Understanding Specific Needs- Health and Social Care Related free essay sample

Understanding Specific Needs- Assignment 1 This assignment on understanding specific needs will look into the perceptions that people have of health, disability, illness and behaviour in a health and social care context. It will also look into and explain how attitudes towards individuals with specific needs and perceptions of those needs change over time and differ between cultures. I will then analyse how legislation, society, culture and social policy interact to influence attitudes toward and service development for individuals with specific needs. The World Health Organisation (WHO, 1946) describes health as ‘a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity’. Concepts related to health and social care that have been adapted to define health and disease in individuals include disability, illness, impairment, sickness and behaviour to name a few. These concepts may be misused by individuals who don’t actually understand the term. In order to be a competent and professional health and social care practitioner it is extremely important to understand the correct definition and have the correct perceptions of health, disability and wellbeing, if not, we may end up offending individuals in our care without meaning too. We will write a custom essay sample on Understanding Specific Needs- Health and Social Care Related or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It is hard to find a correct definition for ‘impairment’ and ‘disability’ but WHO describes impairment as ‘any loss or abnormality of psychological, physiological, or anatomical structure or function’- an example of this would include someone who has suffered from a stroke and as a result loses function of one side of their body. They then go on to describe disability as ‘any restriction or lack (resulting from an impairment) of ability to perform an activity in the matter or within the range considered normal for a human being’ followed by an example of ‘limited functioning of leg leads to inability to walk’. When it comes to illness, disease and sickness it is sometimes hard to differentiate between the three. Although they are quite closely related to one another they do each mean different things. Jones, 1994 described disease as a specific condition of ill health in a patient. Illness is about how you feel- it is related to disease in that you may have a particular disease but still feel well. Some people believe that if a person is ill they have a disease but this however is not always the case- a disease is a physical change or abnormality in the human body. A relevant example to highlight the difference between a disease and illness would be HIV and some forms of cancer- sufferers can live everyday relatively normal without feeling ill or sick while taking the correct medication. Most diseases will affect our behaviour if diagnosed- most obvious behaviour change could be feeling down in the dumps/ sad about the impact the disease may have on your own day to day life. However, it doesn’t have to be a problem- some people may be diagnosed with a disease, be optimistic and look at the ‘problems’ it poses but then be motivated to change those problems. Disease is the most likely out of the terms that would be most commonly used in health and social care as it is noticeable and certain whereas illness and sickness are feelings. A person has a disability if he has a physical or mental impairment which has a substantial long-term adverse effect on his ability to carry out normal day-to-day activities†. (Disability Discrimination Act 1995) I previously touched briefly on disability and WHO’s definition, however I have become more and more aware of disability and those who suffer from a disability within my own placement work in the c ollege helping out and assisting the students who have learning disabilities, therefore I can relate more to it. I agree with the above definition as the students in my placement, although a lot older than me; can’t complete the tasks that I take for granted everyday as well as us who don’t have a disability. I feel that by the college offering classes and providing facilities for those who have a disability is very positive and from having firsthand experience I feel that the staff do a very positive and great job with the students. There is also a door to door service available for those who are in wheelchair due to problems with their mobility- this bus collects students from their door and brings then directly to the college. This is also positive as in the past this was not available. In general I feel that discrimination against those who suffer from a disability is getting better- examples of this include ramps for wheel chair accessibility onto buses and trains which was not available in the past. I feel like we as a society are talking a step in the right direction in bringing equality to all including those who have a disability. According to Wolfensburger, 1972, the social roles perceptions of people with learning disabilities include subhuman, sick, menace, object of dread and object of ridule. The social model of disability says that disability is caused by the way society is organised, rather than by a person’s impairment or difference. It looks at ways of removing barriers that restrict life choices for disabled people. When barriers are removed, disabled people can be independent and equal in society, with choice and control over their own lives. The medical model of disability says people are disabled by their impairments or differences. Under the medical model, these impairments or differences should be fixed or changed by medical and other treatments, even when the impairment or difference does not cause pain or illness. The medical model looks at what is wrong with the person and not what the person needs. It creates low expectations and leads to people losing independence, choice and control in their own lives. An example of both models in action would be a wheelchair user wants to get into a building with a step at the entrance. Under a social model solution, a ramp would be added to the entrance so that the wheelchair user is free to go into the building immediately. Using the medical model, there are very few solutions to help wheelchair users to climb stairs, which excludes them from many essential and leisure activities. Each models have their individual strengths and weaknesses however I do feel that the one that I agree with most is the social model- I believe that the mind is a powerful thing, and thinking positively and pushing ourselves to reach our full potential is extremely important in how we develop- I believe that by the social model encouraging independence of those who are disabled they are doing exactly this. In saying this I of course still understand the importance of the medical side and its importance in disability. The most recent model in relation to disability is the affirmative model and it is all about celebrating diversity. In 2000, John Swain and Sally French came up with the idea for the new model. They believed that yes the social model was great from promoting independence and equality however with this, people were still going to see disabled people as a personal tragedy and feel sympathetic towards them and therefore they would never be treated equal to those without a disability. So the Affirmative Model was initially proposed as a counter to this personal tragedy narrative of impairment. It is expressed in the voices of people who say, Deafness is normal for me. I wouldn’t want to be other than Deaf. Or, I’ve been blind since birth. Why would I want to change? This is who I am. Or, I have learning difficulties. I have Down’s Syndrome but I don’t ‘suffer’ from Down’s Syndrome. This is who I am as a person. This is me. It encourages disabled people to be happy in the people that they are and in my opinion they should do exactly this. We as health and social care workers must be advocates to the disabled in our society. We must speak out and act persuasively on behalf of anyone in our cares rights and just in general should speak up for everyone’s rights. We must do so because of legislative requirements, our code of practice and care value base but most of all because we feel it is right to do so. Although, as mentioned above, Northern Ireland as a society is becoming more and more aware and accommodating to the needs of the disabled it has been quite a long time coming in comparison to other countries, Sweden being a prime example. There is a huge difference in how disabled people are treated here and how they are treated in Sweden. Sweden follow the Nordic Model which has characteristics such as welfare funded by high taxes (around 35%), universal welfare rights, high level of public/state interventions and political consensus and shared culture and belief. Benefits come from using the Nordic model and have helped Sweden in becoming the well thought of country it is today. For example, carers in Sweden can be off work for as long as they need and still be paid- they receive great benefits. It is a society focused on everyone which helps in the support of vulnerable people who are in need of help. Sweden has higher levels of social satisfaction and well being. They are great at negotiating issues and coming to agreements- there are very little strikes, protests and walk outs. In Sweden profit is not the most important focus- commitment to society is. They were also ahead of us in Northern Ireland in making significant decisions- one of these being the Grunewald’s 4 phases of care ervices which was introduced in 1974. The first phase in Grunewald’s phases of caring is diagnostic stage and ultimately identifying the problem. The next phase looks at the specialisation of the problem- this seen the need for a ‘specialist’ institution caring for people. The third phase of care services was differentiation which appreciated that one service was not enough and could not meet the need holistically therefore the development of multi disciplinary models was introduced. The final stage of Grunewald’s phases of caring was decentralisation- this ensured the integration of services and use of ‘ordinary’ facilities. This highlights just how quick and early Sweden were in discovering that those who had a disability in their country needed to be treated with equality and needed to be able to do the things that everyone else could do. The next part of the assignment will look into the development of community care in Northern Ireland which will then enable me to make fair comparisons between it and Sweden. Community care is not a new concept. The term however means different things to different people. This paper uses the term to mean care outside hospital’. Community care is in relation to those who previously lived in long stay institutions now live in and are cared for in the community. It ensures that those living in the community who need care, for example, older people, people with mental illness, learning/ physical disabil ity and those suffering from addiction, victims of abuse, homeless etc are facilitated to remain in the community. It is provided by three sectors; statutory sector which is the government/ Trusts, independent sector which is separate from the government and include voluntary organisations as well as private organisations and finally informal sector which is unpaid carers including relatives, friends neighbours etc. ‘Ever since the Health Service had been created, and indeed for long before it, the long stay services in hospitals for the mentally ill and elderly and handicapped had been a disgrace to a humane society. Glennerster (2000) P113 The 1960’s is when things started to change in relation to institutional care. Reductions in admission led the government to conclude that demand was not high, this alongside criticisms of institutional care from Barbara Robb’s book ‘Sans Everything’ as well as Geoffrey Howe’s critical inquiry into care at Ely Hospital for people with learning disabilities gave the government the recognition that things were not right h owever there were no solutions made in this decade. The next ecade, the 1970’s, presented better services debate on the agenda as well as beginnings of health service reform which was looking promising, however economic constraints led to not a whole lot of improvements being carried out. In the 1980’s much of the same negotiations took and things began to improve such as adult commission- making a reality of community care, cost of supplementary benefit spending on private residential and nursing care as well as Griffiths report on Community Care; Agenda for Action. The 1990’s saw the introduction of The NHS and Community Care Act 1990 as well as People First; Community Care in Northern Ireland for the 1990’s. After going through this timeline of the development of community care in Northern Ireland it is quite obvious that Sweden move a whole lot faster in developing their country for those in need. I feel like this is possibly down to the relationship between the public and the government in Sweden- they seem to have a good system and seem united in most decisions. As well as this their society focuses on everyone in the society, they support vulnerable people who are in need of help and this I feel needs improved in Northern Ireland. Although there have been many improvements from previous years it is quite obvious that we still lag very far behind not only Sweden but England and Wales as well. â€Å"Severe challenging behaviour refers to behaviour of such an intensity, frequency or duration that the physical safety of the person or others is likely to be placed in serious jeopardy, or behaviour which is likely to seriously limit or delay access to and use of ordinary community facilities. Emerson et al (1987) In our lifetime, most of us will come across instances of challenging behaviour, particularly those who work in health and social care environments. Behaviours that people find challenging can put people’s safety at risk, disrupt home life as well as stop a person taking part in everyday, ordinary social, educational and leisurel y activities. Challenging behaviour can affect a person’s development and their ability to learn. Problems are often caused as much by the way a person is supported – or not supported – as by their disabilities. People often behave in a ‘challenging’ way if they have problems understanding what’s happening around them or communicating what they want or need. The Alzheimer Society explained that ‘In many cases, challenging behaviours have meaning – the challenge is to figure out the significance, so that the behaviour can be managed, controlled or diverted’- this part of the assignment will look at the potential impact that challenging behaviour may have on health and social care organisations as well as analysing the strategies for working with challenging behaviours associated with specific needs. Challenging behaviour is often seen in people with conditions that affect communication and the brain, such as learning disabilities or dementia. Communication is the main way we interact and express our needs, likes and dislikes. If communication is a problem then it can be very frustrating for the person involved and may result in challenging behaviour. If this behaviour leads to a desired outcome, it may be repeated again and again. We as carers must be able to deal appropriately and effectively with challenging behaviour as we will more than likely face it in our career lifetime. As professionals we should determine whether the behaviour is challenging or safe for the person- it may be a problem for someone else which doesn’t trouble the individual at all. For example, if being in a large group of people makes the person you care for feel anxious and makes them become agitated, you could arrange for them to be in a smaller group or have one-to-one support- this will trigger challenging behaviour for some people but not everyone. In order to help deal with the behaviour we must try to understand the cause and why the person is behaving this way. We can start doing this by figuring out what has happened just before the behaviour, looking for any triggers, as well as determining what happened after the incident- it is extremely important to remember not to make assumptions as to what the cause of the behaviour is as this may bring on further challenging behaviour. Simple explanations can be the cause of challenging behaviour such as boredom and frustration as well as changes in routine, sometimes the behaviour is caused simply for a way to get attention. We must try to find the suitable solutions to meet the person’s needs and must be prepared to try different approaches in order to find the correct one. It is important to remember that challenging behaviour can usually be managed with good support and that teaching new communication skills is key in reducing the behaviour. If you as a carer are finding it hard to cope with the behaviour of the person you look after, you can ask your GP to refer you to a specialist with knowledge of challenging behaviour. The specialist will want to know what situations or people trigger the behaviour, what the early warning signs are, and what happens after the event. As well as this, there are organisations set up in order to cope with dealing with challenging behaviour, for example, many organisations for people with learning disabilities or dementia have strategies for coping with challenging behaviour. Some of these organisations also provide opportunities for carers to connect with other people in a similar situation including through family linking schemes. Similarly, family of the person with challenging behaviour can be affected by it and also need help and support. They most likely will be suffering from high levels of stress and often have emotional or physical problems of their own- they should seek help from a specialist, for example a ‘behaviour support team’ or they could alternatively speak to someone who is in a similar situation and therefore understanding of their own circumstances. Another option would be to seek comfort in speaking to a family counselling and support service. Physical Intervention can, sometimes, come along with challenging behaviour however this should only ever happen if needs be. Physical intervention can include restraints such as arm splints or helmets but again should only ever be implemented as a last resort. If they are employed, it should be with clear guidelines on their use, and alongside a range of other ways of supporting the person with their behaviour. This should be recorded and regularly reviewed with a clear aim of eliminating their use. However, before any healthcare professional carries out any sort of physical intervention they should receive the correct training- this will not only teach them how to carry out the intervention properly ensuring the safety of themselves as well as the patient but also it will ensure that the carer has confidence in doing so. Overall it is quite obvious the importance that communication has in carers dealing with challenging behaviour, if we can communicate with our patients effectively as well as identifying the cause of the problem challenging behaviour will be kept to a minimal. Those suffering from Attention Deficit Hyperactivity Disorder (ADHD) are prone to experiencing challenging behaviour. Part of this assignment is to look at and evaluate a case study based on a school boy, Michael, who because of ADHD IS having trouble in school. Difficulties that he has include listening in class, completing homework’s, shouting out inappropriately during class as well as talking during class with this said it is obvious that he struggles with understanding the social constraints of the classroom. However one point from the case study that I feel is relevant and important to remember is that Michael attends a grammar school with a 1950’s style ethos which does suggest that the school is outdates and therefore may not accommodate correctly to those suffering from ADHD. After reading the case study, my class group devised a communication chart and came to the conclusion that Michael is simply trying to communicate but he may be misunderstood because of his ADHD- we believe that he may have little to no friends and that he may not be able to cope with the demand of work and therefore is falling behind all because of his disability, all of which would be extremely frustrating. It is evident that support is needed, not only in school but also at home from his family. This could include a recording device to help record homework such as a homework diary. Also I feel that it would be beneficial for the school teachers as well as pupils to become aware and be given more knowledge as to what ADHD actually is and its impact on those who suffer from its lives, obviously without pin pointing Michael- this would reduce stigma and people labelling Michael as a ‘problem child’. PIES is vital in the development of anyone and is particularly important for those with specific needs such as Michael. When looking at the physical aspect I feel that physical activity in after school sports would be beneficial in Michaels development- not only would this keep him physically healthy but it would also ensure his social needs improve as he would be interacting and making new friends with other students. As well as this Michael should have a set routine at home, for example getting the correct amount of sleep and eating a health balanced diet. Intellectually it is obvious that improvements need to happen if Michael is to prosper in school. I feel that it is vitally important that he gets one to one attention from a teaching assistant- this way he could seek help from the teaching assistant by asking him/her questions rather than shouting out loud and interrupting the class. The school could also contribute by changing their teaching style by making it more up to date and interactive to suit all students, including Michael. Finally, as mentioned previously, extra support at home would be beneficial and effective communication between Michael’s parent and teachers would help develop his intellectual needs. Emotional support will help in Michael’s development in school. A school counsellor could be provided to help him with his transition from Primary school, in which the case study points out he had no problems, to secondary school where there are obvious problems. Another idea could be that the school could develop different methods of dealing with challenging behaviour rather than strict punishment, for example they could calmly speak to Michael and try to understand the problems that he may be having. Finally, in terms of Michael’s social development it would appear he has very little friends in school. As mentioned above, taking part in extracurricular activities could help develop Michael socially and would result in him making friends. After assessing the case study it is extremely obvious that the main implementation for Michael should be a person centred approach and under the Children (NI) Order 1995 Michael is entitled to receive this. â€Å"Put simply, person-centred planning is a way of discovering what people want, the support they need and how they can get it. It is evidence-based practice that assists people in leading an independent and inclusive life. Person-centred planning is both an empowering philosophy and a set of tools for change, at an individual, a team and an organisational level. It shifts power from professionals to people who use services. † http://www. dh. gov. uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/@ps/documents/digitalasset/dh_115249. pdf- accessed on 1/5/13. The school should recognise and be aware of Michael’s own needs and problems that he may have and they should accommodate these otherwise Michael could find the help he needs elsewhere. It should implement person centred thinking tools such as ‘The Doughnut’ which is particularly relevant to Michael as it helps promote independence by identifying responsibilities and avoiding the tendency to treat people with specific needs differently from everybody else which is exactly what Michael would not want. A good idea would also be for the school and Michael’s family to come together every month and assess how things are progressing, stating what’s working and what needs improved further. Person centred approaches bring a number of positive outcomes as they are a targeted intervention and they manage challenging behaviour through prevention- they should definitely be implemented in Michael’s case. After looking at challenging behaviour, the strategies and tools that can help cope with it and how to deal with people suffering from it as health and social care professionals, I feel that above all, communication is the most important aspect. If we can communicate effectively we should be able to solve any problems. Like everything in Health and Social care partnership and working together makes things go a lot smoother. Person centred approaches are also very important in those who have challenging behaviour’s development. Risk management also helps especially having a plan in the event of an emergency. Understanding Specific Needs- Assignment 2 One condition that can bring about challenging behaviour, as well as ADHD, is dementia. In order to care for those who have dementia, we as carers must have a better understanding of what the disease is and what it involves. According to the Alzheimers Disease International 2010, there are 7. 7 million new cases of dementia each year- highlighting the severity of the condition. Previously dementia was viewed as an inevitable part of the ageing process and individuals who had it were characterised as ‘senile old people who have lost their mind’. Many still hold on to this view and as a result individuals often go misdiagnosed by professionals, individuals and families (Berr et al, 2005). However as time has went on it has become more recognised as a mental health condition, given the medical definition of ‘Dementia is the insidious onset and progression of cognitive and/or behavioural symptoms that constitute a departure from the individual’s customary way of thinking and/or behaving. Wicklund and Weintruab 2005. As a result of this more research into the condition has been carried out. Dementia is not classified as a disease but rather a symptom, it indicates that the brain is not functioning ‘normally’ but researchers can not specify the cause or source of the ‘malfunction’. Dementia affects individuals i ndependence and as a result their daily living as well as social relationships. Their personality can change and their memory lost. Their emotional responsiveness changes alongside their language, reasoning, judgement and ability to communicate all of which can be very hard for loved ones to come to terms with. Alzheimer’s Scotland 2003 stress that being diagnosed with dementia is not ‘the end of the road’ and while it brings great changes and challenges ‘there’s still a whole world to enjoy’. A lot of individuals suffering from dementia, depending on the severity, live in care settings simply because they can become difficult for family members alone to look after. In my own experience of working in a care home I know too well about the care that those with dementia need. As carers it is important that we promote as much independence on those with dementia. It is important to help them remain as fit and healthy as possible- both mentally and physically. In my own care home we would fulfil this by simply taking residents for walks around the garden ensuring that they get some fresh air and aren’t just sitting in their chair all day. All principles of practice still apply for dementia individuals, we should respect their dignity when washing, respect their privacy by knocking their door before entering as well as respecting their personal style and identity when dressing them- this is reassuring for family member when visiting. As dementia develops, it can cause behaviour changes that can be confusing, irritating or difficult for others to deal with, leaving carers and family members feeling stressed, irritable or helpless. By learning to understand the meaning behind the actions, it can be easier to stay calm and deal effectively with the challenges that arise. Examples of changes in behaviour include asking the same question over and over again- in this case we should try encouraging the individual to find the answer for themselves and also ensure that we are patient and understanding. One example that is relevant to me and probably others working in a care home is residents repeatedly asking to go home; in this case we should be extremely understanding and reassure them that they are in a safe place and loved. As a result of looking after loved ones with dementia, we can sometimes neglect ourselves and it can become emotionally and physically draining. Pinquart and Sorenson (2004) suggest that the impact of caring for a person with dementia is greater than caring for a physically frail elder due to a number of challenges specific to caring for a person with dementia. Dementia results in an increased need for supervision which in turn can result in the carer becoming isolated and having no time for their own spare time activities. In making recommendations for inventions to support carers of people with dementia, the National Institute for Clinical Excellence and the Social Care Institute for Excellence (NICE- SCIE) took into account the findings from the research literature. The most successful interventions are tailored and multi- component, including for example: Individual or group psycho- education Peer support groups with other carers Training courses about dementia, services and benefits, and communication and problem solving in the care of people with dementia Involvement of other family members All of this highlights the importance of information on dementia and how important education on dementia is for carers. Counselling sessions have also proved valuable for carers of those with dementia. Mittelman et al (1995, 1996, 2005) set up i ndividual and family counselling, support groups and access to long term telephone support. Content would include learning techniques for managing behaviour or promoting better communication between concerned family members. There has been no formal replication of the model in the UK but the service offered by Admiral Nurses is similar in that they provide long term, carer focused support. It is obvious that in the past dementia has been perceived wrong by the public, however with more and more research and exposure as to what the condition actually is and how it affects those who have it I feel that people have begun to realise just how serious it is as well as just how much it changes not only the lives of those suffering from it but also their loved ones as well as their carers. In order to continue with this progress I feel it is extremely important for future nurses, carers and people in general to be fed information on what dementia is, how it can affect us and how we can cope with the condition in our daily lives, for example by providing more support services for carers and families in need. Bibliography World Health Organisation 1946 1984 cited in L Ewles I Simnet [2003] â€Å"Promoting Health – A Practical Guide† 5th Ed London, Balliere Tindall L Jones [1994] â€Å"The Social Context of Health and Health Work† London Macmillan http://www. disabilityartsonline. org. uk/affirmative-model-of-disability- accessed on 1/5/13 http://www. scope. org. uk/about-us/our-brand/talking-about-disability/social-model-disability- accessed on 1/5/13 Grunewald [1974] The Mentally Retarded in Sweden† Swedish Institute, Stockholm CCETSW, Conn, L. and

Free Essays on CIA

Everyone has seen a James Bond movie at some time or another. In this paper we will look at the real life James Bond’s that exist in the United States in the form of the Central Intelligence Agency. Ill cover its inception, mission, where it gets its funding, and what areas it has domain over. I will also talk about some of the controversy that surrounds this secretive organization and the ever-changing role that it has in today’s government. The Central Intelligence Agency was created on September 18th, 1947 by legislation proposed by President Truman and later enacted by Congress. It was created to replace the Office of Strategic Services or OSS, which was terminated due to opposition in the government. Up until that time the OSS was the chief intelligence gathering body for the United States. The CIA was created to replace the OSS and be a permanent and independent executive intelligence agency designed to coordinate intelligence information collected by separately established intelligence agencies. However this proved to be more difficult than it sounded. The FBI, being the CIA’s chief competitor in the intelligence field, began a bureaucratic rivalry between the two agencies that many feel still exist today. In 1948 an agreement was reached between the CIA and the FBI. The FBI would handle all domestic security matters in the United States and limited the CIA in a domestic capacity to having an Office of Policy Coordination to have direct dealings with foreign individuals and groups. The CIA was to handle the securing of national secrets and foreign intelligence. The CIA’s mission is still much the same today. It is responsible for gathering information and intelligence on matters of national security and foreign affairs. The CIA also cooperates with other various agencies to counter the attempts of other nations to gather intelligence on the United States. In addition to these responsibilities, it also engages i... Free Essays on CIA Free Essays on CIA Everyone has seen a James Bond movie at some time or another. In this paper we will look at the real life James Bond’s that exist in the United States in the form of the Central Intelligence Agency. Ill cover its inception, mission, where it gets its funding, and what areas it has domain over. I will also talk about some of the controversy that surrounds this secretive organization and the ever-changing role that it has in today’s government. The Central Intelligence Agency was created on September 18th, 1947 by legislation proposed by President Truman and later enacted by Congress. It was created to replace the Office of Strategic Services or OSS, which was terminated due to opposition in the government. Up until that time the OSS was the chief intelligence gathering body for the United States. The CIA was created to replace the OSS and be a permanent and independent executive intelligence agency designed to coordinate intelligence information collected by separately established intelligence agencies. However this proved to be more difficult than it sounded. The FBI, being the CIA’s chief competitor in the intelligence field, began a bureaucratic rivalry between the two agencies that many feel still exist today. In 1948 an agreement was reached between the CIA and the FBI. The FBI would handle all domestic security matters in the United States and limited the CIA in a domestic capacity to having an Office of Policy Coordination to have direct dealings with foreign individuals and groups. The CIA was to handle the securing of national secrets and foreign intelligence. The CIA’s mission is still much the same today. It is responsible for gathering information and intelligence on matters of national security and foreign affairs. The CIA also cooperates with other various agencies to counter the attempts of other nations to gather intelligence on the United States. In addition to these responsibilities, it also engages i...

Developing Writing Skills Essay Example | Topics and Well Written Essays - 1250 words

Developing Writing Skills - Essay Example My gretest wekness in writing hs lwys been to pln, write, nd revise n essy. In generl I lck bsic knowledge bout how to pproch writing nd the writing process s whole. Prticulrly, I hve difficulty in developing n essy in the following res: () generting content, (b) creting nd orgnizing structure for compositions, (c) formulting gols nd higher plns, (d) quickly nd efficiently executing the mechnicl spects of writing, nd (e) revising text nd reformulting gols. Generting content for n essy typiclly begins with brinstorming. During this pre-writing phse, writers tke time to reflect on their topic, select n udience, nd develop ides. Skilled writing depends, in lrge prt, on student's bility to pln before composing during this phse. My wekness is tht I do not spend much time prepring to write. Insted, I often begin writing s soon s I m given n ssignment with little or no preprtion. Furthermore, I tend to rely on n ssocitive technique wherein I simply write whtever comes to mind. Beginning to write immeditely fter receiving n ssignment does not llow dequte gol setting or plnning--two importnt techniques pplied by successful writers. Subsequently, I pper unsure of wht to do when I m given time to pln. Sometimes I do not regrd strtegies in the prewriting phse s vluble tools nd fil to utilize meningful techniques to become successful writer. I lso experience difficulty when ttempting to generte content nd orgnize structure for compositions. This problem my be ttributed to their under-utiliztion of strtegies for retrieving useful informtion. Thus, sometimes I view writing ssignment s question/nswer tsk involving little preprtion. Formulting gols nd objectives, strtegy tht experienced writers use to pln nd execute higher-level writing skills, is third re of difficulty for me. Writing cn be chrcterized s problem-solving tsk tht includes identifying gols for writing s well s the mens to chieve them. During nd fter writing, these gols re ssessed to determine whether student needs to redefine the gols or continue with the writing process. In my writing strtegy I choose from list of gols tht I feel my pper should ccomplish nd thn I brek the writing tsk into severl prts: () generte product nd process gols, (b) develop notes, (c) orgnize notes, (d) write nd continue the process of plnning, nd (e) evlute success t obtining gols. fter being tught the gol-setting strtegy, I meet the gols I hve set for my essys 90% of the time. My strength in writing is tht I m ble to quickly nd effectively execute the mechnicl spects of writing. Specificlly, in comprison to my peers, I mke considerbly more spelling, cpitliztion, nd punctution errors in compositions, nd my hndwriting is less legible. Bsic skills like spelling, grmmr, nd hndwriting re usully not tught t the high school level. I lso think tht my strength in writing is in formtion sentences. I hve well-developed sense of sentence style nd produce long nd completed sentences. Thus, the repetition of simple sentences nd frequent use of run-on sentences re not common for my style. For exmple, I edit for the conventions of writing s they proceed with composing their ides nd during the post-writing stge for refinement. nother re of difficulty in writing for me is the revision of my writing. The revision process is n

Designing and managing Essay Example | Topics and Well Written Essays - 1000 words - 1

Designing and managing - Essay Example It is important for people to get a clear difference between learning organization and organizational learning. Peter Senge was behind the popular spreading of learning organization. The definition of learning organization is inclusive of various issues among them an ideal learning environment as well as a perfect tune with the goals of the organization. In such an organization, employees increasingly expand their abilities to get results desired by the organization (Hughes & Tight 2011, p. 21). In the institution, the environment allows generation of new ideas, expansion, and development of the same. It allows the collective aspirations to grow as people continue to learning wholesome. A learning Organization relies on the mastery of five measurements. First, systems thinking come out at the top of dimensions. The idea of handling an organization as a complex system constituting smaller systems also complex in nature defines the systems thinking. It requires comprehension of all components different from the manner in which a health physician understands the body of a human being (Edmondson 1999, p. 56). Important elements in this respect include recognition of complexity within an organization besides having long-term targets. According to Senge, organizations should apply system maps displaying the connections within the system (Finger 2009, p. 93). Personal mastery is the second dimension defined by Senge Peter. It entails a process where an employee puts in effort to facilitate focus and energy in addition to being in constant state of gaining knowledge (Cohen & Prusak 2001, p. 63). The other aspect is the mental model. Assumptions ingrained deeply together with generalisations, pictures, and images that determine the way people comprehend the environment defines the third dimension (Gadamer 2009, p. 74). It is necessary to take note of the same and recognize the challenges to give

Organizational Buyer Behavior and Buyer-Seller Relationships Essay Example for Free

Organizational Buyer Behavior and Buyer-Seller Relationships Essay Business to business marketing also known as Industrial marketing is the marketing of goods services to organizations including commercial enterprises, government and other profit non-profit institutions for use in the goods services they in turn produce for resale to other customers or to facilitate the operation of their enterprise (Reeder, Brierty, 2002). Business to business market is characterized by few customers who buy in very large quantities and are geographically concentrated. The customers are professional and rational in their purchase approach. The nature of demand is derived demand, which is usually customized. The channels of distribution are shorter and there is more emphasis on personal face-to-face communication. In this era of globalization the business environment is characterized by intense competition. To sustain and grow in such a competitive economic environment, business organizations are under tremendous pressure to manufacture a product or provide a service that is of optimum quality, is customized to individual customer requirements and is delivered on time at minimum possible price. The role of the suppliers is crucial in helping the business organizations to achieve this objective. To succeed and grow in such business to business markets business marketers need to understand the Business Buyer Behavior and evolve close, enduring and long-term relationships. Business Buyer Behavior Understanding the dynamics of business buying behavior including the organizational buying process, the types of buying situations, forces influencing the organization buyer behavior, the composition of the buying center and the motives and the roles played by each member of the buying center is crucial for business marketers to identify profitable market segments, locate the various buying influences within these segments and reaching these buyers efficiently and effectively with product or service offerings that satisfy their needs. The Organizational Buying Process The organizational buying behavior is a process rather than an isolated program. It involves comprehensive phases or stages. The process begins with the recognition of a need for a product or service by someone in the company. Broad parameters for the desired product/service are then worked out. Detailed specifications and description for the desired product or service are developed. Once the company has defined the product /service it needs then the search for potential suppliers who can meet the needs begins, alternative suppliers are identified, asked to submit their proposals and the proposals analyzed. The short-listed suppliers are invited for negotiations and the final suppliers are selected. The order is then placed with the selected suppliers on the agreed terms. Finally the performance of the firms supplying the required products/ services is reviewed periodically. The buying process stage of the potential buyer for the seller’s product or service will have a major implication on the marketing approach to be adopted by the seller. Types of Buying Situations There are basically three major types of buying situations, namely the straight rebuy, modified rebuy and new-task buy. In a straight rebuy situation the buyer reorders a product or service without any modifications on a routine basis through the purchase department. In a modified rebuy situation the buyer may wish a modification in product/service specifications, prices, terms of supply etc. This situation usually involves more number of participants in the buying decision process. In a new task buying situation the company is buying a product or service for the first time. In such a situation the organization buying process is more complex and involves many more number of participants from different departments in the organization. The buying company also needs to decide on the product/service specifications, prices, delivery terms, order quantities, service terms etc. Forces Influencing Business Buying Behavior The organization buying behavior is influenced by environmental forces like changes in the domestic and global economy and changes in the technologies. The rapid strides made in information technology especially Internet technology has had a major influence in the way businesses buy. For example most of the small and large business organizations buy computer systems from Dell through its well developed website www. ell. com. Organization buying behavior is also influenced by the organizational forces like centralization and decentralization of purchase and strategic role and priorities of purchase prevalent in the given organization. The group forces influencing behavior include the composition, motives and the roles played by each member of the buying center. Buying Center It is the decision-making uni t of a buying organization and comprises of all members of the organization who are involved in the buying decision process. The members of the buying center will change depending on the product/service being purchased and the buying situation in which it is being purchased. The buying center members may play any one or a combination of the five roles namely, users, influencers, buyers, deciders and gatekeepers. Users are the members who will actually use the product being offered. Influencers are members who influence the purchase. Buyers are members who have the formal authority to make the purchase. Deciders are members who have formal or informal power to select/approve the final suppliers. Gatekeepers are members who control the flow of information from the seller to other members of the buying center. The buying motives/objectives of each member of the buying center through which the members evaluate potential suppliers may differ. The motives may include task oriented objectives such as price, quality, service and Return on Investment and non-task oriented objectives such as recognition, promotion, increments and job security. Companies involved in business to business marketing need to clearly identify the buying situation, the stage or the phase in the buying decision making process for the product being offered, the various forces influencing the buying organizations behavior, the composition of the buying center, the role played by each member of the buying center and the criteria on which they evaluate the suppliers for each individual customer. Based on such an understanding they should evolve suitable marketing strategies for success. For example Unilever the British FMCG major may need new high-speed packaging equipment for its innovation in detergent ‘small mighty’. Companies in the business of packaging equipment need to understand that it is a new task buy situation for Unilever. And the company may be in the need identification stage of the buying process. They need to have closer relationship with the members from different functional areas like operations, engineering, design, finance and purchase who may comprise the buying center, understand the motives of purchase and the role played by each member. This is crucial because each of this buyer behavior characteristic will have an implication on the buying decision process at Unilever. This will help the supplier to evolve suitable marketing strategies to be the favoured supplier of Unilever. Relationship emphasis in Business to Business Marketing In the highly competitive environment that is prevalent today, suppliers have evolved into business partners. There is a major emphasis on close and long-term relationships in the business to business markets. To maintain the relationships, business markets must develop an intimate knowledge of the customers and add value to it. Relationship marketing centers on all marketing activities directed towards establishing, developing and maintaining successful exchanges with customers (Morgan, Hunt, 1994). A strong relationship between the buyer and the seller is a win-win situation for both. The seller will have a competitive advantage over his competition and the buyer will have effective business solutions to his problem. The relationships between the buyer and the seller in the business to business setup are positioned on a spectrum with transactional exchanges on one end and collaborative exchanges at the other extreme with value-added exchanges in the middle. Transactional Exchanges focus on timely exchange of a product/service for a competitive price. Economy and necessity are the main motivational factors of such exchanges with little interest on the part of the buyer or the seller to extend the relationship. Such types of exchanges may be preferred by the buying organization when the purchase decision is not complex, the purchase is considered to be less significant to the achievement of its objectives, many suppliers are available and the supply market is stable. Here the business marketer need not make any specialized investment in building relationships. For example the supply of office stationery and cleaning services may call for a transactional relationship. Value added exchanges focus on complete understanding of the present and future needs of the customer and meeting those needs better than the competitor by customizing the firm’s offerings to the needs of individual customers. For example Intel Corporation, a leading player in the semiconductor industry has understood the changing computer server needs of it corporate clients and has developed and introduced a new chip that lowers electricity consumption to a very great extent. This has drastically reduced the huge electricity bills of its customers like Google Corporation that maintain thousands of servers world wide (Edwards, 2006) Collaborative Exchanges focus on building a strong social, economic, service and technical ties over a long period of time for mutual benefit through reduced costs and increased value. Such exchanges are very crucial when the market is very dynamic, the complexity of purchase is very high and the product/service being purchased is very crucial for the performance of the end product of the buying organization. In such situations the switching costs involved in changing a supplier are also very high for the buying organization. For example Asin is the sole supplier to the Japanese car manufacturing major Toyota Motors for â€Å"p-valve†, a critical brake part used in all Toyota vehicles worldwide. Aisin works in very close collaboration with Toyota Motors and is highly involved in the product development process at Toyota Motors to keep pace with the innovations being made in the Toyota vehicles and meet the JIT production requirements of Toyota (Liker, 2004). Business Marketers have some flexibility in deciding where to participate along the relationship continuum. It basically depends on the characteristics of the market, the type and price of product/service being offered and the significance of product/service being offered to the buying organization. However rival companies are continuously working towards taking away the best accounts and so also the requirements, expectations and the preferences of the individual customers keeps changing continuously. To meet these challenges business marketers must develop mutually beneficial relationships with individual customers by developing a deep understanding of their needs. Information should be openly shared to benefit both the buyer and the seller. The systems, procedures, and routines of the buyer and seller should be connected to facilitate operations. There should be very good cooperation between the buyer and seller and both should treat the buying situations as joint responsibilities. Both the buyer and seller should invest in processes and procedures that are necessary to meet the specific needs of the exchange partners. Such mutually beneficial relationships between the buyer and the seller will result in better service to the business customer as the seller will be able to provide customized product/service solutions that precisely meet the individual customer needs. Conclusion Business to business markets are growing in volume as compared to consumer markets. The characteristics of the Business to business markets call for closer buyer seller relationships. Companies operating in the Business to business markets should clearly study the organizational buyer behavior with respect to the product or service they offer. They should decide on the type of relationship, ranging from transactional exchange to collaborative exchange, which they should adopt with each customer to gain competitive advantage in the intensively competitive business environment.

Good Queen Bess Essay -- essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Good Queen Bess   Ã‚  Ã‚  Ã‚  Ã‚  When Anne Boleyn gave birth to King Henry the eighths first born daughter, it changed the world’s history as we know it. His daughter, Elizabeth the 1st would have a huge impact on the culture, life and the way women are thought of in British history.   Ã‚  Ã‚  Ã‚  Ã‚  On Sept. 7th 1533, Elizabeth, the daughter of King Henry was born. The King of England wasn’t as thrilled since she wasn’t a boy, who would mean an heir to the throne, but it was still okay. Due to the fact that after 2 more births that resulted in death, Anne Boleyn was beheaded in 1936 when Elizabeth was only 3 years old. As her father continued to remarry, divorce, and execute his wives, one more child would be born, resulting to Elizabeth having one sister, Mary, and a new born brother named Edward. After Edward was born, his mother Jane died. She was known for being the one wife that Henry actually loved. Elizabeth grew into a very smart girl. She was known as Bess as times spoke Latin, French, German, and Henry gave her a tutor to study with. Along with everything else, she developed a temper that would help her later on as being a Queen.   Ã‚  Ã‚  Ã‚  Ã‚  Now, Henry had an heir to the throne, his son Edward. As time would pass, the future king of England was getting more and more weak and sicker. Henry passed on,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  &...

The Twilight Saga 4: Breaking Dawn 21. First Hunt

â€Å"The window?† I asked, staring two stories down. I'd never really been afraid of heights per se, but being able to see all the details with such clarity made the prospect less appealing. The angles of the rocks below were sharper than I would have imagined them. Edward smiled. â€Å"It's the most convenient exit. If you're frightened, I can carry you.† â€Å"We have all eternity, and you're worried about the time it would take to walk to the back door?† He frowned slightly. â€Å"Renesmee and Jacob are downstairs___† â€Å"Oh.† Right. I was the monster now. I had to keep away from scents that might trigger my wild side. From the people that I loved in particular. Even the ones I didn't really know yet. â€Å"Is Renesmee†¦ okay†¦ with Jacob there?† I whispered. I realized belatedly that it must havebeen Jacob's heart I'd heard below. I listened hard again, but I could only hear the one steady pulse. â€Å"He doesn't like her much.† Edward's lips tightened in an odd way. â€Å"Trust me, she is perfectly safe. I know exactly what Jacob is thinking.† â€Å"Of course,† I murmured, and looked at the ground again. â€Å"Stalling?† he challenged. â€Å"A little. I don't know how†¦.† And I was very conscious of my family behind me, watching silently. Mostly silently. Emmett had already chuckled under his breath once. One mistake, and he'd be rolling on the floor. Then the jokes about the world's only clumsy vampire would start†¦. Also, this dress – that Alice must have put me in sometime when I was too lost in the burning to notice – was not what I would have picked out for either jumping or hunting. Tightly fitted ice-blue silk? What did she think I would need it for? Was there a cocktail party later? â€Å"Watch me,† Edward said. And then, very casually, he stepped out of the tall, open window and fell. I watched carefully, analyzing the angle at which he bent his knees to absorb the impact. The sound of his landing was very low – a muted thud that could have been a door softly closed, or a book gently laid on a table. It didn't look hard. Clenching my teeth as I concentrated, I tried to copy his casual step into empty air. Ha! The ground seemed to move toward me so slowly that it was nothing at all to place my feet – what shoes had Alice put me in? Stilettos? She'd lost her mind – to place mysilly shoes exactly right so that landing was no different than stepping one foot forward on a flat surface. I absorbed the impact in the balls of my feet, not wanting to snap off the thin heels. My landing seemed just as quiet as his. I grinned at him. â€Å"Right. Easy.† He smiled back. â€Å"Bella?† â€Å"Yes?† â€Å"That was quite graceful – even for a vampire.† I considered that for a moment, and then I beamed. If he'd just been saying that, then Emmett would have laughed. No one found his remark humorous, so it must have been true. It was the first time anyone had ever applied the word graceful ‘to me in my entire life†¦ or, well, existence anyway. â€Å"T/?an/cyou,†i told him. And then I hooked the silver satin shoes off my feet one by one and lobbed them together back through the open window. A little too hard, maybe, but I heard someone catch them before they could damage the paneling. Alice grumbled, â€Å"Her fashion sense hasn't improved as much as her balance.† Edward took my hand – I couldn't stop marveling at the smoothness, the comfortable temperature of his skin – and darted through the backyard to the edge of the river. I went along with him effortlessly. Everything physical seemed very simple. â€Å"Are we swimming?† I asked him when we stopped beside the water. â€Å"And ruin your pretty dress? No. We're jumping.† I pursed my lips, considering. The river was about fifty yards wide here. â€Å"You first,† I said. He touched my cheek, took two quick backward strides, and then ran back those two steps, launching himself from a flat stone firmly embedded in the riverbank. I studied the flash of movement as he arced over the water, finally turning a somersault just before he disappeared into the thick trees on the other side of the river. â€Å"Show-off,† I muttered, and heard his invisible laugh. I backed up five paces, just in case, and took a deep breath. Suddenly, I was anxious again. Not about falling or getting hurt – I was more worried about the forest getting hurt. It had come on slowly, but I could feel it now – the raw, massive strength thrilling in my limbs. I was suddenly sure that if I wanted to tunnel under the river, to claw or beat my way straight through the bedrock, it wouldn't take me very long. The objects around me – the trees, the shrubs, the rocks†¦ the house – had all begun to look very fragile. Hoping very much that Esme was not particularly fond of any specific trees across the river, I began my first stride. And then stopped when the tight satin split six inches up my thigh. Alice! Well, Alice always seemed to treat clothes as if they were disposable and meant for one-time usage, so she shouldn't mind this. I bent to carefully grasp the hem at the undamaged right seam between my fingers and, exerting the tiniest amount of pressure possible, I ripped the dress open to the top of my thigh. Then I fixed the other side to match. Much better. I could hear the muffled laughter in the house, and even the sound of someone gritting her teeth. The laughter came from upstairs and down, and I very easily recognized the much different, rough, throaty chuckle from the firstfloor. So Jacob was watching, too? I couldn't imagine what he was thinking now, or what he was still doing here. I'd envisioned our reunion – if he could ever forgive me – taking place far in the future, when I was more stable, and time had healed the wounds I'd inflicted in his heart. I didn't turn to look at him now, wary of my mood swings. It wouldn't be good to let any emotion take too strong a hold on my frame of mind. Jasper's fears had me on edge, too. I had to hunt before I dealt with anything else. I tried to forget everything else so I could concentrate. â€Å"Bella?† Edward called from the woods, his voice moving closer. â€Å"Do you want to watch again?† But I remembered everything perfectly, of course, and I didn't want to give Emmett a reason to find more humor in my education. This was physical – it should be instinctive. So I took a deep breath and ran for the river. Unhindered by my skirt, it took only one long bound to reach the water's edge. Just an eighty-fourth of a second, and yet it was plenty of time – my eyes and my mind moved so quickly that one step was enough. It was simple to position my right foot just so against the flat stone and exert the adequate pressure to send my body wheeling up into the air. I was paying more attention to aim than force, and I erred on the amount of power necessary – but at least I didn't err on the side that would have gotten me wet. The fifty yard width was slightly too easy a distance___ It was a strange, giddy, electrifying thing, but a short thing. An entire second had yet to pass, and I was across. I was expecting the close-packed trees to be a problem, but they were surprisingly helpful. It was a simple matter to reach out with one sure hand as I fell back toward the earth again deep inside the forest and catch myself on a convenient branch; I swung lightly from the limb and landed on my toes, still fifteen feet from the ground on the wide bough of a Sitka spruce. It was fabulous. Over the sound of my peals of delighted laughter, I could hear Edward racing to find me. My jump had been twice as long as his. When he reached my tree, his eyes were wide. I leaped nimbly from the branch to his side, soundlessly landing again on the balls of my feet. â€Å"Was that good?† I wondered, my breathing accelerated with excitement. â€Å"Very good.† He smiled approvingly, but his casual tone didn't match the surprised expression in his eyes. â€Å"Can we do it again?† â€Å"Focus, Bella – we're on a hunting trip.† â€Å"Oh, right.† I nodded. â€Å"Hunting.† â€Å"Follow me†¦ if you can.† He grinned, his expression suddenly taunting, and broke into a run. He was faster than me. I couldn't imagine how he moved his legs with such blinding speed, but it was beyond me. However, I was stronger, and every stride of mine matched the length of three of his. And so I flew with him through the living green web, by his side, not following at all. As I ran, I couldn't help laughing quietly at the thrill of it; the laughter neither slowed me nor upset my focus. I could finally understand why Edward never hit the trees when he ran – a question that had always been a mystery to me. It was a peculiar sensation, the balance between the speed and the clarity. For, while I rocketed over, under, and through the thick jade maze at a rate that should have reduced everything around me to a streaky green blur, I could plainly see each tiny leaf on all the small branches of every insignificant shrub that I passed. The wind of my speed blew my hair and my torn dress out behind me, and, though I knew it shouldn't, it felt warm against my skin. Just as the rough forest floor shouldn't feel like velvet beneath my bare soles, and the limbs that whipped against my skin shouldn't feel like caressing feathers. The forest was much more alive than I'd ever known – small creatures whose existence I'd never guessed at teemed in the leaves around me. They all grew silent after we passed, their breath quickening in fear. The animals had a much wiser reaction to our scent than humans seemed to. Certainly, it'd had the opposite effect on me. I kept waiting to feel winded, but my breath came effortlessly. I waited for the burn to begin in my muscles, but my strength only seemed to increase as I grew accustomed to my stride. My leaping bounds stretched longer, and soon he was trying to keep up with me. I laughed again, exultant, when I heard him falling behind. My naked feet touched the ground so infrequently now it felt more like flying than running. â€Å"Belial he called dryly, his voice even, lazy. I could hear nothing else; he had stopped. I briefly considered mutiny. But, with a sigh, I whirled and skipped lightly to his side, some hundred yards back. I looked at him expectantly. He was smiling, with one eyebrow raised. He was so beautiful that I could only stare. â€Å"Did you want to stay in the country?† he asked, amused. â€Å"Or were you planning to continue on to Canada this afternoon?† â€Å"This is fine,† I agreed, concentrating less on what he was saying and more on the mesmerizing way his lips moved when he spoke. It was hard not to become sidetracked with everything fresh in my strong new eyes. â€Å"What are we hunting?† â€Å"Elk. I thought something easy for your first time †¦Ã¢â‚¬  He trailed off when my eyes narrowed at the word easy. But I wasn't going to argue; I was too thirsty. As soon as I'd started to think about the dry burn in my throat, it was all I could think about. Definitely getting worse. My mouth felt like four o'clock on a June afternoon in Death Valley. â€Å"Where?† I asked, scanning the trees impatiently. Now that I had given the thirst my attention, it seemed to taint every other thought in my head, leaking into the more pleasant thoughts of running and Edward's lips and kissing and†¦ scorching thirst. I couldn't get away from it. â€Å"Hold still for a minute,† he said, putting his hands lightly on my shoulders. The urgency of my thirst receded momentarily at his touch. â€Å"Now close your eyes,† he murmured. When I obeyed, he raised his hands to my face, stroking my cheekbones. I felt my breathing speed and waited briefly again for the blush that wouldn't come. â€Å"Listen,† Edward instructed. â€Å"What do you hear?† Everything,I could have said; his perfect voice, his breath, his lips brushing together as he spoke, the whisper of birds preening their feathers in the treetops, their fluttering heartbeats, the maple leaves scraping together, the faint clicking of ants following each other in a long line up the bark of the nearest tree. But I knew he meant something specific, so I let my ears range outward, seeking something different than the small hum of life that surrounded me. There was an open space near us – the wind had a different sound across the exposed grass – and a small creek, with a rocky bed. And there, near the noise of the water, was the splash of lapping tongues, the loud thudding of heavy hearts, pumping thick streams of blood___ It felt like the sides of my throat had sucked closed. â€Å"By the creek, to the northeast?† I asked, my eyes still shut. â€Å"Yes.† His tone was approving. â€Å"Now†¦ wait for the breeze again and†¦ what do you smell?† Mostly him – his strange honey-lilac-and-sun perfume. But also the rich, earthy smell of rot and moss, the resin in the evergreens, the warm, almost nutty aroma of the small rodents cowering beneath the tree roots. And then, reaching out again, the clean smell of the water, which was surprisingly unappealing despite my thirst. I focused toward the water and found the scent that must have gone with the lapping noise and the pounding heart. Another warm smell, rich and tangy, stronger than the others. And yet nearly as unappealing as the brook. I wrinkled my nose. He chuckled. â€Å"I know – it takes some getting used to.† â€Å"Three?† I guessed. â€Å"Five. There are two more in the trees behind them.† â€Å"What do I do now?† His voice sounded like he was smiling. â€Å"What do you feel like doing?† I thought about that, my eyes still shut as I listened and breathed in the scent. Another bout of baking thirst intruded on my awareness, and suddenly the warm, tangy odor wasn't quite so objectionable. At least it would be something hot and wet in my desiccated mouth. My eyes snapped open. â€Å"Don't think about it,† he suggested as he lifted his hands off my face and took a step back. â€Å"Just follow your instincts.† I let myself drift with the scent, barely aware of my movement as I ghosted down the incline to the narrow meadow where the stream flowed. My body shifted forward automatically into a low crouch as I hesitated at the fern-fringed edge of the trees. I could see a big buck, two dozen antler points crowning his head, at the stream's edge, and the shadow-spotted shapes of the four others heading eastward into forest at a leisurely pace. I centered myself around the scent of the male, the hot spot in his shaggy neck where the warmth pulsed strongest. Only thirty yards – two or three bounds – between us. i tensed myself for the first leap. But as my muscles bunched in preparation, the wind shifted, blowing stronger now, and from the south. I didn't stop to think, hurtling out of the trees in a path perpendicular to my original plan, scaring the elk into the forest, racing after a new fragrance so attractive that there wasn't a choice. It was compulsory. The scent ruled completely. I was single-minded as I traced it, aware only of the thirst and the smell that promised to quench it. The thirst got worse, so painful now that it confused all my other thoughts and began to remind me of the burn of venom in my veins. There was only one thing that had any chance of penetrating my focus now, an instinct more powerful, more basic than the need to quench the fire – it was the instinct to protect myself from danger. Self-preservation. I was suddenly alert to the fact that I was being followed. The pull of the irresistible scent warred with the impulse to turn and defend my hunt. A bubble of sound built in my chest, my lips pulled back of their own accord to expose my teeth in warning. My feet slowed, the need to protect my back struggling against the desire to quench my thirst. And then I could hear my pursuer gaining, and defense won. As I spun, the rising sound ripped its way up my throat and out. The feral snarl, coming from my own mouth, was so unexpected that it brought me up short. It unsettled me, and it cleared my head for a second – the thirst-driven haze receded, though the thirst burned on. The wind shifted, blowing the smell of wet earth and coming rain across my face, further freeing me from the other scent's fiery grip – a scent so delicious it could only be human. Edward hesitated a few feet away, his arms raised as if to embrace me – or restrain me. His face was intent and cautious as I froze, horrified. I realized that I had been about to attack him. With a hard jerk, I straightened out of my defensive crouch. I held my breath as I refocused, fearing the power of the fragrance swirling up from the south. He could see reason return to my face, and he took a step toward me, lowering his arms. â€Å"I have to get away from here,† I spit through my teeth, using the breath I had. Shock crossed his face. â€Å"Can you leave?† I didn't have time to ask him what he meant by that. I knew the ability to think clearly would last only as long as I could stop myself from thinking of – I burst into a run again, a flat-out sprint straight north, concentrating solely on the uncomfortable feeling of sensory deprivation that seemed to be my body's only response to the lack of air. My one goal was to run far enough away that the scent behind me would be completely lost. Impossible to find, even if I changed my mind†¦ Once again, I was aware of being followed, but I was sane this time. I fought the instinct to breathe – to use the flavors in the air to be sure it was Edward. I didn't have to fight long; though I was running faster than I ever had before, shooting like a comet through the straightest path I could find in the trees; Edward caught up with me after a short minute. A new thought occurred to me, and I stopped dead, my feet planted. I was sure it must be safe here, but I held my breath just in case. Edward blew past me, surprised by my sudden freeze. He wheeled around and was at my side in a second. He put his hands on my shoulders and stared into my eyes, shock still the dominant emotion on his face. â€Å"How did you do that?† he demanded. â€Å"You let me beat you before, didn't you?† I demanded back, ignoring his question. And I'd thought I'd been doing sowell! When I opened my mouth, I could taste the air – it was unpolluted now, with no trace of the compelling perfume to torment my thirst. I took a cautious breath. He shrugged and shook his head, refusing to be deflected. â€Å"Bella, how did you do it?† â€Å"Run away? I held my breath.† â€Å"But how did you stop hunting?† â€Å"When you came up behind me†¦ I'm so sorry about that.† â€Å"Why are you apologizing to me? I'm the one who was horribly careless. I assumed no one would be so far from the trails, but I should have checked first. Such a stupid mistake! You have nothing to apologize for.† â€Å"But I growled at you!† I was still horrified that I was physically capable of such blasphemy. â€Å"Of course you did. That's only natural. But I can't understand how you ran away.† â€Å"What else could I do?† I asked. His attitude confused me – what did he want to have happened? â€Å"It might have been someone I know!† He startled me, suddenly bursting into a spasm of loud laughter, throwing his head back and letting the sound echo off the trees. â€Å"Why are you laughing at me?† He stopped at once, and I could see he was wary again. Keep it under control,I thought to myself. I had to watch my temper. Just like I was a young werewolf rather than a vampire. â€Å"I'm not laughing at you,Bella. I'm laughing because I am in shock. And I am in shock because I am completely amazed.† â€Å"Why?† â€Å"You shouldn't be able to do any of this. You shouldn't be so†¦ so rational. You shouldn't be able to stand here discussing this with me calmly and coolly. And, much more than any of that, you should not have been able to break off mid-hunt with the scent of human blood in the air. Even mature vampires have difficulty with that – we're always very careful of where we hunt so as not to put ourselves in the path of temptation. Bella, you're behaving like you're decades rather than days old.† â€Å"Oh.† But I'd known it was going to be hard. That was why I'd been so on guard. I'd been expecting it to be difficult. He put his hands on my face again, and his eyes were full of wonder. â€Å"What wouldn't I give to be able to see into your mind for just this one moment.† Such powerful emotions. I'd been prepared for the thirst part, but not this. I'd been so sure it wouldn't be the same when he touched me. Well, truthfully, it wasn't the same. It was stronger. I reached up to trace the planes of his face; my fingers lingered on his lips. â€Å"I thought I wouldn't feel this way for a long time?† My uncertainty made the words a question. â€Å"But I stillwant you.† He blinked in shock. â€Å"How can you even concentrate on that? Aren't you unbearably thirsty?† Of course I was now, now that he'd brought it up again! I tried to swallow and then sighed, closing my eyes like I had before to help me concentrate. I let my senses range out around me, tensed this time in case of another onslaught of the delicious taboo scent. Edward dropped his hands, not even breathing while I listened farther and farther out into the web of green life, sifting through the scents and sounds for something not totally repellant to my thirst. There was a hint of something different, a faint trail to the east___ My eyes flashed open, but my focus was still on sharper senses as I turned and darted silently eastward. The ground sloped steeply upward almost at once, and I ran in a hunting crouch, close to the ground, taking to the trees when that was easier. I sensed rather than heard Edward with me, flowing quietly through the woods, letting me lead. The vegetation thinned as we climbed higher; the scent of pitch and resin grew more powerful, as did the trail I followed – it was a warm scent, sharper than the smell of the elk and more appealing. A few seconds more and I could hear the muted padding of immense feet, so much subtler than the crunch of hooves. The sound was up – in the branches rather than on the ground. Automatically I darted into the boughs as well, gaining the strategic higher position, halfway up a towering silver fir. The soft thud of paws continued stealthily beneath me now; the rich scent was very close. My eyes pinpointed the movement linked with the sound, and I saw the tawny hide of the great cat slinking along the wide branch of a spruce just down and to the left of my perch. He was big – easily four times my mass. His eyes were intent on the ground beneath; the cat hunted, too. I caught the smell of something smaller, bland next to the aroma of my prey, cowering in brush below the tree. The lion's tail twitched spasmodically as he prepared to spring. With a light bound, I sailed through the air and landed on the lion's branch. He felt the shiver of the wood and whirled, shrieking surprise and defiance. He clawed the space between us, his eyes bright with fury. Half-crazed with thirst, I ignored the exposed fangs and the hooked claws and launched myself at him, knocking us both to the forest floor. It wasn't much of a fight. His raking claws could have been caressing fingers for all the impact they had on my skin. His teeth could find no purchase against my shoulder or my throat. His weight was nothing. My teeth unerringly sought his throat, and his instinctive resistance was pitifully feeble against my strength. My jaws locked easily over the precise point where the heat flow concentrated. It was effortless as biting into butter. My teeth were steel razors; they cut through the fur and fat and sinews like they weren't there. The flavor was wrong, but the blood was hot and wet and it soothed the ragged, itching thirst as I drank in an eager rush. The cat's struggles grew more and more feeble, and his screams choked off with a gurgle. The warmth of the blood radiated throughout my whole body, heating even my fingertips and toes. The lion was finished before I was. The thirst flared again when he ran dry, and I shoved his carcass off my body in disgust. How could I still be thirsty after all that? I wrenched myself erect in one quick move. Standing, I realized I was a bit of a mess. I wiped my face off on the back of my arm and tried to fix the dress. The claws that had been so ineffectual against my skin had had more success with the thin satin. â€Å"Hmm,† Edward said. I looked up to see him leaning casually against a tree trunk, watching me with a thoughtful look on his face. â€Å"I guess I could have done that better.† I was covered in dirt, my hair knotted, my dress bloodstained and hanging in tatters. Edward didn't come home from hunting trips looking like this. â€Å"You did perfectly fine,† he assured me. â€Å"It's just that†¦ it was much more difficult for me to watch than it should have been.† I raised my eyebrows, confused. â€Å"It goes against the grain,† he explained, â€Å"letting you wrestle with lions. I was having an anxiety attack the whole time.† â€Å"Silly.† â€Å"I know. Old habits die hard. I like the improvements to your dress, though.† If I could have blushed, I would have. I changed the subject. â€Å"Why am I still thirsty?† â€Å"Because you're young.† I sighed. â€Å"And I don't suppose there are any other mountain lions nearby.† â€Å"Plenty of deer, though.† I made a face. â€Å"They don't smell as good.† â€Å"Herbivores. The meat-eaters smell more like humans,† he explained. â€Å"Not that much like humans,† I disagreed, trying not to remember. â€Å"We could go back,† he said solemnly, but there was a teasing light in his eye. â€Å"Whoever it was out there, if they were men, they probably wouldn't even mind death if you were the one delivering it.† His gaze ran over my ravaged dress again. â€Å"In fact, they would think they were already dead and gone to heaven the moment they saw you.† I rolled my eyes and snorted. â€Å"Let's go hunt some stinking herbivores.† We found a large herd of mule deer as we ran back toward home. He hunted with me this time, now that I'd gotten the hang of it. I brought down a large buck, making nearly as much of a mess as I had with the lion. He'd finished with two before I was done with the first, not a hair ruffled, not a spot on his white shirt. We chased the scattered and terrified herd, but instead of feeding again, this time I watched carefully to see how he was able to hunt so neatly. All the times that I had wished that Edward would not have to leave me behind when he hunted, I had secretly been just a little relieved. Because I was sure that seeing this would be frightening. Horrifying. That seeing him hunt would finally make him look like a vampire to me. Of course, it was much different from this perspective, as a vampire myself. But I doubted that even my human eyes would have missed the beauty here. It was a surprisingly sensual experience to observe Edward hunting. His smooth spring was like the sinuous strike of a snake; his hands were so sure, so strong, so completely inescapable; his full lips were perfect as they parted gracefully over his gleaming teeth. He was glorious. I felt a sudden jolt of both pride and desire. He was mine. Nothing could ever separate him from me now. I was too strong to be torn from his side. He was very quick. He turned to me and gazed curiously at my gloating expression. â€Å"No longer thirsty?† he asked. I shrugged. â€Å"You distracted me. You're much better at it than I am.† â€Å"Centuries of practice.† He smiled. His eyes were a disconcertingly lovely shade of honey gold now. â€Å"Just one,† I corrected him. He laughed. â€Å"Are you done for today? Or did you want to continue?† â€Å"Done, I think.† I felt very full, sort of sloshy, even. I wasn't sure how much more liquid would fit into my body. But the burn in my throat was only muted. Then again, I'd known that thirst was just an inescapable part of this life. And worth it. I felt in control. Perhaps my sense of security was false, but I did feel pretty good about not killing anyone today. If I could resist totally human strangers, wouldn't I be able to handle the werewolf and a half-vampire child that I loved? â€Å"I want to see Renesmee,† I said. Now that my thirst was tamed (if nothing close to erased), my earlier worries were hard to forget. I wanted to reconcile the stranger who was my daughter with the creature I'd loved three days ago. It was so odd, so wrong not to have her inside me still. Abruptly, I felt empty and uneasy. He held out his hand to me. I took it, and his skin felt warmer than before. His cheek was faintly flushed, the shadows under his eyes all but vanished. I was unable to resist stroking his face again. And again. I sort of forgot that I was waiting for a response to my request as I stared into his shimmering gold eyes. It was almost as hard as it had been to turn away from the scent of human blood, but I somehow kept the need to be careful firmly in my head as I stretched up on my toes and wrapped my arms around him. Gently. He was not so hesitant in his movements; his arms locked around my waist and pulled me tight against his body. His lips crushed down on mine, but they felt soft. My lips no longer shaped themselves around his; they held their own. Like before, it was as if the touch of his skin, his lips, his hands, was sinking right through my smooth, hard skin and into my new bones. To the very core of my body. I hadn't imagined that I could love him more than I had. My old mind hadn't been capable of holding this much love. My old heart had not been strong enough to bear it. Maybe this was the part of me that I'd brought forward to be intensified in my new life. Like Carlisle's compassion and Esme's devotion. I would probably never be able to do anything interesting or special like Edward, Alice, and Jasper could do. Maybe I would just love Edward more than anyone in the history of the world had ever loved anyone else. I could live with that. I remembered parts of this – twisting my fingers in his hair, tracing the planes of his chest – but other parts were so new. He was new. It was an entirely different experience with Edward kissing me so fearlessly, so forcefully. I responded to his intensity, and then suddenly we were falling. â€Å"Oops,† I said, and he laughed underneath me. â€Å"I didn't mean to tackle you like that. Are you okay?† He stroked my face. â€Å"Slightly better than okay† And then a perplexed expression crossed his face. â€Å"Renesmee?† he asked uncertainly, trying to ascertain what I wanted most in this moment. A very difficult question to answer, because I wanted so many things at the same time. I could tell that he wasn't exactly averse to procrastinating our return trip, and it was hard to think about much besides his skin on mine – there really wasn't that much left of the dress. But my memory of Renesmee, before and after her birth, was becoming more and more dreamlike to me. More unlikely. All my memories of her were human memories; an aura of artificiality clung to them. Nothing seemed real that I hadn't seen with these eyes, touched with these hands. Every minute, the reality of that little stranger slipped further away. â€Å"Renesmee,† I agreed, rueful, and I whipped back up onto my feet, pulling him with me.