The Code of Ethics for Nurses Essay Example for Free

The Code of Ethics for Nurses Essay This paper discusses the code of ethics of nurses. The nurses are sometimes found in very challenging situations that call for proper decision making. The action taken should not be against this code of ethics. Nurses are guided by a set of laws that are meant to assist them in their duties to offer medical services and at the same time satisfy their patient’s requirements. The code of ethics for the nurses rejects any attempt to perform activities that are contrary to the patient’s rights. These include the right to life, to self esteem and the right to respectful treatment (International Council of Nurses, 2006). In the case study situation the surgeon made a wrong recommendation for the patient. Mr. B was wrongfully scheduled for a tumor resection procedure yet the most appropriate course of treatment for him was a palliative treatment or limited intervention. Subjecting the patient to a tumor resection was an act that subjected the aged patient to a higher risk of postoperative recovery (Strang, Strang, Hultborn, Arner, 2004). With the problem of bed space the patient deserved to be treated equally with other patients despite his age, the health condition and his limited chances of survival. The human rights stipulate clearly that the life of one individual is equally important as the other and therefore should not be undermined (Tschudin, 2003). The nurses should have acted by the principle of the first patient to be admitted the first to be served and in that situation the other patients younger than Mr. B should have been directed to other facilities. By all ethical standards, nurses should always value the lives of their patients regardless of the situation since all the lives are precious and none can be substituted for another one.

Communication Strategies in Nursery Settings

Communication Strategies in Nursery Settings This essay will be exploring the importance of effective communication strategies within nursery settings; also highlighting potential barriers which could be faced by practitioners and managers. It will also be discussing the benefits of staff appraisals, along with implementation strategies for appraisals, grievance and disciplinary procedures. Employment processes will also be discussed within this essay, with particular reference to policies which must be in place within nurseries; in compliance with national standards. Effective management within a setting is important as â€Å"the quality of management is one of the most important factors in the success of any organisation† (Mullins, 2010, P.786). In order to become an effective manager background knowledge and understanding of certain areas is required. Communication takes place within the daily running of a nursery through many different forms, including; verbal and non-verbal communication. However communication may be misread by the receiver if the communicator’s facial expressions, body language or lack of eye contact is misleading; a good connection between the communicator and receiver is essential as it ensure the message is received correctly. Effective communication ensures good working practice and a welcoming atmosphere within settings for practitioners, children and parents. â€Å"Communication is therefore a central component of effective business operations† (Hargle, et al, 2004). Although managers must practice good communication skills with their staff team, it is a two-way process requiring all participants to effectively practice these skills; ensuring positive outcomes. However this is not always possible, as some participants are not always willing to listen to or accept others ideas or opinions. By becoming active listeners’ individuals are consciously practising effective listening skills and promoting good practice; however this may not always happen in daily practice, as the environment plays an important role in effective communication. If the setting is busy or not all members of staff are in the same area, communication would therefore be more difficult; resulting in some messages not being passed on or forgotten. There are three general categories for communication; aggressive, assertive and passive. Good managers and leaders aim to be assertive communicators, to ensure the goal is reached but also ensuring all parties feel valued. Whereas passive and aggressive communication are not effective forms of communication for leaders and managers; as passive communicators do not like to put their ideas forward and go along with others to avoid conflict. Aggressive communicators are â€Å"generally perceived as selfish and unwilling to compromise† (About.com, 2012). These will form barriers to effective communication as some recipients will not be willing to listen to aggressive communications, as they may feel they are being dictated to. The ability to guide practitioners through situations which may arise ensures effective leadership and positive outcomes for children. Although managers are required to implement new requirements, such as the reformed EYFS, many members of staff may not be comfortable with the change. â€Å"Effective leaders understand that any organisational change can have a major impact on the lives of those involved or affected by it† (Rood, 2006, P.186). The leadership continuum, developed by Tannenbaum and Schmidt, shows â€Å"a range of action related to the degree of authority used by the manager and to the area of freedom available to non-managers in arriving at decisions† (Mullins, 2007, P.372). Effective leadership empowers staff members to work towards a shared goal, achieving positive outcomes for children, practitioners and the setting. To achieve this, leaders must inspire others through positive role modelling, collaboration, open-ended conversation and encouragement. Isabelle Albanese’s 4 Cs of communication are comprehension, credibility, connection and contagiousness. â€Å"The 4Cs quickly provide a pocket tool to evaluate the effectiveness of every kind of communication† (PMP, 2014); ensuring communication is precise, understood, captivating and progressing in achieving goals. Therefore by using the 4 Cs managers and practitioners alike are able to focus on essential information within their communication, ensuring the effective running of the nursery. Appraisals are usually carried out within nursery settings on an annual basis, in order to discuss evaluate and track individual practitioner’s performance, progress and future ambitions; with particular reference to training needs and future professional targets. The appraisal form provides a documented account of what has been discussed by management and staff members, with a signed copy of individual action targets agreed by all parties involved in the process. It must also comply with the UK Employment Equality (Age) Regulations 2006, which states that â€Å"It is unlawful to discriminate, harass or victimise job applicants, employees or trainees on the grounds of age† (Compact law, 1996-2014); all correspondence recorded in the appraisal process should not discriminate against the individual due to their age, race, religion or disability. Management training on how to deliver effective appraisal is beneficial as it ensures management are motivating their staff to reach their full potential; whereas ineffective appraisals will make practitioners feel demotivated in their job role. Effective appraisal systems must measure, debate and plan individual development and targets, generating useful feedback in both directions (Hay, 2008). Appraisals also offer practitioners the chance to voice their opinions and ideas on the running of the nursery; therefore managers must be open to ideas and opinions of their staff in order to maintain positive working relationships and improve their setting in the best interests of staff and children. Appraisals are a chance for both managers and practitioners to raise any concerns they may have over working practice, whilst also reflecting on their own performance within their role; both positive and negative. However some practitioners may see appraisals as a chance for management to be ne gative and list issues they may have; therefore it is essential for managers to take into account the views and opinions of practitioners, and offer constructive targets for improvements. â€Å"New staff should be given copies of policies and procedures as part of the induction process and given the opportunity to discuss them with their line manager† (Daly, et al, 2009, P.287).This should include the nursery’s appraisal policy, and should be easily accessible for practitioners to access when they require. The policy should clearly state what is expected from both practitioners and management during the appraisal process. Employees are often required to fill out an appraisal form prior to meeting with management, where they are able to reflect upon their own job performance. It is important for managers to provide practitioners with the last year’s appraisal, to allow them to reflect on whether they have achieved their own personal development targets; also giving them the chance to complete targets they may feel they haven’t achieved. However it could be argued that self-appraisal should be continuous practice throughout the year, in order to maintain high standards of care and learning for the children. â€Å"Self-appraisal should not only be seen as part of the appraisal process. It is also, in a more or less informal way, a regular feature of nursery work† (Sadek and Sadek, 2004, P.140). Performance appraisals are a good tool in identifying particular individuals who are progressing well in their job role, and who may be eligible to progress to the next pay and job level; within some bigger nurseries. They also prove worthwhile in motivating individuals within their role, through personalised discussion and development targets. â€Å"Managers of effective settings provide intellectual stimulation for their staff, along with respectful individualised support† (Miller, et al, 2012, P.288). Although the appraisal process provides a private personalised time where individuals are able to discuss their concerns with managers, it is important for managers to address any pertinent issues with staff as they arise. This therefore ensures that issues are resolves quickly and effectively, rather than being left to escalate. However this is not always possible within larger nurseries whether staff members do not always come into contact with management. Like the appraisal policy the disciplinary and grievances procedures must be clearly set out within a policy, and kept in an easily accessible place for employees to refer to as required. These procedures ensure the safety and protection of all staff in the setting; in accordance with the ACAS code of practice and current legislation, including the Employment Act 2008. They provide â€Å"clear and transparent structures for dealing with difficulties which may arise as part of the working relationships from either the employers or employees perspective† (CIPD, 2014). The policies should also set out what is expected from staff members, in relation to their conduct; therefore trying to avoid such issues; however this is not always possible. Issues which may arise include lateness, capability, bullying and performance of individual practitioners. Disciplinary and grievance procedures aim to deal with these issues in house, without the involvement of a tribunal. The three stages of the disciplinary procedure are as follows; issuing a letter to the employee, a meeting between management and the employee and then finally a chance for an appeal. The ACAS code of practice states that â€Å"employers would be well advised to keep a written record of and disciplinary or grievances cases they deal with† (ACAS, 2009, P.2). This is an important aspect of the procedure, as the records provide evidence in case the issue goes to an employment tribunal. Training is essential in order for management to conduct an effective disciplinary interview; â€Å"Having the appropriate training and knowledge enables you to be in control and manage any situations that arise† (Niched, 2012). Employees should be given advanced notice of the meeting in the form of a letter, at least 72 hours prior to the meeting. All facts surrounding the case should be examined and investigated prior to the meeting, ensuring management are aware of all the facts. It is essential that another member of management records notes during the meeting, to guarantee that evidence is collected in case a tribunal is called. All parties involved must be able to put their side across, with plenty of time; this may include relevant witnesses to the case. In order for the manager to make an informed decision they must remain impartial during the meeting, then deliver the verdict to the employee in writing; along with information in case they wish to appeal the verdict. In conclusion to the interview the outcome may involve no action being taken, a warning being issued or the dismissal of the employee. The manager with decide which of these outcomes is appropriate due to the nature of the case; however they must be able to prove their decision is appropriate and reasonable. Instead of filing a formal procedure employees should be able to approach their managers on a daily basis to discuss any issues; however they may not always feel comfortable doing this. The employment of new staff within nursery settings follows three stages; advertisement, selection and recruitment and induction. Nurseries are required to have policies in place to reflect these stages, stating how they aim to employ high quality staff whilst maintaining equal opportunities for all applicants. The wide deployment of advertisements at the same time allows a wider range of applicants to apply for the job, with equal time to apply. The vacancy should be advertised to all areas of the community, which is essential to maintain equal opportunities. To select potential candidates from all the applications managers must review their curriculum vitae against the job description. This is an effective way to avoid discrimination, as they are not being deterred by race, gender or age; it is focussing on their individual skills and attributes, which are appropriate to the role. Having two members of management involved in selecting new members of staff promotes equal opportunities and avoids discrimination; all decisions should be recorded and delivered in writing. Settings must have an induction policy which clearly sets out how new staff will be introduced to the setting; effectively informing them of the daily running of the nursery and settling them into the environment. This should also include the new member of staff being given the nursery policies to look at, making them aware of the policies and procedures; also identifying children with particular needs or allergies. This is an effective tool during the induction as it avoids mistakes being made, for example a child with a dairy intolerance being given milk to drink by accident. In an ideal world the shadowing of a current member of staff would provide the new employee with a mentor and a chance to familiarise themselves with the daily running of the setting. However this is not always the case or possible within settings, as due to the busy nature of the environment existing staff members may not have the time to show them certain things; resulting in the new employee not gaining the relevant knowledge needed. The staff development policy must take into account the ever changing needs of the children in the setting, as well as the changes in legal requirements; such as the reformed Early Years Foundation stage. The key elements of effective practice (KEEP) states that effective practitioners must have, â€Å"knowledge and understanding in order to actively support and extend children’s learning in and across all areas and aspects of learning† (Surestart, 2005, P.3). Individual staff personal development plans identify the training needs of individuals, ensuring they receive this training is essential as high quality care and education is important in ensuring positive outcomes for all children. â€Å"Effective practice in the early years requires committed, enthusiastic and reflective practitioners with a breadth and depth of knowledge, skills and understanding† (Wilcock, 2012, P.50). The settings promotion policy should clearly set out how promotions will be identifie d and given at appropriate times, in accordance with the recruitment policy and equal opportunities; staff appraisals also help to identify potential candidates for promotion. In conclusion effective communication is essential within nursery settings to ensure the smooth daily running of the setting, whilst also achieving the highest outcomes for children. There are many potential barriers to effective communication, which must be overcome by all practitioners to maintain effective practice, and positive working environments. Appraisals are an important factor within staff development as they identify positive aspects of practice, whilst also identifying improvement targets; improving the environment and care of the children. Disciplinary and grievance procedures must be carried out effectively in order to resolve issues quickly and appropriately, within the best interests of all involved. The employment of new staff should reflect equal opportunities, whilst retaining high quality staff appropriate to the role.

The Choice Of Qualitative And Quantitative Psychology Essay

The Choice Of Qualitative And Quantitative Psychology Essay This chapter presents a detailed justification of the research approach used to answer the research questions and achieve the aim and objectives outlined in chapter one. The chapter begins with an overview of social research design. Section xxx discusses the research paradigm as the theoretical research approach. Section xxx discusses the research methodology. Section xxx discusses the methods adopted in this research for data collection. The chapter outlines the sampling techniques, piloting study and analysis techniques. The chapter also illustrates the research validity, reliability, triangulation, ethical consideration and generalizability of the study. Research Design: Research is defined as an in-depth study of a particular issue or phenomenon which the researcher investigates to solve problems related to that issue/phenomenon Marshall, 1997; Brewerton and Millward, 2001; Wilkinson and Birmingham, 2003; Creswell, 2007; Bryman and Bell, 2007). In the social sciences, various researchers present the research overview the theoretical and practical approaches in different ways. The differences in presentation can be clearly identified between the models of Sarantakos (1998); Crotty (2005) and Saunders et al., (2007). These authors agree that social research can be thought of in terms of the theoretical and practical approaches. However, the terminology adopted varies between. For instance, they use different terminology which can be confusing for other researchers. This section explains three different research designs in other to choose the appropriate research design for the study. Sarantakos (1998) identified three levels of research (see Figure xxx). The first level includes the researchers theoretical approach which combines the epistemology and theoretical perspective, which Sarantakos calls the research paradigm. The second and third levels represent the practical approach which contains the research methodology and methods respectively. Figure xxx: Sarantakos social research design, adopted from Sarantakos (1998) Crotty (2005) named four different research levels for the social research (see Figure xxxx). The first two stages comprise the theoretical approach which contains the research epistemology and theoretical perspective. The following two stages comprise the practical approach the research methodology and methods. Based on Crotty (2005), the four levels are interdependent, as the choice of the research epistemology is followed by the choice of theoretical perspective, the choice of study methodology and the choice of specific methods of data collection and analysis. The last two stages methodology and methods of Crotty and Saratakos model are very similar. However, in terms of theoretical approaches, Crotty outlines two levels epistemology and theoretical perspective are merged into one level the research paradigm in Sarantakos model. Figure xxx presents Crotty (2005) research design. Figure xxx: Crotty social research design, adopted from Crotty (2005) Saunders et al., (2007) offer a different model for social research design which they call the research onion. According to this model, there are six levels in social science research. The research levels are philosophies (e.g. interpretivism); approaches (contain either inductive or deductive); strategies (the research methodology); choices (types of research methods); time horizons (cross-sectional or longitudinal) and techniques and procedures (which includes data collection and analysis techniques). In this model, the theoretical approach contains research philosophies and approaches (inductive and deductive). Meanwhile, the practical approach contains the strategies as a methodology and the other three levels contain the research methods. The methods include both data collection methods and data analysis methods. Figure xxx presents the research onion according to Saunders et al., (2007: 132) Figure xxx: Research onion, Saunders et al., (2007: 132) The three research designs have considerable overlaps in their consideration into the theoretical and practical approaches. This research focuses on Sarantakos model, since it reflects more appropriately the research design adopted in this study. The following sections discuss in details this research design. The Research Paradigm: As mentioned early in Sarantakos research design, the first level reflects the theoretical approach and is named the reseach paradigm (Sarantakos, 1998). The paradigm is a particular theme that is used to test and understand social phenomena (Gephart, 1999; Denzin and Lincoln, 2005). Guba and Lincoln (1994) classified social science research into two models; a subjectivist qualitative (constructivist) model and an objectivist quantitative (positivism and post-positivism) model. Guba (1990) explained that there is a third relativist paradigm called pragmatism which combines the subjectivist qualitative model and objectivist quantitative model and its a paradigm on its own. Later, several authors (e.g. Reichardt and Rallis, 1994; Tashakkori and Teddlie, 1998; Johnson and Onwuegbuzie, 2004; Pansiri, 2005; Creswell and Clark, 2007) agreed that the paradigm which mixes qualitative and quantitative approaches is pragmatism. Table xxx compares positivism, post-positivism, constructivism wit h pragmatism. Table xxx; Compares different positivism, post-positivism, constructivism with pragmatism (Tashakkori and Teddlie, 1998: 23) Paradigm Positivsm Post-positivism Pragmatism Constructivism Methods Quantitative Primarily Quantitative Quantitative + Qualitative Qualitative Logic Deductive Primarily deductive Deductive + Inductive Inductive Epistemology Objective point of view. Knower and Known are dualism Modified dualism. Findings probably objectively true Both objective and subjective point of view Subjective point of view. Knower and Known are inseparable. Axiology Inquiry is value-free Inquiry involves values, but they may be controlled Values play a large role in interpreting results Inquiry is value-bound Ontology NaÃÆ' ¯ve realism Critical or transcendental realism Accept external reality. Choose explanations that best produce desired outcomes Relativism Causal Linkages Real causes temporarily precedent or simultaneous with effects There are some lawful, reasonable relationships among social phenomena. These may be known imperfectly. Causes are identifiable in probabilistic sense that changes over time. There may be causal relationships, but we will never be able to pin them down All entities simultaneously shaping each other. Its impossible to distinguish causes from effects Pragmatism: Pragmatism is a term derived from the Greek word pragma meaning action, from which the words practice and practical come (James, 2000). Dewey (1920) explained that pragmatism philosophy discover the meaning of idea that needs to be checked consequently. Therefore, when researcher judges a phenomenon, they must follow its empirical and practical consequences and note its impact on the study population (Tashakkori and Teddlie, 1998). Moreover, Easterby et al., (2008) explained that, by using pragmatism, researchers have to study individual experiences very well in order to develop an understanding of a particular phenomenon. Moreover, Krauss (2005) explained that the pragmatist paradigm focuses on qualitative versus quantitative data and that to answer research questions, researchers have to mix objective and subjective approaches. Tashakkori and Teddlie (1998) clarified that by using pragmatism, the research logic contains deductive and inductive approaches. Therefore, the pragmatism philosophy rejects the use of particular research philosophies, such as positivism, post-positivism and constructivism. In addition, Tashakkori and Teddlie (1998) explained that pragmatism focuses on both the meaning and the truth of ideas. Truth is what works at the time and it is not based on a dualism between whether reality is independent of the mind or within the mind. Therefore, when judging ideas, pragmatists consider their empirical and practical consequences. Pragmatism is a research philosophy that eliminates the need of making a forced choice regarding the research epistemology between constructivism and positivism (including post-positivism). A pragmatic paradigm dismisses traditional assumptions about the nature of knowledge, truth and the nature of inquiry. Furthermore, for pragmatists, the research question is more important than the research method that is used (Johnson and Onwuegbuzie, 2004). Creswell (2003) explained that the choice of the research paradigm (pragmatism) related mainly to the purpose and nature of the research questions. The pragmatism allowed the researchers to study different interested areas by employing different sources of evidence (methods) that are appropriate and explain the study findings in a positive manner (Tashakkori and Teddlie, 1998 and Creswell, 2003). Therefore, pragmatism is classified as one of the suitable research philosophies in social and management research that investigates beliefs and attitudes using mixed methodology that combines qualitative and quantitative approaches (Creswell, 2003). Reichardt and Rallis (1994) explained that there is much debate about whether pragmatism is in fact a research philosophy because it holds the centre-ground between two well-established social research philosophies. Johnson and Onwuegbuzie (2004) and Robson (2005) confirmed that pragmatism is no longer a debatable philosophy but has achieved widespread use in social research. To achieve the aim of this research, pragmatism has been chosen as a research philosophy. The next part will discuss the mix between the qualitative and quantitative research approaches. The Choice of Qualitative and Quantitative Research Approach: Discussions have been held by series of researchers in connection with the difference between quantitative and qualitative approaches, including Brewer and Hunter (1989), Silverman (2000), Brewerton and Milward (2001), Holliday (2002), Thomas (2003), Corbetta (2003) and Cooper and Schindler (2005). While quantitative researchers base their accounts on figures and numerical information, according to Gelo et al., (2008), qualitative researchers rely on non-numerical data, for instance words, narrative and feelings. Maanen et al., (1982: 32) introduced a verbal picture to help readers understand the difference between both research types as follows: Quality is the essential character or nature of something; quantity is the amount. Quality is the what; quantity the how much. Qualitative refers to the meaning, the definition or analogy or model or metaphor characterizing something, while quantitative assumes the meaning and refers to a measure of it. Furthermore, Bryman (1996) and Cooper and Schindler (2005) noted that quantitative and qualitative approaches are both valid and researchers can use either. Clarke and Dawson (2000) and Gray (2009) suggested that according to the nature of the research, researchers can mix different approaches, as it hard in deciding the better or more useful approach. Miller and Brewer (2003) confirmed that using a mixed method approach decreases the weaknesses and limitations of the research. Table xxx compare quantitative, qualitative and mixed methods procedures (Creswell, 2003: 19). Table xx: Comparison between quantitative and qualitative research (Source: Creswell, 2003:19) Tend to or Typically Qualitative Approaches Quantitative Approaches Mixed Methods Approaches Use these philosophical assumptions Employ these strategies of inquiry Constructivist/Advocacy /Participatory knowledge claim Phenomenology, grounded theory, ethnography, case study, and narrative Post-positivist knowledge claim Surveys and experiments Pragmatist knowledge claim Sequential, concurrent, and transformative Employ these methods Open-ended questions, emerging approaches, text or image data Closed-ended questions, predetermined approaches, numeric data Both open-and closed-ended questions, both emerging and predetermined approaches, and both quantitative and qualitative data and analysis Use these practices of research as the researcher Position himself or herself and collects participant meanings. Focuses on a single concept or phenomenon Bring personal values into the study Studies the context or setting of participants. Validates the accuracy of findings Makes interpretations of data Creates an agenda for change or reform Collaborates with the participants Tests or verifies theories or explanation Identifies variables to study Relates variables in questions or hypotheses Uses standard of validity and reliability Observes and measures information numerically Use unbiased approaches Employs statistical procedures Collects both quantitative and qualitative data Develops a rationale for mixing Integrates the data at different stages of inquiry Presents visual pictures of the procedures in the study. Employs the practices of both qualitative and quantitative research. Additionally, there are different ways to implement quantitative and qualitative approaches in one study. Johnson and Onwuegbuzie (2004) summarized these in Figure xx. This study combines qualitative and quantitative approaches in a sequential and equal way. The study starts with a qualitative approach through the analysis of mobile payment players (banks and mobile operators) documents and websites. This will then be followed by a quantitative approach using a questionnaire survey of potential consumers of mobile payment services. Time order decision Concurrent Sequential Paradigm emphasis decision Equal Status QUAL + QUAN QUAL à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ QUAN QUAN à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ QUAL Dominant Status QUAL + quan QUAN + qual QUAL à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ quan qual à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ QUAN QUAN à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ qual quan à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ QUAL Figure xxx: Mixed methods approach design matrix (the design used in this study is shown in bold). Note. qualà ¢Ã¢â€š ¬Ã… ¸ stands for qualitative, quan stands for quantitative, + stands for concurrent, à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ stands for sequential, capital letters denote high priority or weight, and lower case letters denote lower priority or weight. Source: Johnson and Onwuegbuzie, 2004:22. Notation based on Morse, 1991. The Research Methodology: Crotty (2005: 3) identified the research methodology research process as: the strategy, plan of action, process or design lying behind the choice and use of particular methods and linking the choice and use of methods to the desired outcomes. Furthermore, Crotty (2005) made a clarification of research methodology as a strategy built on it, the data collection methods, and linking between the use of research methods and research outcomes. In addition, Crotty (2005) explained that there are different kinds of research methodology, and researchers should select the most suitable for their research topic. The research methods for this study: Having reviewed series of literatures, several factors led to the choice of methods used for this research. Triangulation methods have been proposed for this research and this will complement each other in order to yield a quality result. According to Tshakkori and Teddlie, (2003), triangulation is one way that involves a combination of data collection to get good results. Although the term triangulation has different meanings, it is associated with using combinations of methods with a strategy of convergent validity being common (Bryman 2004). Kholoud (2009) cites Johnson et al., (2007) who identified four types of triangulation: data triangulation, investigator triangulation, theory triangulation, and methodological triangulation. Kholoud further cites the same authors for defining ways in which quantitative and qualitative methods can be combined. From research on technology acceptance perspective, technology acceptance has a dominant theoretical urge which is positivist in nature. The current research aim is to design a predictive viable model of behaviour intentions of users of technology services (in this case mobile payment). This objective requires the means of a structured, well-defined framework, and definite measurements that could establish relationships between variables, such that inferences could be made from the research study sample to a larger population. Most of these qualities can be addressed by quantitative research methods (Johnson et al., 2007). The stimulus of this study is to test hypotheses which relates to the proposed conceptual framework model as well as different hypothesized relationships previously accepted in technology acceptance context. The conceptual drive of this research is deductive in nature. The research proposes to follow a confirmatory strategy of research that needs empirical analysis (a way of proving or disproving previously assumed hypotheses related to mobile payment acceptance). Despite the fact that this study will be mainly quantitative, qualitative methods will be employed at the initial stages of the study. Structured observations will be employed allowing for in-depth assessment of mobile payment schemes in the country in order to determine those that could be researched. Figure xxx shows the eleven main steps in a quantitative research process. To answer the research question, this study aim to follow the path in the order in which they appear as shown below. However, the steps at times might overlap during the course of the research. Figure xxx: Process of Quantitative Research as outlined by Bryman Bell (2007). In this study, theories and literatures underpinning this study will be advanced to guide the research deductively. Research Designs: The major reason of this research is in testing the hypotheses which could explain the variance in the dependent variables. Such analyses fit a correlation study design as described herein. Correlation Designs: Correlational design measures two or more variables with the eventuality of measuring the dependent variables. It does not manipulate one or more independent variables. The major premise of this research was that if a statistical significant relationship was in existence between the independent and the dependent variables, there would be the possibility of predicting the dependent variable using information available in the other variable. Within quantitative methods, the investigation used correlation research design (see Figure xxx) to determine if there was an existence of some relationship between independent constructs and the dependent constructs of behaviour intention to use mobile payment. Figure xxx: Illustration of the Research Designs according to Mugenda (2008, p. 65) In this kind of scenario, the research study will apply reliability coefficients, multiple correlation coefficients, generalized linear regression model coefficients; and path model coefficients for different study assessments of the collected data. These will be discussed below: a) Reliability analysis will be carried out using Cronbachs Alpha commonly called coefficient for Internal Consistency (IC) and inter-item correlation coefficient. According to De Vellis (1991), reliability is a measure of the degree to which a research instrument would yield the same results after repeated trials. Cronbachs Alpha provides information on the degree to which each item in the construct correlates with at least one other item of the construct. The analysis can estimate the proportion of true score variance that is captured by the indicators by comparing the sum of indicator variances with the variance of the sum scale. Cronbachs statistic was computed as follows: Cronbach = ÃŽÂ ± = number of items * number of items ÃÅ' ¶ 1 Where s ² denotes the variance for the number of individual items; s2 denotes the variance for the sum of all questions or items (which is esoteric and unique, and, therefore, uncorrelated across respondents), then the variance of the sum will be the same as the sum of variances of the individual questions/items. Therefore, coefficient alpha will be equal to zero. If all items are perfectly reliable and measure the same thing (true score), then coefficient alpha is equal to 1. In this investigation, the construct would demonstrate an acceptable level of reliability if the Cronbachs alpha was at least 0.6. b) Multiple correlation coefficients (R ²), will be used to describe the extent to which a dependent variable was explained by a set of independent variables. The statistic was used to measure the predictive power of the model that has been estimated. The value of R ² ranges from 0 to 1, and in this study, neither threshold nor the minimum value is pre-determined but instead the statistic only state the percentage variation in the dependent variables as explained by the independent variables. Symbolically, the (R ²) statistic is defined as follows: R ² = Where observ is the measurement of random variable observ on individual i. The est.observ and est.mean are the predicted measurements and mean values respectively. The mean of measurements for the n individuals is also factored into the calculation in equation 3.1 in order to obtain R ². A complete analysis of the entire model requires an examination of the goodness of fit using R ² and adjusted R-squared. The goodness of fit measures how well the model parameter estimates is able to explain the variations in the dependent factor of the model and reproduce the sample covariance matrix. The adjusted R ² equally measures the goodness of fit as does the R ², but instead, the former statistic takes into account the degrees of freedom (expressed as the number of observations and number of estimated coefficients) as stated in equation 3.2. Thus, Adjusted R ² = 1 c) The Generalized Linear Regression model (GLM) coefficients are weighted coefficients that indicate the magnitude, direction and significance of the possible linear relationship between the independent and dependent variables. The techniques measures both direct and indirect effects of the independent variables on dependent variable respectively. The technique handles the moderating effects in the analysis of linear models. The GLM was appropriate because of its nature of handling fixed factors, covariates and the interaction effects. The model results, will allow a direct comparison of the variance explained from both estimation measures. In the context of this study, it was hypothesized that three factors; performance expectancy, relevancy and social influence (culture) determine behaviour intentions. On the other hand, behaviour intentions together with facilitating conditions (technical support/training) determine usage. It was further postulated that the independent variables in the model were moderated by gender, age, experience and awareness, all of which required an appropriate modelling technique. Thus, the GLM that handled both direct and indirect effects were used in the form of the following equation (Eq. 3.4). Y = X ß + (X * M) ÃŽÂ ¸ + U Where Y is a matrix with multivariate measurements of the response or dependent variables X is a matrix of the block of independent variables; ß is a matrix of parameters to be estimated; U is the vector of the error terms. d) The path model employs the path analysis statistical technique for decomposing correlations into different pieces for interpretation of effect. It allows one to compare the direct effects of variables in a complex system of relationships. The path model measures direct effects or the possible inclination of the independent variables on the dependent variable in the network of variables. The path model only establishes linear relationships between variables and also indicates the predictive power of the model being evaluated. The mathematical relationships between the variables may be expressed as a set of linear equations, called the path model. According to Keeves, (1972) the fundamental principle of the path model that allows the linear equations to be estimated is: rà ¡Ã‚ µÃ‚ ¢ = Æ © p * r Where i and j denote two variables in the network and the index k includes all variables from which paths lead directly to the dependent construct (j), r is the correlation coefficient and p is the path coefficient. Equation 3.5 can be expanded by successive applications of the formula itself to r. In this case, the errors from behaviour intentions and facilitating conditions all point at usage behaviour. Expressed in expanded form can be read directly from the path diagram by using the following direct relationships in this study: BIC = ÃŽÂ ±PEC + ÃŽÂ ±REC + ÃŽÂ ±SOC BUC = ÃŽÂ ±FOC + ÃŽÂ ±BIC EBC = ÃŽÂ ±BUC Where BIC is Behavioural Intention, PEC is performance expectancy, REC is relevance, FOC is facilitating conditions, BUC is usage behaviour and EBC is expected benefits constructs respectively. In this study, a path coefficient with a negative sign implies an inverse relationship between constructs whereas a coefficient with a positive sign implies that there is a direct relationship between two constructs. Survey Designs: There are two types of surveys used when evaluating acceptance and use of technology as discussed in 3.2.1. These are longitudinal surveys and cross-sectional survey. Since mobile payment services being investigated are in their early years of introduction, the best survey method is a cross-sectional. By using cross-sectional survey, the study would be able to predict future usage. i) Cross-sectional survey The study proposes to use a survey approach to collect data that could be a representative of the real phenomena in the population from which the study sample will be drawn. The study will focus on the link between end-users behaviour intentions to use mobile payment services. In IS/IT evaluation studies, cross-sectional survey methods are not new because they have been used by several authors, Gefen et al., (2002), Chau and Hu (2001), Venkatesh and Davis (2000) and Venkatesh and Morris (2000). A cross-sectional survey design will be utilized to gather quantitative data to assess the relationships between the study variables. A cross-sectional study/research involves data collection that covers a one-off time period. Data collection of individual observations can occur at one point in time or may be over a period of days, weeks or months. In the case of the current study, the data collection aim to be for a period of three months. According to Mugenda (2008), Mugenda and Mugenda (2003), this sort of survey helps to establish whether significant associations among variables exist. The additional value of this type of survey is that one can generate testable hypotheses, which the current study aims to do. Cross-sectional designs have three distinctive features: there is no time dimension, only differences between groups are measured rather than changes over time; there is reliance on existing differences rather than change following any intervention and there is no allowance for differences to emerge over time; and grouping individuals in the sample is based on existing differences or according to a category or the independent variable to which they happened to belong rather than random allocation. The researcher was aware of the limitations of this type of investigation, but the research timeframe might not permit the use of a longitudinal study. When data is collected at more than one point in time and then later on, the study is considered longitudinal (Crestwell, 2003). Longitudinal studies are feasible when there is need to describe the pattern and direction of change and stability (De Vaus, 2001). The objective of this study is to understand usage behaviour as a dependent variable that would predict the actual usage of the services in future. The current study will employ cross-sectional survey and college students will be used for this study. Behaviour intention is associated with self-predicted future usage of a new technology. Furthermore, measuring behaviour intention as a predictor of future usage behaviour is also important. The researcher believes that the experience college students will gain in using mobile payment services would impact on their behavioural intentions if they intend to use the service in future. As reported in the conceptual framework section, behaviour intentions as a dependent variable measured in a cross-sectional study can help to identify future usage of mobile payment services. It is because of these reasons that the current study proposes to use a cross-sectional survey method which will be carried out over a period of three months. STUDY POPULATION Methods of Data Collection: This section presents the final research level namely the research methods. Crotty (2005) defined research methods as the techniques used by researchers to collect and analyse the data required to answer the research questions. Moreover, according to Saunders et al., (2007), research methods are the various procedures used to collect data, such as questionnaire, observation and interviews, and to analyse it, e.g. statistical and non-statistical techniques, according to the nature of the research. Since this study is basically quantitative in nature, questionnaires will be used. Furthermore, to determine the research reliability and validity, the researcher will use multiple sources of evidence. The research method to be applied will be in accordance with the research objective. For this study, the practical objective will be to identify the main elements that influence consumer acceptance and use of mobile payment services. This objective will be achieved by designing a comprehensive questionnaire to identify the main factors that impact on consumers behavioural intentions towards the acceptance and use of mobile payment. In this regard, about 1000 questionnaires are proposed to be distributed to college students willing to participate in this research study. Structured Interviews: Researchers prepare themselves in advance by setting up a predetermined list of questions with limited option responses (closed questions). Usually structured interviews are associated with social surveys which aim to interview as wide range of respondents as possible to collect large volumes of data (Bernard, 2000; Denscombe, 2003). Saunders et al., (2007) classified the structured interview as a type of questionnaire which is administered face-to-face. Questionnaire Survey: Based on the proposed research model, the research questionnaire will be designed to identify the main constructs that impact consumer behavioural intentions towards the acceptance and use of mobile payment. Thus, a questionnaire survey method will be applied in this study. Robson (2005) clarified the full benefits of using questionnaires in business research within a survey strategy. Fink (1995:1) identified survey as: A survey is a system for collecting information to describe, compare, or explain knowledge, attitudes, and behaviour. Survey involves setting objectives for information collection, designing research, administering and scoring the instrument, analysing data, and reporting the resul

Pamela, or Virtue Rewarded - Sexuality and the Morally Didactic Novel :: Pamela Virtue Rewarded Essays

Pamela, or Virtue Rewarded - Sexuality and the Morally Didactic Novel We have difficulties as a modern audience appreciating the social anxieties reflected in Pamela, especially those surrounding morality and valuation of individuals within the social framework. The radical stance of even using phrases such as virtue and 'fortune' to denote Pamela's virginity are themselves loaded with a questioning of the social stratification in which she resides. The term 'Fortune' is perhaps the most playful but problematic. In it the issue of the commodification of Pamela's virginity is implicated, while at the same time gaining its authority within the framework of the novel through a Protestant ethic of internal individual worth apart from social stratification. Complicating this issue of commodification is the range of Marxist or Weberian readings of the novel that place it within a conflict between the working and aristocratic classes. Pamela is explicitly placing value in her 'protestant ethic' rather than her social standing, it being "more pride to [he r] that [she] come of such honest parents, than if [she] had been born a lady" (Pamela 48) and in the same letter looking disparagingly on her fellow 'servants.' My analysis will take as central the moral issues in Pamela, but this is done with a cognizance that how we reflect on Pamela's morality is also closely related to how we read the economic and social aspects of the novel. There have been many works written in response to Pamela, some attacking the eroticism of the novel and others the social deconstruction it implies; however, the most emphatic is likely to be the Marquis de Sade's literary response in Justine (1791) and Juliette (1797). As we've already seen in "Fantomina," the erotic novel is not something new to the 18th century, and examples such as John Cleland's Fanny Hill (1748) provide explicit materials to demonstrate that the pornography and sadism of the day were as explicit as our own. As Shamela illustrates, this erotic aspect of Pamela cannot be overlooked, especially with the physicality of aspects of the letter writing and the reader's 'view' of Pamela's body through this. David Evans describes this as the prurience of its pre-occupation with sex disguised as moral guidance, and the travesty of Christian morality involved in showing 'virtue rewarded' to mean materially rewarded in this life, not spiritually in the next one.

Cortes :: essays research papers

Hernan Cortes was born in Medellin, Extre Madura in 1485. Hernan was only a petite 5’ 4'; but he made up for his height disadvantage with courage and determination.   Ã‚  Ã‚  Ã‚  Ã‚  Cortes studied law in Spain but then he decided to come over to the Americas. Upon his arrival he joined force with velazquez to conquer Cuba. They did and in 1511 he became the mayor of Cuba. Cortes in 1519 persuaded Velaquez (governor) to allow an expedition to Mexico. Velazquez was skeptical but approved the trip anyway. So Cortes was of to Mexico with six-hundred men and twenty horses. Hernan sailed along the Yucatan and landed in Tabasco. Here he learned of Montezuma II and the Aztecs. During this time Cortes found a mistress named Marina. She helped as an interpreter, guide and counselor for the Spainards. Cortes then established a town, Veracruz. Here he removed the authority of Velaquez . He also burnt the ships which had brought them to prevent people from returning.   Ã‚  Ã‚  Ã‚  Ã‚  Hernan Cortes and his men marched for weeks to reach the acclaimed Tenochtitlan. On his way he met up with the Tlaxcalanc who formed an alliance with him against the Aztecs. In November of 1519, Cortes finally reached the Aztec capital, Tenochtitlan. Upon his arrival the Axtecs believed Cortes and the Spainards were the return of Quetzalcoatl. Quetzalcoatl was the axtec god-king who was light skinned, bearded, and would return from the east. All of these descriptions fitted Hernan. Hence, the Spainards were treated lavishly and roamed freely throughout the city. During this time the Spainish found a lot of gold stored throughout the city. Even with the lavish treatment the Spainish were receiving they still captured Montezuma II. Meanwhile, Velaquez, in Cuba dispatches Narvaez and to get Cortes for treason. Hernan hears of the news and goes to the coast to meet Narvaez. Cortes then persuades Narvaez and his troops to join him inn the conquests of the Aztecs. Upon his return to Tenochtitlan the Aztecs had revolted. Montezuma tells his people not to revolt, by the force of Cortes. Montezuma is stoned tree days later by his people. The Spainiards were then driven out on the famous Noche Triste in June of 1520.

Twilight 15. THE CULLENS

15. THE CULLENS The muted light of yet another cloudy day eventually woke me. I lay with my arm across my eyes, groggy and dazed. Something, a dream trying to be remembered, struggled to break into my consciousness. I moaned and rolled on my side, hoping more sleep would come. And then the previous day flooded back into my awareness. â€Å"Oh!† I sat up so fast it made my head spin. â€Å"Your hair looks like a haystack†¦ but I like it.† His unruffled voice came from the rocking chair in the corner. â€Å"Edward! You stayed!† I rejoiced, and thoughtlessly threw myself across the room and into his lap. In the instant that my thoughts caught up with my actions, I froze, shocked by my own uncontrolled enthusiasm. I stared up at him, afraid that I had crossed the wrong line. But he laughed. â€Å"Of course,† he answered, startled, but seeming pleased by my reaction. His hands rubbed my back. I laid my head cautiously against his shoulder, breathing in the smell of his skin. â€Å"I was sure it was a dream.† â€Å"You're not that creative,† he scoffed. â€Å"Charlie!† I remembered, thoughtlessly jumping up again and heading to the door. â€Å"He left an hour ago – after reattaching your battery cables, I might add. I have to admit I was disappointed. Is that really all it would take to stop you, if you were determined to go?† I deliberated where I stood, wanting to return to him badly, but afraid I might have morning breath. â€Å"You're not usually this confused in the morning,† he noted. He held his arms open for me to return. A nearly irresistible invitation. â€Å"I need another human minute,† I admitted. â€Å"I'll wait.† I skipped to the bathroom, my emotions unrecognizable. I didn't know myself, inside or out. The face in the mirror was practically a stranger – eyes too bright, hectic spots of red across my cheekbones. After I brushed my teeth, I worked to straighten out the tangled chaos that was my hair. I splashed my face with cold water, and tried to breathe normally, with no noticeable success. I half-ran back to my room. It seemed like a miracle that he was there, his arms still waiting for me. He reached out to me, and my heart thumped unsteadily. â€Å"Welcome back,† he murmured, taking me into his arms. He rocked me for a while in silence, until I noticed that his clothes were changed, his hair smooth. â€Å"You left?† I accused, touching the collar of his fresh shirt. â€Å"I could hardly leave in the clothes I came in – what would the neighbors think?† I pouted. â€Å"You were very deeply asleep; I didn't miss anything.† His eyes gleamed. â€Å"The talking came earlier.† I groaned. â€Å"What did you hear?† His gold eyes grew very soft. â€Å"You said you loved me.† â€Å"You knew that already,† I reminded him, ducking my head. â€Å"It was nice to hear, just the same.† I hid my face against his shoulder. â€Å"I love you,† I whispered. â€Å"You are my life now,† he answered simply. There was nothing more to say for the moment. He rocked us back and forth as the room grew lighter. â€Å"Breakfast time,† he said eventually, casually – to prove, I'm sure, that he remembered all my human frailties. So I clutched my throat with both hands and stared at him with wide eyes. Shock crossed his face. â€Å"Kidding!† I snickered. â€Å"And you said I couldn't act!† He frowned in disgust. â€Å"That wasn't funny.† â€Å"It was very funny, and you know it.† But I examined his gold eyes carefully, to make sure that I was forgiven. Apparently, I was. â€Å"Shall I rephrase?† he asked. â€Å"Breakfast time for the human.† â€Å"Oh, okay.† He threw me over his stone shoulder, gently, but with a swiftness that left me breathless. I protested as he carried me easily down the stairs, but he ignored me. He sat me right side up on a chair. The kitchen was bright, happy, seeming to absorb my mood. â€Å"What's for breakfast?† I asked pleasantly. That threw him for a minute. â€Å"Er, I'm not sure. What would you like?† His marble brow puckered. I grinned, hopping up. â€Å"That's all right, I fend for myself pretty well. Watch me hunt.† I found a bowl and a box of cereal. I could feel his eyes on me as I poured the milk and grabbed a spoon. I sat my food on the table, and then paused. â€Å"Can I get you anything?† I asked, not wanting to be rude. He rolled his eyes. â€Å"Just eat, Bella.† I sat at the table, watching him as I took a bite. He was gazing at me, studying my every movement. It made me self-conscious. I cleared my mouth to speak, to distract him. â€Å"What's on the agenda for today?† I asked. â€Å"Hmmm†¦Ã¢â‚¬  I watched him frame his answer carefully. â€Å"What would you say to meeting my family?† I gulped. â€Å"Are you afraid now?† He sounded hopeful. â€Å"Yes,† I admitted; how could I deny it – he could see my eyes. â€Å"Don't worry.† He smirked. â€Å"I'll protect you.† â€Å"I'm not afraid of them,† I explained. â€Å"I'm afraid they won't†¦ like me. Won't they be, well, surprised that you would bring someone†¦ like me†¦ home to meet them? Do they know that I know about them?† â€Å"Oh, they already know everything. They'd taken bets yesterday, you know† – he smiled, but his voice was harsh – â€Å"on whether I'd bring you back, though why anyone would bet against Alice, I can't imagine. At any rate, we don't have secrets in the family. It's not really feasible, what with my mind reading and Alice seeing the future and all that.† â€Å"And Jasper making you feel all warm and fuzzy about spilling your guts, don't forget that.† â€Å"You paid attention,† he smiled approvingly. â€Å"I've been known to do that every now and then.† I grimaced. â€Å"So did Alice see me coming?† His reaction was strange. â€Å"Something like that,† he said uncomfortably, turning away so I couldn't see his eyes. I stared at him curiously. â€Å"Is that any good?† he asked, turning back to me abruptly and eyeing my breakfast with a teasing look on his face. â€Å"Honestly, it doesn't look very appetizing.† â€Å"Well, it's no irritable grizzly†¦Ã¢â‚¬  I murmured, ignoring him when he glowered. I was still wondering why he responded that way when I mentioned Alice. I hurried through my cereal, speculating. He stood in the middle of the kitchen, the statue of Adonis again, staring abstractedly out the back windows. Then his eyes were back on me, and he smiled his heartbreaking smile. â€Å"And you should introduce me to your father, too, I think.† â€Å"He already knows you,† I reminded him. â€Å"As your boyfriend, I mean.† I stared at him with suspicion. â€Å"Why?† â€Å"Isn't that customary?† he asked innocently. â€Å"I don't know,† I admitted. My dating history gave me few reference points to work with. Not that any normal rules of dating applied here. â€Å"That's not necessary, you know. I don't expect you to†¦ I mean, you don't have to pretend for me.† His smile was patient. â€Å"I'm not pretending.† I pushed the remains of my cereal around the edges of the bowl, biting my lip. â€Å"Are you going to tell Charlie I'm your boyfriend or not?† he demanded. â€Å"Is that what you are?† I suppressed my internal cringing at the thought of Edward and Charlie and the word boy friend all in the same room at the same time. â€Å"It's a loose interpretation of the word ‘boy,' I'll admit.† â€Å"I was under the impression that you were something more, actually,† I confessed, looking at the table. â€Å"Well, I don't know if we need to give him all the gory details.† He reached across the table to lift my chin with a cold, gentle finger. â€Å"But he will need some explanation for why I'm around here so much. I don't want Chief Swan getting a restraining order put on me.† â€Å"Will you be?† I asked, suddenly anxious. â€Å"Will you really be here?† â€Å"As long as you want me,† he assured me. â€Å"I'll always want you,† I warned him. â€Å"Forever.† He walked slowly around the table, and, pausing a few feet away, he reached out to touch his fingertips to my cheek. His expression was unfathomable. â€Å"Does that make you sad?† I asked. He didn't answer. He stared into my eyes for an immeasurable period of time. â€Å"Are you finished?† he finally asked. I jumped up. â€Å"Yes.† â€Å"Get dressed – I'll wait here.† It was hard to decide what to wear. I doubted there were any etiquette books detailing how to dress when your vampire sweetheart takes you home to meet his vampire family. It was a relief to think the word to myself. I knew I shied away from it intentionally. I ended up in my only skirt – long, khaki-colored, still casual. I put on the dark blue blouse he'd once complimented. A quick glance in the mirror told me my hair was entirely impossible, so I pulled it back into a pony tail. â€Å"Okay.† I bounced down the stairs. â€Å"I'm decent.† He was waiting at the foot of the stairs, closer than I'd thought, and I bounded right into him. He steadied me, holding me a careful distance away for a few seconds before suddenly pulling me closer. â€Å"Wrong again,† he murmured in my ear. â€Å"You are utterly indecent – no one should look so tempting, it's not fair.† â€Å"Tempting how?† I asked. â€Å"I can change†¦Ã¢â‚¬  He sighed, shaking his head. â€Å"You are so absurd.† He pressed his cool lips delicately to my forehead, and the room spun. The smell of his breath made it impossible to think. â€Å"Shall I explain how you are tempting me?† he said. It was clearly a rhetorical question. His fingers traced slowly down my spine, his breath coming more quickly against my skin. My hands were limp on his chest, and I felt lightheaded again. He tilted his head slowly and touched his cool lips to mine for the second time, very carefully, parting them slightly. And then I collapsed. â€Å"Bella?† His voice was alarmed as he caught me and held me up. â€Å"You†¦ made†¦ me†¦ faint,† I accused him dizzily. â€Å"What am I going to do with you?† he groaned in exasperation. â€Å"Yesterday I kiss you, and you attack me! Today you pass out on me!† I laughed weakly, letting his arms support me while my head spun. â€Å"So much for being good at everything,† he sighed. â€Å"That's the problem.† I was still dizzy. â€Å"You're too good. Far, far too good.† â€Å"Do you feel sick?† he asked; he'd seen me like this before. â€Å"No – that wasn't the same kind of fainting at all. I don't know what happened.† I shook my head apologeticallv, â€Å"I think I forgot to breathe.† â€Å"I can't take you anywhere like this.† â€Å"I'm fine,† I insisted. â€Å"Your family is going to think I'm insane anyway, what's the difference?† He measured my expression for a moment. â€Å"I'm very partial to that color with your skin,† he offered unexpectedly. I flushed with pleasure, and looked away. â€Å"Look, I'm trying really hard not to think about what I'm about to do, so can we go already?† I asked. â€Å"And you're worried, not because you're headed to meet a houseful of vampires, but because you think those vampires won't approve of you, correct?† â€Å"That's right,† I answered immediately, hiding my surprise at his casual use of the word. He shook his head. â€Å"You're incredible.† I realized, as he drove my truck out of the main part of town, that I had no idea where he lived. We passed over the bridge at the Calawah River, the road winding northward, the houses flashing past us growing farther apart, getting bigger. And then we were past the other houses altogether, driving through misty forest. I was trying to decide whether to ask or be patient, when he turned abruptly onto an unpaved road. It was unmarked, barely visible among the ferns. The forest encroached on both sides, leaving the road ahead only discernible for a few meters as it twisted, serpentlike, around the ancient trees. And then, after a few miles, there was some thinning of the woods, and we were suddenly in a small meadow, or was it actually a lawn? The gloom of the forest didn't relent, though, for there were six primordial cedars that shaded an entire acre with their vast sweep of branches. The trees held their protecting shadow right up to the walls of the house that rose among them, making obsolete the deep porch that wrapped around the first story. I don't know what I had expected, but it definitely wasn't this. The house was timeless, graceful, and probably a hundred years old. It was painted a soft, faded white, three stories tall, rectangular and well proportioned. The windows and doors were either part of the original structure or a perfect restoration. My truck was the only car in sight. I could hear the river close by, hidden in the obscurity of the forest. â€Å"Wow.† â€Å"You like it?† He smiled. â€Å"It†¦ has a certain charm.† He pulled the end of my ponytail and chuckled. â€Å"Ready?† he asked, opening my door. â€Å"Not even a little bit – let's go.† I tried to laugh, but it seemed to get stuck in my throat. I smoothed my hair nervously. â€Å"You look lovely.† He took my hand easily, without thinking about it. We walked through the deep shade up to the porch. I knew he could feel my tension; his thumb rubbed soothing circles into the back of my hand. He opened the door for me. The inside was even more surprising, less predictable, than the exterior. It was very bright, very open, and very large. This must have originally been several rooms, but the walls had been removed from most of the first floor to create one wide space. The back, south-facing wall had been entirely replaced with glass, and, beyond the shade of the cedars, the lawn stretched bare to the wide river. A massive curving staircase dominated the west side of the room. The walls, the high-beamed ceiling, the wooden floors, and the thick carpets were all varying shades of white. Waiting to greet us, standing just to the left of the door, on a raised portion of the floor by a spectacular grand piano, were Edward's parents. I'd seen Dr. Cullen before, of course, yet I couldn't help but be struck again by his youth, his outrageous perfection. At his side was Esme, I assumed, the only one of the family I'd never seen before. She had the same pale, beautiful features as the rest of them. Something about her heart-shaped face, her billows of soft, caramel-colored hair, reminded me of the ing? ¦nues of the silent-movie era. She was small, slender, yet less angular, more rounded than the others. They were both dressed casually, in light colors that matched the inside of the house. They smiled in welcome, but made no move to approach us. Trying not to frighten me, I guessed. â€Å"Carlisle, Esme,† Edward's voice broke the short silence, â€Å"this is Bella.† â€Å"You're very welcome, Bella.† Carlisle's step was measured, careful as he approached me. He raised his hand tentatively, and I stepped forward to shake hands with him. â€Å"It's nice to see you again, Dr. Cullen.† â€Å"Please, call me Carlisle.† â€Å"Carlisle.† I grinned at him, my sudden confidence surprising me. I could feel Edward's relief at my side. Esme smiled and stepped forward as well, reaching for my hand. Her cold, stone grasp was just as I expected. â€Å"It's very nice to know you,† she said sincerely. â€Å"Thank you. I'm glad to meet you, too.† And I was. It was like meeting a fairy tale – Snow White, in the flesh. â€Å"Where are Alice and Jasper?† Edward asked, but no one answered, as they had just appeared at the top of the wide staircase. â€Å"Hey, Edward!† Alice called enthusiastically. She ran down the stairs, a streak of black hair and white skin, coming to a sudden and graceful stop in front of me. Carlisle and Esme shot warning glances at her, but I liked it. It was natural – for her, anyway. â€Å"Hi, Bella!† Alice said, and she bounced forward to kiss my cheek. If Carlisle and Esme had looked cautious before, they now looked staggered. There was shock in my eyes, too, but I was also very pleased that she seemed to approve of me so entirely. I was startled to feel Edward stiffen at my side. I glanced at his face, but his expression was unreadable. â€Å"You do smell nice, I never noticed before,† she commented, to my extreme embarrassment. No one else seemed to know quite what to say, and then Jasper was there – tall and leonine. A feeling of ease spread through me, and I was suddenly comfortable despite where I was. Edward stared at Jasper, raising one eyebrow, and I remembered what Jasper could do. â€Å"Hello, Bella,† Jasper said. He kept his distance, not offering to shake my hand. But it was impossible to feel awkward near him. â€Å"Hello, Jasper.† I smiled at him shyly, and then at the others. â€Å"It's nice to meet you all – you have a very beautiful home,† I added conventionally. â€Å"Thank you,† Esme said. â€Å"We're so glad that you came.† She spoke with feeling, and I realized that she thought I was brave. I also realized that Rosalie and Emmett were nowhere to be seen, and I remembered Edward's too-innocent denial when I'd asked him if the others didn't like me. Carlisle's expression distracted me from this train of thought; he was gazing meaningfully at Edward with an intense expression. Out of the corner of my eye, I saw Edward nod once. I looked away, trying to be polite. My eyes wandered again to the beautiful instrument on the platform by the door. I suddenly remembered my childhood fantasy that, should I ever win a lottery, I would buy a grand piano for my mother. She wasn't really good – she only played for herself on our secondhand upright – but I loved to watch her play. She was happy, absorbed – she seemed like a new, mysterious being to me then, someone outside the â€Å"mom† persona I took for granted. She'd put me through lessons, of course, but like most kids, I whined until she let me quit. Esme noticed my preoccupation. â€Å"Do you play?† she asked, inclining her head toward the piano. I shook my head. â€Å"Not at all. But it's so beautiful. Is it yours?† â€Å"No,† she laughed. â€Å"Edward didn't tell you he was musical?† â€Å"No.† I glared at his suddenly innocent expression with narrowed eyes. â€Å"I should have known, I guess.† Esme raised her delicate eyebrows in confusion. â€Å"Edward can do everything, right?† I explained. Jasper snickered and Esme gave Edward a reproving look. â€Å"I hope you haven't been showing off- it's rude,† she scolded. â€Å"Just a bit,† he laughed freely. Her face softened at the sound, and they shared a brief look that I didn't understand, though Esme's face seemed almost smug. â€Å"He's been too modest, actually,† I corrected. â€Å"Well, play for her,† Esme encouraged. â€Å"You just said showing off was rude,† he objected. â€Å"There are exceptions to every rule,† she replied. â€Å"I'd like to hear you play,† I volunteered. â€Å"It's settled then.† Esme pushed him toward the piano. He pulled me along, sitting me on the bench beside him. He gave me a long, exasperated look before he turned to the keys. And then his fingers flowed swiftly across the ivory, and the room was filled with a composition so complex, so luxuriant, it was impossible to believe only one set of hands played. I felt my chin drop, my mouth open in astonishment, and heard low chuckles behind me at my reaction. Edward looked at me casually, the music still surging around us without a break, and winked. â€Å"Do you like it?† â€Å"You wrote this?† I gasped, understanding. He nodded. â€Å"It's Esme's favorite.† I closed my eyes, shaking my head. â€Å"What's wrong?† â€Å"I'm feeling extremely insignificant.† The music slowed, transforming into something softer, and to my surprise I detected the melody of his lullaby weaving through the profusion of notes. â€Å"You inspired this one,† he said softly. The music grew unbearably sweet. I couldn't speak. â€Å"They like you, you know,† he said conversationally. â€Å"Esme especially.† I glanced behind me, but the huge room was empty now. â€Å"Where did they go?† â€Å"Very subtly giving us some privacy, I suppose.† I sighed. â€Å"They like me. But Rosalie and Emmett†¦Ã¢â‚¬  I trailed off, not sure how to express my doubts. He frowned. â€Å"Don't worry about Rosalie,† he said, his eyes wide and persuasive. â€Å"She'll come around.† I pursed my lips skeptically. â€Å"Emmett?† â€Å"Well, he thinks I'm a lunatic, it's true, but he doesn't have a problem with you. He's trying to reason with Rosalie.† â€Å"What is it that upsets her?† I wasn't sure if I wanted to know the answer. He sighed deeply. â€Å"Rosalie struggles the most with†¦ with what we are. It's hard for her to have someone on the outside know the truth. And she's a little jealous.† â€Å"Rosalie is jealous of me?† I asked incredulously. I tried to imagine a universe in which someone as breathtaking as Rosalie would have any possible reason to feel jealous of someone like me. â€Å"You're human.† He shrugged. â€Å"She wishes that she were, too.† â€Å"Oh,† I muttered, still stunned. â€Å"Even Jasper, though†¦Ã¢â‚¬  â€Å"That's really my fault,† he said. â€Å"I told you he was the most recent to try our way of life. I warned him to keep his distance.† I thought about the reason for that, and shuddered. â€Å"Esme and Carlisle†¦ ?† I continued quickly, to keep him from noticing. â€Å"Are happy to see me happy. Actually, Esme wouldn't care if you had a third eye and webbed feet. All this time she's been worried about me, afraid that there was something missing from my essential makeup, that I was too young when Carlisle changed me†¦ She's ecstatic. Every time I touch you, she just about chokes with satisfaction.† â€Å"Alice seems very†¦ enthusiastic.† â€Å"Alice has her own way of looking at things,† he said through tight lips. â€Å"And you're not going to explain that, are you?† A moment of wordless communication passed between us. He realized that I knew he was keeping something from me. I realized that he wasn't going to give anything away. Not now. â€Å"So what was Carlisle telling you before?† His eyebrows pulled together. â€Å"You noticed that, did you?† I shrugged. â€Å"Of course.† He looked at me thoughtfully for a few seconds before answering. â€Å"He wanted to tell me some news – he didn't know if it was something I would share with you.† â€Å"Will you?† â€Å"I have to, because I'm going to be a little†¦ overbearingly protective over the next few days – or weeks – and I wouldn't want you to think I'm naturally a tyrant.† â€Å"What's wrong?† â€Å"Nothing's wrong, exactly. Alice just sees some visitors coming soon. They know we're here, and they're curious.† â€Å"Visitors?† â€Å"Yes†¦ well, they aren't like us, of course – in their hunting habits, I mean. They probably won't come into town at all, but I'm certainly not going to let you out of my sight till they're gone.† I shivered. â€Å"Finally, a rational response!† he murmured. â€Å"I was beginning to think you had no sense of self-preservation at all.† I let that one pass, looking away, my eyes wandering again around the spacious room. He followed my gaze. â€Å"Not what you expected, is it?† he asked, his voice smug. â€Å"No,† I admitted. â€Å"No coffins, no piled skulls in the corners; I don't even think we have cobwebs†¦ what a disappointment this must be for you,† he continued slyly. I ignored his teasing. â€Å"It's so light†¦ so open.† He was more serious when he answered. â€Å"It's the one place we never have to hide.† The song he was still playing, my song, drifted to an end, the final chords shifting to a more melancholy key. The last note hovered poignantly in the silence. â€Å"Thank you,† I murmured. I realized there were tears in my eyes. I dabbed at them, embarrassed. He touched the corner of my eye, trapping one I missed. He lifted his finger, examining the drop of moisture broodingly. Then, so quickly I couldn't be positive that he really did, he put his finger to his mouth to taste it. I looked at him questioningly, and he gazed back for a long moment before he finally smiled. â€Å"Do you want to see the rest of the house?† â€Å"No coffins?† I verified, the sarcasm in my voice not entirely masking the slight but genuine anxiety I felt. He laughed, taking my hand, leading me away from the piano. â€Å"No coffins,† he promised. We walked up the massive staircase, my hand trailing along the satin-smooth rail. The long hall at the top of the stairs was paneled with a honey-colored wood, the same as the floorboards. â€Å"Rosalie and Emmett's room†¦ Carlisle's office†¦ Alice's room†¦Ã¢â‚¬  He gestured as he led me past the doors. He would have continued, but I stopped dead at the end of the hall, staring incredulously at the ornament hanging on the wall above my head. Edward chuckled at my bewildered expression. â€Å"You can laugh,† he said. â€Å"It is sort of ironic.† I didn't laugh. My hand raised automatically, one finger extended as if to touch the large wooden cross, its dark patina contrasting with the lighter tone of the wall. I didn't touch it, though I was curious if the aged wood would feel as silky as it looked. â€Å"It must be very old,† I guessed. He shrugged. â€Å"Early sixteen-thirties, more or less.† I looked away from the cross to stare at him. â€Å"Why do you keep this here?† I wondered. â€Å"Nostalgia. It belonged to Carlisle's father.† â€Å"He collected antiques?† I suggested doubtfully. â€Å"No. He carved this himself. It hung on the wall above the pulpit in the vicarage where he preached.† I wasn't sure if my face betrayed my shock, but I returned to gazing at the simple, ancient cross, just in case. I quickly did the mental math; the cross was over three hundred and seventy years old. The silence stretched on as I struggled to wrap my mind around the concept of so many years. â€Å"Are you all right?† He sounded worried. â€Å"How old is Carlisle?† I asked quietly, ignoring his question, still staring up. â€Å"He just celebrated his three hundred and sixty-second birthday,† Edward said. I looked back at him, a million questions in my eyes. He watched me carefully as he spoke. â€Å"Carlisle was born in London, in the sixteen-forties, he believes. Time wasn't marked as accurately then, for the common people anyway. It was just before Cromwell's rule, though.† I kept my face composed, aware of his scrutiny as I listened. It was easier if I didn't try to believe. â€Å"He was the only son of an Anglican pastor. His mother died giving birth to him. His father was an intolerant man. As the Protestants came into power, he was enthusiastic in his persecution of Roman Catholics and other religions. He also believed very strongly in the reality of evil. He led hunts for witches, werewolves†¦ and vampires.† I grew very still at the word. I'm sure he noticed, but he went on without pausing. â€Å"They burned a lot of innocent people – of course the real creatures that he sought were not so easy to catch. â€Å"When the pastor grew old, he placed his obedient son in charge of the raids. At first Carlisle was a disappointment; he was not quick to accuse, to see demons where they did not exist. But he was persistent, and more clever than his father. He actually discovered a coven of true vampires that lived hidden in the sewers of the city, only coming out by night to hunt. In those days, when monsters were not just myths and legends, that was the way many lived. â€Å"The people gathered their pitchforks and torches, of course† – his brief laugh was darker now – â€Å"and waited where Carlisle had seen the monsters exit into the street. Eventually one emerged.† His voice was very quiet; I strained to catch the words. â€Å"He must have been ancient, and weak with hunger. Carlisle heard him call out in Latin to the others when he caught the scent of the mob. He ran through the streets, and Carlisle – he was twenty-three and very fast – was in the lead of the pursuit. The creature could have easily outrun them, but Carlisle thinks he was too hungry, so he turned and attacked. He fell on Carlisle first, but the others were close behind, and he turned to defend himself. He killed two men, and made off with a third, leaving Carlisle bleeding in the street.† He paused. I could sense he was editing something, keeping something from me. â€Å"Carlisle knew what his father would do. The bodies would be burned – anything infected by the monster must be destroyed. Carlisle acted instinctively to save his own life. He crawled away from the alley while the mob followed the fiend and his victim. He hid in a cellar, buried himself in rotting potatoes for three days. It's a miracle he was able to keep silent, to stay undiscovered. â€Å"It was over then, and he realized what he had become.† I'm not sure what my face was revealing, but he suddenly broke off. â€Å"How are you feeling?† he asked. â€Å"I'm fine,† I assured him. And, though I bit my lip in hesitation, he must have seen the curiosity burning in my eyes. He smiled. â€Å"I expect you have a few more questions for me.† â€Å"A few.† His smile widened over his brilliant teeth. He started back down the hall, pulling me along by the hand. â€Å"Come on, then,† he encouraged. â€Å"I'll show you.†

Catholic Baptism

Roman Catholicism relates itself to broader and more dominant religion of Chrisitinity. They share a large number of similarities in terms of biblical references(Contender Ministries, 2005). From the immaculate conception of Mary to the trinitarian belief. They share the deity of Jesus Christ who died on the cross and was resurrected after three days. Its history started with Peter the Apostle. Being the rock where Jesus Christ appointed his church, Peter along with the other apostles started their â€Å"ministries† and traveled around Europe and to other continents to spread the Word of God and life of Jesus Christ(Religion Facts). From then on the appointment of a pope became a necessity in the survival of the church. Peter being the first pope and considered as the spiritual heir to the leadership of Jesus, Catholics subject themselves in its ruling. The pope administers and heads a hierarchy of religious leaders from the lowest parish priests to cardinals. Also, the crusades have contributed greatly in the acceptance of the Catholic church around Europe. Almost all of the beliefs of the Catholic church is similar to the beliefs of other â€Å"varieties† of Christianity. Being based from a central bible, it follows the teachings of prophets, apostles, and disciples. Also, the concept of a single god with three personas, the Father, the Son, and the Holy Spirit, and Jesus Christ as both divine and human are shared among Catholics. Examples of distinctive beliefs are the leadership of the pope, the existence of purgatory in afterlife, and transubstantiation or the use of bread to represent the body of Christ (Religion Facts). Also, catholics venerate saints as intermediaries to their prayers to God. Catholics gather in their Eucharistic celebration called mass. The mass is usually held weekly, specifically on Sundays, to commemorate the gospels and teachings of Christ. It constitutes gospel readings, a homily or sermon, utterance of certain prayers like The Lord's Prayer, songs, sacrifices, and communion. Communion symbolizes the last supper where Christ shared bread and wine to His apostles. The structure of a Catholic Church is patterned from that of St. Peter's Bassilica. It has a large facade that resembles a large altar due to the presence of stone statues of saints. Inside it has a dome over the altar where the ceremonies are being held. Churches also commonly have a grotto in veneration of Mary's apparition in Lourdes, France (Queen of Peace Productions). Similar to other â€Å"varieties† of Christianity, Catholicism practices baptism. Baptism is included in the seven sacraments they follow to attain eternal salvation(Contender Ministries, 2005). The practice originated from the story in the bible where the Apostle John poured water on Jesus. It is believed that through baptism we are cleansed of our original sin and are now welcome to the chruch of God. In baptism, a person is being poured with holy water over a large basin under the sign of the cross. This marks the acceptance of the person being baptised to the church of Christ. Before the person is poured with water, the presiding priest asked the people present to renounce the devil and the sins accompanying it and follow the teachings of God. On this respect they show their rejection of evil and thus cleanses them particularly the person being baptised from their original sins (Cathechism of the Catholic Church). Also, the utterance of the Apostle's Creed is done for this purpose. The person being baptised wears white clothes to signify his acceptance of Christ. The whole ceremony is very solemn, though there were jokes on the number of guests which become the godparents of the person being baptised. there feeling of oneness is present among the attendants. The ceremony suggests a feeling of relief for the person being baptised, because again another person is introduced to a religion with its moral and spiritual teachings.