Summer Love Essay Example

Summer Love Essay Example Summer Love Essay Summer Love Essay It didn’t begin as a romance, really. It wasn’t a friendship, either. I don’t really know what to call it, but I do remember the first time I ever saw her. I was young; maybe eleven or twelve. It was so odd that she struck me so much, at first glance. Eleven or twelve is not exactly the age that boys begin admiring girls.   I know I wasn’t looking for a girlfriend. I was outside playing with my buddies, Ricky and Josh. We were building a fort out of some cardboard boxes that dad had found from work. It was what we always did after school. It was while we were putting the last box in its place that I heard this laughter coming from the sidewalk. It was unlike anything I had ever heard before. It was kind of musical, but also a little taunting. â€Å"Is that what you do around here for fun?† asked this lanky, blonde hair, blue eyed girl. Very rarely can you remember what someone says word-for-word, but I will always remember the words of this mysterious girl. All three of us boys gawked at her. She was not like the other girls that we teased at school. They were cute usually wore pigtails or braids that we tugged on to get their attention, but this girl; she was not cute at all. Not really cute. She was pretty. She had rosy cheeks instead of the freckled ones that we usually saw. She was wearing make-up and had one clothes t hat looked too old for her age. She told us that her name was Annie. She did not tell me her last name. She told us that she was from New York City and was only in our small town for the summer, staying with her aunt and uncle. I don’t remember what I said back to her that first time she spoke to us. I wanted it to be something clever, something sarcastic, but it was something terribly dull. As dull, apparently, as she thought our town was. The next day, I told Ricky and Josh that I did not feel like playing â€Å"fort† anymore. I told them that it was for kids. I wasn’t a kid anymore. Instead, I waited upstairs in my room and looked out of the window that overlooked our front yard. From our front yard, I could see Annie’s aunt and uncle’s house. She was walking outside, so I ran down the stairs to go outside, stopping at a mirror near the door to make sure my hair was smoothed down and that my collar was straight. I usually let my hair fly however it wanted to, but not in front of Annie. I went outside and leaned against the house, trying to look like I imagined the boys looked in New York City; uncaring and cool. She walked by and stopped. She stared at me, but I was not going to give her the satisfaction of being the first to say something. Especially since I had no clue what I should say. I had not thought that far ahead. â€Å"So where are Tweedle Dee and Tweedle Dumb?† she asked. She was talking about Josh and Ricky. I shrugged, and kicked the ground, or something as equally cool and uncaring as that. â€Å"So, where can I girl get a soda in this dump?† She asked, hands on her hips. I was in love. She was a little rude, loud, and annoying, but she was the best thing I had ever seen. It was the beginning of a summer romance. At least, to me it was a romance. I am still not sure why Annie decided to hang around me when there were plenty of local beefy jocks that would have loved to have spent summer with her. I never asked her. I was just glad that for some reason, I was chosen. That was one of the best summers of my life. Ricky and Josh were not really happy, because I rarely had time to be around them, anymore. Annie and her crazy ideas kept me busy. For a girl who complained so much about my hometown, she certainly found plenty to do in it. We went horseback riding- something she had only read about, shopping at our small mall (her idea, not mine), went skinny dipping in a lake (my idea, not hers), and had many mini-adventures. I think that even though she was used to the big city, she had as much of an amazing summer as I did. She was so modern and cool – unlike any girl I had ever met before.   Instead of reading Seventeen, or some other silly magazine that girls read, she enjoyed reading the New York Times, particularly the movie reviews. She loved movies and could quote them like some people quote poetry. â€Å"’Why do you want to fight?’† she would ask me. I knew my cue was â€Å"’Because I can’t sing or dance.’† Rocky was among her favorite movies. â€Å"’I think we make a great couple of coconuts. I am dumb, you are shy, what do you think?’† was another one that I said to make her laugh. Weird for a girl to like Rocky 1 instead of Pretty in Pink, but I wasn’t complaining. The only thing bad about our summer was that even though every day with Annie was fun, I knew that eventually the summer would end and she would have to go back to New York City. That day came and she did not even say goodbye. I went to her aunt and uncle’s house and they told me that they had taken her to the airport early that morning.   I never saw Annie again. Her aunt and uncle moved shortly after that summer. It was one of the best summers of my life, but it happened so fast and ended so fast that sometimes I wonder if it was just a dream. If it was a dream, or if I had been in heaven, then Annie had been an angel. Either way, I will never forget that summer, or Annie from New York City.

Literary Critique Essay

Literary Critique Essay Literary Critique Essay Synopsis: Literary critique is necessary when an author is handing a manuscript for publication. The critique is used to design marketing strategy and determine the target readership for the piece of work. In literature, critique of a book is necessary to determine the historical background of the work. This analysis, gives an insight into what influences a writer to create a piece. Through criticism, the message of writer is passed to readers. Book critique presents a summarized version of the writers work and aim of writing. Book criticism, follows a certain critiquing instrument in order to achieve a masterpiece criticism. This paper aims to use the literary critique instrument to analyze an excerpt of The Prince by Machiavelli. The paper will use the instrument to give a clear analysis of Machiavelli piece of work. The story is written during the Italian Renaissance period. Machiavelli was born in 1469, attended school to University level. He is reputed as an acute analyzer of institutions and personalities. He served in government in various diplomatic posts and other political assignments. The story is written right after the government he serves is overthrown. Machiavelli is forced into internal exile and later thrown in prison. The republican government overthrow made Machiavelli a victim of change. While in prison, he endures torture and after being released he retires to his farm. At this juncture, Machiavelli turns to literary pursuits; The Prince, is his first piece of literature. The political upheavals of the time influenced his literary work a lot. In The Prince, he seems to pass a political message to the rulers of the time. As aforementioned, the writer steeps his literary piece in the turbulent political times. His writing is bluntly honest, although, it contradicts with some of his works. The piece of work is composed in a reflective state of mind. He takes a critical view of himself and the world around him. He writes this work as an effort to gain his stature and standing in government. Most of his contemporaries in the overthrown government were quickly reabsorbed back to service, which motivates him to write The Prince, with the hope of presenting it to the ruler of the time. He was not successful in his attempt. The writer uses a very authoritative voice in his work. His critical and cynical view, presents him as an angry man. His imprisonment was based on false accusations, which may act as the reason he is angry. Personal response: Reading The Prince, one is impressed by Machiavelli’s use o direct person. He writes with a lot of occurrence of â€Å"I†. This allows the reader to feel he is part of the conversation. Reading the book makes one feel he is talking with and not being talked to by the author. The book gives a peek into the powerful mind of an insightful politician. He exhibits a blunt sense of honesty in an astonishing manner. The style of writing, as earlier noted, is quite authoritative, mixed and blended with a conversational tone. One might be repulsed by his view on power. Quite clearly, he refutes the moralistic approach to power and argues that a person with power should command. He clearly does not believe in goodness with power. He holds the view; one should be feared instead of being loved. In a moral society one finds this view to be out of sync and maybe evil. In conclusion, the book seems to reflect Machiavelli’s political ideology. He gives an overview of how a ruler should use his legitimate power. The work can be viewed as a political satire, because one can get the feeling the views expressed do not reflect the writer’s true political opinion.

What Part Does Cultural Compatibility Play in Determining The Success Essay

What Part Does Cultural Compatibility Play in Determining The Success of Cross-Border Mergers & Acquisitions - Essay Example Most often, considerations in relation to financing and strategies have become the main concern in obtaining the acquisition targets or merger partners that are most suitable for a company’s purpose. Usually, decisions are made depending on certain issues such as availability, price and probable earnings. When their activity fails, the analysis of merger failure or weak performance is often focused on the re-examination of certain factors that initiated the decision for selection (Schweiger & Goulet 2005). Often, poor selection decisions for mergers and acquisitions are associated with an overly high purchase price, incompetence of managers in achieving goals, or that the companies simply do not match each other. These factors have been continuously examined yet M & A activity has not obtained the necessary improvements (Teerikangas 2007; Seo & Hill 2005). Because of this, international acquisitions make up inconsistencies: despite the fact that business practice and academic research have reported that many of these activities fail to achieve their objectives, cross-cultural acquisitions still remain to be a popular strategy for multinational companies. Therefore, it is necessary that the causes of international merger and acquisition failure are examined as well as the strategies for addressing such problems. As reported by Galpin & Herndon (2007), in a study of 190 top executives who were involved in the global acquisition, it was believed that cultural incompatibility was viewed as the greatest barrier to the success of their M & A activities. Furthermore, the 1996 British Institute of Management survey reported that when merging two cultures is underestimated, it becomes a significant factor for failure (Carleton and Lineberry 2004).

Honda Marketing Communications Case Study Example | Topics and Well Written Essays - 1000 words

Honda Marketing Communications - Case Study Example Honda focuses on every aspect of marketing, not only on promotion and sales techniques, to persuade customers to buy but also on target market, marketing mix and the effective marketing strategy (Kotler & Armstrong, 2001) because successful marketing results in stronger products, happier customers, and bigger profits. Moreover, customers recognize the importance of knowledge in relation to the product being purchased. Several consumer behavior researches testified to this fact. Wong (2000) argued that a customer evaluates a product or a service. Such action is based on the customer's reaction from the using the product or service, which means that the product or service should leave a good perception to the customer's contentment. Frederick and Salter (1995) explained that it can be ensured that a customer is satisfied by taking into importance the value package, which includes: price, product quality, service quality, innovation, and corporate image. Others also stated the importance of maintaining or establishing a uniqueness of the product, while also understanding customers and what pleases them (Denton 1993). Customers should also understand the product and be allowed to set their own standards in order to be satisfied (Frederick & Salter 1995). Of all the components of a marketing plan, perhaps the most overlooked but most critical element is the definition of the target market. According to Claravall (2000), it is a homogenous group of people or organizations that a company wishes to appeal to. There are two basic targets for a product or service: the user and the non-user segments. Thus, there are also two business and marketing decisions that the company must decide upon in light of the basic targets. The first is to cultivate the present market alone while the second is to go after non-users. The former can inspire consumer loyalty which is an important factor in the survival of any business. In introducing new car models of Honda will categorize its target market into two market segments: (1) the Honda cars users or those who have already tried the product, and (2) the Honda cars non-users. Honda cars users are further classified into (a) males and (b) females in order to differentiate the market appeal and competitiveness of the offered products in terms of sex as well as the specific users of the four specified models in order to determine the competitiveness of each product per se. the Honda car non-users, on the other hand, are further grouped into (a) those who do not use cars in general, and (b) those who use other car brands. These market segmentation schemes according to product use will provide important information regarding the overall competitiveness of the Honda Cars as well as viability and opportunities for encouraging car non-users to not just try any other average cars but to choose Honda Cars among others. Moreover, companies now face the challenge of making its target consumers respond accordingly to their marketing efforts and those who understand its consumers' responses will have a great competitive advantage (Kotler & Armstrong, 2001). In this light, the Honda management as well as the advertisers will keep in mind the differences that are distinct between and among the Honda Cars target market based on

Effects of Poor Diet and Obesity on Heart Essay Example for Free

Effects of Poor Diet and Obesity on Heart Essay A good diet consists of consuming a full range of all the various nutrients needed for proper function of the body and bodily systems. When someone consumes the correct nutrients in the correct proportions, they are considered to have a â€Å"Balanced Diet†. However, when someone is not consuming the correct nutrients or not consuming the correct amount of nutrients they are said to have a poor diet or â€Å"malnutrition†. Malnutrition is often misconceived to be just the lack of nutrients in the body causing illness and Anorexia; however this is in fact incorrect as malnutrition can also be defined as the excessive consuming of nutrients which contain more energy than the body uses. This is most commonly known as â€Å"Obesity†. In Britain and most first world countries, obesity is one of the most serious effects of malnutrition. It can be extremely dangerous due to the build up of a certain fat known as â€Å"Adipose Tissue† under the skin and around major bodily organs. Someone can usually be defined as being obese if they have a BMI of over 30 (BMI can be calculated by dividing mass in Kg by height in Meters, squared). Coronary Heart Disease (CHD) is a common disorder of the blood vessels that supply the heart muscle with oxygenated blood. It is a major cause of death in developed with Reports in the UK suggesting that 3-4% of men aged between 35 and 74 die each year due to the effects of CHD. In the reports for women, the risk appears to be about half of this figure. Each year around 156000 people in England and Wales die from CHD. The heart is used as a pump to pump blood around the body; this is done via the contracting of the hearts muscles. This process needs a continuous supply of oxygen in order to function, however if this oxygen supply is cut off or slowed down the muscle cannot contract and therefore the muscle will soon die. One of the processes that can restrict the amount of oxygen getting to the heart is called â€Å"atherosclerosis† alternatively known as â€Å"Hardening of the Arteries†). This can lead to the coronary arteries to be blocked due to the build up of mater ials inside the artery walls. This causes the amount of space available for the oxygen to pass through the artery to become heavily constricted. Atherosclerosis is a very slowly developing problem and people who contract it normally do not show any signs until they are at least 40 years of age. However in some people, the process can be caused to happen much faster. This is normally due to things such as high blood pressure, the presence of low-density lipoproteins (LDL’s) or even excessive amounts of harmful chemicals in the blood cuased by things such as the excessive consumption of tobacco. Damage from the presence of these substances will build up inside the coronary artery and exist as deposits known as an atheromatous plaque. Once this plaque has restricted the wideness of the lumen by 50% or more, flow of oxygen into the heart muscle will not meet required amounts and will cause a pain to be felt during exercising known as â€Å"angina†. This pain is felt in the left shoulder, chest and arm, but can still be felt in the neck and left side of the face for some people. Another danger from the presence of an atheromatous plaque in the coronary arteries is the danger of a blood clot being formed around the plaque. These blood clots are known as a â€Å"Coronary thrombosis† and are caused by fibrous protein Collagen coming into contact with the platelet which causes the platelet to secrete a chemical that react with the blood and cause a clot to form. These blood clots further slow down the flow of blood through the artery. This could cause the part of the heart receiving the oxygen from this artery to fail in receiving enough blood and therefore shut down or stop the heart from beating altogether. When this happens it is called a â€Å"myocardial infarction†. A myocardial infarction is a very serious condition in which the heart fails to beat. Around 90% of all cases of myocardial infarction are direct effects from the problems aroused by Coronal thrombosis. Myocardial infarctions are potentially fatal if a large amount of muscle is affected. Cardiac arrests are a result of myocardial infarction due to the lack of beating from the heart. During a cardiac arrest, no pulse can be felt on the victim and also the victim will lose consciousness (faint). If the heart is not restarted before the muscle cells starts to die off, then the victim will also die. A reconstruction of the effect an Atheromatous Plaque can have upon the wideness of the Lumen inside a blood vessel (self made image) Cholesterol is an important substance in the structure of cell membranes and we must have a certain amount of it in our body or the liver will produce its own form of cholesterol to be transported and used by cells. However, evidence from tests completed by scientists suggests that having an excessive amount of cholesterol in the blood increases the risk of suffering from CHD. It is still unclear whether or not ones levels of cholesterol in the blood stream can be controlled by ones diet although, data does show that eating large amounts of saturated fats can increase your chance of having a high cholesterol blood content. Excessive cholesterol can be dangerous as it is not soluble in water so therefore it cannot be transported using the blood plasma transportation system. Instead it must be transported around the body in something called â€Å"lipoproteins† which are tiny balls made up of various lipids, cholesterol and proteins. There are many varieties of lipoproteins which are normally categorised into 3 main sub-sections. These sub-sections are defined by the amount of protein they contain (also known as their density) and consist of: High Density Lipoprotein (HDL): High protein content and low lipid content Low Density Lipoprotein (LDL): High Lipid content and lower Protein content Chylomicrons: a very high lipid content and very low protein content HDL’s are usually given the job of picking up cholesterol from around the body and transporting it to the liver. On the other hand, LDL’s are usually given the job of transporting cholesterol from the lover to other parts of the body. LDL’s play a part in the formation of an atheromatous plaque due to the tendency for them to deposit cholesterol into the damaged walls of arteries; in contrast HDL’s seem to actually help in preventing CHD. This is because they remove cholesterol from tissues including those of blood vessel walls. Therefore a person who has a high HDL: LDL ratio in their body would be much better protected against CHD than someone who does not. The structure of a lipoprotein (this one could be a LDL due to its High Lipid content and lower Protein content) (http://ta.wikipedia.org/wiki/%E0%AE%AA%E0%AE%9F%E0%AE%BF%E0%AE%AE%E0%AE%AE%E0%AF%8D:Structure_of_a_Lipoprotein.jpg) Blood pressure can be defined as the pressure that blood inside vessels applies onto the walls of the vessel in which it is being transported. If a person has an exceptionally high blood pressure, they are said to have â€Å"hypertension†. This increases ones risk to CHD by causing the walls of the arteries to thicken and stiff much like atherosclerosis causes the blood vessels to become hardened. The cause of high blood pressure is not always clear in every case. However scientists have suggested that a high intake of salt or the excessive consumption of lipids may be aiding in the creation of a high blood pressure, this is due to the high water affinity of salt itself which could be drawing in water via osmosis, increasing the volume of blood and therefore pressure upon the blood vessels. High blood pressure is normally combated naturally by the body via the kidneys which would excrete more liquid containing the salt solution; however this process does not always work therefore leading to people with high blood pressure being either advised to just eat a low- salt diet or be given diuretics which will make the kidneys complete the process. In conclusion, It can be seen that both poor diet and obesity can both have a certain effect upon the chances of someone contracting Coronary Heart disease, however it can also be seen that the effects from both of these problems could easily be combated by simply eating a healthier diet containing all of the nutrients needed in the body and also in the correct proportions allowing for a balanced diet and a healthy lifestyle.

The Womens Rights Movememnt :: Feminism Feminist Equality Discrimination Essays

The Women's Rights Movememnt "Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it's the only thing that ever has." That was Margaret Mead's conclusion after a lifetime of observing very diverse cultures around the world. Her insight has been borne out time and again throughout the development of this country of ours. Being allowed to live life in an atmosphere of religious freedom, having a voice in the government you support with your taxes, living free of lifelong enslavement by another person. These beliefs about how life should and must be lived were once considered outlandish by many. But these beliefs were fervently held by visionaries whose steadfast work brought about changed minds and attitudes. Now these beliefs are commonly shared across U.S. society. Another initially outlandish idea that has come to pass: United States citizenship for women. 1998 marks the 150th Anniversary of a movement by women to achieve full civil rights in this country. Over the past seven generations, dramatic social and legal changes have been accomplished that are now so accepted that they go unnoticed by people whose lives they have utterly changed. Many people who have lived through the recent decades of this process have come to accept blithely what has transpired. And younger people, for the most part, can hardly believe life was ever otherwise. They take the changes completely in stride, as how life has always been. The staggering changes for women that have come about over those seven generations in family life, in religion, in government, in employment, in education - these changes did not just happen spontaneously. Women themselves made these changes happen, very deliberately. Women have not been the passive recipients of miraculous changes in laws and human nature. Seven generations of women have come together to affect these changes in the most democratic ways: through meetings, petition drives, lobbying, public speaking, and nonviolent resistance. They have worked very deliberately to create a better world, and they have succeeded hugely. Throughout 1998, the 150th anniversary of the Women's Rights Movement is being celebrated across the nation with programs and events taking every form imaginable. Like many amazing stories, the history of the Women's Rights Movement began with a small group of people questioning why human lives were being unfairly constricted. A Tea Launches a Revolution The Women's Rights Movement marks July 13, 1848 as its beginning.

Topics

Completed Master's Research Projects Reading Education |  ·Ashcraft, Alyssa – Identifying the better strategy to increase a student’s reading rate[-;0]. July, 2011 [Advisor: Dr. Bill Smith]  ·Ault, Lisa Renee – The effect of phonics instruction on oral reading fluency in a fourth grade intervention classroom[-;1]. July, 2011 [Advisor: Dr. Bill Smith]  ·Bisker, Allison – What particular practices make reading recovery and other interventions effective[-;2].. /gfx/media/pdf/Ault. pdf. July, 2011 [Advisor: Dr. Bill Smith]  ·Dunick, Kelly Ann – Reading intervention's affect on oral retelling abilities in kindergarten[->3].July, 2011 [Advisor: Dr. Bill Smith]  ·Garrett, Lindsay – Are incentive programs to encourage at home reading affective with students at different reading levels[->4]. July, 2011 [Advisor: Dr. Bill Smith]  ·Gomillion, Tricia – How well is the Vocabulary Component of the Scott Foresman’s Reading Street 2 011 Basal Reading Series Supported by Research[->5]? July, 2011 [Advisor: Dr. Bill Smith]  ·Hovrath, Kelsey – Effects of Peer Tutoring on Student Achievement[->6]. July, 2011 [Advisor: Dr. Bill Smith]  ·Huck, Emily – Supporting English language learners and their families[->7]. July, 2011 [Advisor: Dr.Bill Smith]| Curriculum & Instruction |  ·Malinowski, Scott S. – Including current events and current issues in social studies classroom. Is it worth it? [->8] June, 2012 [Advisor: Dr Frans Doppen]  ·McClelland, Molly M. – An evaluation of rural school consolidation: The case of Nelsonville-York City School District[->9]. June, 2010 [Advisor: Dr. Frans Doppen]  ·Stabile, Christina – Are Literature Circles an Effective Reading Strategy for Struggling Readers[->10]? June, 2009 [Advisor: Dr. Frans Doppen] | Middle Childhood |  ·Arrowood, Chelsie Marie – Citizenship knowledge and perceptions of exiting middle school students[->11].Decem ber, 2011 [Advisor: Dr. Frans Doppen]  ·Calstrom, Thomas Matthew – Love and War: Using Primary Sources in the Classroom[->12]. Spring, 2009 [Advisor: Dr. Frans Doppen]  ·Dalton, Amanda – Factors affecting the health of middle school students[->13]. Spring, 2008 [Advisor: Dr. Frans Doppen]  ·Daugherty, Cheryl Mae – How do various social studies instructional methods affect student achievement in middle schools[->14]? May, 2008 [Advisor: Dr. Frans Doppen]  ·Grimm-Rice, Jaime – A case study: Using a school garden to create meaningful learning[->15]. July, 2011 [Advisor: Dr.Frans Doppen]  ·Hinkle, Jennifer – Ohio middle school principals’ perceptions of media literacy[->16]. June, 2010 [Advisor: Dr. Frans Doppen]  ·Kaskey-Roush, Meghan – How does an integrated curriculum promote critical thinking and engagement in middle school student learning[->17]? Summer, 2008 [Advisor: Dr. David Bower]  ·Lawless, Jennifer – The a dvantages and disadvantages of attending rural and urban middle schools[->18]. Spring 2009 [Advisor: Dr. Frans Doppen]  ·Lee, Tara – The impact of afterschool programs on the academic achievement of middle school students. [->19] June, 2012 [Advisor: Dr.Frans Doppen]  ·Martin, Jennifer – The impact hands-on experiences have on interest and attitudes of middle school science learners[->20]. July, 2011 [Advisor: Dr. Ralph Martin]  ·O’Callaghan, Maria Veronica Pontiveros – Middle School Teachers’ Motivation Methods[->21]. May, 2008 [Advisor: Dr. Frans Doppen]  ·Perko, Heike – Teacher and student dispositions towards using a school garden as a classroom setting: A case study[->22]. Spring 2012 [Advisor: Dr Frans Doppen]  ·Quinn, Shane M. – The Student-Centered Model of learning: A comprehensive model of student[->23].May, 2008 [Advisor: Dr. David Bower]  ·Perricelli, Danielle – Social studies and motivating factors: Vie ws of fourth grade elementary students[->24]. Spring, 2008 [Advisor: Dr. Frans Doppen]  ·Reiter, Terry – Why we teach as a second career[->25]. June, 2008 [Advisor: Dr. Ralph Martin]  ·Weaver, Joel – The effect of self-efficacy on motivation and achievement among fifth grade science students[->26]. July, 2008 [Advisor: Dr. David Bower] | Adolescent-to-Young-Adult|  ·Bhutta, Qurat – Teacher experiences and perceptions: Multicultural literature[->27]. August, 2010 [Advisor: Dr.Guofong Wan]  ·Brignolo, Evan – Literature circles in a secondary language arts classroom[->28]. June, 2010 [Advisor: Dr. Guofong Wan]  ·Brown, Elizabeth – Improving attitudes and motivation to read through independent, self-selected readingin the Middle Grades[->29]. July, 2011 [Advisor: Dr. Guofong Wan]  ·Carlson, Robert – Social studies teachers' background and perceptions of geography as a discipline. [-;30] June, 2012 [Advisor: Dr. Frans Doppen]  ·Chon ko II, Andrew – Primary sources, critical thinking and historical thinking in a ninth grade social studies class[-;31].November, 2011 [Advisor: Dr. Frans Doppen]  ·DeWolfe, Justin – Resources for gay and lesbian students at the high school level[-;32]. August, 2008 [Advisor: Dr. Dianne Gut]  ·Doane, Benjamin Thomas – The relationship between school facilities and academic achievement[-;33]. December, 2008 [Advisor: Dr. Frans Doppen]  ·Ellison, Randy D. – Modern attitudes toward the teaching of military history[-;34]. July, 2012 [Advisor: Dr Frans Doppen]  ·Enmen-Budeiri, Laurel – Should Young Adult and Multicultural Literature Have a Permanent Place in the Secondary English Classroom[-;35]? June, 2011 [Advisor: Dr.Guofong Wan]  ·Graves, Elizabeth A. – Is role-playing an effective teaching method[-;36]? May, 2008 [Advisor: Dr. Frans Doppen]  ·Green, Kelsey – The Impact of Teacher Expectations and Student–Teacher Rela tionships[-;37]. November, 2010 [Advisor: Dr. Guofong Wan]  ·Horner, Andrea – The forgotten war: Multiple perspectives on the Korean war in American history textbooks[-;38]. November, 2011 [Advisor: Dr. Frans Doppen]  ·Lawhon, Megan A. – The effects of service-learning on the citizenship attitudes of at-risk students in an after-school program[-;39]. June, 2010 [Advisor: Dr.Frans Doppen]  ·Locasio, Peter – Exploring the Connection Between Secondary Social Studies Teachers and Museum Educators[-;40]. July, 2010 [Advisor: Dr. Frans Doppen]  ·Malinowski, Scott – Including current events and current issues in the social studies classroom: Is it worth it? [-;41] June, 2012 [Advisor: Dr. Frans Doppen]  ·Mansfield, Abbigail – How does parental involvement affect middle school student achievement[-;42]? Winter, 2009 [Advisor: Dr. Frans Doppen]  ·Moore, Danielle – Multicultural literature and ethnic identity development: An opportunity fo r exploration[-;43]. June, 2008 [Advisor: Dr.Frans Doppen]  ·Moore, Lena – Literature circles in the high school English classroom[-;44]. June, 2008 [Advisor: Dr. Guofong Wan]  ·Nevil, Steven – Teachers' perspectives on use of movies in the social studies classroom. [->45] August, 2012 [Advisor: Dr. Frans Doppen]  ·Palmer, James K. – Factors that contribute to low achievement on the science portion of the Ohio high school graduation test[->46]. March, 2009 [Advisor: Dr. Ralph Martin]  ·Rinaldi-Eichenberg, Michael – Background music in the classroom: How does it affect student mood and learning[->47]? June, 2010 [Advisor: Dr.Guofong Wan]  ·Robinson, Brenda – Educational achievement, school experience and recidivism among youth at a residential treatment facility[->48]. March, 2008 [Advisor: Dr. Dianne Gut]  ·Shearer, Adriel Ezra – The impact of a new school facility: One district’s experience[->49]. January, 2010.  ·Smith , Geoffrey – Is film an effective teaching tool for high school literature[->50]? June, 2009 [Advisor: Dr. Guofong Wan]  ·Stowe, Tara Griffits – The Effects of High-Stakes Testing Upon Non-Traditional Instructional Methodologies in Midwest Appalachia Tara Griffitts Stowe Master's Research Project[-;51]. March, 2011. Advisor: Dr. Guofong Wan]  ·Viani, Eric – Student perceptions of note-taking in a ninth grade social studies class[-;52]. August, 2011. [Advisor: Dr. Frans Doppen]  ·Wion, William – Teacher perspectives on economic education[-;53]. Spring, 2008 [Advisor: Dr. Frans Doppen]  ·Wood, Dustin – No Child Left Behind and the achievement gap: Contributing factors and trends in student populations[-;54]. November, 2007 [Advisor: Dr. Frans Doppen]  ·Yoder, Drew – How do I keep these kids motivated? †: An evaluation of high school social studies teachers’ perceptions of motivational teaching and their implementations[- ;55].December, 2010 [Advisor Dr. Frans Doppen]| Special Education |  ·Abbott, Carrie – Are there differences in test anxiety levels for middle school students with and without disabilities[-;56]? October, 2009 [Advisor: Dr. Dianne Gut]  ·Ahmed, Areej – Perceptions of using assistive technology for students with disabilitiesin the classroom[-;57]. June, 2010 [Advisor: Dr. Dianne Gut]  ·Alspach, Summer – The effects of reader's theater on fluency of elementary students with learning disabilities[->58]. June, 2010 [Advisor: Dr.Dianne Gut]  ·Arno, Anne – General education classrooms and resource rooms: What is taught and the quality of communication between teachers[->59]. March, 2009 [Advisor: Dr. Dianne Gut]  ·Bailey, Katherine – The impact of physical activities on children with attention deficit hyperactivity disorder’s ability to focus[->60]. August, 2009 [Advisor: Dr. Dianne Gut]  ·Bensman, Natalie – Perceptions of poten tial teachers toward individuals with visible and non-visible disabilities[->61]. August, 2008 [Advisor: Dr. Marta Roth]  ·Boeshansz, Marjorie – The effects of curriculum based yoga on children ith attention deficit hyperactivity disorder[->62]. June, 2009 [Advisor: Dr. Dianne Gut]  ·Bolin, Jason – Improving the classroom for students: What are effective instructional strategies forchildren with attention deficits[->63]? June, 2010 [Advisor: Dr. Dianne Gut]  ·Callahan, Raechel – Perceptions and use of graphic novels in the classroom[->64]. June, 2009 [Advisor: Dr. Dianne Gut]  ·Carlson, Rashika – Effectiveness of Guided Reading on the Reading Ability of Students with Learning Disabilities[->65]. June, 2011 [Advisor: Dr.Dianne Gut]  ·Cole, Samantha – Singing your way to phonological awareness[->66]. July, 2012 [Advisor: Dr. Dianne Gut]  ·Covey, John – Do computers help educators navigate the myriad of paperwork seen in special edu cation, or do they add to the frustration? [->67] March, 2008 [Advisor: Dr. Dianne Gut]  ·Crist, James L. – The Effectiveness of the Jigsaw Approach and Other Cooperative learning Strategies with Students with Learning Disabilities[->68]. December, 2012 [Advisor: Dr Dianne Gut]  ·Crow, Kirk – Graduation and then what? A case study of one rural Appalachian high school[->69]. June, 2011 [Advisor: Dr.Dianne Gut]  ·Cullums, Shiela – Cognitive Learning with Visual, Auditory, Kinesthetic, Tactile, and Multi-sensory Learning, and Academic Performance in the Classroom. [->70] December, 2012 [Advisor: Dr. Dianne Gut]  ·DeHainaut, Rachel – The impact of daily reflection on long-term content mastery: A useful strategy inlow-resource environments[->71]. June, 2010 [Advisor: Dr. Dianne Gut]  ·Dooley, Adam – The effects of differentiated instruction on a fourth grade science class[->72]. June, 2009 [Advisor: Dr. Dianne Gut]  ·Eckelberry, Erin  œ Using social stories with children with autism, learning disabilities and ADHD[->73].November, 2007 [Advisor: Dr. Marta Roth]  ·Elkins, K. Helena – Effectiveness of PowerPoint presentation as an instructional delivery system paired with direct instruction for teaching reading to students with specific learning disabilities[->74]. November, 2010 [Advisor: Dr. Dianne Gut]  ·Engle, Brandi – Parent Participation: Increasing Parent Involvement in the Individualized Education Program process in grades 6-12[->75]. June, 2008 [Advisor: Dr. Dianne Gut]  ·Eppley, Amanda – Pre-service Teacher Candidates Experiences with Literature with Characters with Disabilities and a Framework for classroom Implementation. ->76] December, 2012 [Advisor: Dr Dianne Gut]  ·Funk, Jodi – Assessing Ohio‘s teacher knowledge of attention deficit hyperactivity disorder (ADHD): Are current teachers adequately prepared to meet the needs of students with ADHD? [->77] October, 2011 [Advisor: Dr. Dianne Gut]  ·Gregg, Dani – The benefits and drawbacks of co-teaching in an inclusive middle school[->78]. May, 2008 [Advisor: Dr. Dianne Gut]  ·Grogan, Shannon – Does High-Stakes Testing Interfere withUsing Diverse Teaching Methods? [->79] June, 2008 [Advisor: Dr.Marta Roth]  ·Gueth, Lindsay – DIBELLS oral retell fluency as a predictor of reading comprehension in fifth grade students with learning disabilities[->80]. August, 2012 [Advisor: Dr Dianne Gut]  ·Johnston, Teresa – Examining the Relationship between Inattention and Reading Abilities in Students[->81]. December, 2012 [Advisor: Dr Dianne Gut]  ·Juarez-Porter Carlyle, A. Renee – â€Å"Three Days in Perspective†: A Role-Play Simulation Game for Informing Pre-Service Teachers’ Perspectives of Individuals with Exceptionalities[->82].December, 2012 [Advisor: Dr Dianne Gut]  ·Kemper, Deborah – Does Small Group Reading Instruction Increase Oral Reading Fluency in Children With and Without Learning Disabilities? [->83] December, 2012 [Advisor: Dr. Dianne Gut]  ·Kinniard, Josh – Does attitude impact academic achievement[->84]? August, 2010 [Advisor: Dr. Dianne Gut]  ·Kocher, James – Anxiety levels and high-stakes testing in at-risk students[->85]. August, 2008 [Advisor: Dr. Dianne Gut]  ·Leland, Kimberly – How do high school senior students perceive their transition programming at a career and technical school? ->86] May, 2010 [Advisor: Dr. Dianne Gut]  ·McDonough, Haley – The contribution of music to student focus and time-on-task behavior for students identified with disabilities and whole class computer use[->87]. June, 2008 [Advisor: Dr. Dianne Gut]  ·McNeeley, Colleen – Examining Intervention Support in Mathematics: Can students' attitudes and achievement be positively affected[-;88]? June, 2011 [Advisor: Dr. Dianne Gut]  ·Menikheim, Fonda Fay – In Ohio, are the Tea chers of Today and Tomorrow Prepared to Teach Students with Dyslexia? [-;89] November, 2012 [Advisor: Dr.Dianne Gut]  ·Molnar, Sallie – Teachers understanding of traumatic brain injury[-;90]. June, 2010 [Advisor: Dr. Dianne Gut]  ·Moore, Ashley – Socio-economic status and its role in school funding[-;91]. November, 2011 [Advisor: Dr. Dianne Gut]  ·Morris, Alison – Using peer tutoring in limited resource environments to include students with disabilities: What do teachers think[-;92]? November, 2009 [Advisor: Dr. Marta Roth]  ·Morris, Amanda – Strategies teachers use to help students with test anxiety in limited resource environments[-;93]. November, 2010 [Advisor: Dr.Dianne Gut]  ·Newberry, Jennifer – Specific language-impairment (SLI) and literacy: teachers’ knowledge and practice[-;94]. March, 2008 [Advisor: Dr. Marta Roth]  ·Nogrady, Debbie – School-home communication: An examination of the methods and nature of teacher s' communication to parents of students receiving special education services[->95]. June, 2008 [Advisor: Dr. Dianne Gut]  ·Nylund Domacasse, Gina – Disabilities in children's literature[-;96]. June, 2009 [Advisor: Dr. Dianne Gut]  ·Parker, Erin – Inclusion strategies in the visual arts classroom[-;97]. June, 2009 [Advisor: Dr.Dianne Gut]  ·Parrotti, Talia – Are Pre-Service Teacher Candidates Prepared to Co-teach in Today's Classroom? [->98] June, 2011 [Advisor: Dr. Dianne Gut]  ·Pence, Sjanneke – What effect do varying models of co-teaching have on math and reading achievement scores of typical middle school students with IEPs in a district with limited resources[->99]? June, 2009 [Advisor: Dr. Marta Roth]  ·Pepper, Andrea – An Internet survey: Personal perspectives of effective educational and social strategies used by individuals with aspergers or high functioning autism[->100]. June, 2010 [Advisor: Dr.Dianne Gut]  ·Porter, Susan â₠¬â€œ Using an interactive response collection system to increase classroom formative assessment in an effort to improve student self-efficacy in mathematics in limited resource environments. [->101] June, 2010 [Advisor: Dr. Dianne Gut]  ·Price, Keith – The benefits of pullout adapted physical education class for students identified for special education services[->102]. March, 2008 [Advisor: Dr. Dianne Gut]  ·Quinn II, Patrick – A comparison of regular public and special public school teachers’ perceptions regarding obesity as it occurs in students with multiple disabilities[->103].June, 2010 [Advisor: Dr. Marta Roth]  ·Raike, Jacyln – Least Restrictive Environment: Influences on Placement Decisions in Rural Appalachian Ohio[->104]. June, 2011 [Advisor: Dr. Marta Roth]  ·Ransom, Veronica K. – Transition services: Do students have access? [->105] August, 2012 [Advisor Dr. Dianne Gut]  ·Riggs, Erin – Multi-sensory approaches to spell ing and reading instruction for students with learning disabilities[->106]. May, 2008 [Advisor: Dr. Dianne Gut]  ·Ruff, Lisa – Special and general high school education teachers' attitudes and erceptions towards inclusion in the classroom in limited resources environments[-;107]. October, 2010 [Advisor: Dr. Dianne Gut]  ·Sammons, Angelina – Vital components needed for successful inclusion[-;108]. March, 2009 [Advisor: Dr. Marta Roth]  ·Scholl, Tamara – How are persons with disabilities protrayed in children's television programming[->109]? June, 2008 [Advisor: Dr. Dianne Gut]  ·Schmidt, Debbie – Influence of year-round schooling on reading achievement[->110]. August, 2011 [Advisor: Dr. Dianne Gut]  ·Scurlock, Marilyn – Using social stories with children with Asperger Syndrome[->111].June, 2008 [Advisor: Dr. Dianne Gut]  ·Seymour, Megan – The benefits of the headsprout reading comprehension programfor children with autism[->112]. June, 2010 [Advisor: Dr. Dianne Gut]  ·Shaffer, Staphanie – Parent satisfaction with the IEP process: Parents of students with mild disabilities and parents of students with severe disabilities[->113]. June, 2010 [Advisor: Dr. Dianne Gut]  ·Slone, Heidi – White noise and the learner in limited resource environments[->114]. November, 2010 [Advisor: Dr. Dianne Gut]  ·Smith, Martha – Effective strategies for teaching students[->115].August, 2011 [Advisor: Dr. Dianne Gut]  ·Sullivan, Jamie – Service-learning: Increasing academic engagement in at-risk youth in Southeast Ohio[->116]. March, 2011 [Advisor: Dr. Dianne Gut]  ·Terry, Danielle – Use of a Stress Ball in the Classroom for Students Diagnosed with ADHD. [->117] December, 2012 [Advisor: Dr. Dianne Gut]  ·Terry, Rachel – Teacher efficacy in reading tutoring in limited resource environments[->118]. June, 2010 [Advisor: Dr. Dianne Gut]  ·Thompson, Amy – Barriers to individ ualized education planning in the Appalachian region of Ohio[->119]. November, 2010 [Advisor: Dr.Dianne Gut]  ·Tracey, Teresa Bigham – Do teachers have a negative attitude towards the inclusion of students with special needs[->120]? November, 2010 [Advisor: Dr. Dianne Gut]  ·Turnbull, Kelli – The Benefits of Inclusion for Peers Without Disabilities[->121]. May, 2010 [Advisor: Dr. Brett Noel]  ·Valentine, Karen – Post school needs of individuals with mild to moderate disabilities in Pickaway County, Ohio, a limited resource environment[->122]. August, 2010 [Advisor: Dr. Dianne Gut]  ·Verba, Laurie – Inclusion: The varying perspectives of elementary, middle, and high school teachers in low resource schools[->123].July 2010 [Advisor: Dr. Dianne Gut]  ·Washam, Morgan – Does Providing Students with Choices in the Reading Curriculum Correlate to Higher Comprehension Scores? [->124] December, 2012 [Advisor: Dr. Dianne Gut]  ·Webb, Abagail â₠¬â€œ Footloose and fancy free: The impact of physical play on hyperactivity in school-age children[->125]. June, 2009 [Advisor: Dr. Dianne Gut]  ·Wilson, Kristin – Self-management of classroom preparedness: Effects on students with attention deficit hyperactivity disorder and specific learning disabilities in limited resource environments[->126]. November, 2010 [Advisor: Dr.Dianne Gut] | | [->0] – .. /gfx/media/pdf/Ashcraft_Alyssa. pdf [->1] – .. /gfx/media/pdf/Ault. pdf [->2] – .. /gfx/media/pdf/Bisker. pdf [->3] – .. /gfx/media/pdf/Dunick. pdf [->4] – .. /gfx/media/pdf/Garrett. pdf [->5] – .. /gfx/media/pdf/Gomillion. pdf [->6] – .. /gfx/media/pdf/Horvath. pdf [->7] – .. /gfx/media/pdf/Huck. pdf [->8] – .. /gfx/media/pdf/MRPFINALCOLE_000. pdf [->9] – .. /gfx/media/pdf/mclelland. pdf [->10] – documents/stabile. pdf [->11] – .. /gfx/media/pdf/arrowood. pdf [->12] – documents/calstrom. pdf [->13] – documents/dalton. pdf ->14] – documents/daugherty. pdf [->15] – .. /gfx/media/pdf/rice_000. pdf [->16] – .. /gfx/media/pdf/hinkle. pdf [->17] – documents/roush. pdf [->18] – documents/Lawless_Final. pdf [->19] – .. /gfx/media/pdf/MRPFINALDRAFTLEE. pdf [->20] – .. /gfx/media/pdf/martin. pdf [->21] – documents/ocallaghan. pdf [->22] – .. /gfx/media/pdf/MRPFINALPERKO. pdf [->23] – documents/quinn. pdf [->24] – documents/pericelli. pdf 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/gfx/media/pdf/EppleyMRP2012-pdf. pdf [->77] – .. /gfx/media/pdf/funk. pdf [->78] – documents/gregg. pdf [->79] â⠂¬â€œ documents/GroganSMRPSpEd08. pdf [->80] – .. /gfx/media/pdf/GUETHMRP. pdf [->81] – .. /gfx/media/pdf/TeresaJohnstonReadingSkillsandInattention. pdf [->82] – .. /gfx/media/pdf/RJPCMRPFinal. pdf [->83] – .. /gfx/media/pdf/KemperMRPFinalDocument. pdf [->84] – .. /gfx/media/pdf/kinniard. pdf ->85] – documents/kocher. pdf [->86] – .. /gfx/media/pdf/leland. pdf [->87] – documents/mcdonough. pdf [->88] – .. /gfx/media/pdf/McNeeleyMRP. pdf [->89] – .. /gfx/media/pdf/Menikheimfinalmastersresearchproject. pdf [->90] – .. /gfx/media/pdf/tbi6. pdf [->91] – .. /gfx/media/pdf/moore. pdf [->92] – documents/morris. pdf [->93] – .. /gfx/media/pdf/morris. pdf [->94] – documents/EDTE691_2008_JNewberry. pdf [->95] – documents/Nogrady. pdf [->96] – documents/nylund. pdf [->97] – documents/Parker. pdf [->98] – .. /gfx/media/pdf/parrotti. pdf [->99] – documents/p ence. df [->100] – .. 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The Hunters: Moonsong Chapter Twenty-Nine

â€Å"You should be proud.† The Vitale Society pledges were lined up in the underground meeting room, just like they had been the first day when they removed their blindfolds. Under the arch in front of them, the Vitales in black masks watched quietly. Ethan paced among the pledges, eyes bright. â€Å"You should be proud,† he repeated. â€Å"The Vitale Society offered you an opportunity. The chance to become one of us, to join an organization that can give you great power, help you on your road to success.† Ethan paused and gazed at them. â€Å"Not al of you were worthy,† he said seriously. â€Å"We watched you, you know. Not just when you were here, or doing pledge events, but al the time. The candidates who couldn't cut it, who didn't merit joining our ranks, were eliminated.† Matt looked around. It was true, there were fewer of them now than there had been at their first meeting. That tal bearded senior who was some kind of biogenetics whiz was gone. A skinny blonde girl who Matt remembered doggedly grinding her way through the run wasn't there either. There were only ten pledges left. â€Å"Those of you who remain?† Ethan lifted his hands like he was giving them some kind of benediction. â€Å"At last it is time for you to be initiated, to ful y become members of the Vitale Society, to learn our secrets and walk our path.† Matt felt a little sWellof pride as Ethan smiled at them al . It felt like Ethan's eyes lingered longer on Matt than on the others, like his smile for Matt was just a bit warmer. Like Matt was, among al these exceptional pledges, special. Ethan started to walk through the crowd and talk again, this time about the preparations that needed to be made for their initiation. He asked a couple of pledges to bring roses and lilies to decorate the room – it sounded like he was expecting them to buy out a couple of flower stores – others to find candles. One person was assigned to buy a specific kind of wine. Frankly, it reminded Matt of Elena and the other girls planning a high school dance. â€Å"Okay,† Ethan said, indicating Chloe and a long-haired girl named Anna, â€Å"I'd like you two to go to the herb store and get yerba mata, guarana, hawthorn, ginseng, chamomile, and danshen. Do you want to write that down?† Matt perked up a little. Herbs were slightly more mystical and mysterious, befitting a secret society, although ginseng and chamomile just reminded him of the tea his mom drank when she had a cold. Ethan moved on from the girls, his eyes fixed on Matt, and Matt prepared to be sent in search of punch or ranch dip. But Ethan, locking eyes with Matt, inclined his head a little, indicating that Matt should join him a little apart from the rest of the group. Matt jogged over to meet Ethan, slightly intrigued. What couldn't Ethan say in front of the others? â€Å"I've got a special job for you, Matt,† Ethan said, rubbing his hands together in obvious pleasure at the prospect. â€Å"I want you to invite your friend Stefan Salvatore to join us.† â€Å"Sorry?† Matt said, confused. â€Å"To be a Vitale Society member,† Ethan explained. â€Å"We missed him when we selected candidates at the beginning of the year, but now that I've met him, I think – we think† – and he waved a hand at the quietly watching masked figures on the other side of the room – â€Å"that he would be an ideal fit for us.† Matt frowned. He didn't want to look like an idiot in front of Ethan, but something struck him as off about this. â€Å"But he hasn't done any of the pledge stuff. Isn't it too late for him to join this year?† Ethan smiled slightly, just a thin tilting of his lips. â€Å"I think we can make an exception for Stefan.† â€Å"But – † Matt began to protest, then instead smiled back at Ethan. â€Å"I'l cal him and see if he's interested,† he promised. Ethan patted him lightly on the back. â€Å"Thank you, Matt. You're a natural for Vitale, you know. I'm sure you can convince him.† As Ethan walked away, Matt watched him, wondering why the praise felt sour this time. It was because it didn't make sense, Matt decided, walking back to his dorm after the pledge meeting. What was so special about Stefan that Ethan had decided they had to have him pledge the Vitale Society now instead of just waiting til next year? Okay, yes: vampire – that was special about Stefan, but no one knew that. And he was handsome and sophisticated in that ever-so-slightly European way that had al the girls back in high school fal ing at his feet, but he wasn't that handsome, and there were plenty of foreign students on campus. Matt stopped stock-stil . Was he jealous? It wasn't fair, maybe, that Stefan could just waltz in and be immediately offered something that Matt had worked for, that Matt had thought was only his. But so what? It wasn't Stefan's fault if Ethan wanted to give him special treatment. Stefan was hurting after his breakup with Elena; maybe it would do him good to join the Vitale. And it would be fun to have one of his friends in the Society. Stefan deserved it, real y: he was brave and noble, a leader, even if there was no way Ethan and the others could have known that. Firmly pushing away any remaining niggle of not fair, Matt pul ed out his cel phone and cal ed Stefan. â€Å"Hey,† he said. â€Å"Listen, do you remember that guy Ethan?† â€Å"I guess I don't understand,† Zander said. His arm around Bonnie's shoulder was strong and solidly reassuring, and his T-shirt, where she had buried her face against him, smel ed of clean cotton and fabric softener. â€Å"What were you and your friends fighting about?† â€Å"The point is, they don't trust my judgment,† Bonnie said, wiping her eyes. â€Å"If it had been either of them, they wouldn't have been so quick to jump to conclusions.† â€Å"Conclusions about what?† Zander asked, but Bonnie didn't answer. After a moment, Zander reached out and ran one finger gently along her jawline and over her lips, his eyes intent on her face. â€Å"Of course you can stay here as long as you want to, Bonnie. I'm at your service,† he said in an oddly formal tone. Bonnie looked around Zander's room with interest. She'd never been here before; in fact, she'd had to cal him to find out what dorm he lived in, and how weird was that for a girlfriend to not know? But if she'd tried to picture what his room would be like, she would have assumed it would be messy and very guyish: old pizza boxes on the floor, dirty laundry, weird smel s. Maybe a poster with a half-naked girl on it. But, in fact, it was just the opposite. Everything was very bare and uncluttered: nothing on top of the school-issued dresser and desk, no pictures on the wal s or rug on the floor. The bed was neatly made. The single bed. That they were both sitting on. Her and her boyfriend. Bonnie felt a flush rise up over her face. She silently cursed her habit of blushing – she was sure that even her ears were bright red. She'd just asked her boyfriend if she could move into his room. And sure, he was gorgeous and lovely and kissing him was probably the most amazing experience of her life so far, but she'd just started kissing him last night. What if he thought she was suggesting something more? Zander was eyeing her thoughtful y as Bonnie blushed. â€Å"You know,† he said, â€Å"I can sleep on the floor. I'm not – um – expecting – † He broke off and now he was blushing, too. The sight of flustered Zander immediately made Bonnie feel better. She patted him on the arm. â€Å"I know,† she said. â€Å"I told Meredith and Elena you were a good guy.† Zander frowned. â€Å"What? Do they think I'm not?† When Bonnie didn't answer, he slowly released her, leaning back to take a close look at her face. â€Å"Bonnie? When you had this big fight with your friends, were you fighting about me?† Bonnie shrugged, wrapping her arms around herself. â€Å"Okay. Wow.† Zander ran a hand through his hair. â€Å"I'm sorry. I know Elena and I didn't real y hit it off, but I'm sure we'l get along better when we get to know each other. This wil al blow over then. It's not worth it to stop being friends with them.† â€Å"It's not – † Tears sprang into Bonnie's eyes. Zander was being so sweet, and he had no idea how Elena and Meredith had wronged him. â€Å"I can't tel you,† she said. â€Å"Bonnie?† Zander pul ed her closer. â€Å"Don't cry. It can't be that bad.† Bonnie began to cry harder, tears streaming down her cheeks, and he held on to her. â€Å"Just tel me,† he said. â€Å"It's not that they just don't like you, Zander,† she said between sobs. â€Å"They think you might be the kil er.† â€Å"What? Why?† Zander recoiled, almost leaping across the bed away from her, his face white and shocked. Bonnie explained what Meredith thought she saw, her impression of Zander's hair beneath the hoodie of the attacker she chased off. â€Å"Which is so unfair,† she finished, â€Å"because even if she did see what she thought she saw, it's not like you're the only person with real y light blond hair on campus. They're being ridiculous.† Zander sucked in a long breath, his eyes wide, and sat stil and silent for a few seconds. Then he reached out and put a gentle hand under Bonnie's chin, turning her face so they were gazing straight into each other's eyes. â€Å"I would never hurt you, Bonnie,† he said slowly. â€Å"You know me, you see me. Do you think I'm a kil er?† â€Å"No,† Bonnie said, her eyes fil ing with tears. â€Å"I don't. I never did.† Zander leaned forward and kissed her, his lips soft against hers, as if they were sealing some kind of pact. Bonnie closed her eyes and leaned into the kiss. She was fal ing in love with Zander, she knew. And, despite the fact that he had run off so suddenly last night, just before Samantha's murder, she was sure he could never be a kil er.

Colleges With the Lowest SAT Scores, Ranked

Colleges With the Lowest SAT Scores, Ranked SAT / ACT Prep Online Guides and Tips Applying to college is a nerve-wracking process, but have no fear, if you want to go to college even with a low SAT score, there is most likely a school for you! In this article, I'll list the colleges with the lowest 25th percentile SAT scores for their admitted students. The 25th percentile SAT score means that 25% of admitted students to that university scored at or below that number; the 75th percentile SAT score means that 75% of admitted students scored at or below that score (25% scored higher).I'll also explainwhy their low SAT criterion doesn’t necessarily mean the university is bad. Schools Listed in Ascending Order of 25th/75th Percentile with Admission Rate I compiled this comprehensive list through online research. I chose to list it in ascending order by 25th percentile score (rather than the 75th percentile score) so that you could see the lowest scores allowed for admission to these universities. These scores are from data for the current version of the SAT, which is out of 1600. School Name 25th Percentile SAT Score 75th Percentile SAT Score Admission Rate Wiley College 600 1020 40% Jarvis Christian 720 890 54% Shaw University 730 900 60% Rust College 740 870 16% Livingstone College 750 930 72% Central State University 760 900 39% Edward Waters College 760 920 23% Voorhees 770 (average) 50% Paine College 770 950 44% Huston-Tillotson University 770 960 46% Chowan University 780 940 62% CUNY-Medgar Evers 780 960 91% Pine Manor College 780 970 69% Cheyney University of Pennsylvania 780 1020 85% Virginia Union 800 920 83% Bethune-Cookman 800 960 54% Gallaudet University 800 990 62% College of St Elizabeth 800 1000 63% Trinity Baptist College 800 1090 Unknown Texas Southern University 810 980 51% Kentucky State University 810 1000 38% Wesley College 810 1030 63% Clark Atlanta University 820 1010 52% Hillsdale Free Will Baptist College 820 1030 45% Sul Ross State University 830 1010 80% Paul Quinn College 830 1020 89% Alabama State University 840 1030 48% SUNY Cobleskill 840 1070 89% Calumet College of St Joseph 850 00 35% Virginia State University 850 1020 77% University of Arkansas at Pine Bluff 860 1070 46% Post University 860 10 47% Trinity College of Florida 870 1050 74% Northern State University 870 80 83% Texas AM - Kingsville 910 10 82% Kentucky Christian University 910 40 48% Albertus Magnus 950 1050 67% North Park University 1020 1220 52% Marietta College 1030 1270 72% University of Louisiana at Monroe 1030 1310 94% Why Do These Colleges Have Low SAT Scores for Admits? Is It a Bad Thing? There are many reasons these schools may have lower SAT score requirements.Many of the schools on this list are specialty schools,such as religious or art schools. These specialty schools often prioritize other admission criteria, such as artistic talent or religious faith, over the SAT. For example, Trinity College Florida says, "We seek applications from students who are personally committed to Jesus Christ and express a desire to study in a Christian college environment. Prospective students should show potential for academic success and evidence of outstanding Christian character." In a particularly unique example, Gallaudet University prioritizes the education of deaf and hard-of-hearing students, although select hearing students who know ASL may be admitted. You may notice that a lot of these schools have a large gap between the 25th to 75th percentile (some nearly as wide as 400 points).Students with scores near the 25th percentile may be admitted for special reasons such as being the child of a significant donor, a legacy, an athlete, or an exceptional talent (such as a world-class pianist). Another possible explanation for the wide range of scores isthat since most of these schools have such high admissions rate, they need to accept a wider range of students to fill up their classes. Some of these schools take almost every student who applies and, thus, have wider ranges of scores. It's not necessarily a bad thing that these schools have lower SAT requirements.It may simply mean that the school is prioritizing other admissions criteria or that the school is opening their school to a wider range of students. A lot of other colleges, including prestigious schools like Bryn Mawr, Wake Forest, and George Washington University, are no longer requiring the SAT for admission.This decision doesn't mean that these aren't excellent colleges; they just no longer think the SAT is the best criteria for admission to their university. However, some of the schools on the list above are not veryacademically rigorous. If you're looking for an intellectually challenging school, you may want to look elsewhere. Even worse, there are schools out there that simply exist to make money, and innocent students end up stuck with hundreds of thousands of dollars of debt. While for-profit schools are usually the worst offenders, some non-profits also have lower education quality and leave students with few job prospects after graduation. Be wary and do your research when considering where to apply to college. When selecting colleges to apply to, you should instead consider whether the college is your best fit, asking questions such as: Does it have the major you want to pursue? Have students in your major ended up with careers in their chosen field? Is it in a big or small town? What is the student body size? What percentage of students are working or attending graduate school after graduation? How many are unemployed? To figure out what schoolis right for you, check out our guide to choosing a college. What’s Next? Trying to raise your SAT score? Check outour ultimate study guide. Not sure where you want to go to college? Check out our guide to finding your target school. Thinking about getting a job while in high school? Check out our guide to the 8 best jobs for teensand learn how to find yours! Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: Have friends who also need help with test prep? Share this article! Tweet Dora Seigel About the Author As an SAT/ACT tutor, Dora has guided many students to test prep success. She loves watching students succeed and is committed to helping you get there. Dora received a full-tuition merit based scholarship to University of Southern California. She graduated magna cum laude and scored in the 99th percentile on the ACT. She is also passionate about acting, writing, and photography. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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The History of Hypodermic Needles and Syringes

The History of Hypodermic Needles and Syringes Various forms of intravenous injection and infusion have been around as far back  as the late 1600s. However, it wasnt until 1853 that  Charles Gabriel Pravaz and Alexander Wood developed  a needle fine enough to pierce the skin.  The syringe  was the first device used to inject morphine as a painkiller.  The breakthrough also  eliminated  many of the technical difficulties facing those experimenting with blood transfusion. Credit for the evolution of the universally useful hypodermic syringe with its hollow, pointed needle is usually given to Dr. Wood. He came up with the invention after experimenting with a hollow needle for the administration of drugs and found that  the method was not necessarily limited to the administration of opiates. Eventually, he felt confident enough to publish a short paper in The Edinburgh Medical and Surgical Review titled  Ã¢â‚¬Å"A New Method of Treating Neuralgia by the Direct Application of Opiates to the Painful Points.† At about the same time, Charles Gabriel Pravaz, of Lyon, was making a similar syringe that quickly came into use during surgeries under the name of the â€Å"Pravaz Syringe.† A Brief Timeline of Disposable Syringes Arthur E. Smith  received eight U.S. patents for disposable  syringes in 1949 and 1950.In 1954, Becton, Dickinson and Company  created the first mass-produced disposable syringe and needle produced in glass. It was developed for Dr. Jonas Salks mass administration of the new Salk polio vaccine for  one million American children.Roehr Products  introduced a plastic  disposable hypodermic syringe called the  Monoject in 1955.Colin Murdoch, a pharmacist from Timaru, New Zealand, patented a  plastic disposable syringe  to replace the glass syringe in 1956. Murdoch patented a total of 46 inventions,  including a silent burglar alarm, automatic syringes for vaccinating animals, the childproof bottle top and the tranquilizer gun.  In 1961, Becton Dickinson introduced its first plastic disposable syringe, the Plastipak.African American inventor  Phil Brooks  received a U.S. patent for a disposable syringe on April 9, 1974. Syringes for Vaccinations   Benjamin A. Rubin is credited for inventing the pronged vaccinating and testing needle or  vaccination needle. This was a refinement to the conventional syringe needle. Dr. Edward Jenner performed the first vaccination. The  English physician began to develop vaccines by studying the link between smallpox and cowpox, a milder disease.  He injected one boy with cowpox and found that the boy became immune to smallpox. Jenner published his findings in 1798. Within three years, as many as 100,000 people in Britain had been vaccinated against smallpox.   Alternatives to Syringes   The microneedle is a painless alternative to the needle and syringe. A  chemical engineering professor from the Georgia Institute of Technology named Mark Prausnitz  teamed up with electrical engineer Mark Allen to develop the prototype microneedle device. It is made up of 400 silicon-based microscopic needles - each the width of a human hair - and looks something like the nicotine patch used to help people quit smoking. Its tiny, hollow needles are so small that any medication can be delivered through the skin without reaching the nerve cells that create pain. Microelectronics within the device control the time and dosage of the medicine delivered. Another delivery device is the Hypospray. Developed by PowderJect Pharmaceuticals in Fremont, California, the  technology uses pressurized helium to spray dry powdered medications on the skin for absorption.

Polycystic Ovarian Syndrom & Fertility Essay Example | Topics and Well Written Essays - 500 words

Polycystic Ovarian Syndrom & Fertility - Essay Example Syndrom, also known as the Stein-Leventhal syndrome, is possibly the commonest endocrine disorder, which accounts for most of cases of anovulatory infertility, hirsutism and menstrual disturbance in women. This quite prevalent condition has diverse manifestations and as a result, it may present to dermatologists, gynaecologists, endocrinologists, general practitioners, specialists who deal with cardiovascular and metabolic diseases, infertility specialists, among others. In other words, the condition can affect almost every organ of a woman. Over time, both the condition’s nature in the patient as well as the presentation may vary (Balen, et al., 2005). Elsheikh and Murphy explain that this condition is known to cause excessive hair growth in the body and the face, acne, scalp hair thinning and worse still, infertility. Other symptoms include menstrual cycle disturbance, hyperandrogenism, and obesity. Apparently, gaining weight/obesity aggravates the symptoms since hormonally active fatty tissues produce oestrogen, which disrupts ovulation. These symptoms may occur either in combination or singly. The risk of developing heart disease and diabetes is high among its victims. Cases of multiple pregnancy, early pregnancy as well as later complications of pregnancy are common among women with this condition, following conception, spontaneous and following infertility treatment. Although scholars believe that the exact cause of PCOS is unknown, investigations have proved that it is genetically transmitted and that it is more prevalent among women who come from families with a history of diabetes. Many women with this condition have reduced insulin sensitivity and their bodies overcompensate by producing excess insulin levels, which some experts believe to be the underlying cause of PCOS since insulin stimulates the production of androgen and effects follicular development (follicles are egg-containing sacs within the ovaries). High levels of insulin secretion also