Formation of the Moon essays

Formation of the Moon essays There are many things in the macrocosm that we have never known of. We know simple things about the moon such as its craters or mountain ranges, but do we know exactly how the moon came to be? When we contrast its lunar surface characteristics with the Earths, it is apparent that they came from completely different physical developments, 1 but it still isnt enough information. Many people probably have never thought about or dont know that there are several theories regarding how the moon was formed. The most popular and common idea is that it came from our earth. Before the 1970s, there were three main theories regarding the origin of the moon.2 Soon after that, gradually a few more theories were made. In 1879, the fission theory was developed by the British astronomer Sir George Darwin.3 The Moon was once part of the Earth and somehow divided from the it early in the past of the Solar System. The most popular location for the part of the Earth where the Moon originated from is the current Pacific Ocean basin is.4 In other words, while it was still fluid and hot the moon broke off from a rapidly spinning earth.3 A co-formation theory proposed that the earth and moon both formed at the same time2, roughly forty-six million years ago 1, as a gravitationally conjoined two of a kind. This theory requires that the earth rotates eight times more rapidly than at the moment, which is typically out of the question.3 There are several theories within this theory. The collision between the PLSs slows the orbits and causes the formation of a large number of moonlets. Some of them will plummet to earth, and others will be left behind in orbit around the earth. As the geocentric (having or relating to the earths center) moonlet orbits are formed, they will collide and accumulate smaller asteroids, other moonlets, and dust. This idea that there are various bodies in orbit ...

Returning a Call and Replying to a Message

Returning a Call and Replying to a Message Returning a Call and Replying to a Message Returning a Call and Replying to a Message By Maeve Maddox A person who is not able to speak to a caller at the time a call is placed, telephones the person who called at a later time. The phrase used to describe this exchange of phone calls is â€Å"to return a phone call.† This use of return is suitable in the context of telephoning, but it is not the best choice for other forms of communication. In the context of written messages, â€Å"to return† is commonly understood to mean â€Å"to send back† or â€Å"to reject.† For example: She returned his letters unread. I keep getting all these emails returned undelivered. Senders are getting their  emails returned  when sending to our gmail account. Some speakers, perhaps by analogy with telephoning, use return as if it meant, reply, respond, or respond to. Here are some examples, together with revisions: He returned my message right away. BETTER: He replied to my message right away. I suggested a date to visit his institution but  he never returned my email. BETTER: I suggested a date to visit his institution, but he never replied to my email. The doctor never returned my message  or sent any kind of confirmation that  he  received it. BETTER: The doctor never responded to my message or sent any kind of confirmation that he received it. They  never returned my request  for information. BETTER: They never responded to my request for information. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:100 Words for Facial ExpressionsYay, Hooray, Woo-hoo and Other AcclamationsPassed vs Past

Anil story Essay Example | Topics and Well Written Essays - 500 words

Anil story - Essay Example The boy’s state depict how fearful he was for what would happen in future. He is being forced to the city yet he really does not want to. By crying out loud and asking the questions, it is evident that he does not like what may happen when he is away. Some theme of fear has been described in this section. The writer describes Anin’s state and goes ahead to describe his feelings and imaginations. He believed there could be a ghost outside that will make him not return. Anin feared the dark and unforeseen circumstances. The fact that Anin did not dare go out of the house himself is proof enough that he did have fear. The Author develops this theme by using vivid description. He describes the ghostly tree and he fact that Anin made attempts to move out and came back. We are even told that Anin knew he would not return, which blankly develops this theme. The fact that Noor has described the feelings and emotions around Anin depicts instance of fear. This is a boy who has certainly watched the incident of suicide. In addition to this, the author brings out his body language that clearly shows that the boy was gripped with fear. This story further explores how the village people slept and dreamt from the opening paragraphs. Definitely this young boy lacked the sleep, creating the element of fear. Fear of exposure. In this section, Marimuthu definitely knew all was not well, someone had sported him. The Author describes his guilty looks and this brings the element of fear. In this category, the village headman and Anil’s also seem fearful of any repercussions because they know the death was not suicidal. Consider the sentences â€Å"I have to talk to you, Ragunathan. I have to talk to you about this son of yours† and ‘Are you sending me off because I saw him do it?’ These two show some element of fear thus the actions that transpired. The author has used onomatopoeia to create setting and environment of fear. The

Virtue Theory, Utilitarianism, and Deontological Ethics Essay

Virtue Theory, Utilitarianism, and Deontological Ethics - Essay Example The central point of virtue ethics entails honesty. Honest persons tend to do the right thing with or without supervision. For example, as a student who is guided by the virtual of honesty I cannot cheat in an exam. Moreover, a person with the right victuals and morals may not steal or cause harm to others. In addition, a person with the virtual of humbleness tends to respect others and act as servant to others despite his higher status in the society. This means that virtual ethics can be utilized to determine the ethics and morality of certain action. For example, virtual ethics may be employed to determine whether a particular action is ethically and morally acceptable or not (Garrett, 2005). Unlike virtual theory which emphasizes on personal inside characters in determining something, Utilitarianism /focuses on the preposition that any think that bring pleasure and happiness to human being is ethically and morally acceptable while anything that bring suffering and pain to the hum an being should be avoided. This means that utilitarianism focuses on the consequences. However, in utilitarianism it tends to be quite difficult to determine the ultimate consequence of a particular action without executing it. In addition, a particular action may be difficult to determine whether it will be morally and ethically acceptable prior executing that act so that the consequences can be raveled. This means that, if the consequences result to pleasure and happiness to the greatest number.

Cultural Practices that Influence Academic Performance Essay Example for Free

Cultural Practices that Influence Academic Performance Essay It is a basic or general rule and knowledge that the learning process and patterns differ for every student or learner. The concept of individual differences supports this idea as it builds on the theory that the structure or dimensions of the various faculties of individuals differ for each child, such as the physical, emotional, psychological, and cognitive faculties. From this point of view, we draw out the conclusion that individual differences must also mean that the pedagogical process should be designed to address them in order to facilitate learning in different kinds of situations. In other cases, not only are the various faculties considered, but also environmental factors such as social faculties, and more importantly, the cultural background from which an individual belongs to. With this in mind, the remainder of this text will look into the comparison and contrast of cultural factors that influence academic performance, particularly on a specific learning group – the Limited English Proficient or LEP students and the Fluent English Speakers or FES population. The primary difference between LEP and FES learners is the rate of standard of English language proficiency, either in listening, reading, writing and speaking. The implication of this particular inconsistency of English language proficiency when we talk about the learning situation is that learning becomes imbalanced or varied due to the different learning needs and demands of the aforementioned learning groups. Moreover, this also means that the teaching-learning process will cease to become effective if it lends itself to the traditional means of learning. For instance, since LEP learners lack the knowledge, skills, and competencies of displaying their proficiency on the English language, the curriculum as well as other learning aspects or situations are modified in order to make them less difficult and easier for the learners to understand at their own pace. On the other hand, the FES population has advanced and more developed proficiency in the English language. Therefore, the learning situation should be made challenging in order to increase or further learning and take it to the next level. The Interaction Model presented by Dr. Fred Tempes and Lilia Stapleton in their case study about bilingual education suggest that the academic performance of students when it comes to English language proficiency is dependent on the community background, the knowledge, skills, and competencies by the learner, the instructional method or techniques implemented, and the educational background. The condition of a learner’s community background constitutes the socio-economic status of families within the community and the academic performance of schools or academic institutions that provide learning opportunities for LEP students. These factors have something to do with the chance or capability of families to pay for bilingual educational programs for their children and the academic institution to provide effective and comprehensive bilingual educational programs. Another factor includes the primary language that families use at home and the kind of culture that exists within it. For instance, families that use Spanish as their primary language at home will expect their children to have difficulties in learning the English language in school. Moreover, a family that readily accepts the necessity to learn the English language would be more open to being involved, contributive, and supportive to the English learning process. (Tempes Stapleton, 1986) The student input factors that influence academic performance of LEP students include the obtained rate in English language proficiency, the academic performance rated and quantified for the English courses, and student mobility. In addition, the educational background that affects student academic performance for LEP students has something to do with the design, structure, learning objectives, and quality of educational programs implemented by academic institutions covering the institutional learning goals and objectives, the educational philosophies, the curriculum, the syllabus, instructional methods, strategies, techniques, and materials, and such. (Tempes Stapleton, 1986) On the other hand, the cultural factors that influence academic performance of the FES population differ from that of the LEP students. Culture, particularly language, is less likely to influence academic performance of the FES population since learning becomes easier and less challenging due to their increased proficiency of the English language which is the primary medium of instruction in academic institutions. For instance, instructions or directions are clearly understood leaving enough time for them to accomplish learning goals and objectives for English courses. However, academic institutions need to focus on the educational background or the ability of the academic institution to provide the highest standard of education for the FES population in order to increase the input of the students in terms of their academic performance and development of their English language skills and competencies. This particular difference is the primary reason why teachers express their difficulty in adjusting to the varying needs and demands of LEP students and the FES population. On the contrary, this particular situation is the reason why the government and academic institutions are continually raising the quality of education and educational programs since there is a pressing need to develop and implement bilingual education to address diverse needs of the student population. (Howard Loeb, 1998) The cultural factors that influence the academic performance of LEP students and the FES population has impacted how the government and academic institutions regard and acknowledge the importance of multicultural educational programs or curricula. Aside from the obvious need of LEP students to obtain an efficient, appropriate, and comprehensive language education, the rate of academic performance of the FES population when compared to that of the LEP students helped in establishing multicultural educational programs and curricula to address specific learning needs for both population. One example would be the No Child Left Behind or NCLB Act implemented by the U. S. government in 2001. Taking the context of the NCLB and applying it to the educational situation of American Indians in the country (Beaulieu, Sparks Alonzo, 2005), various discussions were conducted in order to reconcile the need to implement NCLB but at the same time preserve the culture of American Indians through culturally-sensitive educational programs (Campbell, 2000). While effective programs for FES students rely on the continuity of traditional education programs that does not incorporate special courses or directives for the learning of English as a second language, educational programs for LEP or ESL students incorporate the accomplishment of educational standards and guidelines for the learning of the English language while at the same time implementing the traditional programs for FES students which not only focuses on English courses but other subjects, courses, or programs as well. Therefore, the educational programs and curricula for LEP or ESL students are more specialized and particular to the learning of the English language in traditional educational settings, including the need to become integrated to society through the learning process and learn traditional concepts inclusive of regular educational programs, making it more challenging and difficult as compared to those provided for the FES population. (Thomas Collier, 1997) Aside from the implementation of multicultural curriculum as means to develop and improve education for LEP and ESL students, the knowledge, skills, and competencies of teachers in teaching the English language to second language learners should also be evaluated and assessed. TESOL discussed the need not only to improve multicultural curricula, but also to develop teaching capabilities and competencies through teacher education. This will be done by raising standards and guidelines in accrediting teacher education programs. (TESOL Task Force ESL Program Review Specialist, 2008) Considering teacher competencies is one way of addressing the needs of LEP and ESL students and acknowledging the fact that academic performance is not the concern of the students, their parents, and the community alone. One of the main contributors to the academic performance of LEP and ESL students also include the â€Å"teacher factor. † TESOL’s contribution to raising the standards of teacher education to improve the quality of multicultural educational programs has paved way to the rising quality of multicultural educational programs for the benefit of the LEP and ESL students. References Beaulieu, D. , Sparks, L. Alonzo, M. (2005). No Child Left Behind in Indian Country. NIEA Preliminary Report: National Indian Education Association. Campbell. (2000). Amending the Native American Languages Act to Provide for the Support of Native American Language Survival Schools, and for Other Purposes. The Committee on Indian Affairs, 106th Congress: The United States Senate. Howard, E. R. Loeb, M. I. (1998). In Their Own Words: Two-Way Immersion Teachers Talk About Their Professional Experiences. Center For Applied Linguistics: ERIC Clearinghouse on Languages and Linguistics. TESOL Task Force ESL Program Review Specialist. (2008). Standards for the Accreditation of Initial Programs in P-12 ESL Teacher Education. TESOL. Tempes, F. Stapleton, L. (1986). Case Studies in Bilingual Education. Federal Grant #G008303723 Thomas, W. P. Collier, V. (1997). School Effectiveness for Language Minority Students. Center for the Study of Language and Education. Washington, DC: National Clearinghouse for Bilingual Education.

Hamlet and King Lear :: essays research papers

There are a lot of similarities in two Shakespeare stories HAMLET and KING LEAR. I guess its because of the style in which Shakes peare wrote. William Shakespeare wrote three kinds of stories: comedy, tragedy and history. Both of these books are tragedies and they are very similar tragedies. In both of these stories there is a feud going on within the family. And in both the feud is between the children and their parents or relatives. Hamlet is looking for the revenge on his uncle for killing Hamlets father and hes upset with his mother marrying the murderer. Here Lears evil daughters try to completely destroy their father. Lear calls his daughters and asks them who loves the most. Regan and Goneril lie just to get Lears land and power. Cordelia honestly answers Lear and for that is given away to France, because Lear has gone out of his mind. After Lear gives out almost all his land he realizes his wrongdoing and tries to restore his power. But now its too late, because his daughters already took away all the land. He sees how evil his daughters really are and they dont love him at all, so he curses them. Now Lear appears to be crazy from his actions, but in reality he exactly knows what is going on. Hamlet saw the ghost of his father and it told Hamlet that his uncle killed him to become the king. This shows that the person will even commit murder to get control of the country, just like we see in KING LEAR. After the ghost appeared to Hamlet, he started to act like he was crazy. But just like Lear, in reality he wasnt crazy, he was thinking of how to get back at his uncle. The endings of both stories are very similar. Besides the fact that all the main characters in both stories die, its how they die thats interesting. Because Goneril wants to get Edmund, she poisons her sister Regan. Hamlets uncle wants to poison Hamlet, but by mistake he poisoned his wife, Hamlets mother. Hamlet by mistake kills his uncle servant Polonius. Because of the death of her father Ophelia (Polonius daughter) goes insane and later kills herself. Because Gonerils plan didnt work, she kills herself. At the end there is a duel between Edgar and Edmund, where Edgar kills his bastard brother. At the end of HAMLET there is a duel between Hamlet and Polonius son, where Hamlet wins but in

Curriculum studies Essay

In my assignment I will be defining curriculum and also addressing the notion of subject based curriculum with integrated curriculum. I will also be mentioning the advantages of subject based curriculum and conclude the assignment by answering the question of the assignment which ask, why is subject based curriculum is supported by leading writers? And I will also enhance my personal input on what I agree with concerning the assignment question. Curriculum is defined as a planned learning opportunities offered by the organization to learners and the experiences learners encounter when the curriculum is implemented. A curriculum is an attempt to communicate the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice. A curriculum is the formulation and implementation of an educational proposal to be taught and learned within a school or other institution and for which that institution accepts responsibility at three levels, its rationale, its actual implementation and its effects. The curriculum is part of the culture in a specific context and culture is defined as â€Å"that complex whole, which includes knowledge, belief art, morals, law, customs and other capabilities acquired by man as a member of society.† E B Taylor (1871, p. 1) and it is also defined as â€Å" culture is transferred, it creates a heritage or a social tradition, that it is learned, it is not a manifestation in particular content, of a man’s genetic constitution, and that it is shared. †Talcott Parsons (1952, p.15). Culture is a complex term. Culture is both a product of social interaction as well as a determinant of it. Culture forms the basis of our communications with others; it is a cultural exchange of both shared and different experiences. Subject based curriculum focuses on the content of the curriculum. The designing resembles usually, to the textbook written for the specific subject, students increase knowledge of a subject matter determined by a set of â€Å"experts.† curriculum is planned around content units and the order of what is taught follows the purpose of the subject matter (Knowles, 1984). The purpose of subjects in school are mostly for information where learners have a central ideas on what there are doing or learning , for teachers to use statements that are proved against experience, giving learners specific methods and skills essential to succeed. To gain field knowledge (theoretical, practical, that may include moral knowledge) subject matter inter-disciplinary e.g. Geography and engineering. Hirst (1965). The subject based approaches to school curriculum involve students studying separate subjects that are independent and disconnected from each other, taught at different times during the day by specialized teachers. While integrated curriculum it is about creation of connections, across disciplines to real. It is a curriculum which include methods to education that include students viewing towards several dimensions that reflect the real world and are not restricted by the disciplines. One of the features of integrated curricula is that the knowledge that is taught and learned is strong-minded by matters that are applicable to the students. In this way, there tends to be more connection and application of knowledge to the issue of concern. In integrated approaches to curriculum students are generally given long periods throughout the school day to explore zones of interest to them. They are directed and supported by the teacher, but the emphasis is on the student being an active learner. Curriculum integration argues that knowledge in the real world is holistic and the division of knowledge into subjects for teaching and learning in schools is an unnecessary historical tradition and simply a practical method to deliver a curriculum (Hatch, 1998). This curriculum includes setting knowledge to use in relation to real life problems and issues, rather than being lists of concepts, facts and skills that students master for standardized in accomplishment of tests. Integrated curriculum is a way to teach students that attempts to break down barriers between subjects and make learning more meaningful to students. The advantages of subject based curriculum are that, it lends itself well to mass production, publishers can produce workbooks that break down reading or math into sub skills and procedures, which students and teachers can easily direct. This approach can be active in a environment where resources for staff development are limited. Teachers are able to guide the learning that is happening at the appropriate pace for students to be able to acquire new knowledge adequately. At the end of a course of learning, there has to be testing and evaluation of the learning that has occurred. Learners who are interested in learning about a topic don’t have to wait for a class to start or fit it into their schedules, especially in case of adult learners, because subject based material are accessible commercially like computers and books. Why is subject based curriculum advocated by leading writers? It is a curriculum which is teacher centered and learners are seen as passive participants and subjects are rated hierarchy. The leading writers support it because it Disciplines are considered important human achievements that have provided the best answers to fundamental questions about the world that human beings have generated. It is suitable that the teacher who is now the expert in a subject should be the one to teach that knowledge to the students. For example If students have any questions on a topic raised by a textbook, the teacher exist as the â€Å"expert† to answer the questions. It is also supported because this writer sees the teacher as being able to direct learning and plan how the course should proceed and the teacher is able to direct learning and plan how the course should proceed. In conclusion i don’t see a link of how subject based curriculum can be used in the current world where things are changing everyday, yet the curriculum itself is not relevant to the needs of the learners and it sees learners or student as passive not active participants, where everything is teacher centered and the teacher decide what learners or student need to know. On my personal view I believe integration curriculum is the best, because it sees the best in every person and it does not judge according race or marginalize people according to how they are, status quo is not an option it is rejected on integrated curriculum. It engage young people to be better reflectors to their realities, experiences outside school; â€Å"it makes learning more applied, more critical, more inventive, and more meaningful for students† (Hargreaves et al., 2001, p. 112). It goes beyond merely â€Å"overlapping† the different existing subjects. The students do not just read about Earth Day in English or calculate pollution levels in Math, rather they learn in a way that exclude labeling knowledge and, more importantly draws upon their own life experiences and backgrounds. This makes learning real for the students and gives them some ‘stake’ in the learning process as compared to the subject based curriculum. Integrated curriculum is an effective way to teach and learn, because it corresponds with the way our brain works physiologically. It teaches notions that help students approach any situation or problem, rather than facts which have limited application, this method doesn’t engage the student nor does it try to integrate knowledge gained in different subject areas. Subject based curriculum prevents students from understanding the wider context of what they’re learning. In the subject based curriculum students learn maths in one period, reading in another, science in another and life science in yet another, separate class. Every subject is taught as though it exists in and of itself without regard for how one subject impacts another subject. In the subject based curriculum, students are discouraged from enjoyable a different point of view than what textbook or teacher presents. The subject matter has already been chosen by experts in the different subjects, by school boards and by teachers and believed of value for students to learn. The subject matter is of serious importance, while students become little more than vessels to be filled, rather than thinking, rational individuals who need to be part of the learning process. References Apple, M. W. & Beane, J. A. (1999). Lessons from democratic schools. In M. W. Apple & J. A. Beane (Eds.), Democratic schools: Lessons from the chalk face (pp. 118-123). Buckingham, UK: Open University Press. Bernstein, B. (1971). On the classification and framing of educational knowledge. In M. Young (Ed.), Knowledge and control: New directions for the sociology of education (pp. 47-69). London: Collier-Macmillan. Stenhouse, L. (1975). defining the curriculum problem. volume 5, 1-5. Young, M. (2008). Bringing knowledge back in: From social constructivism to socialrealism in the sociology of education. London: Routledge. Young, M. (2009c). Curriculum theory and the problem of knowledge: A personal journey and an unfinished project. In E. Short & L. J. Waks (Eds.), Leaders in Curriculum Studies: Intellectual Self Portraits (pp. 219-230). Rotterdam: Sense Publishers

Succubus Shadows Chapter 14

I was never entirely sure how much of that dream was true and how much was a lie. That it was a mix, I felt certain. I couldn't think of any reason the Oneroi would show me Kayla noticing my absence when no one else did. That had to be true. Yet, I also couldn't imagine Seth and Maddie slandering me so much. I especially couldn't imagine him breaking a confidence. Surely that was a lie†¦right? And as for the rest of the dream†¦well, it didn't matter. The Oneroi offered no answers. And as more and more dreams came to me, the fate they'd foretold began to come true: I could no longer tell what was real and what wasn't. Often, I tried to tell myself that it was all a lie. That was easier than living with the doubt. No matter how hard I tried, though, I couldn't shake the feel of truth that some had. So, I was always questioning everything, and it grew maddening after a while. It was made worse by the fact that the Oneroi were always feeding off of those dreams, which consequently sucked up my energy. A succubus needed that energy to function. It gave me the ability to move in the world, to think clearly, to shape-shift. Draining me of it wouldn't kill me – I was still immortal, after all – but it made me useless. Not that it mattered in my prison. I still had the sensation of being crammed inside a box in the dark, and what little awareness of my body I had left was simply showing me pain and weakness. Had I been relea sed, I would have had trouble walking. I would also likely be in my true shape. Since I was mostly suspended consciousness now, the physical aspects became irrelevant. My mind became the true liability, as both the lack of energy and torture from the dreams began to rip me apart. I was more coherent and analytical during the dreams themselves, but when they ended and the emotions hit me, my rational thought began fracturing. My banter with the Oneroi became primal insults and screams. Most of the time I couldn't think at all. I was just pain and despair. And rage. It seemed impossible, yet underneath the agony that smothered me, a small spark of anger just barely managed to stay alive, fueled every time I saw the Oneroi. I think holding on to that fury was the only thing that kept my shattered mind from completely giving in to insanity. I lost all sense of time, but that had more to do with the strange nature of dreams and not so much my brain. I actually think little time passed in the real world because every time the Oneroi showed me a glimpse of it, no progress seemed to have been made in finding me – something I believed the Oneroi hoped would break me further. â€Å"Why do you keep asking us?† The question came from Cody. I was now watching him, Peter, and Hugh being interrogated by Jerome. Carter sat in a far corner, smoking in spite of Peter's no-cigarettes-in-the-apartment rule. Roman was there too, invisible in body and aura. That meant I shouldn't have been able to see him, yet something – maybe because he was my target in this dream – allowed me to know he was there, despite what my senses told me. My friends knew about him. He had no need to hide his physical appearance, unless Jerome feared there might be demonic eyes watching Seattle – which wasn't that unreasonable. My disappearance had probably made him extra suspicious. Cody's question had been directed toward Jerome, and I had never in my life seen such fury on the young vampire's face. He was the mildest of us all, newest to Seattle's immortal circle. He still jumped when Jerome said jump and spent more time watching and learning than taking an active role. Seeing him like this was a shock. â€Å"We don't know anything!† Cody continued. â€Å"Our powers are limited. You're the one who's supposed to be almighty and powerful. Doesn't Hell control half the universe?† â€Å"‘There are more things in heaven and earth, Horatio, than are dreamt of in your philosophy,'† quoted Carter solemnly. â€Å"Shut up, both of you,† snapped Jerome. He glared at the angel. â€Å"I've already heard you use that one before.† Carter shrugged. â€Å"You've heard me use all of them before. Many, many times.† Jerome turned back to my three friends. â€Å"Nothing. You're absolutely certain you noticed nothing about her before this happened?† â€Å"She was down,† said Peter. â€Å"She's always down,† said Hugh. â€Å"She didn't tell any of us about this thing she kept feeling,† growled Cody. â€Å"She only told Roman. Why aren't you questioning him?† â€Å"I have,† said Jerome. He took a step near the young vampire and leaned his face in close. â€Å"And watch your tone. You're lucky I'm feeling kindly right now.† â€Å"What's Mei doing?† asked Peter. His tone was proper and polite as he cast an uneasy glance at Cody. Half of Peter's question was probably a ploy to save his prot? ¦g? ¦ from being smote then and there. Jerome sighed and stepped back. â€Å"Questioning others. Finding any trace – any at all – of another of our immortals who might have felt something.† Hugh, who was sitting on the couch and keeping his distance from our angry boss, cleared his throat nervously. â€Å"I don't want to bring this up†¦but, you're already kind of on probation after the, um, summoning.† Jerome's smoldering gaze fell on the imp, who flinched. â€Å"Don't you think I know that? Why is everyone here giving me useless information?† â€Å"All I'm saying,† said Hugh, â€Å"is that if someone wanted to take advantage of the situation, making you lose one of your immortals would be a good way. Someone who, say, maybe wanted a job promotion.† â€Å"Mei couldn't do this,† said Jerome, catching on. He'd already had one lieutenant demoness turn, so Hugh's hypothesis wasn't that bad. â€Å"She couldn't hide Georgina like this†¦even if she was working with someone who could, she'd find a better way to get to me.† There was almost a proud note in his voice. â€Å"What about Simone?† demanded Cody. â€Å"She's out there impersonating Georgina, you know.† Both Peter and Hugh stared in astonishment. â€Å"She's what?† exclaimed the imp. The attention from his friends seemed to fluster Cody more than Jerome's wrath. â€Å"Yeah, I was, um, visiting Gabrielle at the bookstore, and I saw Simone. She had Georgina's shape, but I could feel it was her.† â€Å"You saw Gabrielle?† asked Carter with interest, like my disappearance from the universe had now lessened in comparison to Cody's romance. Cody flushed. â€Å"We†¦had a date. But I canceled it when I heard about Georgina. It's no big deal.† No big deal? My kidnapping was now ruining Cody's chances with the woman of his dreams. â€Å"This is more useless information,† growled Jerome. â€Å"And, yes, I know about Simone.† â€Å"Maybe you should be talking to her,† said Cody. â€Å"She didn't do it,† said Jerome. The way he spoke implied that it was a closed case. Peter was still treading cautiously around Jerome. â€Å"If you say she didn't†¦then she didn't. But why is she impersonating Georgina if she's innocent in all this?† â€Å"She has her reasons,† said Jerome vaguely. Cody was outraged. â€Å"And you're just going to let her do it! How can you?† â€Å"Because I don't care!† roared Jerome. A wave of power flared out from him like a shock wave. Everyone except Carter was blown back by it. The china in Peter's cabinet rattled. â€Å"I don't care what that other succubus does. I don't care about Georgina's human friends or what they think. If anything, you should be grateful. Simone's act is keeping the others from noticing what happened.† None of my friends had anything to say to that. With an exasperated snarl, Jerome turned toward the door. â€Å"I've had enough of this. I need real answers.† He stormed out into the hall, leaving the door open. Presumably, he did it as an act of angry defiance, but I knew it was so Roman could follow him. Normally, the demon would have simply teleported out, but for whatever reason, father and son were investigating together today. Once alone on the stairwell, Jerome muttered, â€Å"Hold on.† Roman must have because Jerome disappeared. He reappeared – and me along with him – in a new setting: Erik's store. It was evening, and Erik had shut down for the night. The fountains were off. The music had stopped playing. Yet, near the back of the store, a few notes of humming could be heard. They cut off almost immediately, and footsteps sounded as someone approached. Jerome stayed where he was, not deigning to move. He knew his presence would have been promptly felt. He knew Erik would come to him. And sure enough, gait still unsteady from being sick recently, Erik made his way to the store's front. He radiated wariness as he moved. For me, he always had a kindly smile and cup of tea. Even Carter, the most powerful immortal in Seattle, would earn a respectful smile. But Erik was on his guard now – which really wasn't that weird, considering who stood in his store. Erik came to a stop a few feet from Jerome and straightened himself up as well as he could to his full height. He gave Jerome the smallest nod of greeting. â€Å"Mr. Hanan'el,† said Erik. â€Å"An unexpected visit.† Jerome had just taken a cigarette out of his coat, and it fell from his fingers. The look he gave Erik was a hundred times more terrifying than anything I'd ever seen. I expected another flare-up of power, one that would blow the entire building apart. â€Å"Do not,† said Jerome, â€Å"ever let that name cross your lips again, or I will rip them off.† His voice was low and even, simmering with the rage and power he was holding back. Had I been there, I would have gasped. Jerome's true name. Erik knew Jerome's true name. I used fake names to blend in and forget my identity. But for angels and demons, names were power. In the right hands, a name could be used to summon or control a greater immortal. In fact, for Dante to have summoned Jerome in the spring, Grace must have revealed that name. Erik didn't flinch at Jerome being in smite mode. â€Å"I assume,† said Erik, â€Å"you are seeking something.† â€Å"Yes,† said Jerome, slightly mimicking Erik's tone. â€Å"I am ‘seeking' my succubus.† Erik's eyebrows rose slightly. â€Å"Miss Kincaid?† â€Å"Of course! Who else?† Jerome did technically have another succubus, Tawny. But maybe he wouldn't have gone hunting for her if she disappeared. He took out another cigarette and lit it without a lighter. â€Å"Do you know where she is? And don't lie to me. If you're keeping her from me, I will rip you apart, leaving your tongue for last.† â€Å"Ripping body parts appears to be a theme tonight,† replied Erik, clasping his hands behind his back. â€Å"But no, I don't know where Miss Kincaid is. I didn't know she was missing.† Jerome took a step forward, eyes narrowed. â€Å"I told you, do not lie to me.† â€Å"I have no reason to lie. I like Miss Kincaid. I would never wish her harm. If I can help her, I will.† Erik's wording was careful. It was me he was offering to help – not Jerome. â€Å"She spoke to you about some force – some ‘siren song' that kept coming to her,† said Jerome. He gave a curt report of what Roman had observed when I disappeared. â€Å"What do you know about this thing? What kind of creature was it? It was feeding off her depression.† From the moment this dream had started, Jerome had displayed nothing but rage and terror. Yet†¦as he shot off questions, it was almost like he was rambling. There was desperation under all that anger. Desperation and frustration because he was in a situation with no answers and felt powerless. Demons, as a general rule, do not like feeling powerless. Resorting to human help – a human who knew his name, no less – must have been excruciatingly painful for my boss. Erik, classy as always, remained calm and formal. â€Å"There are creatures who do that, yes, but I don't believe it was one of those. I believe it chose those times because she was weakest. It was simply a lure – probably not the creature or culprit itself.† â€Å"Then what creature is it?† Erik spread his hands wide. â€Å"It could be any number of things.† â€Å"God-fucking-damn-it,† said Jerome, dropping his cigarette onto Erik's floor and stomping on it hard. â€Å"You're no longer connected to her?† â€Å"Correct.† â€Å"You have no awareness of her – one of your kind isn't masking her?† â€Å"Correct.† â€Å"And you know she's not dead?† â€Å"Correct.† Erik's brown eyes were thoughtful. â€Å"Then the creature is likely one outside of your scope.† â€Å"Why,† asked Jerome wearily, â€Å"does everyone keep telling me things I already know?† The question could have been directed to Erik, Roman, or the air. The demon took out another cigarette. â€Å"You need to figure out who would take her and why. She has enemies. Nyx was not pleased with the resolution of her last visit.† â€Å"Nyx is locked up.† Jerome spoke as though he had stated that a hundred times. I was pretty sure he'd been asked all those questions about me a hundred times too. â€Å"Your summoner, Mr. Moriarty, was not overly pleased with her either.† Although Erik remained professional, his lips twisted ever so slightly, like he'd tasted something bitter. Regardless of his feelings for the demon, both Erik and Jerome shared a mutual hatred of Dante. This gave Jerome pause. â€Å"I doubt this was human magic, though I suppose he could have had help – he's sought allies before. I'll look into it.† He dropped this new cigarette and stepped on it too. â€Å"Regardless, I still can't believe I'd have no sense of her in the world.† â€Å"Maybe she's not in this world.† Erik's words hung between them for several seconds. â€Å"No,† said Jerome at last. â€Å"Many have interest in her – but none who would do that.† I saw in Erik's face that the words â€Å"Many have interest in her† had caught his notice. He stayed silent, however, and waited for Jerome's next profound statement. Which wasn't that profound. â€Å"Time to go,† said the demon, probably so Roman could grab hold again. Jerome teleported, off to wherever it was he had to go. And me? I returned to my prison.

Free Essays on Convergence

In today’s growing world of computer technology we are starting to see many new uses of digital computer technology being applied to existent products, and creating new better products. Those products in fact get combined and integrated into still other products. Just think of the telephone. Once, the earpiece and the microphone piece were separate. Today they come in a variety of flavors. All the telephones have the ear and mouth piece attached together, most telephones have a digital dial pad instead of the old spinning disk thingy that one had to spin around and watch it slowly spin back for every number dialed. Answering machines, which are completely different devices sometimes come built into the telephone. Also, the radio technology is implemented to bring us a new and convenient way to walk around our house with the cordless phone. All these things make our lifestyle more convenient and efficient. Bill Howard talks about his visions for new products in the nea r future due to convergence of current computer technology and other electronic multimedia devices in this article. Bill envisions that â€Å"Your computer, your stereo gear, you cell phone, your PDA, and your telephone are going to start looking like and working with each other†. It all sounds very realistic. I already use my computer as a stereo, and a phone. In fact, I almost never use my old stereo to listen to music and I make all of my long distance phone calls over a new service called Dialpad.com. The reason that I can’t use it as a PDA or a cell phone is that they are still too big to be portable. Once a computer is developed the size of today’s PDAs with the power of a good desktop it will become possible. Of course some of the other devices will be eliminated, like any form of floppy drives or even tape drives. Both will be replaced by DVD-RAM drives that will be able to rewrite to a DVD ROM a very large amount of times. Bill concentrates... Free Essays on Convergence Free Essays on Convergence In today’s growing world of computer technology we are starting to see many new uses of digital computer technology being applied to existent products, and creating new better products. Those products in fact get combined and integrated into still other products. Just think of the telephone. Once, the earpiece and the microphone piece were separate. Today they come in a variety of flavors. All the telephones have the ear and mouth piece attached together, most telephones have a digital dial pad instead of the old spinning disk thingy that one had to spin around and watch it slowly spin back for every number dialed. Answering machines, which are completely different devices sometimes come built into the telephone. Also, the radio technology is implemented to bring us a new and convenient way to walk around our house with the cordless phone. All these things make our lifestyle more convenient and efficient. Bill Howard talks about his visions for new products in the nea r future due to convergence of current computer technology and other electronic multimedia devices in this article. Bill envisions that â€Å"Your computer, your stereo gear, you cell phone, your PDA, and your telephone are going to start looking like and working with each other†. It all sounds very realistic. I already use my computer as a stereo, and a phone. In fact, I almost never use my old stereo to listen to music and I make all of my long distance phone calls over a new service called Dialpad.com. The reason that I can’t use it as a PDA or a cell phone is that they are still too big to be portable. Once a computer is developed the size of today’s PDAs with the power of a good desktop it will become possible. Of course some of the other devices will be eliminated, like any form of floppy drives or even tape drives. Both will be replaced by DVD-RAM drives that will be able to rewrite to a DVD ROM a very large amount of times. Bill concentrates...

Dark Quotes About Life from Oscar Winner American Beauty

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