Disappearing Frogs

Why are Frogs vanishing far and wide? Around the globe, frogs are declining at a disturbing rate because of dangers like contamination, illness and environmental change, which makes them the principal markers of biological system changes. Numerous Frogs all around the globe are disappearing on the grounds that the quick changes in the earth are murdering them. Additionally frogs, and all creatures of land and water, might be touchy markers of water quality since they retain gases and synthetic compounds legitimately through the skin. Evaporating frogs could be an early admonition of genuine water issues in the earth. In spite of the fact that organisms and natural surroundings obliteration have been involved in the vanishings, the frogs’ issue boils down to one issue: Amphibians are incredibly delicate to changes in their condition. Amphibians’ physiology and complex water-and-land life cycle open them to more ecological changes than most creatures, and however they have endure atmosphere changes previously, the present changes are quickening too quickly for frogs to keep pace. Likewise, frogs’ eggs have no shells, presenting incipient organisms to expanded UV-B radiation levels, which can cause hurtful transformations. Contamination has polluted the water frogs flourish in and worldwide environmental change is causing more elevated levels of irresistible infections. What should be possible to ensure compromised frogs? Now and again, nothing exceptionally compelling. There are various species that presently live just in painstakingly controlled zoo or research center conditions, and it could possibly be conceivable to reintroduce them into nature. As a rule, others believes it's smarter to focus on sparing environments and letting their jeopardized creatures of land and water endure or die in the wild than to get the rest of the creatures and keep them in an advanced ark with expectations of a later chance to reintroduce them some place. Some portion of the explanation is that environmental change is adjusting living spaces in manners that we can't anticipate well indeed, so conditions that may be perfect in a specific spot may be fleeting. In the United States, an informal Partnership for Amphibian and Reptile Conservation educates private land proprietors with respect to things they can do to ensure frogs and other living things, for instance, fencing off only a piece of a lake where steers drink.

The Ka and Molar Mass of a Monoprotic Weak Acid

The Ka and Molar Mass of a Monoprotic Weak Acid Chemistry Lab 152 Professor: James Giles November 7, 2012 Abstract: The motivation behind this test was to decide the pKa, Ka, and molar mass of an obscure corrosive (#14). The pKa was seen as 3. 88, the Ka was seen as 1. 318 x 10 - 4, and the molar mass was seen as 171. 9 g/mol. Acquaintance Acids contrast extensive similarly as with their quality. The distinction among powerless and solid acids can be as much as 10 sets of magnitude.Strong acids separate more totally than frail acids, which means they produce higher convergences of the conjugate base anion (A-) and the hydronium cation (H30+) in arrangement. HA(aq) + H20 (( A-+ H3O+ With the accompanying recipe how much a corrosive separates (Ka) can be determined and given a numerical worth. Ka = [A-][H3O+]/[HA] Ka is the regular method of estimating an acid’s quality. The reason for this trial was to decide the Ka of an obscure corrosive, alongside its pKa and molar mass. Exp loratory The obscure corrosive for this analysis was #14.The try started with the readiness and normalization of NaOH arrangement. It was determined that 2. 00 grams of NaOH pellets were expected to get ready 0. 5 L of 0. 1 M NaOH arrangement. The arrangement was then normalized by leading three titration preliminaries. It was determined that 0. 7148 grams of KHP were important to kill 35 mL of the 0. 1 M NaOH. Three examples of KHP were weighed approximating this number (Table 1). Each example was blended in with 40 mL of deionized water and 2 drops of phenolphthalein in 3 Erlenmeyer cups. Every flagon was then titrated with the NaOH to a light pink endpoint.The volumes of NaOH were recorded, found the middle value of, and the normalized. The molarity of the NaOH was seen as 0. 0981. Expecting a molar mass of 100 g/mol, it was determined that 0. 3930 g of corrosive was expected to kill 40 mL of the normalized NaOH arrangement. This sum was weighed out on an electronic equalization to full exactness and added to a clean 250 mL container. The corrosive was first weakened with 10 mL of isopropanol and afterward 90 mL of water. A pH meter was inundated in the corrosive arrangement and an underlying pH perusing of 2. 61 was recorded.A buret loaded up with the NaOH arrangement was gradually added to the corrosive arrangement and the changing pH esteems were recorded (Table 2). As the pH meter moved toward the proportionality point the measure of NaOH included each time was decreased. As the Table 2 shows, the pH rose fundamentally with the expansion of little NaOH over this interim. This data was plotted utilizing Graphical Analysis creating a titration bend chart of pH versus NaOH (Graph 1). Extra counts and charts were delivered to help recognize the proportionality point: ? pH/? V versus NaOH (Graph 2) and Vtotal x 10-ph versus NaOH (Graph 3) Tables and CalculationsPreparation of 500 mL of 0. 1 M NaOH M = moles/volume 0. 1 M NaOH = moles NaOH/0. 5 L H20 = 0. 05 moles NaOH 0. 05 moles NaOH x 39. 986 g/mol NaOH = 1. 99 g NaOH Preparation of KHP 0. 1 M NaOH = moles NaOH/0. 035 mL NaOH = . 0035 moles NaOH 0. 0035 moles KHP x 204. 233 g/mole KHP = 0. 7148 g KHP Table 1: NaOH Titration Trials |Trial |KHP |NaOH (to titrate to endpoint) | |(grams) |(mL) | |1 |0. 7159 |35. 75 | |2 |0. 7147 |35. 65 | |3 |0. 7149 |35. | Avg. 35. 66 | Standardization of NaOH 0. 0035 moles NaOH/. 03566 mL NaOH = 0. 0981 M NaOH Table 2: pH versus NaOH Values |NaOH |pH |NaOH |pH |NaOH |pH |NaOH |pH | |(mL) | |(mL) | |(mL) | |(mL) | |0 |2. 61 |19. 2 |4. 54 |22. 15 |6. 56 |25. 4 |9. 74 | |2. 94 |19. 4 |4. 58 |22. 2 |6. 2 |25. 9 |9. 82 | |4 |3. 18 |19. 6 |4. 61 |22. 25 |6. 87 |26. 4 |9. 96 | |5 |3. 3 |19. 8 |4. 65 |22. 3 |6. 98 |26. 9 |10. 02 | |6 |3. 4 |20 |4. 68 |22. 35 |7. 06 |27. 4 |10. 11 | |7 |3. 49 |20. 2 |4. 72 |22. 4 |7. 14 |28. 4 |10. 21 | |8 |3. 58 |20. 4 |4. 77 |22. 5 |7. 24 |29. 4 |10. 1 | |9 |3. 66 |20. 6 |4. 84 |22. 6 |7. 44 |31. 4 |10. 46 | |10 |3. 73 |20. 8 |4. 88 |22. 7 |7. 58 |33. 4 |10. 58 | |11 |3. 88 |21 |4. 94 |22. 8 |7. 73 |35. 4 |10. 67 | |12 |3. 91 |21. 2 |5. 02 |22. 9 |7. 89 |36. 4 |10. 75 | |13 |3. 97 |21. 4 |5. 11 |23 |8. 03 |39. 4 |10. 87 | |14 |4. 04 |21. |5. 25 |23. 1 |8. 17 |42. 4 |10. 96 | |15 |4. 11 |21. 7 |5. 32 |23. 2 |8. 38 |44. 4 |11. 02 | |16 |4. 19 |21. 8 |5. 45 |23. 3 |8. 51 | |16. 5 |4. 24 |21. 85 |5. 52 |23. 4 |8. 65 | |17 |4. 29 |21. 9 |5. 62 |23. 6 |8. 92 | |17. 5 |4. 34 |21. 95 |5. 71 |23. 8 |9. 9 | |18 |4. 4 |22 |5. 86 |24. 1 |9. 27 | |18. 5 |4. 45 |22. 05 |6. 1 |24. 4 |9. 39 | |19 |4. 52 |22. 1 |6. 4 |24. 9 |9. 62 | Graph 1: pH versus NaOH Titration Curve [pic] Estimated volume of NaOH at equality point dependent on titration bend: 22. 30 mL NaOH. Table 3: ? pH/? V versus NaOH Values |NaOH |? pH/? V |NaOH |? pH/? V |NaOH |? pH/?V |NaOH |? pH/? V | |(mL) | |(mL) | |(mL) | |(mL) | |2 |0. 12 |19. 2 |0. 2 |22. 1 |3. 2 |24. 4 |0. 46 | |4 |0. 12 |19. 4 |0. 15 |22. 15 |3. 2 |24. 9 |0. 24 | |5 |0. 1 |19. 6 |0. 2 |22. 2 |3 |25. 4 |0. 16 | |6 |0. 09 |19. 8 |0. 15 |22. 25 |2. 2 |25. 9 |0. 28 | |7 |0. 9 |20 |0. 2 |22. 3 |1. 6 |26. 4 |0. 12 | |8 |0. 08 |20. 2 |0. 2 |22. 35 |1. 6 |26. 9 |0. 18 | |9 |0. 07 |20. 4 |0. 35 |22. 4 |1 |27. 4 |0. 1 | |10 |0. 15 |20. 6 |0. 2 |22. 5 |2 |28. 4 |0. 1 | |11 |0. 03 |20. 8 |0. 3 |22. 6 |1. 4 |29. 4 |0. 075 | |12 |0. 06 |21 |0. |22. 7 |1. 5 |31. 4 |0. 06 | |13 |0. 07 |21. 2 |0. 45 |22. 8 |1. 6 |33. 4 |0. 045 | |14 |0. 07 |21. 4 |0. 7 |22. 9 |0. 1 |35. 4 |0. 08 | |15 |0. 08 |21. 6 |0. 7 |23 |1. 4 |36. 4 |0. 04 | |16 |0. 1 |21. 7 |1. 3 |23. 1 |2. 1 |39. 4 |0. 03 | |16. 5 |0. 1 |21. 8 |1. 4 |23. 2 |1. |42. 4 |0. 03 | |17 |0. 1 |21. 85 |2 |23. 3 |1. 4 | |17. 5 |0. 12 |21. 9 |1. 8 |23. 4 |1. 35 | |18 |0. 1 |21. 95 |3 |23. 6 |0. 85 | |18. 5 |0. 14 |22 |4. 8 |23. 8 |0. 3 | |19 |0. 1 |22. 05 |6 |24. 1 |0. 4 | |Graph 2: ? pH/? V versus NaOH [pic] Estimated volume of NaOH at comparability point dependent on ? pH/? V versus NaOH chart: 22. 30 mL NaOH. Table 4: Vtotal x 10-ph versus NaOH Values |NaOH |Vtotal x 10-ph |NaOH |Vtotal x 10-ph | |(mL) | |(mL) | |19. 8 |0. 000443 |21. 6 |0. 000121 | |20 |0. 000417 |21. 7 |0. 000104 | |20. 2 |0. 000385 |21. 8 |7. 70E-05 | |20. 4 |0. 000346 |21. 85 |6. 60E-05 | |20. 6 |0. 000298 |21. 9 |5. 0E-05 | |20. 8 |0. 000274 |21. 95 |4. 30E-05 | |21 |0. 000241 |22 |3. 00E-05 | |21. 2 |0. 000202 |22. 05 |1. 80E-05 | |21. 4 |0. 000166 | Graph 3: Vtotal x 10-ph versus NaOH [pic] Estimated volume NaOH at equality point dependent on Vtotal x 10-ph versus NaOH diagram: 22. 20 mL NaOH Calculating Ka of Unknown Acid pH at ? comparability point volume: 3. 88 Ka = 10 - 3. 88 = 1. 318 x 10 - 4 Ka = 1. 318 x 10-4 Calculating the Molar Mass of the Unknown Acid 0. 0981 M NaOH = moles corrosive/. 02330 L NaOH = 0. 023 moles corrosive 0. 3930 g corrosive/0. 0023 moles corrosive = 171. 9 g/mol Analysis of Error There is a high level of understanding among the 3 diagrams and along these lines a low level of blunder in this investigati on. As per the Graphical Analysis program, Graphs 1 and 2 showed that the absolute volume of NaOH at the equality point was 22. 30 mL. Diagram 3 demonstrated a volume of 22. 20 mL, a distinction of 0. 1 mL. Conversation Based upon the scope of potential qualities for Ka, somewhere in the range of 3. 2 x 109 for Hydroiodic corrosive (one of the most grounded) to 5. 8 x 10-10 for Boric corrosive (one of the most vulnerable), this experiment’s obscure corrosive arrangement (Ka = 1. 18 x 10-4) falls generally in the lower quarter of solidarity. This gauge accommodates its titration bend. All in all, solid acids rapidly go from an exceptionally low pH to an extremely high pH, e. g. , 2 to 12, while feeble acids rapidly go from a lower pH to a higher pH, e. g. , 6 to 10. The obscure answer for this trial bounce from 5 to 10 pH, which is reliable with a Ka of 1. 318 x 10-4 and a more fragile corrosive. References Darrell D. Ebbing and Steven D Gammon, General Chemistry, ninth ed. Ce ngage Learning: Ohio, 2009. Division of Physical Scienceâ€Chemistry, Mesa Community College. The Ka and Molar Mass of a Monoprotic Weak Acid (gift).

How to Write an Art Critique Essay

How to Write an Art Critique EssayHow to write an art critique essay is one of the questions that has baffled many students and even some established artists. In their quest to earn a degree in fine arts, they spend hours upon hours of learning about the different aspects of painting and sculpture but have not yet mastered the finer art of how to compose a well-written essay. If you are seeking to take your art and design courses to the next level, then here are some tips on how to write an art critique essay for art history majors.First off, you will want to learn a bit about formal composition. Formal composition refers to the process of writing a written argument in which an author proposes an argument and reasons as to why it is correct or wrong. This is essentially a form of literary criticism that can be applied to any type of written piece and gives an overview of the writer's reasoning. Formal composition is the most important aspect of how to write an art critique essay, sin ce the purpose of a literary piece is to convince the reader to accept the author's point of view or style.After learning a bit about formal composition, you may be wondering how to go about composing a well-written critique. There are certain common pieces of advice that you should keep in mind when you are writing your own essay. As with most writing, a solid argument is the best way to go when crafting an essay.Art history majors often find themselves very taken with a particular piece of artwork. They enjoy discussing the piece and have all sorts of theories as to why the piece is such a success. Since art criticism is an extremely popular subject among art majors, they usually do not consider this to be a good way to put their arguments forth. The best way to proceed is to show the reader what makes the work good, what its inherent value is, and why it is good enough to be placed on the same level as other famous works.Because there are a lot of aspects to the artwork, how to w rite an art critique essay usually includes an outline of the entire piece. They must show the reader all of the different components that make up the piece. Then they must sum it all up by presenting an argument that has been presented for the piece by others. When they give a reason as to why the piece was a success, they want to make sure the audience hears it as well, so they write something that is familiar and makes sense to them.Most art history majors will take an examination as part of their major, which will present them with an essay question that requires them to review art history from various points of view. So after reviewing art history, how to write an art critique essay is a great time to put together a proposal that relates to the topic of the subject matter. You should go over the major ideas and themes of art history.Writing a dissertation is a long process, so you should expect the essay to not be finished at the time you sign the paper. Keep in mind that this is your first time writing an essay and may need some help from someone else. A good idea would be to ask for some feedback from a few friends or family members who are art history majors. By giving them your completed draft, they can offer any suggestions that they may have in regards to writing a critique essay.When it comes to art history, there are a lot of requirements that must be met before you can graduate. After you have graduated, you will need to spend several years working in the field to become a professional artist. If you can read and write well, then you should be able to write an art critique essay when you graduate.

No Child Left Behind Essay - 2629 Words

No Child Left Behind; Why we should rethink the current policy. Education was the focus of George W. Bush’s Presidential campaign in 2000. Using the improved Texas educational system as an example, President Bush promised to change education in America for the better. The No Child Left Behind Act of 2001 was the result of his promise. Bringing reform to American Education, the NCLB is the topic of much controversy. While the ideas supporting NCLB are sound, the methodology is lacking. The overreaching and poorly funded law failed to account for many of the variables that parents, teachers and schools face on a daily basis. While the law holds the†¦show more content†¦Schools lack the funding to achieve the goals set by NCLB and overcrowding prevents the personal education that students need to rise to the top. To thrive academically, students need a curriculum tailored to their learning style, pace, and level. NCLB has set standards where the focus is on closing the achievement gap, the differences exhibited in student achievement according to race and economic condition (Lagana-Riordan Aguilar, 2009). This focus leaves students who learn at an accelerated rate at a disadvantage. Under NCLB the focus is so set on low achieving students that high achieving students do not get the educational challenges they need to thrive. An article in Voices from the Middle suggests that gifted children are getting left behind in the new system - â€Å"NCLB Act focuses mainly on disadvantaged children.† Because the law requires that all children be proficient in math and reading by the 2013-2014 school year, the attention is given to students who are not competent in reading and math. This is especially difficult at the adolescent level where students require reinforcement to continue readi ng when there are so many other distractions. High quality teachers are also a part ofShow MoreRelatedNo Child Left Behind Essays1062 Words   |  5 Pages LITERATURE REVIEW Rushton talks about the funding for the No Child Left Behind is being held back if the students don’t do well on the standardized tests. So if the students don’t do well on the testing the teachers are being affected in the way of how much they are getting paid, also affects the school districts funding. This is encouraging the teachers not to teach the way they should, but they are teaching in the way of let’s just make the students do well on the standardized tests. In thisRead MoreEssay On No Child Left Behind776 Words   |  4 PagesIntroduction One of main components of No Child Left Behind (NCLB) is measuring school’s success by it graduation rate because of this enactment, schools are focused to ensure students graduate from high school (US Department of Education, n.d.). In the past, students who needed credit recovery attended summer school to try and recovery lost course credit. Today however, there are many software programs that now replace traditional summers school. Through online web based software, students canRead MoreEssay On No Child Left Behind840 Words   |  4 PagesNo Child Left Behind (NCLB) was produced to make 100% of students’ proficient by 2014. While the idea sounds perfect on paper, it is not the case when it is put into action. NCLB was replaced in 2015 and replaced by the Every Student Succeeds Act. Many students did not use the resource effectively due to the fact that not all children have the same views and desires toward fulfilling their education career. This in turn makes it hard for the teachers to follow the education guidelines while alsoRead MoreEssay On No Child Left Behind928 Words   |  4 PagesNo Child Left Behind The No Child Left Behind Act of 2001 was a US Act of Congress. This law took effect in 2002. This had an impact on US public school classrooms. Through this law there were several effects in the way schools teaching their students. this also affected what tests the students had to take and the teachers training. This also addressed the way schools and their districts were going to spend their monetary funds. The goal of this act was to provide educators assistance in planningRead MoreEssay On No Child Left Behind719 Words   |  3 Pages Ever since President George W. Bush implemented the No Child Left Behind (NCLB) act in 2002, states across the nation have developed a wide array of methods to keep education systems accountable. When identifying the role the NCLB has in America’s education systems, Professor of Educational Policy Studies at the University of Arizona Jill Koyama determined that the NCLB act requires â€Å"†¦ states [to] implement accountability systems that assess students annually and, based on those assessments, determineRead MoreEssay On No Child Left Behind1055 Words   |  5 PagesWhat is over the top requirements? Per the extreme efforts of No Child Left Behind (NCLB), the 10TH AMENDMENT, Title I all has placed our nation at risk for complete failure. With over 98,817 operating schools in the United States alone, and 88,929 public schools, 66,646 of them are categorized as Title I schools. Some may think the accomplishments NCLB since it was put into place on January 8, 2002 by former President Bush has made tremendous leaps and bounds. When in fact the education reformRead MoreEssay On No Child Left Behind1333 Words   |  6 PagesHook: â€Å"I used to love teaching,† said Steve Eklund, a retired California teacher. â€Å"Four words drove me into retirement—No Child Left Behind. I could no longer tend to the needs and wants of my students. All I was supposed to do was to get them ready to take tests.† Intro (with thesis): The surviving NCLB mindset of standardized tests being an accurate measure of a students achievement is a problem because it affects our student’s education and increases performance pressure on teachers. WhatRead MoreEssay On No Child Left Behind1813 Words   |  8 PagesPriscilla Rojas English 1A Mrs. Santani 13 December 2017 No Child Left Behind There have been many efforts made by the U.S government to reform our public-school education system. In the year 2002, a law promoted by George W. Bush required public schools to provide demographics on each one of their students. 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The educational system is complex and intended to encompass all students so they can further their education and essentially their futures. However, the real question is in its effectiveness. After all, if there is no way to show that students are actually learning, then it renders the idea of schooling moot. That is why education policy

Correlation Between Major Health Disparities And...

Sociologists propose that the similar correlation between major health disparities and indicators of socio-economic status can be explained by the concept of class. Class is a social concept created by describing the unequal distribution of wealth, power and resources. The concept proposes that it is a hierarchal system that classifies people into lower, middle and upper class, however these terms can be used interchangeably with others such as working and elite classes. The disparities in health, mentioned above, and indicators of class include measures such as mortality, morbidity and disability rates. Individuals tend to affiliate themselves with a certain social class. Only 5% of Australian’s claim they have no class affiliation (Western and Baxter, 2011). Class creates social divisions within a population. People who share classes also tend to share similar life opportunities. Example of these are private or public health care, fine dining restaurants or take-away shops, private or public schools, and exclusive or overcrowded suburbs. An individual’s set of social determinants strongly contributes to defining their class, and vice versa, class aids in determining what types of social determinants an individual will enjoy. Social determinants are the conditions in which people are born, grow, live, work and age in. A person in a low social class would be expected to be born into a family with a low socio-economic status, live in a geographically disadvantagedShow MoreRelatedEducation : A Country s Civilization Depends Upon The Treatment Of The Middle Class2874 Words   |  12 Pagesluxury even for the middle class. Education plays a catalytic role in socio economic development of a country, education is not only an economic variable but is also socio economic variable. 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Air Force Essay - 741 Words

As I reach the end of my 20 year career with the United States Air Force, I have begun looking towards the next iteration of my career. Over my lengthy service, I have specialized in cybersecurity of network devices, end-point devices, and overarching policy. Currently, I am assigned as the Noncommissioned Officer in Charge (Director) of the Wing Cybersecurity Office. This position encompasses being the Subject Matter Expert (SME) for cyber security and compliance in support HQ AFGSC, HQ 8AF, 2d Bomb Wing and 34 associated tenant units. Leading 17 personnel focused on comprehensive information protection serving as one of two assigned Information System Security Managers (ISSM).Collaborating to ensure policy compliance to DoD policy,†¦show more content†¦Additionally, I hold Department of Defense certifications in IT Project Management, Cyber Ops, Management, Information System Security, Traditional Security, Host Based Security, and Inspections with a specialization in n uclear enterprise. In 2016, I was selected to serve on the RAND study on the kinetic effects of cyber-attacks on Industrial Control Systems (ICS) vulnerabilities. Taking this background, I intend to move forward and expand my existing base of expertise and dive head first in to the realm of wireless! In my last several roles, wireless connectivity has been the bleeding edge of both end user desires as well as security concerns. I have a keen interest particularly in distributed antenna systems or DAS. While most common with cellular network, they are making end roads in the enterprise and commercial WiFi arena. It is estimated that roughly 5% of commercial WiFi implementations use disturbed antenna systems. Given my background as a security professional, I not only see the benefits of indoor and outdoor distributed antenna systems. Not only from the power consumption perspective, but also from both the size and most importantly the ability to â€Å"right size/shape† the coverage area. This is especially true in multi-use office buildings and where terrain may be an obstacle. Obtaining this scholarship fromShow MoreRelatedAir Force Essay938 Words   |  4 Pages My Path to The United States Air Force I always wanted to go into the military as a little kid. Now, actually being at the age of what I need to decide on what I’m going to do for my future is a little harder than I thought it was going to be. I have chose to do my project on The United States Air Force. 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Corporations Act Business Inconsistency Rules

Question: Describe about the Corporations Act for Business Inconsistency Rules. Answer: Interpretation Clauses In this Constitution; Act refers to the Corporations Act, 2001 or any other Act which replaces the same and is brought into force from time to time; Terms and expressions which have been defined in the Act shall have the same meaning under this Constitution as well; The provisions of this Constitution shall prima facie govern the company. However, when the Constitution is silent regarding any matter concerning the company, the Replaceable Rules under the Corporations Act shall apply. Thus, the company shall be partially governed by the Constitution and partially by Replaceable Rules. In the event of inconsistency between the Rules under this Constitution and the Act, the Rules or the portions of the Rules, which are inconsistent, shall be considered to be struck out and the relevant provisions of the Corporations Act shall be applicable. Business Management The business shall be managed by the directors; This Constitution confers on the directors all such powers which are vested in a Company under the provisions of the Act. Directors Meetings Any and all directors can summon a meeting by way of rendering reasonable notice to the other directors; Directors may elect any one director to chair the said meeting. Members Meetings The power to summon a meeting of members of the company is vested on the directors; Directors shall appoint an individual to act as the chairperson of the meeting; Shares The company does not put any restrictions on the power to issue shares. However, issued shares must fall into the below stated categories; Ordinary Shares A Class Redeemable Preference Shares B Class Redeemable Preference Shares When a class of share is identified by an alphabet, in the above clause, it signifies a distinct class of shares. When a members holds A class Redeemable Preference Shares, the following rights and conditions are applicable; Shall not possess any right to attend or vote at meetings; In the event of winding up of the company shall be entitled to paid up for the shares held under this class in preference to all other shares. However, shall not be entitled to any right on surplus profits or assets of the company. When a members holds B class Redeemable Preference Shares, the following rights and conditions are applicable; Shall possess the right to attend and vote at all meetings of the company. The member shall be entitled to cast one vote against each share held under this class; In the event of winding up of the company shall be entitled to paid up for the shares held under this class in preference to all other shares except the A class Redeemable Shares. However, shall not be entitled to any right on surplus profits or assets of the company. Mediation In the event of dispute between any of the following groups; Directors and Directors; Directors and Members; Members and Members; Company and Members The same shall be resorted through mediation rather than resorting to the court of law. Adoption and Amendment of the Constitution The members are being vested with the right to amend or repeal the entire constitution or parts of it subject to the passing of a special resolution either at an EGM or AGM. At least 30 days prior to the date of meeting a notice stating the fact about the proposed amendments shall be addressed to all the members of the company. Part 2 Section 198A This Section provides that in Australia businesses are to be managed by directors and they have the liberty to exercise all powers of a company except the ones which either the Corporations Act, 2001 or the constitution of the company specifically requires exercise by the company. Vesting of powers upon directors for managing company has been long established. The reason behind the incorporation of this provision in the Corporations Act is the fact that generally shareholders do not have the obligation of acting for the best interest of the organization, as a whole and directors have the obligation of acting in the best interest of the organization. This Section implies that shareholders are bound by the decisions of directors. This provisions tries to embody the rule that non-executive directors cannot be involved in the day-to-day business of the organization. This Section imposes collective responsibility upon the board of directors of for company governance and they are held acco untable for the same. In practice directors delegate most of their powers This provision empowers the directors of companies with a wide range of powers, In fact, a resolution of shareholders becomes ineffective for overriding decision of directors when they have the power to manage the company. This is one of the steps for codifying directors duties in Australia (austlii.edu.au). Section 191 Sections 191-195 of the Corporations Act, 2001 contain provisions concerning conflict of interest. This Section imposes an obligation on the directors of company to disclose matters relating to the company which are of personal interest to the. Such disclosure is required to be made to the other directors. However, certain exceptions are laid down under Section 191(2). One example of such conflict of interest is as follows; a director has some personal interest in any contract, which the company enters into (austlii.edu.au). The purpose of the legislature underlying the incorporation of this Section in the Corporations Act, 2001 is to make directors of companies refrain from using their position for their own personal benefit. If a director commits breach of any of the duties he/ she is liable to be subjected to compensation under the Corporations Act. This legal obligation would deter directors of corporations in Australia from taking action attempting to make personal benefit by ut ilizing his/ her position in the company. Section 191 is one of the checks, which the legislature has introduced in relation to the unfettered powers imposed on the directors. It embodies the principle that directors must take decisions for the betterment of the company and not otherwise. Section 250R (2) (3) Section 250R(2) was incorporated in the Corporations Act, 2001 by the Corporations Amendment( Improving Accountability on Directors and Executive Remuneration) with the intention of holding election for appointment of directors, if in two successive meetings, 25% of votes are recorded against the remuneration package of directors. The election must be held within a period of 90 days. Under this Section a listed company has the obligation of adopting remuneration report during its Annual General Meeting. Hence we may state that Section 250R(2) requires passing of resolution concerning remuneration report. However, Section 250(3) lays down that the voting under the said Section is considered to be advisory in nature and does not impose binding obligation upon either the company or the directors. Both the sub clauses deal with adoption of advisory resolution concerning remuneration report (austlii.edu.au). The notice of the Annual General Meeting must state that such resolution would be adopted. Key Management Personnel and parties who are closely related are prohibited from casting their votes for this resolution. References Austlii.edu.au. (2001).CORPORATIONS ACT 2001 - SECT 191Material personal interest--director's duty to disclose. [online] Available at: https://www.austlii.edu.au/au/legis/cth/consol_act/ca2001172/s191.html [Accessed 20 Sep. 2016]. Austlii.edu.au. (2001).CORPORATIONS ACT 2001 - SECT 198APowers of directors (replaceable rule--see section 135). [online] Available at: https://www.austlii.edu.au/au/legis/cth/consol_act/ca2001172/s198a.html [Accessed 20 Sep. 2016]. Austlii.edu.au. (2001).CORPORATIONS ACT 2001 - SECT 250RBusiness of AGM. [online] Available at: https://www.austlii.edu.au/au/legis/cth/consol_act/ca2001172/s250r.html [Accessed 20 Sep. 2016].

Backwell IXL Company Analysis

COLLEGE PAPER WRITING SERVICES

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My Trip Essay Example | Topics and Well Written Essays - 250 words

My Trip - Essay Example When I was 16 years old and in the summer session of (year) I went on a world tour and the regions that I visited includes: Malaysia, Egypt, Thailand and United Arab Emirates. This paper will focus on one best place that I recommend everybody to visit if the visit any of these places in their lives. The best tourist attraction of Malaysia for me was Langkawi, this place happened to amuse me the most in Malaysia because it consisted of lush white beaches along with hills that were covered with jungles and being a 16 year old I loved swimming in these beaches and exploring the hills (TripAdvisor, 2013). The most exciting place for me in Egypt was the Dreamland park of Egypt, the park excited me the most because it was an open air park and it had rides for people of all ages and as a kid who was 16 years old, I was stunned by its bumper boats and rollercoaster which were scary as hell (Dreampark, 2013). If someone really wants to know what living like a lively person is like, then he/she should visit the Bazaar of Chiang Mai located in Thailand (Lonely Planet Travel Guides and Travel Information, 2013). I was a great experience to visit this bazaar as the bazaar had a lot to offer. Huge number of people and goods to purchase is the main reason I recommend a visit to this bazaar. UAE which is well-known for being the heaven of petroleum was one of the most adventurous places to visit. If you want to really experience adventure, then an experience of the desert safari of Dubai is a must.

The arguments of Plato to Butler Essay Example | Topics and Well Written Essays - 1250 words

The arguments of Plato to Butler - Essay Example Plato’s prisoners represent the ordinary people comprising the society that is yet to attain the right knowledge and wisdom meant to free themselves from their enslaving appetitive desires (Plato 53). This is similar to the Butler’s society; where Martha holds a long dialogue with God though, in this account, the protagonist’s represents her society. However, Martha’s knowledge is much more elevated compared to the ordinary people whom God plans to enlighten through her. This is evident from the way she is able to brainstorm and come up with ideas (the idea of dreams) meant to redeem the ordinary people. Martha’s knowledge or wisdom level is similar to Plato’s freed prisoners, who have returned to the cave with a diverse perspective regarding how they view life besides other aspects. This is contrary to what they used to perceive things seemed like before they resurfaced in the cave. Besides, the bound prisoners deem their peers who had the chance to go out and learn the reality of things; possess corrupted form of insight where after arguing, they intend to terminate their lives. This is similar to Martha’s case where she is unwilling to return to the world once God assigns her the duty of educating His earthly beings. Since, she is afraid that they may kill her when she emerges with a different perspective regarding life’s predicaments and how to solve them (Butler 171). Both Plato’s prisoners and Martha’s inability to comprehend God’s nature unveil humanity’s mediocrity that is a need of knowledge. This is to liberate the entire society from its appetitive desires bounding it to unending ignorance; hence there is need to employ adequate measures (of imparting knowledge) to eliminate them. Therefore, both Plato’s â€Å"Allegory of the Cave† and Butler’s account â€Å"The Book of Martha† bear the same approach concerning how to impart their respective societies with the right knowledge meant to thrive or develop. What do these authors want us to know? The authors via these accounts imply that, we usually see things from the perspective which life’ s knowledge has prepared us. Hence, Butler’s argument, â€Å""You see what your life has prepared you to see," God said† (Butler 209). Therefore, people despite drowning in their society’s dubious mediocrity, will still persist to hold onto it, which is apparent from the cave prisoners’ stubbornness. These cave prisoners see their peers’ mind reformation as a corrupted way of thinking whereby they are ready to kill them, which is also similar in the Butler’s account (Butler 171). Hence, people despite their strong guest to advance their knowledge, normally lack internal liberty meant to accept it, whereby to some extent term any new idea as retarded mediocrity. Besides, the authors intend to imply the only few enlightened people in the society end up assuming the top posts or undertaking key responsibilities meant to develop the ignorant characters. This is regardless of peers’ resistance. For illustration, Plato contends that, philos ophers owing to their knowledge and wisdom ought to be kings, which is similar in the Butler’s account (Plato 166). Martha after getting enlightenment, God proposes to use her in redeeming the world, where he comes with an idea of resurrecting her. However, Martha wonders why God does not utilize other individuals, but he continues to

Citizenship in America Essay Example for Free

Citizenship in America Essay U.S. citizens are lucky. We have freedom of speech, freedom of religion and many more rights. Citizenship can mean different things to different people. Who a country defines as its citizens may differ in different times and different places. In general, we know that citizenship belongs to a person who lives in a certain country and has certain rights. Yet, I believe that the true essence of citizenship lies in the duty to help solve problems.   In the United States, the idea of citizenship has evolved over time. For instance, in 1776, most blacks, Indians and white women had no right to vote. They had to struggle to become full citizens. The right and responsibility to vote came after a long and hard fight. Studying history is a key part of effective citizenship because from people in the past, we learn examples of good citizenship. One very good example of good citizenship was that shown by Jane Addams. Even at age six in 1866, she was an initiator and she wanted to change her world. During that time, she got this remark from Theodore Roosevelt, president from 1901 to 1909, that Addams became â€Å"the most useful citizen.† When she was 29 years old, Addams bought a large, old house called the Hull House in a poor immigrant area of Chicago. They soon learned that Addams wanted to help poor people solve the problems they faced. At Hull House, immigrants could learn English. Working parents could even leave their babies there during the day and the children were encouraged to take art classes. She also made the house available for family gatherings, weddings and other events. Addams raised money herself to pay for these programs. She also tried to change the government and often she worked in campaigns for people running for office whom she believed had honest intentions. She also wrote letters to members of Congress. She went to meetings to support giving women the right to vote. She lead marches to support laws ending the use of child labor in factories. She also tried to influence the government. In fact, people today can still petition, or try to influence the policies of government. Petitioning is one of the basic rights of all citizens protected by the United States Constitution. When garbage filled up the alleys near Hull House, she was worried that the piles of trash may cause disease and death among the children in the neighborhood. So, she did something none of us would ever think of—she applied a job as a garbage inspector. Thus, she was able to follow those garbage wagons all the way to the dumping site just to be sure that garbage is properly disposed. Addams was good citizenship personified. In my own way, I want to do the same thing as Addams did. Starting from my own home, I can begin helping my parents in cleaning our surroundings. I can also do some volunteer work in our community during weekends when there are no exams in school. Volunteer work can be fun especially when I mobilize my other friends to join in. I am sure they will be open to make themselves useful, in our own small way, in making a difference to the world out there. In my own small way, I can learn from people of the past how it is to exercise good citizenship. Making the community look good is a part of good citizenship. In fact, the community is a setting that provides much potential for helping and learning at the same time. Libraries, museums, and many places are rich sources of exercising good citizenship. For afterall, citizenship requires initiative, courage and sacrifice. As Jane Addams said, â€Å"Progress is not automatic; the world grows better because people wish that it should and take the right steps to make it better.† REFERENCES Jane Addams 1860-1935. Retrieved Oct. 10, 2006 at: http://www.webster.edu/~woolflm/janeadams.html#childhood Wikipedia. Jane Addams. Retrieved Oct. 10, 2006 at: http://en.wikipedia.org/wiki/Jane_Addams Women Working. Jane   Addams. Retrieved Oct. 10, 2006 at: http://ocp.hul.harvard.edu/ww/people_addams.html

The Cause of Death in All Quiet on the Western Front :: All Quiet on the Western Front Essays

The Cause of Death in All Quiet on the Western Front Erich Maria Remarque's ALL QUIET ON THE WESTERN FRONT is a very interesting and true-to-heart novel based in the first world war where many men and women died because someone called them the enemy. The main character is Paul Baumer, a nineteen year old man who is swept into the war, along with his friends, not one day before he is out of school. They are sent to the front to "protect the fatherland" or Germany as it is called. Paul and his friends go from this idealistic opinion to disillusionment throughout the book as they discover the truth that the enemy is just like them, and Paul's friends start being killed one-by-one. This novel is a gripping account of how war is most of the time bloody and horrid. The few who came out of this war were not the people they were when they left. They become pale and emotionless, without feeling or thought. Some killed themselves, they had experienced ultimate horror, the horror of war. The novel starts two years after Paul and his friends first reached the front and then goes back and forth between present and past. The main topics throughout the book is the change from idealism to disillusionment, the loss of Paul's friends, and especially the loss of Paul's innocence. The change from idealism to disillusionment is really the driving force behind the novel. From young school boys, listening to their schoolmaster asking "Won't you join up comrades?"(11) to "weary, broken"(294) men, idealism and disillusionment play a major role on Paul's decisions and thoughts. For example, on the second page of the novel, Paul says, "It would not be such a bad war if only one could get a little more sleep." (2) Later in the book, a disillusioned Paul says of the same war, "I see how people are set against one another and in silence, unknowingly, foolishly, obediently, innocently slay one another."(263) Even though he has been in the war two years, the first quote shows how Paul's idealism is still strong. In the second quote, Paul sees the war for what it truly is, a waste of time, food, money, and young men. The

Shadow Kiss Chapter 4

FOUR IT BEGAN. At first, things weren't too different from any other day. Dhampirs and Moroi attended separate classes in the first half of the school day, then joined up after lunch. Christian had most of the same afternoon classes I'd had last semester, so it was almost like following my own schedule again. The difference was that I was no longer a student in these classes. I didn't sit at a desk or have to do any of the work. I was also a lot more uncomfortable since I had to stand at the back of the room the entire time, along with other novices who were guarding Moroi. Outside the school, this was what it was usually like. Moroi came first. Guardians were shadows. There was a strong temptation to talk to our fellow novices, particularly during times when the Moroi were working on their own and talking amongst themselves. None of us cracked, though. The pressure and adrenaline of the first day had us all on good behavior. After biology, Eddie and I started using a bodyguard technique called pair guarding. I was near guard and walked with Lissa and Christian for immediate defense. Eddie, being far guard, walked farther away and scanned the larger area for any potential threats. We followed this pattern for the rest of the day, up until the last class came around. Lissa gave Christian a quick kiss on the cheek, and I realized they were parting. â€Å"You guys don't have the same schedule this time?† I asked with dismay, stepping over to the side of the hall to stay out of student traffic. Eddie had already deduced that we were parting and had stopped far guard duties to come talk to us. I hadn't known how Lissa and Christian's schedules lined up for this new semester. Lissa took in my disappointed look and gave me a sympathetic smile. â€Å"Sorry. We're going to study together after school, but right now, I've got to go to creative writing.† â€Å"And I,† declared Christian loftily, â€Å"have to go to culinary science.† â€Å"Culinary science?† I cried. â€Å"You elected culinary science? That's like the most brainless class ever.† â€Å"It is not,† he countered. â€Å"And even if it was †¦ well, hey, it's my last semester, right?† I groaned. â€Å"Come on, Rose,† laughed Lissa. â€Å"It's just one class period. It won't be that – â€Å" She was cut off when a commotion broke out farther down the hall. We and everyone near us stopped and stared. One of my guardian instructors, Emil, had practically appeared out of nowhere and – playing Strigoi – reached for a Moroi girl. He swung her away, pressing her to his chest and exposing her neck as though he would bite her. I couldn't see who she was, just a tangle of brown hair, but her assigned protector was Shane Reyes. The attack had caught him by surprise – it was the first one of the day – but he fumbled only a little as he kicked Emil in the side and wrested the girl away. The two guys squared off, and everyone watched eagerly. A few even whistled and shouted, cheering Shane on. One of the catcallers was Ryan Aylesworth. He was so fixated on watching the fight – which Shane, wielding his practice stake, had just about won – that he didn't notice two other adult guardians sneaking up on him and Camille. Eddie and I realized it at the same time and stiffened, instinct readying both of us to spring forward. â€Å"Stay with them,† Eddie told me. He headed toward Ryan and Camille, who had just discovered they were being set upon. Ryan didn't react as well as Shane had, particularly since he faced two attackers. One of the guardians distracted Ryan while the other – Dimitri, I now saw – grabbed Camille. She screamed, not faking her fear. She apparently didn't find being in Dimitri's arms as thrilling as I did. Eddie headed toward them, approaching from behind, and landed a blow on the side of Dimitri's head. It hardly fazed Dimitri, but I was still amazed. I'd barely ever been able to land a hit on him in all our trainings. Eddie's attack forced Dimitri to release Camille and face this new threat. He spun around, graceful as a dancer, and advanced on Eddie. Meanwhile, Shane had â€Å"staked† his Strigoi and jumped in to help Eddie, moving around to Dimitri's other side. I watched, fists clenched in excitement, intrigued with the fighting in general and with watching Dimitri in particular. It amazed me that someone so deadly could be so beautiful. I wished I was part of the fray but knew I had to watch the area around me in case any â€Å"Strigoi† attacked here. But they didn't. Shane and Eddie successfully â€Å"finished off† Dimitri. Part of me was a little sad at this. I wanted Dimitri to be good at everything. However, Ryan had tried to help and failed. Dimitri had technically â€Å"killed† him, so I felt a twisted comfort in thinking that Dimitri had still been a badass Strigoi. He and Emil praised Shane for being fast on his feet and Eddie for realizing we had to treat this as a group endeavor rather than one-on-one trials. I got a nod for watching Eddie's back, and Ryan was chastised for not paying attention to his Moroi. Eddie and I grinned at each other, happy over getting high marks on this first test. I wouldn't have minded a slightly bigger role, but this wasn't a bad start to the field experience. We high-fived, and I saw Dimitri shake his head at us as he left. With the drama over, our foursome split up. Lissa gave me one last smile over her shoulder and spoke to me through the bond, Have fun in culinary science! I rolled my eyes, but she and Eddie had already rounded a corner. â€Å"Culinary science† sounded pretty impressive, but really, it was just a fancy term for what was essentially a cooking class. Despite my teasing Christian about it being brainless, I had some respect for it. I could barely boil water, after all. Still, it was a lot different from an elective like creative writing or debate, and I had no doubts Christian was taking it as a blow-off class and not because he wanted to be a chef someday. At least I might get some satisfaction out of watching him mix a cake or something. Maybe he'd even wear an apron. There were three other novices in the class who were guarding Moroi. Since the culinary science room was large and open, with lots of windows, the four of us worked together to come up with a plan to pool our efforts and secure the whole room. When I'd watched novices do their field experiences in past years, I'd only ever paid attention to the fights. I'd never noticed the teamwork and strategizing that must have been going on. Theoretically, the four of us were here to only protect our assigned Moroi, but we'd slipped into a role where we were protecting the whole class. My post was by a fire door that led outside of the school. Coincidentally, it was right by the station Christian was working at. The class normally cooked in pairs, but there was an odd number of students. Rather than work in a group of three, Christian had volunteered to be by himself. No one had seemed to mind. Many still regarded him and his family with the same prejudice that Jesse did. To my disappointment, Christian wasn't making a cake. â€Å"What is that?† I asked, watching him take out a bowl of some kind of raw, ground-up meat from the refrigerator. â€Å"Meat,† he said, dumping it onto a cutting board. â€Å"I know that, you idiot. What kind?† â€Å"Ground beef.† He pulled another container out and then another. â€Å"And this is veal. And this is pork.† â€Å"Do you have, like, a T.rex that you're going to feed?† â€Å"Only if you want some. This is for meatloaf.† I stared. â€Å"With three kinds of meat?† â€Å"Why eat something called meatloaf if you aren't actually going to get some meat out of it?† I shook my head. â€Å"I can't believe this is only the first day with you.† He glanced down, focusing on kneading his tri-meat creation together. â€Å"You sure are making a big deal out of this. Do you really hate me that much? I heard you were screaming at the top of your lungs back in the gym.† â€Å"No, I wasn't. And †¦ I don't hate you at all,† I admitted. â€Å"You're just taking it out on me because you didn't get paired with Lissa.† I didn't answer. He wasn't that far off. â€Å"You know,† he continued, â€Å"it might actually be a good idea for you to practice with someone different.† â€Å"I know. That's what Dimitri says too.† Christian put the meat into a bowl and started adding some other ingredients. â€Å"Then why question it? Belikov knows what he's doing. I'd trust anything he says. It sucks that they're going to lose him after we graduate, but I'd rather see him with Lissa.† â€Å"Me too.† He paused and looked up, meeting my eyes. We both smiled, amused at how shocked we were to have agreed with each other. A moment later, he returned to his work. â€Å"You're good too,† he said, not too grudgingly. â€Å"The way you handled yourself†¦Ã¢â‚¬  He didn't finish the thought, but I knew what he was talking about. Spokane. Christian hadn't been around when I killed the Strigoi, but he'd been instrumental in helping with the escape. He and I had teamed up, using his fire magic as a means of letting me subdue our captors. We'd worked well together, all of our animosity put aside. â€Å"I guess you and I have better things to do than fight all the time,† I mused. Like worry about Victor Dashkov's trial, I realized. For a moment, I considered telling Christian what I'd learned. He'd been around the night it had all gone down with Victor last fall, but I decided not to mention the news just yet. Lissa needed to hear it first. â€Å"Yup,† Christian said, unaware of my thoughts. â€Å"Brace yourself, but we aren't that different. I mean, I'm smarter and a lot funnier, but at the end of the day, we both want to keep her safe.† He hesitated. â€Å"You know†¦I'm not going to take her away from you. I can't. No one can, not as long as you guys have that bond.† I was surprised he'd brought this up. I honestly suspected that there were two reasons he and I argued a lot. One was that we both had personalities that liked to argue. The other reason – the big one – was that we were each envious of the other's relationship with Lissa. But, as he'd said, we really had the same motives. We cared about her. â€Å"And don't think the bond will keep you guys apart,† I said. I knew the link bothered him. How could you ever get romantically close to someone when they had that kind of connection with another person, even if that other person was just a friend? â€Å"She cares about you. †¦Ã¢â‚¬  I couldn't bring myself to say â€Å"loves.† â€Å"She has a whole separate place for you in her heart.† Christian put his dish in the oven. â€Å"You did not just say that. I have a feeling we're on the verge of hugging and coming up with cute nicknames for each other.† He was trying to look disgusted at my sentiment, but I could tell he liked being told that Lissa cared about him. â€Å"I already have a nickname for you, but I'll get in trouble if I say it in class.† â€Å"Ah,† he said happily. â€Å"That's the Rose I know.† He went off to talk to another friend while his meatloaf cooked, which was probably just as well. My door was a vulnerable position, and I shouldn't have been chatting away, even if the rest of the class was. Across the room, I saw Jesse and Ralf working together. Like Christian, they'd chosen a blow-off class too. No attacks occurred, but a guardian named Dustin did come in to make notes on us novices as we held our positions. He was standing near me right when Jesse chose to stroll by. At first, I thought it was a coincidence – until Jesse spoke. â€Å"I take back what I said earlier, Rose. I figured it out. You aren't upset because of Lissa or Christian. You're upset because the rules say you have to be with a student, and Adrian Ivashkov's too old. The way I hear it, you guys have already had a lot of practice watching each other's bodies.† That joke could have been so much funnier, but I'd learned not to expect too much from Jesse. I knew for a fact that he didn't care about Adrian and me. I also suspected he didn't even believe we had anything going on. But Jesse was still bitter about me threatening him earlier, and here was his chance to get back at me. Dustin, standing within earshot, had no interest in Jesse's idiotic teasing. Dustin would probably have an interest, however, if I slammed Jesse's face into the wall. That didn't mean I had to be silent, though. Guardians talked to Moroi all the time; they just tended to be respectful and still keep an eye on their surroundings. So I gave Jesse a small smile and simply said, â€Å"Your wit is always such a delight, Mr. Zeklos. I can barely contain myself around it.† I then turned away and surveyed the rest of the room. When Jesse realized I wasn't going to do anything else, he laughed and walked away, apparently thinking he'd won some great victory. Dustin left shortly thereafter. â€Å"Asshole,† muttered Christian, returning to his station. Class had about five minutes left. My eyes followed Jesse across the room. â€Å"You know something, Christian? I'm pretty happy to be guarding you.† â€Å"If you're comparing me to Zeklos, I don't really take that as much of a compliment. But here, try this. Then you'll really be glad you're with me.† His masterpiece was finished, and he gave me a piece. I hadn't realized it, but just before the meatloaf had gone in, he'd wrapped it in bacon. â€Å"Good God,† I said. â€Å"This is the most stereotypical vampire food ever.† â€Å"Only if it was raw. What do you think?† â€Å"It's good,† I said reluctantly. Who knew that bacon would make all the difference? â€Å"Really good. I think you have a promising future as a housewife while Lissa works and makes millions of dollars.† â€Å"Funny, that's exactly my dream.† We left the class in lighter moods. Things had grown more friendly between us, and I decided that I could handle the next six weeks protecting him. He and Lissa were going to meet in the library to study – or pretend to study – but he had to stop by his dorm first. So I followed him across the quad, back into the winter air that had grown chillier since sunset seven hours ago. The snow on the paths, which had turned slushy in the sun, had now frozen up and made walking treacherous. Along the way, we were joined by Brandon Lazar, a Moroi who lived in Christian's hall. Brandon could barely contain himself, recapping a fight he'd witnessed in his math class. We listened to his rendition, all of us laughing at the thought of Alberta sneaking in through the window. â€Å"Hey, she might be old, but she could take on almost any of us,† I told them. I gave Brandon a puzzled look. He had bruises and red splotches on his face. He also had a few weird welts near his ear. â€Å"What happened to you? Have you been fighting guardians too?† His smile promptly disappeared, and he looked away from me. â€Å"Nah, just fell.† â€Å"Come on,† I said. Moroi might not train to fight like dhampirs did, but they got in brawls with each other just as often as anyone else. I tried to think of any Moroi he might have a conflict with. For the most part, Brandon was pretty likeable. â€Å"That's the lamest, most unoriginal excuse in the world.† â€Å"It's true,† he said, still avoiding my eyes. â€Å"If someone's screwing with you, I can give you a few pointers.† He turned back to me, locking eyes. â€Å"Just let it go.† He wasn't hostile or anything, but there was a firm note in his voice. It was almost like he believed saying the words alone would make me obey him. I chuckled. â€Å"What are you trying to do? Compel me – â€Å" Suddenly, I saw movement on my left. A slight shadow blending in with the dark shapes of a cluster of snowy pine trees – but moving just enough to catch my attention. Stan's face emerged from the darkness as he sprang toward us. Finally, my first test. Adrenaline shot through me just as strongly as if a real Strigoi were approaching. I reacted instantly, reaching out to grab both Brandon and Christian. That was always the first move, to throw my own life before theirs. I jerked the two guys to a halt and turned toward my attacker, reaching for my stake in order to defend the Moroi – And that's when he appeared. Mason. He stood several feet in front of me, off to Stan's right, looking just as he had last night. Translucent. Shimmering. Sad. The hair on the back of my neck stood up. I froze, unable to move or finish going for my stake. I forgot about what I'd been doing and completely lost track of the people and commotion around me. The world slowed down, everything fading around me. There was only Mason – that ghostly, shimmering Mason who glowed in the dark and seemed like he so badly wanted to tell me something. The same feeling of helplessness I'd experienced in Spokane returned to me. I hadn't been able to help him then. I couldn't help him now. My stomach turned cold and hollow. I could do nothing except stand there, wondering what he was trying to say. He lifted one translucent hand and pointed off toward the other side of campus, but I didn't know what it meant. There was so much over there, and it wasn't clear what he was pointing at. I shook my head, not understanding but desperately wishing I could. The sorrow on his face seemed to grow. Suddenly, something slammed into my shoulder, and I stumbled forward. The world suddenly started up again, snapping me out of the dreamy state I'd just been in. I only barely managed to throw out my hands in time to stop myself from hitting the ground. I looked up and saw Stan standing over me. â€Å"Hathaway!† he barked. â€Å"What are you doing?† I blinked, still trying to shake off the weirdness of seeing Mason again. I felt sluggish and dazed. I looked into Stan's angry face and then glanced over at where Mason had been. He was gone. I turned my attention back to Stan and realized what had happened. In my distraction, I'd completely spaced while he'd staged his attack. He now had one arm around Christian's neck and one around Brandon's. He wasn't hurting them, but his point was made. â€Å"If I had been a Strigoi,† he growled, â€Å"these two would be dead.†

Hunting For Men And Meaning No Country For Old Men

Hunting for Men and Meaning in No Country for Old Men This movie is one of many classic movies that have the ultimate understanding of life and the human physiological behavior. This movie entitles three mechanisms of hunting to describe critical aspects of life, hunting for animals, hunting for men and hunting for meaning. Hunting is the act of tracking and taking a life; this act differs from hunting an animal to a human. This particle can teach a lot of principles like being patient, good timing and the art of tracking. Hunting for an animal is one of the oldest in terms of hunting, it has started since the first human on earth, people hunt animal to feed or to entertain themselves like foxhunting. Hunting is one of many rites of passage in a lot of cultures. In the scene where Llewelyn Moss goes to hunt which relatively he is good at, but reality and the wild is a really harsh place for people who aren’t ready for that action, Llewelyn said before taking the shot â€Å" you hold still â€Å" which actually finally. Llewelyn managed to hit his target but he couldn’t take it out in one shot so the animal made a run for it. In my opinion, one thing that actually kept me thinking, why did Llewelyn pick up the bullet shells? Is he an environmentally friendly or just he doesn’t like leaving a trace. Human described in term of science by the ration animal for their ability to make judgment, is the human race in favor of instant of intellectual? In the animal kingdom, a predatorShow MoreRelated Femininity against Masculinity in A White Heron Essay1699 Words   |  7 Pagesas a little girl, she often accompanied her doctor father on his visiting patients. 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