Internship at Bildersee Beacon Brooklyn

Internship at Bildersee Beacon Brooklyn Free Online Research Papers I interned at Sesame Flyers Bildersee Beacon (SFBB) located at Isaac Bildersee Intermediate School in Brooklyn, New York. It accommodates participants ranging from grades kindergarten through eighth. The participants come from different schools. The building is equipped with an auditorium, gymnasium, cafeteria, classrooms, nurse’s office, and bathrooms. There are many after school programs throughout New York City. These programs were established to help working parents, who could not attend to their children when they are released from school. These after school programs ensure nutritionist meals, homework assistance and extra-curricular activities. You cannot expect to run an after school program unless you are equipped to handle the needs of the students. The staff has to be knowledgeable in several areas. The students’ are relying on the teachers and staff to protect them. The students’ safety and health is the number one priority to SFBB. On September 21, 2009, I started my internship at SFBB. My supervisor was Mrs. LaTanya Dailey. I was excited to intern at SFBB because I work at Isaac Bildersee Intermediate School during the day. My responsibilities included ensuring nutritionist meals were eaten before the start of after school activities. Supervise and implement a structured activity with participants’ grades kindergarten through first. Assist with homework in all academic subjects. I also implement extra-curricular activities upon completion of their homework. Prior to my first day at work, I was surprised to find that I was feeling anxious. My anxiety was based on a fear that there might be little or no structure, searching for assignments and feeling generally uncomfortable with my new situation. I was nervous because it was something I had never done before. Mrs. Dailey assigned me six students, three boys and three girls, Mikal 5, Kevin 6, Jamal 5, Cassandra 5, Mikaya 5, and Shatera 6. Mrs. Dailey who has known me for the past five years from working in the same building knew it would be something I could handle. It was an experience that taught me to be open to trying new things. As the intern, I made sure all of my students did art projects, read books, played games, and participated in group activities. It made the classroom a fun place and kept them interested in learning. I allowed the students to pick where they sat because I wanted them to feel comfortable. A typical day started at 3:00 p.m. I would greet my students and escort them to the cafeteria to eat a nutritionist meal before we go to our assigned classroom. At 4:00 p.m., we are in our classroom. I assisted with their homework when needed. Each classroom has three adults, eighteen students, and is assigned an activity, which changes on a daily basis. Free time in the gymnasium, African dance in the auditorium, arts and crafts projects, board games, and book read-aloud. By 6:00 p.m., most children have been picked up. â€Å"As the student, it is to your advantage to learn as much as possible about the agency and the way it serves its clientele†, (4th Ed., p 47). I learned that the agency, and its service’s to their clientele are exceptional. An organization like this is much needed in our communities. With more and more children growing up in homes with two working parents or a single parent, today’s families can benefit from the safe, structured learning opportunities that after school programs and their agencies provide. After school hours are a critical time for both parents and our students. It can represent either an opportunity to learn and grow through quality after school programs and their agencies, or a time of risk to our student’s health and safety. These after school hours are at the peak time for juvenile crime and risky behaviors such as alcohol and drug abuse. Most experts agree that after school programs offer a healthy and positive alternative. These programs keep kids safe, improve academic achievements and help relieve the stresses on today’s working families. After school programs also can help to improve the academic performance of participating children. For many children, their reading and math scores have improved, in large part because after school programs allow them to focus attention on areas in which they are having difficulties. Many programs connect learning to be more relaxed and enriching activities, thereby improving academic performance as well. After school programs also contribute to raising children’s self-confidence as well as academic performance. Both teachers and parents report that children who participate in after school programs develop better social skills and learn to handle conflicts in more socially acceptable ways. Children indicate that they have higher aspirations for their future, including greater intentions to complete high school and attend college. Families able to enroll their children in good programs indicate that their children are safer and more successful in school. These families also develop a greater interest in their child’s learning. In addition, children develop new interests and skills and improve their school attendance. In many cases, communities have come together to improve the availability of after school programs. Partnerships among schools, local governments, law enforcement, youth and community based organizations, social and health services, and businesses have resulted in a number of high qualities after school programs. These partnerships foster a great volunteer spirit and provide opportunities for parents and other adults to participate in program activities. From school to school, neighborhood to neighborhood, community to community, and every after school program is different. Successful programs respond to community needs; their creation is the result of a community effort to evaluate the needs of its school age children when school is not in session. For many children in neighborhoods across America, after school programs provide a structured, safe, supervised place to be after school for learning, fun, and friendship with adults and peers alike. Quality after school programs can provide safe, engaging environments that motivate and inspire learning outside the regular school day. While there is no one single formula for success in after school programs, both practitioners and researchers have found that effective programs combined academic, enrichment, cultural, and recreational activities to guide learning and engage children and youth in wholesome activities. They also find that the best programs develop activities to meet the particular needs of the communities they serve. All programs need staff who are qualified and committed, have appropriate experience and realistic expectations, and can interact productively with regular school staff. Mrs. Dailey helps ensure that the after school program provides high quality services that meet the needs of program staff, students and families. Effective administrators develop strong relationships with schools and community partners. â€Å"During the course of a semester, many students experience anxiety from having to struggle too many roles and demands simultaneously†, (4th Ed., p 54). I felt as a single working parent that being organized made it easier to juggle the additional roles of being a student, and a practicum intern. There was three items that I used in developing organizational skills: a day-by-day calendar, a pocket size notebook, and a daily to-do list. I use my calendar to record all appointments, deadlines, and crucial events. In my notebook, I’d jot down errands and tasks I need to do as they occur. On my to-do list, I’d jot what must be done in order for me to accomplish my goals as a parent, a student, and as a practicum intern. I was still struggling with being a student, parent, and practicum intern. I had to also rearrange my schedule at home. It was not easy with this additional role for my family and me. At this point in my life I did not think I could handle all these roles simultaneously with their demands. I knew it was time that my children had to help. They had to take on more responsibilities, now that I was starting my internship. My children agreed with the new changes that I was about to bestow on them. They were up to the challenges of being more independent that came along with their new responsibilities. With their help and understanding I was hopeful that maybe I can take on my additional roles and their demands. It was hard in the beginning to make this work for my family and me. With time I knew it had to get better. As the weeks went on as the parent, student, and practicum intern the anxieties that I was feeling subsided due to the organizational skills I have acquired and practiced. Also, I could not have done it without my children’s support and help around the house. It was no longer a struggle to juggle too many roles with their demands simultaneously. â€Å"Noncompliance is very frustrating, particularly when the client seems to be relating well with you, owns up to the problem, agrees with the plan to do something about the problem, but fails to keep appointments or does not complete expected tasks†, (4th Ed., p 92). Kevin, six years old, refused to do his homework and wanted to run around the classroom instead. He disrupted others while they were doing their homework. When I approach him about his behavior, he understands what he is doing is wrong. He promises he will not do it again. He would do this everyday. I became frustrated because when I would talk to him, he would make me feel that he wouldn’t do it again. Kevin greets me everyday with a hello and a smile. He gets along with his peers and staff. Everyday I would greet him with a hello and a smile and reminded him what he promised me. I thought that making the children monitors for certain things would help Kevin to follow instructions better. Everyone had a responsibility that they were in charge of. His behavior started to improve everyday. After two weeks Kevin was able to complete expected tasks without any problems. My frustrations diminished. â€Å"For your own mental health and well being, do not take client and agency problems home with you†, (4th Ed., p 153). I’ve learned that it is best to keep work and home separate. By the end of the workday, you are tired, and/or frustrated, and/or even stressed from a long day. You have to go home and start a different role. Your family needs your full attention. I remember when I used to take my frustrations from the workplace and into my home. I would yell at my children for the littlest of things. They didn’t know why I would be so angry with them all of the time. I was stressed from working all day and then have to come home and start dinner, check homework, etc. By the time everything was completed, it was time to start it all over again. I knew I had to change because it was tearing my family and me apart. This is how it all changed. I would come home and greet my kids with a hello and a kiss. I would ask my children how their day was and they would ask me how mine was. We would chat for about a half hour. Then they would resume their homework while I prepared dinner. I felt relaxed and more at ease with myself. Instead of coming home and starting the same routine, I changed it. â€Å"From time to time even most seasoned professionals wonder if they have chosen the right vocation†, (4th Ed., p 158). I was a secretary for many years. I knew I didn’t choose my right vocation. I always wanted to work with children. After ten years of working for one company I knew I had to change my profession. I decided to apply for a position with the Department of Education (DOE). They had openings for Crisis Intervention Paraprofessionals. I started working for the DOE five years ago. I knew I had to go back to college to get degree to further my career. I immediately enrolled with Touro College for Applied Studies. I decided three years ago that I want to help children with their problems. I am currently in school acquiring a degree in Human Services. By the end of my internship and by continuing with my education I will have chosen my right vocation, receiving a master’s degree in becoming a Guidance Counselor within the DOE. My supervisor, Mrs. Dailey was helpful to me during my internship. She was always eager to answer all my questions I had. I felt comfortable speaking with her. I knew I could approach her at any time, and she would stop what she was doing to show me, she always gave me her full attention. She always treated me as an equal staff member. I learned that being a teacher and supervisor to my students is a lot harder than I thought. I had to make the class fun, interesting and comfortable. My students had no problem voicing their opinions on what they didn’t like. We decided as a group what arts and crafts projects would be done, what books would be read, and what board games would be played. I felt involving the students showed them that their opinions mattered to me. The staff members treated me with respect and kindness. They gave me advice and included my students in projects and parties. They offered me help without me asking for it. We worked well as a team and knew we could count on each other. The students were friendly and happy to welcome me. If I saw them outside of SFBB, they would come up to me to say hello. I looked forward to volunteering each week. It was a wonderful environment to work in because of the staff and the students. I really enjoyed working with the children very much, and of course Mrs. Dailey as well. I learned a lot about things like teaching arts and crafts projects, assisting with the homework, and doing the other extra-curricular activities. I think that this type of internship work was very beneficial. I do not regret for one second taking part in this internship. I am very thankful to have been able to do something such as this, and I believe it helped me to narrow my mind in the decisions I will make for my future in college. It was definitely a good start to broadening my horizons. Research Papers on Internship at Bildersee Beacon BrooklynStandardized TestingPersonal Experience with Teen PregnancyHip-Hop is ArtEffects of Television Violence on ChildrenTrailblazing by Eric AndersonBook Review on The Autobiography of Malcolm XThe Spring and AutumnThe Project Managment Office SystemThe Relationship Between Delinquency and Drug UseMarketing of Lifeboy Soap A Unilever Product

The Black Panther Essay Example | Topics and Well Written Essays - 1000 words

The Black Panther - Essay Example However, time and events have impacted the American Dream as well as the nature of people that have believed in it. During the last several decades, the transforming nature of the American Dream has demonstrated the development of the American character, which has left many analysts and observes quite mystified, worried and at times utterly annoyed (Blanc, 2003). However, principally the American Dream is said to be deeply ingrained in a utopian conviction relative to the world’s perfectibility, which for all practical purposes could just be present in the eye of the beholder. But in the context of the American psyche, worldly imperfection ought to be removed and rectified by adopting measures through individual and collective actions. American citizens have developed a reputation for reacting quickly, spotting deficiencies and are known to make efforts in finding the right options in order to endeavor to endlessly strive towards achieving perfection. However, critics argue th at the American Dream has remained a myth for working class Blacks in America, at much higher levels as compared to working class whites. A major proportion of the Black population is characterized with suffering from poverty and low pay, which is evident from the fact that a large percentage of Blacks are still classified as poor. Unemployment amongst Blacks is double as compared to whites and they stand twice the number of chances of dying early from diseases and crime at every stage in life. It was in view of these circumstances that the Black Panther Party for Self Defense became very powerful and popular during the 1950s and 1960s and embodied the highest level in terms of the large scale rebellions that swept across the US during this period, against the prevalence of poverty and racism. It can be said that the extent and severity of poverty and racism presently experienced by Blacks in America is not much different from what it was during the 1950s and 1960s. It is also true that the numbers of affluent people amongst Blacks have increased significantly and there is now a Black minority that has also entered the elite class in US society. The ruling parties during the 1950s and 1960s had acted in response to the revolts during the 1950s and 1960s by taking conscious decisions of developing the Black middle classes in order to prevent the revolutionary movement from escalating further. More essentially, the move was to develop a realistic adaptation of the American Dream for Blacks in America. In fact, the Second World War had impacted the civil rights movement in America during this period. The large numbers of Black soldiers who had fought in favor of American imperialist policies were surprised at the hypocrisy surrounding the war propaganda. On the one side American capitalists fought to remove racism practiced by the Nazis and on the other hand there was cruel racism being practiced in their own country. Moreover, the economic prosperity in America implied that larger numbers of Blacks were relocating to cities and becoming part of the working class. By the year 1970, almost 75 percent of the Black population in America was living in cities, and in view of their large majority their confidence

Effects of a Major Intervention on Retained Third Grade Students Essay

Effects of a Major Intervention on Retained Third Grade Students Success or Failure - Essay Example Does this lawmandatory retention hurt or benefit struggling readers This paper begins to explore that particular kind of retention coupled with a major intervention i.e. Third Grade Model Classroom will have a long term positive effect on student achievement. Retention has become a familiar word with major consequences for students who have encountered academic deficiencies. It has been ongoing since the 1970s, and is the education sector's response to academic deficiencies. For most students, the experience of repeating a grade or level, even if it means failure to comply with the requirements of only one subject, is a dreadful experience. However, the unnerving experience is not only the burden of the student, but of the family as well. Not only does retention imply a student's academic inaptitude, it also reflects on his / her family's lack of academic support and assistance for the child. Retention, therefore, is deemed as a consequence, if not a punishment, for its grave academic and socio-economic consequences. However, it is not new. Retention has been in place for decades.The idea of retention instills fear to student, and fear, undoubtedly, is powerful. Perhaps, this is why the education sector has deemed it effective and thus, the system has been going on for decades. It became reached its pinnacle of debate a strongly discussed topic across the country when in 1996, the Chicago Public School district implemented the end of social promotion, where students are allowed to pass from grade to grade, despite not being able to meet the required academic standards. The word "social" is important to note as it implies that the reasons for such promotions are often done for social and psychological well-being of the student (U.S Department of Education, 1999) - and this is in consideration of the fear that retention, the other option, imposes. . Since 2002, the state of Florida, along with other states, has ended social promotion for third grade students who have garnered a below proficiency rating in Reading (see appendix A). To dateAs of Janurary 2006, thousands of third graders have been retained, spending another school year in the third grade instead of being allowed to the next level. On the contrary, there is a substantial body

Art Essay Example | Topics and Well Written Essays - 500 words - 49

Art - Essay Example The lighter to darker shades and the use of the colors like blue and green evolves a vision that gives a watery impression to the eyes along with a motif, which places the piece of art close to the nature. Half twigged animals, especially the images of the ancient and extinct animals, add an extra surrealistic vision to the painting. The popping of sky blue colors in between and the thin lines of white and crystal images gives a feeling that the animals are made of some transparent elements. The trick of the art suggests many figures, which require a minute observation for the sake of actual comprehension. Only then can an observer identify the dual meaning of the images present within the figures, both virtually and literally (Art Heritage Program, â€Å"Vance Kirkland: 1904 – 1981 American Painter†). The picture truly bears many traits, which make the name for the picture appropriate. The tree line is evident within the picture; it also denotes scanty vegetation as the tree has strong barks but less branches and leaves. The front lying long twigged creature that attracts the attention of the viewers at the outset resembles a human body. The other twigged creatures have resemblance to animals like goat, vulture and dragon maintaining similarity with fairy tale creatures. Also, a sense of diversity in ecology and nature can be traced in the picture where the leaves arising from the same bark at different twigs are different in shapes and sizes. The leaves of the tree bears different shades of green and yellow while the background of the tree bark laded with twigged creatures have a flowing water body and mountains. Both the mountain and the water body has a sky bluish tinge inherent within them but the shades of the mountain and water body, as physical feature, is strikingly diffe rent, which has enabled them to make themselves distinctive. The land is also mountainous and resembles miniature valley and highlands

The History of Writing :: Literature Language Essays

The History of Writing Language existed long before writing, emerging probably simultaneously with sapience, abstract thought and the Genus Homo. In my opinion, the signature event that separated the emergence of palaeohumans from their anthropoid progenitors was not tool-making but a rudimentary oral communication that replaced the hoots and gestures still used by lower primates. The transfer of more complex information, ideas and concepts from one individual to another, or to a group, was the single most advantageous evolutionary adaptation for species preservation. As long ago as 25,000-30,000 years BP, humans were painting pictures on cave walls. Whether these pictures were telling a "story" or represented some type of "spirit house" or ritual exercise is not known. The advent of a writing system, however, seems to coincide with the transition from hunter-gatherer societies to more permanent agrarian encampments when it became necessary to count ones property, whether it be parcels of land, animals or measures of grain or to transfer that property to another individual or another settlement. We see the first evidence for this with incised "counting tokens" about 9,000 years ago in the neolithic fertile crescent. Around 4100-3800 BCE, the tokens began to be symbols that could be impressed or inscribed in clay to represent a record of land, grain or cattle and a written language was beginning to develop. One of the earliest examples was found in the excavations of Uruk in Mesopotamia at a level representing the time of the crystallization of the Sumerian culture.

Second Foundation 5. Fourth Interlude

The two Speakers passed each other on the road and one stopped the other. â€Å"I have word from the First Speaker.† There was a half-apprehensive flicker in the other's eyes. â€Å"Intersection point?† â€Å"Yes! May we live to see the dawn!† There was no sign in any of Channis' actions that he was aware of any subtle change in the attitude of Pritcher, and in their relations to each other. He leaned back on the hard wooden bench and spread-eagled his feet out in front of him. â€Å"What did you make of the governor?† Pritcher shrugged: â€Å"Nothing at all. He certainly seemed no mental genius to me. A very poor specimen of the Second Foundation, if that's what he was supposed to be.† â€Å"I don't think he was, you know. I'm not sure what to make of it. Suppose you were a Second Foundationer,† Channis grew thoughtful, â€Å"what would you do? Suppose you had an idea of our purpose here. How would you handle us?† â€Å"Conversion, of course.† â€Å"Like the Mule?† Channis looked up, sharply. â€Å"Would we know if they had converted us? I wonder- And what if they were simply psychologists, but very clever ones.† â€Å"In that case, I'd have us killed rather quickly.† â€Å"And our ship? No.† Channis wagged a forefinger. â€Å"We're playing a bluff, Pritcher, old man. It can only be a bluff. Even if they have emotional control down pat, we – you and I – are only fronts. It's the Mule they must fight, and they're being just as careful of us as we are of them. I'm assuming that they know who we are.† Pritcher, stared coldly: â€Å"What do you intend doing?† â€Å"Wait.† The word was bitten off. â€Å"Let them come to us. They're worried, maybe about the ship, but probably about the Mule. They bluffed with the governor. It didn't work. We stayed pat. The next person they'll send will be a Second Foundationer, and he'll propose a deal of some sort.† â€Å"And then?† â€Å"And then we make the deal.† â€Å"I don't think so.† â€Å"Because you think it will double-cross the Mule? It won't.† â€Å"No, the Mule could handle your double-crosses, any you could invent. But I still don't think so.† â€Å"Because you think then we couldn't double-cross the Foundationers?† â€Å"Perhaps not. But that's not the reason.† Channis let his glance drop to what the other held in his fist, and said grimly: â€Å"You mean that's the reason.† Pritcher cradled his blaster, â€Å"That's right. You are under arrest.† â€Å"Why?† â€Å"For treason to the First Citizen of the Union.† Channis' lips hardened upon one another: â€Å"What's going on?† â€Å"Treason! As I said. And correction of the matter, on my part.† â€Å"Your proof? Or evidence, assumptions, daydreams? Are you mad?† â€Å"No. Are you? Do you think the Mule sends out unweaned youngsters on ridiculous swashbuckling missions for nothing? It was queer to me at the time. But I wasted time in doubting myself. Why should he send you? Because you smile and dress well? Because you're twenty-eight.† â€Å"Perhaps because I can be trusted. Or aren't you in the market for logical reasons?† â€Å"Or perhaps because you can't be trusted. Which is logical enough, as it turns out.† â€Å"Are we matching paradoxes, or is this all a word game to see who can say the least in the most words?† And the blaster advanced, with Pritcher after it. He stood erect before the younger man: â€Å"Stand up!† Channis did so, in no particular hurry, and felt the muzzle of the blaster touch his belt with no shrinking of the stomach muscles. Pritcher said: â€Å"What the Mule wanted was to find the Second Foundation. He had failed and I had failed, and the secret that neither of us can find is a well-hidden one. So there was one outstanding possibility left – and that was to find a seeker who already*** knew the hiding-place.† â€Å"Is that I?† â€Å"Apparently it was. I didn't know then, of course, but though my mind must be slowing, it still points in the right direction. How easily we found Star's End! How miraculously you examined the correct Field Region of the Lens from among an infinite number of possibilties! And having done so, how nicely we observe just the correct point for observation! You clumsy fool! Did you so underestimate me that no combination of impossible fortuties struck you as being too much for me to swallow?† â€Å"You mean I've been too successful?† â€Å"Too successful by half for any loyal man.† â€Å"Because the standards of success you set me were so low?† And the blaster prodded, though in the face that confronted*** Channis only the cold glitter of the eyes betrayed the growing anger: â€Å"Because you are in the pay of the Second Foundation.† â€Å"Pay?†- infinite contempt. â€Å"Prove that.† â€Å"Or under the mental influence.† â€Å"Without the Mule's knowledge? Ridiculous.† â€Å"With the Mule's knowledge. Exactly my point, my you dullard. With the Mule's knowledge. Do you suppose else that you would be given a ship to play with? You led us to the Second Foundation as you were supposed to do.† â€Å"I thresh a kernel of something or other out of this immensity of chaff. May I ask why I'm supposed to be doing all this? If were a traitor, why should I lead you to the Second Foundation? Why not hither and yon through the Galaxy, skipping gaily, finding no more than you ever did?' â€Å"For the sake of the ship. And because the men of the Second Foundation quite obviously need atomic warfare for self-defense.† ‘You'll have to do better than that. One ship won't mean thing to them, and if they think they'll learn science from it a build atomic power plants next year, they are very, very simple Second Foundationers, indeed. On the order of simplicity as yourself, I should say.† â€Å"You will have the opportunity to explain that to the Mule.† â€Å"We're going back to Kalgan?† â€Å"On the contrary. We're staying here. And the Mule will join us in fifteen minutes – more or less. Do you think he hasn't followed us, my sharp-witted, nimble-minded lump of self-admiration? You have played the decoy well in reverse. You may not have led our victims to us, but you have certainly led us to our victims.† â€Å"May I sit down,† said Channis, â€Å"and explain something to you in picture drawings? Please.† â€Å"You will remain standing.† â€Å"At*** that, I can say it as well standing. You think the Mule followed us because of the hypertracer on the communication circuit?† The blaster might have wavered. Channis wouldn't have sworn to it. He said: â€Å"You don't look surprised. But I don't waste time doubting that you feel surprised. Yes, I knew about it. And now, having shown you that I knew of something you didn't think I did, I'll tell you something you don't know, that I know you don't.† â€Å"You allow yourself too many preliminaries, Channis. I should think your sense of invention was more smoothly greased.† â€Å"There's an invention to this. There have been traitors, of course, or enemy agents, if you prefer that term. But the Mule knew of that in a rather curious way. It seems, you see, that some of his Converted men had been tampered with.† The blaster did waver that time. Unmistakably. â€Å"I emphasize that, Pritcher. It was why he needed me. I was an Unconverted man. Didn't he emphasize to you that he needed an Unconverted? Whether he gave you the real reason or not?† â€Å"Try something else, Channis. If I were against the Mule, I'd know it.† Quietly, rapidly, Pritcher was feeling his mind. It felt the same. It felt the same. Obviously the man was lying. â€Å"You mean you feel loyal to the Mule. Perhaps. Loyalty wasn't tampered with. Too easily detectable, the Mule said. But how do you feel mentally? Sluggish? Since you started this trip, have you always felt normal? Or have you felt strange sometimes, as though you weren't quite yourself? What are you trying to do, bore a hole through me without touching the trigger?† Pritcher withdrew his blaster half an inch, â€Å"What are you trying to say?† â€Å"I say that you've been tampered with. You've been handled. You didn't see the Mule install that hypertracer. You didn't see anyone do it. You just found it there, and assumed it was the Mule, and ever since you've been assuming he was following us. Sure, the wrist receiver you're wearing contacts the ship on a wave length mine isn't good for. Do you think I didn't know that?† He was speaking quickly now, angrily. His cloak of indifference had dissolved into savagery. â€Å"But it's not the Mule that's coming toward us from out there. It's not the Mule.† â€Å"Who, if not?† â€Å"Well, who do you suppose? I found that hypertracer, the day we left. But I didn't think it was the Mule. He had no reason for indirection at that point. Don't you see the nonsense of it? If I were a traitor and he knew that, I could be Converted as easily as you were, and he would have the secret of the location of the Second Foundation out of my mind without sending me half across the Galaxy. Can you keep a secret from the Mule? And if I didn't know, then I couldn't lead him to it. So why send me in either case? â€Å"Obviously, that hypertracer must have been put there by an agent of the Second Foundation. That's who's coming towards us now. And would you have been fooled if your precious mind hadn't been tampered with? What kind of normality have you that you imagine immense folly to be wisdom? Me bring a ship to the Second Foundation? What would they do with a ship? â€Å"It's you they want, Pritcher. You know more about the Union than anyone but the Mule, and you're not dangerous to them while he is. That's why they put the direction of search into my mind. Of course, it was completely impossible for me to find Tazenda by random searchings of the Lens. I knew that. But I knew there was the Second Foundation after us, and I knew they engineered it. Why not play their game? It was a battle of bluffs. They wanted us and I wanted their location – and space take the one that couldn't outbluff the other. â€Å"But it's we that will lose as long as you hold that blaster on me. And it obviously isn't your idea. It's theirs. Give me the blaster, Pritcher. I know it seems wrong to you, but it isn't your mind speaking, it's the Second Foundation within you. Give me the blaster, Pritcher, and we'll face what's coming now, together.† Pritcher, faced a growing confusion in horror. Plausibility! Could he be so wrong? Why this eternal doubt of himself? Why wasn't he sure? What made Channis sound so plausible? Plausibility! Or was it his own tortured mind fighting the invasion of the alien. Was he split in two? Hazily, he saw Channis standing before him, hand outstretched – and suddenly, he knew he was going to give him the blaster. And as the muscles of his arm were on the point of contracting in the proper manner to do so, the door opened, not hastily, behind him – and he turned. There are perhaps men in the Galaxy who can be confused for one another even by men at their peaceful leisure. Correspondingly, there may be conditions of mind when even unlikely pairs may be mis-recognized. But the Mule rises above any combination of the two factors. Not all Pritcher's agony of mind prevented the instantaneous mental flood of cool vigor that engulfed him. Physically, the Mule could not dominate any situation. Nor did he dominate this one. He was rather a ridiculous figure in his layers of clothing that thickened him past his normality without allowing him to reach normal dimensions even so. His face was muffled and the usually dominant beak covered what was left in a cold-red prominence. Probably as a vision of rescue, no greater incongruity could exist. He said: â€Å"Keep your blaster, Pritcher.† Then he turned to Channis, who had shrugged and seated himself: â€Å"The emotional context here seems rather confusing and considerably in conflict. What's this about someone other than myself following you?† Pritcher intervened sharply: â€Å"Was a hypertracer placed upon our ship by your orders, sir?† The Mule turned cool eyes upon him, â€Å"Certainly. Is it very likely that any organization in the Galaxy other than the Union of Worlds would have access to it?' â€Å"He said-â€Å" â€Å"Well, he's here, general. Indirect quotation is not necessary. Have you been saying anything, Channis?† â€Å"Yes. But mistakes apparently, sir. It has been my opinion that the tracer was put there by someone in the pay of the Second Foundation and that we had been led here for some purpose of theirs, which I was prepared to counter. I was under the further impression that the general was more or less in their hands.† â€Å"You sound as if you think so no longer.† â€Å"I'm afraid not. Or it would not have been you at the door.† â€Å"Well, then, let us thresh this out.† The Mule peeled off the outer layers of padded, and electrically heated clothing. â€Å"Do you mind if I sit down as well? Now – we are safe here and perfectly free of any danger of intrusion. No native of this lump of ice will have any desire to approach this place. I assure you of that,† and there was a grim earnestness about his insistence upon his powers. Channis showed his disgust. â€Å"Why privacy? Is someone going to serve tea and bring out the dancing girls?† â€Å"Scarcely. What was this theory of yours, young man? A Second Foundationer was tracing you with a device which no one but I have and – how did you say you found this place?† â€Å"Apparently, sir, it seems obvious, in order to account for known facts, that certain notions have been put into my head-â€Å" â€Å"By these same Second Foundationers?† â€Å"No one else, I imagine.† â€Å"Then it did not occur to you that if a Second Foundationer could force, or entice, or inveigle you into going to the Second Foundation for purposes of his own – and I assume you imagined he used methods similar to mine, though, mind you, I can implant only emotions, not ideas – it did not occur to you that if he could do that there was little necessity to put a hypertracer on you. And Channis looked up sharply and met his sovereign's large eyes with sudden startle. Pritcher grunted and a visible relaxation showed itself in his shoulders. â€Å"No,† said Channis, â€Å"that hadn't occurred to me.† â€Å"Or that if they were obliged to trace you, they couldn't feel capable of directing you, and that, undirected, you could have precious little chance of finding your way here as you did. Did that occur to you?† â€Å"That, neither.† â€Å"Why not? Has your intellectual level receded to a so-much-greater-than-probable degree?† â€Å"The only answer is a question, sir. Are you joining General Pritcher in accusing me of being a traitor?† â€Å"You have a defense in case I am?† â€Å"Only the one I presented to the general. If I were a traitor and knew the whereabouts of the Second Foundation, you could Convert me and learn the knowledge directly. If you felt it necessary to trace me, then I hadn't the knowledge beforehand and wasn't a traitor. So I answer your paradox with another.† â€Å"Then your conclusion?† â€Å"That I am not a traitor.† â€Å"To which I must agree, since your argument is irrefutable.† â€Å"Then may I ask you why you had us secretly followed?† â€Å"Because to all the facts there is a third explanation. Both you and Pritcher explained some facts in your own individual ways, but not all. I – if you can spare me the time – will explain all. And in a rather short time, so there is little danger of boredom. Sit down, Pritcher, and give me your blaster. There is no danger of attack on us any longer. None from in here and none from out there. None in fact even from the Second Foundation. Thanks to you, Channis.† The room was lit in the usual Rossemian fashion of electrically heated wire. A single bulb was suspended from the ceiling and in its dim yellow glow, the three cast their individual shadows. The Mule said: â€Å"Since I felt it necessary to trace Channis, it was obvious I expect to gain something thereby. Since he went to the Second Foundation with a startling speed and directness, we can reasonably assume that that was what I was expecting to happen. Since I did not gain the knowledge from him directly, something must have been preventing me. Those are the facts. Channis, of course, knows the answer. So do I. Do you see it, Pritcher?† And Pritcher said doggedly: â€Å"No, sir.† â€Å"Then I'll explain. Only one kind of man can both know the location of the Second Foundation and prevent me from learning it. Channis, I'm afraid you're a Second Foundationer yourself.† And Channis' elbows rested on his knees as he leaned forward, and through stiff and angry lips said: â€Å"What is your direct evidence? Deduction has proven wrong twice today.† â€Å"There is direct evidence, too, Channis. It was easy enough. I told you that my men had been tampered with. The tamperer must have been, obviously, someone who was a) Unconverted, and b) fairly close to the center of things. The field was large but not entirely unlimited. You were too successful, Channis. People liked you too much. You got along too well. I wondered- â€Å"And then I summoned you to take over this expedition and it didn't set you back. I watched your emotions. It didn't bother you. You overplayed the confidence there, Channis. No man of real competence could have avoided a dash of uncertainty at a job like that. Since your mind did avoid it, it was either a foolish one or a controlled one. It was easy to test the alternatives. I seized your mind at a moment of relaxation and filled it with grief for an instant and then removed it. You were angry afterwards with such accomplished art that I could have sworn it was a natural reaction, but for that which went first. For when I wrenched at your emotions, for just one instant, for one tiny instant before you could catch yourself, your mind resisted. It was all I needed to know. â€Å"No one could have resisted me, even for that tiny instant, without control similar to mine.† Channis' voice was low and bitter: â€Å"Well, then? Now what?† â€Å"And now you die – as a Second Foundationer. Quite necessary, as I believe you realize.† And once again Channis stared into the muzzle of a blaster. A muzzle guided this time by a mind, not like Pritcher's capable of offhand twisting to suit himself, but by one as mature as his own and as resistant to force as his own. And the period of time allotted him for a correction of events was small. What followed thereafter is difficult to describe by one with the normal complement of senses and the normal incapacity for emotional control. Essentially, this is what Channis realized in the tiny space of time involved in the pushing of the Mule's thumb upon the trigger contact. The Mule's current emotional makeup was one of a hard and polished determination, unmisted by hesitation in the least. Had Channis been sufficiently interested afterward to calculate the time involved from the determination to shoot to the arrival of the disintegrating energies, he might have realized that his leeway was about one-fifth of a second. That was barely time. What the Mule realized in that same tiny space of time was that the emotional potential of Channis' brain had surged suddenly upwards without his own mind feeling any impact and that, simultaneously, a flood of pure, thrilling hatred cascaded upon him from an unexpected direction. It was that new emotional element that jerked his thumb off the contact. Nothing else could have done it, and almost together with his change of action, came complete realization of the new situation. It was a tableau that endured far less than the significance adhering to it should require from a dramatic standpoint. There was the Mule, thumb off the blaster, staring intently upon Channis There was Channis taut, not quite daring to breathe yet. And there was Pritcher, convulsed in his chair; every muscle at a spasmodic breaking point; every tendon writhing in an effort to hurl forward; his face twisted at last out of schooled woodenness into an unrecognizable death mask of horrid hate; and his eyes only and entirely and supremely upon the Mule. Only a word or two passed between Channis and the Mule – only a word or two and that utterly revealing stream of emotional consciousness that remains forever the true interplay of understanding between such as they. For the sake of our own limits, it is necessary to translate into words what went on, then, and thenceforward. Channis said, tensely: â€Å"You're between two fires, First Citizen. You can't control two minds simultaneously, not when one of them is mine – so you have your choice. Pritcher, is free of your Conversion now. I've snapped the bonds. He's the old Pritcher; the one who tried to kill you once; the one who thinks you're the enemy of all that is free and right and holy; and he's the one besides who knows that you've debased him to helpless adulation for five years. I'm holding him back now by suppressing his will, but if you kill me, that ends, and in considerably less time than you could shift your blaster or even your will – he will kill you.† The Mule quite plainly realized that. He did not move. Channis continued: â€Å"If you turn to place him under control, to kill him, to do anything, you won't ever be quick enough to turn again to stop me.† The Mule still did not move. Only a soft sigh of realization. â€Å"So,† said Channis, â€Å"throw down the blaster, and let us be on even terms again, and you can have Pritcher back.† â€Å"I made a mistake,† said the Mule, finally. â€Å"It was wrong to have a third party present when I confronted you. It introduced one variable too many. It is a mistake that must be paid for, I suppose.† He dropped the blaster carelessly, and kicked it to the other end of the room. Simultaneously, Pritcher crumpled into profound sleep. â€Å"He'll be normal when he awakes,† said the Mule, indifferently. The entire exchange from the time the Mule's thumb had begun pressing the trigger-contact to the time he dropped the blaster had occupied just under a second and a half of time. But just beneath the borders of consciousness, for a time just above the borders of detection, Channis caught a fugitive emotional gleam in the Mule's mind. And it was still one of sure and confident triumph.

Use of Social Marketing to Control the STDs Pandemic Essay

Introduction Since the beginning of time, many of the plagues that we have faced have been global and catastrophic in nature- the Bubonic Plague for example decimated nearly 1/5 of the world population in the Middle Ages. In modern times, the later decades of the 20th century has seen a pandemic that is wrecking just as much havoc on the globe- Sexually Transmitted Diseases (STDs) and one in particular- HIV and AIDs. The focus of this paper will explore past interventions using social marketing and Social Network Theory as their foundation to encourage condom usage to prevent the spread of STDs. Public Health Concern In modern times, STDs (such as HIV and AIDs) have wrecked such havoc upon the globe with more than 35.3†¦show more content†¦As commercial marketing works towards profits and benefiting the marketer, social marketing works for the benefit for society and the consumer (Pealer 2014). The ultimate goal of social marketing is achieving voluntary behavioral change and adoption of healthier behavioral habits. In the 1970s, Kotler and Zaltman both promulgated that the same marketing principles used to sell products can be used to see ideas. There are four principles to Social Marketing- product, price, place and promotion. Product is the health behavior you want to implement, the changes you want others to take to become healthier. Price is the â€Å"cost† of attaining the behavior, from financial barriers to social pressures inhibiting such health behaviors from taking root. Place is the channels to which one can reach the consumer and promotion are events, outreach programs, public service announcements advocating the behavior. In social marketing, one has to know the audience in question, know their demographics and know how they communicate in order to effectively send your message. (add more here about social marketing etc) Add something about vicarious learning Social Marketing in Practice As HIV/AIDs became more widespread, Louisiana became of the first states in the US to implement a statewide initiative for condom implementation in 1993. As the authors stated, condom social marketing is a key strategy usedShow MoreRelatedThe Center For Disease Control And Prevention2231 Words   |  9 PagesThe Center for Disease Control and Prevention (2012) states that more than a million people in the United States alone are living with, and dying from Human Immunodeficiency Virus infection or Acquired Immune Deficiency Syndrome (HIV/AIDS), and almost one in seven people are unaware of their HIV infection status. Over the past decade, the number of people living with HIV has increased, while the annual number of new HIV infections worldwide has remained relatively high. The trend of new infectionsRead MoreHiv/Aids in Nigeria6960 Words   |  28 Pagesstate of maturity. 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