Wade W (2008), Implementing workplace-based assessment across the medical specialties in the United Kingdom, Medical Education, 42, 364-373 Wong DL, Hockenberry-Eaton M, Wilson D, Winkelstein ML, Schwartz P (2001), Wong’s Essentials of Pediatric Nursing (6th edition), St. Louis How to cite Mentoring and Enabling Learning in the Practice Setting, Essays

The Effect of Publish or Perish Motto on Academics free essay sample

These systems present in most universities acknowledge publications and citations as the evidence Of scholarly achievement and necessity for promotion, grant, and tenure (Dark, 2003). However, incentive and reward systems in academia were considered to lead a publish or perish syndrome by keeping the academic staff under pressure (Bloom et al. , 1988). On the one hand, these systems lead to a an increase in the quantity of books and papers (Bloom et al. , 1988); on the other hand, the quality of the generated knowledge may decrease since the academics aim to reach maximum number of publications (Inlays et al. 2007). As it is seen, these yester have both advantageous and disadvantageous. In this context, the objective of this paper is to analyze whether the incentive and reward systems have institutionalized a restrictive approach to knowledge development or they enhance and encourage the producing of the knowledge. On the other hand, it will be tried to compare the Turkeys current academic environment with the other countries in the context of ethical academic behaviors. We will write a custom essay sample on The Effect of Publish or Perish Motto on Academics or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page THE OBJECTIVE OF ACADEMICS Marketing as a university discipline has several responsibilities such as; to society, for providing objective knowledge and technically competent, socially expansible, liberally educated graduates; to students, for providing an education that will enable them to get on the socioeconomic ladder and prepare them for their roles as competent, responsible marketers and citizens; to marketing practice, for providing a continuing supply of competent, responsible entrants to the marketing profession and for providing new knowledge about both the micro and macro dimensions of marketing; and to the academy, for upholding its mission of retailing warehousing and producing knowledge, its contract with society of objective knowledge for academic freedom, and its core values of reason, evidence, openness and civility (Hunt, 2002, p. 306). In parallel with this view, Reel (1993, p. 74) claimed that A university has three functions to perform which are to conserve knowledge; to advance knowledge; and to disseminate knowledge. It falls short of the full realization of its aim unless, having provided for the conservation and advancement of knowledge, it makes provision for its dissemination as well.It can be revealed from these statements that, production and dissemination of the knowledge are two of the core missions of universities. Knowledge produced by academic researchers tends to be distributed to the spelling through research books, journals, academic conferences, training and development courses ((Bloom et al. , 1988; McKenzie et al. , 2002; Inlays et al. , 2007). However, according to the American Marketing Association (as of now AMA) Task Force on the development of marketing, academic researchers do not produce and disseminate enough publications (Bloom et al. , 1988). Furthermore, there is a dissemination problem that academicians are not successful in disseminating the knowledge they generate (Inlays et al. , 2007).In order to overcome these problems and increase the production ND dissemination of knowledge, and also to become more competitive, university management boards apply incentive and reward systems (Bloom al. , 1988). INCENTIVE AND REWARDS SYSTEMS At first sight, the incentive and reward systems may be seen well functioning that it leads to increase on knowledge generation and motivate the researchers. However there are several disadvantages and side effects of these systems and in the literature the outcomes of these systems have been criticized by several authors under the publish or perish mantra (List at al. , 2007;Bloom et al. , 1 988; Noisy et al. 2007; Brenna Inkers, 2004; Dark, 2003; Reams, 1 977; Gad-el-hake, 2004). One of the best explanation of publish or perish doctrine made by p. Van Den Burgher (1970, p. 7) as Publishing has become a compulsion. The average academic author does not write because he has something to say, because he hopes to contribute to knowledge, or because he has fun doing it; rather, he writes and publishes in order to improve his vita. This document is frequently the only thing about him which his colleagues will ever read; it is the passport to academic success; and, beyond the routine acquisition of a Ph. D. , published titles are the main ornament of a vita. On the other hand, there are some alternative views such as Blunt (1973) claimed that equating not publishing with perishing is an over determination of the present condition. In fact, in this context incentive and rewards refers to tenure and promotion. Namely, in order to get a tenure or promotion to the more senior academic positions it is essential to publish books, academic paper and be cited (Blunt, 1973). In addition, Reams (1977) claimed that publication is one of the most essential criterion for gaining tenure and promotion in a giggly competitive academic environment which Reams defined this environment as a treacherous dog-eat-dog world metaphorically. Since AMA (1988) claimed that publications in the marketing field is not enough and there need to overcome the impediments in order to increase the quantity of the publications.The AMA assessed several suggestions to motivate the researchers; the researchers must be provided large scale funding source and faculty release time for their research; the average revision time of the journals must be decreased as much as possible, thus further expenditures of time and effort of both reviewers and author s will be reverted; special workshops and consortia must be supported related to the need of the researchers. To sum up, this system is very effective and advantageous in order to motivate the researchers and achieve a maximum number of publications. However, there are also some disadvantageous and side effects of this system. In the next section the negative effects of this system will be criticized.SIDE EFFECTS OF INCENTIVE AND REWARD SYSTEMS As discussed in the preceding sections, the system puts the researcher under the pressure of publishing more and more books, journals and conference papers. The strong and undesirable incentives motivate especially the young academics through knowledge development (Blunt, 1973). However, it is extremely short-term in orientation and the system discourages risk-taking in the development of new ideas, discourages investment in long-term projects on significant issues, and instead encourages minor improvements in establishing ideas (Bloom et al. , 1988). On the other hand, the young academicians have started to publish books without getting enough wisdom in a particular field (Gad-el;hake, 2004).When the researchers age and experience increase, they provide fewer contributions to the journals. The AMA stated the possible reason for this situation as following; (1 ) A sense that the rewards for research and publication have been less than expected or are simply insufficient to justify additional effort. (2) A cumulative frustration with the competitive review processes of the major journals of the field. (3) An increased need or desire for outside income during the middle years of ones career. (4) An increased capability to undertake activities that hold higher personal value (e. G. , teaching consulting, administrative positions) than does research and writing(Bloom et al. 1 988, p. 4). Another important issue affected by the system is the quality concern. Publish or perish philosophy makes the researchers give more importance to the quantity Of the publications rather than quality (Lobscouse, 1974). In order to get a tenure or promotion, most researchers focus on publishing as much as they can, even sometimes they use cut-and-paste to reach their goals. Furthermore, to fulfill the increasing demand for publishing papers, everyday more and more journals enter the academic market. Thus, there have been the journals stratified into several quality categories which fits different quality papers Gad-el-hake, 2004).However, since journals are peer reviewed they can preserve their quality in balance (Bloom et al. , 1988). The quality concern is emerged in book publishing as well and probably more noteworthy that there is no need to be reviewed which makes it easier to publish a book than a journal article accepted (Gad-el-hake, 2004). Gad-el-Hake (2004) provided some extreme examples related to the quantity of publications. The first one is a dean of major school of engineering listed 52 papers that he wrote just in a year which equals to publishing a paper every week. In the second example, a roofless was introduces at a meeting as the author of 80 books in his 20 year career which is equal to a book every three months.Citation documents the flow of information and the links within and among disciplines or other units of analysis (Goldman ; Grainiest, 2010). The number of citations is a dominant criterion for promotion, salary increases and funding. It also will determine to what extent the individual researcher is seen as a thought leader. On the other hand, it is an indicator of quality, innovativeness and contribution of the publication to the science. Therefore, the researchers try o maximize the number of times they are cited (Verviers, 2010). However, except the articles published in top journals which represent the core of a discipline, most articles receive few or no citation (Van Dale ; Slammer, 2005). Also some researchers use make citation unethically.For example, authors generally do not actually consult some of the references they cite, some authors add references at the completion of a research because they support the researchers arguments or findings authors often reference well known authors in order to add credibility and prestige, and that quotations of what is actually written in the references are prevalent (Goldman ; Grainiest, 2010, p. 1 389) As Hunt (2000) claimed another mission of academics is the reta iling the knowledge in terms of teaching. However, since the publish or perish motto force the academics to focus on publications, especially the young academicians give less emphasis to the teaching function (Blunt, 1973). On the other hand, this motto also affects the relationship level between the practitioners and academicians. Brenna and Inkers (2004, p. 511) claimed that It seems clear that although academics loud like to get closer to practitioners, they are Inhibited by institutional factors, such as academic reward systems and the publish or perish culture.Since the Publish or perish culture suppresses the academics, they are tempted to perform unethical behaviors such as copying research, faking data and statistics, intentionally leaving out erroneous findings (Van Dale ; Slammer, 2005). (List et al. , 2007) made a research on this topic and proved that some researchers have falsified the research data; also they became co-authors of the papers without contributing. In addition, Reams 1977) very clearly identified the publication tricks as following; Joint Author Trick, colleagues write papers independently, and they add his / her colleagues name to the paper. Thus, in average both get more point.Experimental Trip trick, in some cases the academics force the students to participate in experiments. Thus, they can set up experiments in a very short time and free of charge. Graduate Student Gap, Graduate students perform great effort to show him qualified, so the academics may use them for library research, analyze and write up the data, or to find new creative research epics. Senior Author Trick, sometimes the junior academics use the name of senior, well-known authors in their studies without their contribution to publish their articles in top journals and books in quality publishers. Kitchen Sink Trick, since the data gathering phase is time consuming, they may use the same data more than once for different articles. In order to overcome the side effects of the publish or perish concept, Gad-el-Hake (2004) offered some suggestions such as; resumes submitted to promotion and tenure committees should be limited to listing only 5-10 the most significant publications; co-authors should contribute meaningfully to a publication and no name should be added merely because he or she is a member of a research group, or worse, the head of the group; journals should publish their impact factor and it should be an important consideration when libraries decide which journals to drop; Completed book manuscripts should go through peer review before publication. PUBLISH OR PERISH SYSTEM IN TURKEY In this section, as an academic member In a university, I will express my observations about the functioning of publish or perish system by comparing with the outside Of Turkey. There is an incentive and rewards system in Turkey as well. For example, In order to apply for an Associate Professor position, academicians hav e to get at least 6 points by publishing books, articles, conference papers and being cited (AUK, 2012). In addition, The Scientific and Technological Research Council of Turkey (TIBIA) makes payment for the articles published in top journals in order to motivate academics.However the side effects in terms unethical academic consequences of the system is very similar to the other countries. Probably, one of the most important factors is they are assigned many courses to teach ND also they are charged with administrative work load. The most common unethical behaviors in Turkey are plagiarism refers to stealing from other authors publications without citation and permission, duplication which is publishing the same or similar papers in different journals or conferences, Fabrication which is making up unreal results and publish, and Solicitation refers to slicing up one research in more or less identical papers (Rican, 2008).As indicated in the AMA task force report (1988), most of the senior academicians slow up researching and publishing, instead they mostly focus n consulting to the private sector companies, administrative functions, organizing conferences in their most productive period in Turkey as well. On the other hand in order to increase the quantity of their publications some academics search for the journals, mostly in third world countries such as African journals, that they can easily publish their unqualified articles. Furthermore, some of the academics make a deal with publishing companies to pub lish their book. Actually, the aim is not selling the book and making profit.In most cases the only reason is just getting point to get a promotion r tenure. In addition, authors in Turkey use joint author trick which was stated by Reams (1977) to gain more point. For instance, there are three colleagues and each of them prepared a paper. If they publish them as single authored in an international journal, each will get 3 points independently. However, if they write the other two colleagues names as co-authors each will get 5. 4 point which is approximately twice of the former choice (AUK, 2012). CONCLUSION To sum up, producing and disseminating Of the knowledge is one Of the most crucial missions for the universities.To accomplish this duty, the administrative directors of the universities and Institutes of Higher Education use some incentive and reward systems. However, in some cases these strategies put the academic staff under the pressure which is called as the Publish or Perish motto. Thus, in order to survive in the academic world, the members sometimes look for some unethical ways such as plagiarism, solicitation, duplication, fabrication, joint author, publishing unqualified books, and so on. While the quantity of the publications increases, their quality may decrease. In my opinion, being academic members must be encouraged by increasing the salary of the member, providing extra Opportunities, to increase the attraction of being a faculty member.

The Seismoscope Is One of the Great Chinese Inventions

The Seismoscope Is One of the Great Chinese Inventions There are few things more disconcerting than the sensation of the seemingly-solid Earth suddenly rolling and pitching beneath ones feet. As a result, humans have sought ways to measure or even predict earthquakes for thousands of years. Although we still cant accurately predict earthquakes, humans have come a long way in detecting, recording, and measuring seismic shocks. This process began nearly 2000 years ago, with the invention of the first seismoscope in China. The First Seismoscope In 132 CE, inventor, Imperial Historian, and Royal Astronomer Zhang Heng displayed his amazing earthquake-detection machine, or seismoscope, at the court of the Han Dynasty. Zhangs seismoscope was a giant bronze vessel, resembling a barrel almost 6 feet in diameter. Eight dragons snaked face-down along the outside of the barrel, marking the primary compass directions. In each dragons mouth was a small bronze ball. Beneath the dragons sat eight bronze toads, with their broad mouths gaping to receive the balls. We dont know exactly what the first seismoscope looked like. Descriptions from the time give us an idea about the size of the instrument and the mechanisms that made it work. Some sources also note that the outside of the seismoscopes body was beautifully engraved with mountains, birds, tortoises, and other animals, but the original source of this information is difficult to trace. The exact mechanism that caused a ball to drop in the event of an earthquake also is not known. One theory is that a thin stick was set loosely down the center of the barrel. An earthquake would cause the stick to topple over in the direction of the seismic shock, triggering one of the dragons to open its mouth and release the bronze ball. Another theory posits that a baton was suspended from the lid of the instrument as a free-swinging pendulum. When the pendulum swung widely enough to strike the side of the barrel, it would cause the closest dragon to release its ball. The sound of the ball striking the toads mouth would alert observers to the earthquake. This would give a rough indication of the earthquakes direction of origin, but it did not provide any information about the intensity of the tremors. Proof of Concept Zhangs wonderful machine was called houfeng didong yi, meaning an instrument for measuring the winds and the movements of the Earth. In earthquake-prone China, this was an important invention.   In one instance, just six years after the device was invented, a large quake estimated at a magnitude seven struck what is now Gansu Province. People in the Han Dynastys capital city of Luoyang, 1,000 miles away, did not feel the shock. However, the seismoscope alerted the emperors government to the fact that a quake had struck somewhere to the west. This is the first known instance of scientific equipment detecting an earthquake that had not been felt by humans in the area. The seismoscopes findings were confirmed several days later when messengers arrived in Luoyang to report a major earthquake in Gansu. ChineseSeismoscopes on the Silk Road? Chinese records indicate that other inventors and tinkerers in the court improved upon Zhang Hengs design for the seismoscope over the centuries that followed. The idea seems to have spread westward across Asia, probably carried along the Silk Road.   By the 13th century, a similar seismoscope was in use in Persia, although the historical record does not provide a clear link between the Chinese and Persian devices. It is possible that the great thinkers of Persia hit upon a similar idea independently.

Learn to Spell by Phonograms, not Letters

Learn to Spell by Phonograms, not Letters Learn to Spell by Phonograms, not Letters Learn to Spell by Phonograms, not Letters By Maeve Maddox In the 1970s, educational research indicated that less than one per cent of the population suffered what has come to be called dyslexia (a disturbance of the ability to read). Now the estimate is from 5 to 15 per cent. As early as 1955 Rudolf Flesch pointed out the disconnect between modern teaching methods and the ability to read (or spell) in Why Johnny Cant Read and What You Can Do About It. After half a century, Fleschs book remains a thorn in the side of the advocates of the sight method of teaching children to read. Parents of young children would do well to read it. I once tutored a child who looked at the word April and read it as May. He knew that the word represented the name of a month because hed been taught the names of the months in context. He apparently did not know how to decipher it by its spelling. Adult readers recognize words by sight. Experienced readers can recognize words if only some of the letters are showing. They can recognize them if the words are upside down. This ability comes from having seen the words hundreds or thousands of times. Beginning readers, however, need systematic instruction in approaching words from left to right, phonogram by phonogram. To develop confidence and fluency in readingand the ability to spellthey need to begin with words like hat, cot, and bin before encountering words like know, they, or eight. (The latter three words are on the Dolch List taught to beginning readers with the use of flashcards.) NOTE: The use of flashcards to develop instant word recognition is a useful techniquebut only after the beginning reader has been taught the phonetic elements of the word being drilled. Its counterproductive to expose a beginner who knows only the 26 letters of the alphabet to words spelled with sounds represented by letter combinations like th, kn, ay, igh, and eigh. Relatively few of the common words on the Dolch List defy the effort to sound them out by their phonograms. Those few, like once and warm, are easily taught as exceptions. The most efficient way to learn to spell a word is to approach it phonogram by phonogram, and not letter by letter. A phonogram is a written symbol that stands for a sound. The word pal, for example, contains three letters, each of which is also a phonogram: /p-a-l/. The word church , on the other hand, contains six letters, but only three phonograms: /ch-ur-ch/. Here are some phonograms to look for when analyzing a words spelling: Consonant phonograms: b, c, d, f, g, h, j, k, l, m, n, p, r, s, t, v, w, x, y, z, sh, th, ch, ng, ck, wh, kn, gn, wr, ph, dge, gh, ti, si, ci, pn, rh, and qu. Vowel (and semi-vowel) phonograms: a, e, i, o, u, y, ee, ay, ai, ow, ou, oy, oi, aw, au, ew, ui, oo, ea, ar, er, ir, ur, or, ed, or, oa, ey, ei, ie, igh, eigh, oe, ough, and eu. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:The Meaning of "To a T"Time Words: Era, Epoch, and EonAppropriate vs. Apropos vs. Apt

Music Analysis of My Heart Will Go On by Celine Deon Assignment

Music Analysis of My Heart Will Go On by Celine Deon - Assignment Example The singer starts from the low tone and moves up hitting the highest tone as she approaches the chorus. The song has both chorus and choruses. The song has duality with two distinct parts with the first sounds soft romantic and second sounds determined. The music strains a slow romantic note in the first part. The charm takes a slow music sounds romantic and soulful, that borders on the melancholic but never gives up hope. The music gushes forth powerfully in the second part projecting a determination only a woman’s heart is capable of. Their song uses such instruments such as flute, guitar, piano, violin to create the melody that makes the song creates the mood and provokes a melancholic feeling. The music stresses on the instrumental arranging. There is much use of flute back by melodic use of strings and rhythm guitars. Both electronic and acoustic instrumentation is evident in the song (Hanninen, 2012). The song lyrics creates a somber mood amongst the listeners. In addition, the choice of the love as the theme is much attractive as a love remains a contemporary issue based on the unexpected separation as it happened to the young lovers, Jack and Rose. The music greatly impacts on one’s subconscious minds based on the lyrics that makes one feel so attached and need to share in the pain with Rose. The song provokes human nature to feel part of a problem that affects another based on the state of disparity. The song communicates the emotion expressed in the film, and the words parallel the dialogues especially from the scene when Jack Dawson says his final goodbye and makes Rose promise that she will never give up. However, there are some parts that are read from Rose’s mind. The music depicts a sad love story and creates melancholy is as we watch and listen to its lyrics. The song is emotional as well as demanding. I have chosen the song ‘My Heart Will Go On’ by Celine Deon.

American Government and Politics Essay Example | Topics and Well Written Essays - 3000 words

American Government and Politics - Essay Example These commissions were responsible for weighing and assessing the policies formed by politicians before proposing or opposing them based on the existing human rights. They used a laid procedure for accountability to promote reconciliation between different parties, opinions present with the country. Politicians during reconstruction, ensured that the policies they formulated were in accordance and protected the various rights of individuals regardless of the race, gender of class of the citizens living within the country. The implications of the control over the criminal rights within a democracy was that it raised hopes of citizens, since as they existed to protect the citizens against such things like poverished political possibilities that had occurred before the process of reconstruction (Foner, 2009). In addition, it brought to an end the impoverished political possibilities that had been witnessed by citizens at an earlier date before reconstruction. An example is that citizens were at the mercy of impoverished political possibilities during the cold war and this made them to pass through unknown misery and sufferings. Question 2 As the Commander of the Continental Army, George Washington was a classic example of a bureaucratic actor. Â  Like many members of the bureaucracy, Washington had to balance the requirements of his job with the political concerns of his bosses in Congress. Â  Discuss how Washington was able to successfully manage these competing concerns, while maintaining both the support of his men as well as the support of Congress. Â  What does his experience suggest about the relationship between politics and the functioning of the bureaucracy more generally? 250 words It was not easy for George Washington to accept the appointment being that he just came from managing his family plantation and serving in the Virginia house of bourgeoisies when he was voted by the second continental congress. With the offer of the role of commander in chi ef of the continental army and having accepted, it was difficult to accept and had to write to his wife to tell the story. He managed to succeed in satisfying both interests because they had faith in him as a friend in the bureaucratic bourgeoisies and as a member of the congress. Similarly, the successful battles he had for the American under his command gave him respect from the members of congress hence did not get much pressure from them. Because of this, he maintained his interest with them leading to his successful resignation. Through his relationship with both bureaucratic and the congress, he was able to balance the competing concerns as he knew of how to go about them in every aspect as they arose (Ward 100). His experiences have a lot of suggestion as politics in related to bureaucracy. They both related because in each of them comes with influence. Bureaucrats and politicians looks for certain aspects in which they can use towards influencing the mass to give them suppor t. This may imply that even if one goes wrong in the political or bureaucratic arena, one will still get support. As a result, Washington was able to serve both interests in order to remain relevant to the people he worked with. Question 3 The issues surrounding the relationship between congressional representatives and their constituents are overspending. Majority of the representatives were using public constituency finances to make themselves rich

The Progressive Era Essay example -- essays research papers

The Progressive Era   Ã‚  Ã‚  Ã‚  Ã‚  Progressivism in the United States took place in the period between the Spanish-American War and the entry of the United States into the great World War. It was a time for change in America in all walks of life, as well as a time for reform. It was marked by Theodore Roosevelt's 7 and a half years in office, the Rough Rider put it upon himself to make the first strides towards reform. These reforms included the cracking down on illegal monopolies and so forth. During this era large cities transformed into large metropolises, small towns into large cities and new towns sprang up nearly everywhere. Reforms also included the seventeenth, eighteenth, and nineteenth amendments. The progressive era really had significant impact in America's history.   Ã‚  Ã‚  Ã‚  Ã‚  The progressive movement had many origins. One of these was the battle against governmental corruption and inability, in other words a struggle for civil services reform. The progressive movement was initiated by liberals in both political parties, the fight for government reform can be traced back to Liberal Republicans(An Oxymoron, Mr. Jetel?) during the Grant administration and Mugwumps. Citizens were enraged, with big businesses' growing influence in all branches of government and sought ways to purify it.   Ã‚  Ã‚  Ã‚  Ã‚  Big Business was also a target of progressivism. During this time presidents like Roosevelt and William Howard Taft tried to regulate and control big business. Many well educated people of the time, as well as moderately prosperous businessmen and members of other professions(middle class) felt threatened by the increasing power of big business and the tycoons. These people were also disturbed by the Big business' influence in politics, making a mockery of the democratic system. Then with the failure of the interstate commerce act and the Sherman act, made big business look unstoppable. As the middle class in America began to develop and grow, they gained power. They were the people who wanted change and ultimately they won with the start of progressivism.   Ã‚  Ã‚  Ã‚  Ã‚  Ida Tarbell, Upton Sinclair, and Henry Lloyd all made significant contributions to the start of the Progressive movement with their writings. These people and others similar to them were labeled as muckrakers. These Muck... ...ormally in American society. Because of the stereotype they were regulated to minimal paying unskilled jobs. Blacks on the other hand made great strides during the Progressive era. Blacks wanted to be equal and lift them selves up in their own way instead of conforming to white society as Washington suggested. They marched on Washington and demanded the unrestricted right to vote as well as an end to all forms of segregation, equality of economic opportunity, higher education, equal justice in courts and an end to trade union discrimination. These demands stirred many whites abroad and set the groundwork for the civil rights movement. Blacks also became proud of themselves forming organizations to create pride for black heritage. The Progressive era came about as the result of several motives. The forces behind it ranged from the common man to the politicians as well as intellectuals. The era's true progress is sometimes contended, while in some instances reform measures did come about. Big business finally became somewhat regulated and the governmental power somewhat shifted back to the people. The progressive era evidently shaped up to be quite a significant part of our history.

Island of the Sequined Love Nun Chapter 24~26

24 Valhalla: From the Runyonese Vincent Bennidetti was sitting at an oversized table dealing five-card draw to five other guys and relating the story of the crash landing of the Sky Priestess in hopes that the tale would distract his opponents from his creative shuffling. â€Å"So the squirt says to me, he says, ‘I'm Malink, chief of the Shark People,' and he puffs up his little chest like I'm supposed to be impressed and drop down and kiss his ring, except he ain't wearing any ring; in fact, he ain't wearing nothing but a loincloth and a little hat made of palm leaves, so I says, ‘Honored and charmed I'm sure, Chief.' And I gives him a grade A Hershey bar as a peace offering to assure that the kid doesn't get any ideas about ventilating me with his spear. Although I have a roscoe handy in my flight suit, in Manhattan it is considered very bad luck indeed to shoot a kid unless he deserves it, so I am trying to take the diplomatic route. â€Å"So the squirt chief takes the sweet and slaps a lip over a morsel and his little mug splits in a grin so big that I'm figuring I know now how his tribe gets named Shark People. And before I know it the kid yells something to his pals and they vamoose to the jungle while I watch the squirt's spear and he keeps a peeper peeled at the Sky Priestess like any minute she's gonna jump off the plane and do the bump and grind across the airstrip. â€Å"Now we are sure that Sky Priestess is not burning or blowing up, Sparky goes back in and sings Mayday on the radio until I am thinking that even Marconi is sorry he ever invented the machine (another distinguished Italian genius, if I may point out, and it would be impolite for anyone, at this juncture, to mention Mussolini, as I will have to delay the game whilst I pop him in the beezer, thank you), and finally HQ comes back on and requests more than somewhat sternly that we cease broadcasting our position, as they will send someone as soon as they can unless the Japs find us first, in which case it has been an honor serving with us. â€Å"Call and raise a buck. â€Å"So the squirt asks me do I kill Japs? And I tell him that I am killing so many Japs I have to come rest on his island for a few days to give the Japs a chance to send in reinforcements for me to kill, when out of the jungle comes a whole platoon of native guys, mostly real old guys, carrying baskets of fruit and coconuts and dried fish which they are laying at my feet after doing enough bowing and chanting to fill a year of encores on Broadway. â€Å"And the kid says, ‘You more powerful than Father Rodriquez. Japs kill him.' From which I figure where the kid learns to speak English and why I am seeing no young guys, because it is well known that the Japs have killed any missionaries they find and have taken most of the able-bodied native guys which they do not kill off to build airstrips and boat landing ramps and other Jap military stuff. â€Å"‘Yeah,' I tells the kid, ‘too bad about Father Rodriquez, and all the other guys that don't make it, but Vincent and the Sky Priestess is here now and you got nothing to worry about.' Then I inquire as to if there are any available dolls on the island and the kid jabbers something to one of the old guys, who wobbles off and comes back about ten minutes later with a line of young native dolls who are wearing skirts on their bottom but are nothing but bounce and bosoms on the top, except for the odd garnish of flowers here and there for fragrance and color. â€Å"I swear on my mother's grave (should she pass away before I get home) that I am looking at more brown curves than I have seen since I fly over the Mississippi at ten Gs, and they are by no means an unpleasant sight, but as soon as I pick out one of the young dolls and give her my best Tyrone Power wink, she starts bawling like I have broken her heart and runs into the jungle followed, posthaste, by the other lovelies until the airstrip is, once again, strictly stag. â€Å"‘What goes?' I ask the kid. And he explains that because I am a god the dames are most frightened that I will destroy them. Then the squirt starts bawling himself, and I am beginning to feel very low indeed, as I can see that the little guy has taken my god action and it is six to five that he thinks he is on the destruction express along with the dames, and some explanation and consolation are then needed to caulk the kid's waterworks and generally ease his mind. â€Å"So I sits down with the kid under the wing of the Sky Priestess and by and by along comes an old native guy with a jug of the local hooch, of which I am somewhat dubious and which tastes like matchheads mixed with dishwater but smooths out considerably after the first four or five belts, and soon the mood becomes most festive and a good time is had by all (except for Sparky, who is bending over the runway looking at everything he drinks for the second time). â€Å"Now all of this time I am thinking that the kid is running a game on me about being chief until he explains that the Japs killed his father and his older brother as examples and he is next in line, so he is chief whether he likes it or not. And now he is worried that his people will not have enough to eat, as the Japs have taken most of the fruit and coconuts and destroyed all the canoes and cargo, like rice, which the late Father Rodriquez brings in, and my heart is breaking for the kid, who should be playing stickball and stealing candy and other assorted kid activities instead of worrying about a whole population of citizens. So I look at my guys eating all the food the kid gives us, and my heart is feeling very heavy indeed, so I tell him not to worry, as Vincent and the Sky Priestess will see that his people get everything they need and I gives the kid a pack of Luckys and my Zippo to seal the promise. Then, as soon as Sparky finishes doing the rainbow yawn, I tells him t o get on the radio to a friend of mine who is in the quartermaster corps, and I gives him a list of things to place on the PT boat which is coming to get us. â€Å"So as the evening wears on, the kid is telling me stories of how the island was made by a dame from Yap who rides on a turtle with a basketful of dirt which she dumps in the ocean, making the island, which must have been quite some basket, and she tells all the children she is having on the island (although the kid says nothing about her having an old man) that she isn't going to give them a good reef for fishing, so they are going to be eating sharks. And although the people of all the other islands are afraid of sharks, here the sharks are afraid of the people. ‘They will be called the Shark People,' the dame with the dirt says. â€Å"And I says, ‘Yeah, I know that dame.' That, in fact, I take her to the races one day and she is such good luck that I win the trifecta for five Gs. And I can see the kid is most impressed, even though he wouldn't know a G from a G-string. So I begins to lay it on a bit thick and by the time we have consumed all of the local bug juice and most of the fruit and fish, the kid is convinced that if I am not the Second Coming, I am at least pinch-hitting that day. â€Å"By now I am feeling I am in serious need of female company and I mention this to the kid, who says maybe there is something he can do, as there is one doll in the village whose job it is to change the oil of the unmar-ried native guys (I am at once reminded of a costume optional dancer named Chintzy Bilouski, who performs a similar service for myself and many other unmarried male citizens in the Broadway district) and it seems that this native doll has been short of work of late, as all of the young un-married guys are either killed or taken away. And the kid says he will ap-proach this doll on my behalf if I promise that she will not burst into flames or be otherwise harmed and as long as I keep it quiet. As these are similar terms I agree to with Chintzy Bilouski (and a sawbuck cheaper, in fact), I tell the kid to lead the way, which he does. And soon we are in a big grass house by the beach, which he calls the bachelors' house, and which is clearly intended to house many ci tizens, but is currently only the home of one doll, who is by no means hard on the peepers and who proceeds immedi-ately to catch up on any work she has been missing in a most enthusiastic and friendly manner, if you know what I mean. â€Å"So, to make a long story short, the guys and I spend three more days telling stories to the kid and drinking bug juice and creeping to the bachel-ors' house until the PT boat shows with some mechanics and welders and all the supplies I have requested from my pal the quartermaster. And the islanders all line up while I pass out many machetes and knives and chocolate bars and various other luxuries from Uncle Sam. And that night they throw a big party in my honor with much drinking and dancing and a swell time is had by one and all. But as we are ready to leave, the kid chief comes up all leaky-eyed, asking why am I leaving and will I come back and what will his people do without me. So I promise him I will be back soon with many wonderful things and to save me a spot in the bach-elors' house, but until then, every time he sees a plane, he and his people will know that me and the Sky Priestess are looking out for them. â€Å"Then when we are back at base I am working something with the colonel to run a recon mission to inspect the airstrip for emergency use. No bombs. I am thinking we will fill the Sky Priestess up with medicine and supplies for the Shark kid and his people as soon as permission comes through. And I'm fully intending to come through, as I gives the kid my word and he believes it, but how am I to know that on our very next bombing run a squadron of Zeros will surprise us and fill the Sky Priestess with all manner of cannon and machine gun slugs, sending us down in a ball of flames and killing me and everyone aboard quite dead.† The guy with the beard cleared his throat and said, â€Å"That was a swell story the first dozen times we heard it, Vinnie, but are you going to talk or play cards?† â€Å"Bite me, Jewboy, it ain't like we haven't had to fight the yawns through your loaves and fishes epic a hundred fuckin' times.† Then Vincent flashed him a feral grin. â€Å"And since it is now your bet, I will advise you to fold, as I am now holding a hand that is so hot it is about to burst into flames like the proverbial bush.† The guy with the beard held up a punctured palm to silence Vincent. â€Å"You're holding a pair of eights, Vinnie.† â€Å"I hate fuckin' playing with you,† Vincent said. 25 We Ask the Gods for Answers and They Give us Questions Tucker Case heard the beating of wings above his head and suddenly there was a familiar little face in front of him. Roberto was hanging upside down from the harness ropes around Tuck's chest. He never thought he'd be glad to see the little vermin. â€Å"Roberto! Buddy!† Tuck smiled at the bat. Roberto squeaked and bent forward to lick Tucker's face. Tucker sputtered. He could smell papaya on the bat's breath. â€Å"How about climbing up there and gnawing through these ropes, little guy?† Roberto looked at him quizzically, then laid a big lick on him, right across the lips. â€Å"Ack! Bat spit!† Tuck heard a weak voice from above. â€Å"He no gnaw rope. His teeth too little,† Kimi said. Roberto took flight and landed on Kimi's head and began licking and clawing him ecstatically. Kimi was suspended about two feet above Tucker and about five feet away. It hurt his neck, but he could see the navigator dangling if he stretched. â€Å"You're alive!† Tucker said. â€Å"I thought you were dead.† â€Å"I am bery thirsty. Why you put us in tree?† â€Å"I didn't. It was an old island guy. I think he's going to eat us.† â€Å"No, no, no. No cannibal in these islands for many years.† â€Å"Good. You tell him that when he comes back.† Kimi struggled against his bonds and set himself spinning. â€Å"These ropes hurt on my arms. Someone put us in crab harness.† â€Å"I figured that out,† Tuck said. He craned his neck and eyed Kimi's harness. â€Å"Maybe I can swing to you and catch on to your harness. If I can get hold of it, I might be able to untie you.† â€Å"Good plan,† Kimi said. â€Å"Yankee know-how, kid.† As Tuck started to swing his arms and legs, he felt the harness tighten around his chest. Soon he was swinging in a wide elliptical pattern that brought him within a foot of Kimi, but the harness was so tight he could barely breathe. Weakened from lack of food and water, he gave up. â€Å"I can't breathe,† he gasped. â€Å"That good plan, though,† Kimi said. â€Å"Now I have Roberto bring that knife over by door of house and I cut the ropes. Okay?† â€Å"Roberto can fetch?† â€Å"Yes.† â€Å"Why didn't you say so?† â€Å"I want to see Yankee know-how.† Sarapul tried to run back to his hut, but the pain in his ancient knees wouldn't allow him to move faster than a slow amble. If only he could ab-sorb the power of an enemy or two, perhaps the pain would subside and his strength would return along with his courage. It was courage he needed now. Instead, he had questions. Why, if Malink dreamed a message from Vincent, did the white bitch say that he did not? And if Vincent had sent a pilot, why did the Sky Priestess not know about him? And if Vincent had not sent a pilot, who is hanging in the breadfruit tree? In the old days Sarapul would have asked the turtle, his clan animal, for an answer to his questions. Then he would have watched the waves and listened to the wind for an answer, perhaps he would have gone to a sor-cerer for an interpretation. But he was too deaf and blind to see a sign now. And the only sorcerer left was the white man who lived behind the big fence and gave medicine to the Shark People: Vincent's Sorcerer. Sarapul didn't believe in Vincent any more than he believed in the god Father Rodriquez had worn around his neck on a chain. Father Rodriquez had said that the old ways – the taboos and the totem animals – were lies and that the skinny white god on the cross was the only real god. Sarapul was prepared to believe him, especially when he offered everyone a piece of the body of Christ. But Christ tasted like dried pounded taro and Father Rodriquez lost the old cannibal as a convert when he said that you would be thrown into fire forever if you ate anyone besides the stale starchy god on the cross. Then the Japanese came and cut off Father Rodriquez's head and threw his god on a chain into the sea. Sarapul knew for sure then that the Father had been lying all along. The Japanese raped and killed his wife and made his two sons work building the airstrip until they became sick and died. He asked the Turtle why his family had been taken away, and when the sign came in the form of a cloud shaped like an eel, the sorcerer said that it had happened because the Shark People had broken the taboos, had eaten their totem animals and taken fish from the forbidden reef: They were being punished. The next night Sarapul killed a Japanese soldier and built an oom to bake him in, but none of the Shark People would help him. Some were afraid of the god of Father Rodriquez and the rest were afraid of the Japanese. They took the body and fed it to the sharks who lived at the edge of the reef. In the morning the Japanese lined up the old sorcerer and a dozen children and machine-gunned them. And Sarapul lost his mind. Then the American planes came, dropping their bombs and fire from the sky for two days, and when the explosions stopped and the smoke cleared, the Japanese left, taking with them all the coconuts and breadfruit on the island. A week later Vincent arrived in the Sky Priestess. Sarapul still had the machete that the flyer had given him. It was more than he had ever gotten from Father Rodriquez's god, but the cannibal did not believe that Vincent was a god. Even if Vincent had scared away the Japanese and brought the food that saved the Shark People, Sarapul had angered the old gods before and he would not do it again. When the white Sorcerer arrived, he too talked of the god on the cross and although the Shark People took the food and medicine he gave them and even attended his services, they would not forsake Vincent, their savior. The god on the cross had let them down before. Eventually, the white Sorcerer turned to Vincent too. But Sarapul clung to the old ways, even when the Sky Priestess returned with her red scarf and explosions. It was all just entertainment: Christ was just a cracker, Vincent was just a flyer, and he, Sarapul, was a cannibal. Still, he did not blame Malink for banishing him or for clinging to Vincent's promises. Vincent was the god of Malink's childhood, and Malink clung to him in the same way that Sarapul clung to the old ways. Faith grew stronger when planted in a child. Sarapul knew that. He was mad, but he was not stupid. Until now he had never put an ounce of faith in Vincent, but this dream of Malink's vexed him. He would have to figure things out before he ate the man in his breadfruit tree. He had to talk to Malink now. The cannibal took the path that led into the village. He crept between the houses where the sweet rasp of snoring children wafted through the woven grass walls like the sizzle of frying pork, through the smoke of dying cook fires, past the bachelors' house, the men's house, and finally to the beach, where the men sat in a circle, drinking and talking softly, the moon spraying their shoulders with a cold blue light. The men continued to talk as Sarapul joined the circle, politely ignoring the creak and crackle of his old joints as he sat in the sand. Some of the younger men, those who had grown up with the disciplinary specter of the cannibal, subtly changed position so they could reach their knives quickly. Malink greeted Sarapul with a nod, then filled the coconut shell cup from the big glass jug and handed it to him. â€Å"No coffee or sugar for a month,† Malink said. â€Å"Vincent is angry.† Sarapul drained the cup and handed it back. â€Å"How about cigarettes?† â€Å"The Sorcerer says that cigarettes are bad.† â€Å"Vincent smoked cigarettes,† Sarapul pointed out. â€Å"He gave you the lighter.† The young men fidgeted at the firsthand reference to Vincent. It disturbed them when the old men spoke of Vincent as if he was a person. Malink reached inside the long flat basket where he kept the lighter along with his other personal belongings. He touched the Zippo that Vincent had given him. â€Å"Cigarettes aren't good for us,† he repeated. â€Å"Then they should give us cigarettes for punishment,† Sarapul insisted. Malink pulled a copy of People magazine from his basket, drawing everyone's attention away from the cannibal. The old chief tore a small square from the masthead page and handed it to Abo, a muscular young man who tended the tobacco patch for the Shark People. â€Å"Roll one,† Malink said. Abo began filling the paper with tobacco from his basket. Malink opened the magazine on the sand in front of him and squinted at the pages in the moonlight. Everyone in the circle leaned forward to look at the pictures. â€Å"Oprah's skinny again,† Malink pronounced. Sarapul scoffed and the men angrily looked up, the young ones looking away quickly when they saw who had made the noise. Abo finished rolling the cigarette and held it out to Malink. The chief gestured to Sarapul and Abo gave the smoke to the old cannibal. Their hands brushed lightly in the exchange and Sarapul held the young man's gaze as he licked his finger as if tasting a sweet sauce. Abo shuddered and backed to the outside of the circle. Malink lit the cigarette with the sacred Zippo, then he returned to his magazine. â€Å"There will be no more People for a while, not with the Sky Priestess mad at us.† A communal moan rose up from the men and the drinking cup was filled and passed. â€Å"We are cut off,† Malink added. Sarapul shrugged. â€Å"All the people in this book, they shit. It does not matter. They die. It does not matter. If we put them all in a big boat and sank it, you would not even know for six months when the Sky Priestess gives you her old copy, and it still would not matter. This is stupid.† â€Å"But look!† Malink pointed to a picture of a man with unnaturally large ears, â€Å"This man is a king and he wishes to be a tampon. It is quoted.† Sarapul scrunched up his face, his wrinkles folding over each other like venetian blinds, while he tried to figure out what, exactly, a tampon was. Finally he said, â€Å"I was a tampon once, back in the old days, before you were born. All warriors became tampons. It was better then.† â€Å"You have never been a tampon,† Malink stated, although he couldn't be sure. â€Å"Only a king may be a tampon. And now, without People, we will never know if this man who would be a tampon succeeded. It has been a dark day.† The cup had come around again to Sarapul and he drained it before answering. â€Å"Tell me of this dream you had.† â€Å"I should not speak of it.† Malink pretended to be engaged in the magazine. Sarapul pushed on. â€Å"The Sky Priestess said that Vincent spoke to you of a pilot. Is that true?† Malink nodded. â€Å"It is true. But it is only a dream or the Sorcerer would have known.† Sarapul was torn now. This was his chance to discredit the Sorcerer and his white bitch, but if he told Malink about the man in the tree, then he would lose his chance to taste the long pig again. Then again, he found them first, and he was willing to share the meat. â€Å"What if your dream was true?† â€Å"It was just a dream. Vincent speaks to us only through the Sky Priestess now. She has spoken.† â€Å"Vincent smoked and she says smoking is bad. Vincent was an enemy of the Japanese and now she has Japanese guards inside the fence. She lies.† Some of the men moved away from the circle. It was one thing to drink with a cannibal, but it was quite another to tolerate a heretic. (Of the twenty men in the circle, three of the elders were named John, four who had been born during Father Rodriquez's tenure were named Jesus [Hey-zeus], and three of the younger men were named Vincent.) They were a group that honored the gods, whoever the gods might be that week. â€Å"The Sky Priestess does not lie,† Malink said calmly. â€Å"She speaks for Vincent.† Sarapul pinched the flame of his cigarette with his ashy fingers, then popped the stub into his mouth and began to chew as he grinned. â€Å"Your dream was true, Malink. I have seen the pilot. He is on Alualu and he is alive.† â€Å"You are old and you drink too much.† â€Å"I'll show you.† Sarapul leaped to his feet to show that he was not drunk, and in doing so scared the hell out of the younger men. â€Å"Come with me,† he said. 26 Swing Time Kimi had freed his hands and feet with the knife, only to find that he could not reach the rope suspending him from the middle of his back. Now he was forced to follow Tuck's plan of swinging like a human pendulum until he could grab the pilot's rope and cut him down. Roberto hung upside down from a nearby branch, wondering why his friends were behaving like fighting spiders. Tucker found he could only hold his head up for a few seconds at a time before dizziness set in, so he watched the navigator's swinging shadow to gauge his distance. â€Å"One more time, Kimi. Then grab the rope.† It bothered him some that when he was cut loose he would fall six feet and land face-first in the coral gravel, but he was learning to take things as they came and figured he would deal with that on the way down. â€Å"I hear someone,† Kimi said. On the apex of his arc, he grabbed for Tuck's rope, missed, and accidentally raked the knife across the pilot's scalp. â€Å"Ouch! Shit, Kimi. Watch what you're doing.† Tuck braced himself for the next attack, which never came. He looked up to see that Kimi's arc had been stopped in mid-swing. A rotund gray-haired native had caught the navigator around the waist and was prying the knife out of his hand. Tuck felt the hope drain out of him. The leathery old cannibal stood amid a group of twenty men. All of them seemed to be waiting for the fat guy to say something. It was time for a last-ditch effort. â€Å"Look, you motherfuckers, people are expecting me. I'm supposed to be flying medical supplies for a big-time doctor, so if you fuck with me you're all going to die of the tropical creeping crud and I won't give you so much as a fucking aspirin.† The native released Kimi into the hands of two younger men and regarded Tuck. â€Å"You pilot?† He said in English. â€Å"Damn right I am. And I'm sick and infected and stuff, so if you eat me you're going to die like a gut-shot dog – and in addition I would like to add that I don't taste anything like Spam.† Tuck was breathless from the diatribe and he was starting to black out from trying to hold his head back. The native said something in his own language, which Tuck took to be â€Å"Cut him down,† because a second later he found himself falling into the arms of four strong islanders who lowered him to the ground. Tucker's arms and legs burned as the blood rushed back into them. Above him he saw a circle of moonlit brown faces. He managed to grab enough breath to squeak, â€Å"Soon as I'm on my feet, your asses are mine. You all might as well just go practice falling down for a while so you'll be used to it. Just order the body bags now 'cause when I'm done, you're going to look like piles of chocolate pudding. They'll be cleaning you up with shovels – you†¦Ã¢â‚¬  Tuck's breath caught in his throat and he passed out. Malink looked at his old friend Favo and smiled. â€Å"Excellent threat,† he said. â€Å"Most excellent threat,† Favo said. Sarapul pushed his way through the kneeling men. â€Å"He's dead. Let's eat him.† â€Å"He no like that,† Kimi said. â€Å"Not even for free.† The Sorcerer heard the lab door open and turned from his microscope just in time to catch her as she ran into his arms. â€Å"Did you see, ‘Bastian? Was I great or what?† He held her for a second, smelling the perfume in her hair. â€Å"You were great,† he said. When he released her, there were two pink spots on his lab coat from the rouge she had rubbed on her nipples. She skipped around the lab like a little girl. â€Å"Malink was shaking in his shoes,† she said. Well, not in his shoes, but you know what I mean.† She stopped and looked into the microscope. â€Å"What's this?† He watched a delicate line of muscle run down the back of her thigh and postulated what kind of genetics went into preserving a body like that on Chee-tos and vodka. He thought a lot about genetics lately. â€Å"I'm doing the last of the tissue typing. I should be finished in a couple of days.† She said, â€Å"Did you like ‘String of Pearls' better than ‘In the Mood'?† High Priestess of the nonsequiter, Sebastian thought. â€Å"It was perfect. You were perfect.† She moved away from the microscope and paced around the table, frowning now, as if she was working on an equation in her head. â€Å"I've been thinking about ‘Pennsylvania 6-5000,' putting the ninjas in top hats and tails in kind of a chorus line. You know, they could carry me across the runway and pause and shout the chorus. There's no singing on the re-cording; they would just have to shout. I mean, if we have to have them around, they might as well do something.† She stopped pacing and turned to him. â€Å"What do you think?† It took Sebastian a second to realize that she was serious. â€Å"I'm not sure that would be a good idea. The Shark People are suspicious of the nin – , the guards. I wish Akiro would have listened to me and found some non-Japanese. This business with Malink's dream is a sign that our credibility is slipping.† â€Å"That's what I'm saying. If we show that they're under the control of the Sky Priestess – â€Å" â€Å"I don't think it's a good idea, Beth.† She dismissed the thought with a wave. â€Å"Fine. We can talk about it later.† Sebastian wanted to stop himself before he ruined her ebullient mood, but he pressed on despite himself. â€Å"Don't you think that no coffee or sugar for a month was a little harsh?† â€Å"You really don't get it, do you? I'll give it all back after a week, ‘Bastian, and they'll love me for it. Generosity of the gods: The Sky Priestess taketh away and the Sky Priestess giveth back. It's how these things work. You put a few people on a boat, then you drown every living creature on the planet – the people on the boat are pretty goddamn grateful.† She flipped the end of her red scarf over her shoulder. â€Å"I wish you wouldn't talk like that.† â€Å"You make the rules and you play the game, ‘Bastian. What's wrong with that?† He turned from her and pretended to go through some notes. â€Å"I guess you're right,† he said, but he felt acid rising from his stomach. She was calling it a game. She came up behind him, pushed her breasts into his back, and reached around inside his lab coat. â€Å"Poor baby. You still feel like you did the right thing by burning your Beatles records.† â€Å"Beth, please.† She unzipped his khakis and snaked her hand in his fly. â€Å"Deep down, you feel like John Lennon got what he deserved, don't you, sweetheart? Saying he was more popular than Jesus. That loony-toon Chapman was the instrument of God, wasn't he?† He whirled on her and grabbed her shoulders. â€Å"Yes, dammit.† His face had gone hot. He could feel the veins pulse in his forehead, in his crotch. â€Å"That's enough, Beth.† â€Å"No, it's not.† She ripped open the front of his trousers and fell back on the lab table, pulling him on top of her. â€Å"Come on, show me the wrath of the Sorcerer.†