Island of the Sequined Love Nun Chapter 56~57

56 Escape Kimi was trying to call up thunder and was having no luck at all. He'd been chanting and waving his arms for half an hour and there still wasn't a cloud in the sky. â€Å"You're not holding your arms right,† Sarapul said. He was lying under a palm tree, chewing a betel nut and offering constructive criticism to the navigator. Sepie lay nearby watching. â€Å"I am too,† Kimi said. â€Å"I'm holding them the same way you do.† â€Å"Maybe it doesn't work for Filipinos.† â€Å"It's because I'm shot,† Kimi said. â€Å"If I wasn't shot, I could do this.† Sarapul scanned the horizon. Not even a bird. â€Å"That's it. It's because you're shot.† He spit out a red stream of betel nut juice. â€Å"And you're not holding your arms right.† Kimi resumed chanting and waving his arms. â€Å"Hey!† Sarapul said. â€Å"What? Did you hear thunder? I knew I could do it.† â€Å"No. Be quiet. Someone is calling you.† Kimi listened. Someone was calling him, and they were getting closer. He limped down the beach toward the voice and saw Tucker Case coming around the island. â€Å"Hey, boss, what you doin' out here during the day? The Sorcerer gonna be plenty mad at you.† Tuck was out of breath. â€Å"He is mad. I need your boat, Kimi. And I need you to navigate for me.† â€Å"Not his ship,† Sarapul said. â€Å"My ship.† â€Å"The doc is going to kill me if I don't get off the island. Can I use your boat?† The old cannibal was silent for a moment, thinking. â€Å"Where you go?† â€Å"I don't know. Guam, Yap, anywhere.† â€Å"Can I come?† â€Å"Yes, yes, if I can use your boat.† â€Å"Okay, we leave five days. Right, Kimi?† Kimi looked at Tuck. â€Å"It not be good sailing for five days.† â€Å"I have to go now, Kimi.† â€Å"Can Sepie come?† Sepie stepped back, surprised. â€Å"You want to take me? Women don't sail.† â€Å"You come,† Kimi said. â€Å"Okay, boss?† he said to Tuck. Tuck nodded. â€Å"Whatever. Sepie, go tell Malink that I need everyone to bring drinking coconuts. Many drinking coconuts with the husks taken off. Bananas, mangoes, papaya, and dried fish if he has any.† â€Å"There is plenty shark meat,† Sepie said. â€Å"I need it now, Sepie. Go. Tell Malink that Vincent demands it.† Sarapul began to chop at the underbrush in front of the sailing canoe to clear a path to the water. â€Å"Put down palm leaf to slide ship on,† he told Tuck. Tuck began to gather long palm fronds and lay them down in a path to the water. â€Å"Kimi, can you go get the things from my pack? There's things we can use.† â€Å"What about Roberto?† â€Å"Call for him, but go get the stuff. The money too.† â€Å"Okay, boss.† Ten minutes later Tuck looked up to see Malink leading a line of Shark People through the jungle. All were carrying baskets of food and husked green coconuts. â€Å"You are leaving?† â€Å"Yes, I have to go, Chief.† â€Å"You are taking our ship and our navigator.† â€Å"And our mispel,† Abo added from behind Malink. â€Å"I have to go, Malink. The Sorcerer and the Sky Priestess are going to kill me.† â€Å"But Vincent send you. How they hurt you?† â€Å"They don't really believe in Vincent. They use him to get you to give up the chosen, Malink. They're going to start killing off your people too.† â€Å"They no kill the Chosen. Chosen are for Vincent.† â€Å"No. I told you before. They take out your organs and sell them to be put inside of other people.† Malink scoffed. â€Å"You can no put one man kidney in other man.† â€Å"It was in People magazine. Didn't you see it? Demi Moore, Melanie Griffith, Mariel Hemingway, all of them? You didn't read about it?† Recognition lit up Malink's face. â€Å"Boob job!† â€Å"Yes,† Tuck said. â€Å"Where do you think they get those boobs?† â€Å"Oh, no.† â€Å"Yes.† â€Å"He speaks the truth,† Malink said to the islanders. â€Å"It was in People. Put the food in the boat.† He took Tuck aside. â€Å"You will come back?† â€Å"I'll try.† â€Å"And bring our navigator.† â€Å"I'll try, Malink. I really will.† â€Å"You try.† â€Å"Tide,† Kimi called. â€Å"We go now.† The center of the canoe was filled with coconuts, fruit, and bundles of dried shark meat wrapped in banana leaves. Kimi directed the men to get on either side of the canoe and push it over the mat of palm fronds to the water. When it was afloat, Tuck lifted Sepie in, then climbed in himself. Kimi, standing on the outrigger platform, started to hoist the sail. It was the shape of a tortilla chip stood on end with a bite taken out at the top. Tuck recognized the pieces of his pack sewn into the nylon patchwork. â€Å"Where is Sarapul?† Kimi said. â€Å"Here!† The old cannibal was running out of the jungle, seeming stronger now than Tuck had ever seen him. He had gone back for his spear, a long shaft of mahogany with a wickedly barbed metal tip. Tuck caught the old man by the forearm and pulled him out of the surf and into the canoe. The canoe was already fifty yards from the shore. Sarapul took the long oar at the rear and steered it toward the channel as Kimi stood on the outrigger platform and manipulated the sail. The Shark People stood on the beach looking stunned. A few waved. Malink looked forlorn, Abo heartbroken. â€Å"Thanks,† Tuck shouted over the wave. â€Å"Thank you, Malink.† â€Å"You will come back.† Malink said. It was not a question. Tuck turned to look out to sea, then looked back to see the Shark People wading into the water after them. Behind them he saw a dark figure come out of the jungle. There was no warning shot or demand to halt. Stripe came out onto the beach and opened up with the Uzi. Tuck pushed Sepie's head down under the edge of the gunwale just as a line of bullets stitched and splintered the wood. Kimi screamed and Tuck looked up to see a row of red geysers open in his back. He clung to one of the lines for a second, then fell into the sea. Another scream, this one from Sarapul, the hideous screech of a raging lynx, and the old man went over the side. The gunfire stopped and Tuck risked popping his head up to look back to the beach. Stripe was slamming a new clip into the Uzi as he waded after the canoe. The Shark People had fled from the water and disappeared into the jungle or were cowering on the beach, unable to move. With the sail loose, the canoe had swung around and was being carried by the tide toward the reef. They would miss the channel by only a few feet, but they would miss it and run aground on the reef. Tuck reached up to grab the steering oar just as Stripe let off another burst from the Uzi. At a hundred yards he was spraying a wide pattern, but Tuck heard a couple of bullets thunk into the side of the canoe. The normally crystal water near the shore was clouded with the sand and silt thrown up by the Shark People's retreat, so Stripe did not see the dark shape moving through the water toward him. He wanted a shot. He set the Uzi to semiautomatic and unfolded the stock to take careful aim. Tuck was standing now, leaning hard on the steering oar to bring the canoe around and through the channel. The outrigger scraped over the reef as the canoe approached broadside. Stripe lined up the sights between Tuck's shoulder blades, held his breath, let it out, then squeezed the trigger. Sarapul came out of the water like an angry marlin, spear-first. The metal point entered just under Stripe's chin and exited his skull at the crown, dragging brain and bone on its evil barb. As Stripe fell back, he emptied the clip into the sky. The canoe slipped through the channel into the open ocean. Out on the horizon, a small cloud appeared and dropped a mercurial lightning bolt into the sea, followed a few seconds later by Kimi's thunder. 57 West with the Bat The Sorcerer stood on the beach over the supine body of Yamata. The spear was still sticking out of the guard's skull like a gruesome note spindle waiting for a canceled receipt from the Reaper. â€Å"How did this happen?† the Sorcerer asked. Malink looked at his feet. The Sorcerer seemed more surprised than angry. A day had passed since Sarapul had killed Stripe, and Malink had waited in fear for the time when the Sorcerer would come looking for him. The other guards had torn the village apart looking for Tuck, and Malink had confessed that the pilot had left the island in an old canoe, but he had claimed ignorance of the whereabouts of the guard. Sarapul had been right. They should have pushed the body out to the edge of the reef for the sharks to eat. Actually, that had been Sarapul's second suggestion for the disposal of the body. â€Å"It look like accident,† Malink said. â€Å"Maybe he running and fall on his spear.† â€Å"I want the man who did this, Malink,† the Sorcerer said. â€Å"He is dead.† â€Å"The Filipino did this?† Malink nodded. The other guards had found Kimi's body in the village, where the Shark People had been preparing it for burial. â€Å"I don't think so. The Filipino took four bullets in the back. Whoever did this was very strong. Now you must tell me the truth or Vincent will be angry.† Malink was not afraid of Vincent's wrath. He only now realized that all the wrath his people had ever felt from Vincent had come by way of the Sorcerer and the Sky Priestess. He was afraid of the Sky Priestess. â€Å"The American do this before he leave in the canoe. The guard shoot the girl-man and the American kill the guard.† â€Å"Why didn't you tell me about this before?† â€Å"I am afraid Vincent will be angry.† â€Å"Where did they get a canoe? None of the Shark People know how to build a canoe.† â€Å"It was the girl-man. He know how. He build with Sarapul.† The Sorcerer balled his fists. â€Å"And Sarapul is gone too.† Malink nodded. â€Å"He sail away.† â€Å"Do you know where they were going?† Malink shook his head. â€Å"No. Sarapul is banished. We no talk with him.† â€Å"Where's the guard's weapon?† Malink shrugged. The Sorcerer turned his back and began walking up the beach. â€Å"Have your people bury this man, Malink. Don't let the other guards see him. And be ready. The Sky Priestess will visit you soon.† Sarapul crawled out from some nearby ferns and stood at Malink's side, watching the Sorcerer walk away. â€Å"We should have eaten this guy,† he said, kicking Yamata's body. â€Å"This is very bad,† Malink said. â€Å"He killed my friend.† Sarapul kicked the body again. â€Å"The Sky Priestess will be very angry.† Malink was, once again, feeling the weight of his position. The old cannibal shrugged. â€Å"Can I have my spear back?† Tuck knew that there was a way to use the hands of a watch in conjunction with the movement of the sun to determine direction, but since he wore a digital watch, it wouldn't have done him any good even if he knew the method, which he didn't. He guessed that Guam lay to the west, so he steered for the setting sun, spent the night guessing, and corrected his course to put the sun behind them at sunrise. He did know how to sail. It was required knowledge for a kid growing up in a wealthy family near San Diego, but celestial navigation was a complete mystery. Sepie was no help at all. Even if she knew anything, she hadn't said a word since Kimi had been shot. Tuck forced her to drink the water from a couple of green coconuts, but other than that, she had lain in the bow motionless for twenty-four hours. He was now looking at his second sunset at sea. He corrected his course and realized that they must have been traveling north most of the day. How far, he couldn't guess. He steered southwest until the sun lay on the water like a glowing platter, hoping to correct some of the damage. He really wished that Sepie would come around. He needed some sleep, and he needed some relief from his own thoughts. Thoughts of the Sky Priestess, of the Sorcerer, and of his dead friend Kimi. Despite the navigat-or's surly manner, he had been a good kid. Tuck, who had been brought up in relative luxury, couldn't imagine having endured the life that Kimi had lived. And the navigator had never given up. He had lived and died with courage. And he would still be alive if he hadn't met Tucker Case. â€Å"Fuck!† Tuck said to no one. He wiped his eyes on his sleeve and squinted at the gunmetal waves. There was a flapping noise up by the mast and Tuck adjusted the steering oar to catch the wind. The sail filled again, but the flapping continued for a second before it stopped. Roberto caught the shroud line that was secured to the outrigger and did an upside-down swinging landing that left him looking to the back of the canoe. Tuck couldn't have been happier if it had been an angel hanging from his shroud line. â€Å"Roberto?† â€Å"Yes,† the bat said. He was speaking in his own voice, not Vincent's. The accent Filipino, not Manhattan. Tuck almost burst out laughing. His mood swings were so rapid and wide now that he was afraid his sanity might be falling through the chasm. â€Å"I didn't recognize you without your glasses.† â€Å"I no like the light,† Roberto said. Tuck looked to Sepie, still lying in the bow. â€Å"Look, Sepie, it's Roberto.† The girl did not stir. â€Å"You are very sad about Kimi,† Roberto said. â€Å"Yes,† Tuck said, â€Å"I am sad.† â€Å"He tell you he was great navigator and you no believe him.† Tuck looked away. Something about bats increases shame by a factor of ten. â€Å"You are going the wrong way,† the bat said. â€Å"Go that way.† He pointed with a wing claw. The wind caught his wing and nearly spun him off the shroud line. He braced himself with the other wing claw and pointed again. â€Å"I mean that way.† â€Å"You're shitting me,† Tuck said. â€Å"That way.† â€Å"That's north. I'm going to Guam. West.† â€Å"That's west. I am born on Guam.† â€Å"You're a bat.† â€Å"You ever see a lost bat?† â€Å"No, but I've never seen a talking bat either.† â€Å"See?† Roberto said, as if he had made his point. â€Å"That way.† After all the evidence is in – after you've run all the facts by everything you know – and you're still lost, you have to do some things on faith. Tuck steered in the direction Roberto was pointing. A few minutes later he looked up to see Vincent sitting on the pile of coconuts in the center of the canoe. â€Å"Good call, listening to the bat,† Vincent said. â€Å"I just wanted you to know that the Shark People are going to build some ladders.† â€Å"Well, that's a useful bit of information,† Tuck said. â€Å"It will be,† Vincent said. Then he disappeared.

The Essay Experts New Years Ressaylutions- Completing 2011 and Creating 2012

The Essay Experts New Years Ressaylutions- Completing 2011 and Creating 2012 Last year at about this time, I wrote a list of six New Year’s Ressaylutions for 2011. Do you ever go back to your list from last year and check on whether you followed through on your resolutions, or whether you forgot about them the moment you put your pen down? I realized that with all my talk about New Year’s resolutions, I hadn’t gone back to check last year’s list.   I got brave and dug it up this week; the following is a report on how I did at keeping my promises!   I also make new resolutions for 2012. 2011 Ressaylutions  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1.   Convert my website to WordPress. DONE!   Not only is my site fully converted to WordPress, but I also have a funky cool new slider on my home page. I also created many new forms and downloadable documents that make it easier for clients to submit information and get the materials they need. 2.   Make it easier for my readers to choose the topic they want to read about. DONE!   I now have six separate e-lists: a) Job Search (Resumes Cover Letters) b) College Admissions c) LinkedIn Professional Writing d) Grammar Tips e) Newsletter only e) Everything. Choose the one that’s â€Å"write† for you! 3.   Create autoresponders. DONE!   And there is still so much more to do.   See Ressaylution #3. 4.   Guest blog. DONE!   My articles have appeared on CareerCast.com, Careerealism.com, CareerCenterToolbox.com and ilostmyjob.com, and I was quoted in Forbes.   Recently I wrote two articles for an American Bar Association publication about resumes and personal statements for applying to law school which will be published this summer. 5.   Start an Artist’s Way group. NOT DONE.   This one took a back seat to the business.   But I DID write my morning pages every day for three months like I said I would.   And I told everyone I was leading something, which made me act like a leader.   Perhaps that’s what inspired my article, Top 10 Ways to Be a Leader.   I’m content that this item did not come to fruition. 6.   Continue to write and share about writing issues, job search issues, and sometimes life issues that strike my fancy each week and that my readers care about. DONE.   I faithfully published either a blog article or a newsletter EVERY week in 2011, without fail.   Now THAT’s something to celebrate! Here are The Essay Expert’s Ressaylutions for 2012: 1.   Create a new template for my website that brings me more into the technology of 2012. Despite my successful WordPress conversion, there’s much work still to be done before I have the ability to edit my pages without â€Å"breaking† the existing code.   Look out for a new, more user-friendly interface in 2012 too! 2.   Create new e-lists for past clients, and survey past clients. I want to follow up better with The Essay Expert’s past clients and find out how they are faring with the documents we helped them prepare.   Did they get jobs?   Did they get into school?   Do they need more assistance?   My hope is that better e-lists will allow me to start providing concrete numbers about the results of the work that we do.   In service of this goal (as well as Ressaylution #3), I will be hiring a virtual assistant (VA)!   No more interns – The Essay Expert is getting down to business. 3.   Revise autoresponders from 2011. Right now most of my autoresponders are set up as summaries of my articles with links to the full article. It turns out that people don’t like to have to click on a link to read a full article!   So I will be putting complete articles into my autoresponders for your reading convenience and pleasure.   Thank you to my future VA for helping to make this happen! 4.   Publish my e-book on Kindle This one is in the works.   It will have a cool new cover and a clickable index for easy reference.   Let’s make it a best-seller! 5.   Report on and count success stories in 2012. My goal is to report 212 success stories in 2012.   My resolution is to keep doing great work and to keep marketing The Essay Expert’s offerings so we can create 212 positive results for job seekers, school applicants and businesses in the next year.   See 212 Success Stories for 2012. 6.   Continue to write and share about writing issues, job search issues, and sometimes life issues that strike my fancy each week and that my readers care about. No change here.   I’ll see you every week in 2012. How did you do on your New Years resolutions from 2011?   Do you dare to find out? Category:Life and LeadershipBy Brenda BernsteinJanuary 16, 2012 1 Comment The Essay Expert says: January 17, 2012 at 8:06 am LOL Jan perhaps theres room to start challenging yourself more! Log in to Reply

Bad Effects of Drugs Essay Example for Free

Bad Effects of Drugs Essay Bad Effects of Drugs Drugs are a problem in all societies around the world, and have been for centuries. Drug addiction causes many of social problems, and causes many people to suffer from its effects. The problems can be divided into three groups: personal, familial, and societal. The first effect of drugs is addiction. Most drugs cause a very nice feeling called a ‘high’, which makes the drug user do anything to get that feeling again. This is called addiction. On the other hand, many drugs such as cocaine and nicotine cause people to feel very sick if they stop taking the drug. This is the other side of the addiction. Addiction drives people to do bad things for a high. It makes it very hard for them to think about the future. Drugs can cause mental illness. Casual use of drugs like cannabis and ecstasy often leads to abuse, and people can get depression or other illnesses such as bipolar disorder, or schizophrenia. Addiction causes people to give up on life. They have no desire to work hard or achieve their goals. People who take drugs often lose their job, and their family, and sleep on the street. Some drugs, such as glue sniffing, cause a lot of damage to people’s brains. These people do not eat enough food, and become unable to think clearly. They become weak, and it is hard for them to ever get better. Many drug users are abandoned by their families, because the addict causes many problems for them. Addicts often steal to pay for their drugs, and the family can be held responsible. Drug users usually don’t help the family with money or cleaning, they can be dirty and aggressive, sometimes violent. They can also have friends who are criminals, who can cause further problems. When drug users already have a family, the family can suffer because the addict spends all the money, and sells and trades everything they can for drugs. Families of a drug user can lose their reputation, which can make it difficult for young people in the family to get married, and can even cause problems for the family business or the parents’ jobs. One of the worst problems of drugs is when drug users have children. The addicts often do not look after children properly, and the children do not get good food or go to school. Children need good parents to teach them how to be good people, to study hard and have good values. But children of drug users learn to beg and steal, and to never work, practice good hygiene, or be good to other people. Growing up that way, these children often become drug users like their parents. Drugs cause many problems for the whole society, such as crime, unemployment and homelessness. People who are addicted to drugs usually cannot work, so to pay for drugs, they steal or beg, which causes problems for the whole community. Sometimes drug users can be violent. Their mind is not clear because of drugs, and they can hurt or kill people for money, or even for no reason at all. The police must spend a lot of their time dealing with the crimes of drug addicts. But it is not just addicts that commit crimes. People who grow, manufacture, transport and sell drugs are committing crimes. In many cases, they earn very large amounts of money from drugs, and they will protect their income with threats, violence and corruption. They bribe police, judges and officials, so they can continue their illegal business. The fact that they are not working means that they are not providing any benefit for their community; they only take, they do not give anything. If they cannot afford somewhere to live, they sleep on the street, or break into empty houses or businesses to sleep. Often, they create damage and mess wherever they stay. When many drug users are in one area, they can make it not nice, so tourists and customers stay away, and businesses suffer. Bad Effects of Drugs. (2018, Oct 26).

Corporate Governance Research Paper Example | Topics and Well Written Essays - 1000 words

Corporate Governance - Research Paper Example The present study would focus on corporate governance as the way in which companies are controlled and governed. It also entails relationships among stakeholders with the same goals to benefit the welfare. Corporate governance has several good components that ensure proper governance. To begin with, directors and senior officers take up the task of implementing new requirements that have been imposed by the Sarbanes- Oxley Act and associated SEC and stock market regulations. They need to stay in focus with the broader and strategic objectives of corporate governance. Businesses will grow stronger if they comply with legal and regulatory requirements. They should also maintain high profile risk management. The boards of directors are primarily responsible for ensuring there is effective governance. They not only have to ensure that sound systems of governance are in place, but also that such systems work effectively through evaluation of performance and thorough monitoring. On the sid e of legal and regulatory reforms, a lot of attention has been particularly, focused on boards and their performance especially when it comes to the independence of the board management. There also has to be a lot of scrutiny on the side of directors, they should be watched more closely to ensure there is a high level of transparency. Good corporate governance in a business will always translate to good financial performance. Profitable investment opportunities and increased reliance on external financing are attributes exhibited by firms with strong corporate governance, according to the University of Michigan Business School. Also, it is true that companies with high governance standards will always receive the best premium from investors. Good corporate governance defines the business strategy of a business, enhancing competitive positions. A company can therefore recruit and retain productive employees if it possesses a stable base of corporate governance (Julien & Rieger 8) Enr on failed greatly in corporate governance. From violating the recommendations by government reformers where Ken Lay served as CEO and chairman of the board, to having significant shares of Enron being owned by board members, and also the board members earning money working on Enron’s projects. Enron also suffered complicated accounting and finance transactions needed approval by an external auditor and lawyers even before getting to the board members. There was a major problem with Enron’s code of ethics, as senior stakeholders were prohibited from having any financial stake in organizations dealing with Enron. Corporate Governance has played a major role in the auditor’s evaluation of a company’s financial systems and internal control systems. Corporate governance ensure that that board members act transparently and maintain accountability in their actions, this greatly assists the auditors in ensuring that there is no fraud committed by the board member s thus reducing the overall task of auditing. Corporate governance also ensures that the senior members of the companies including the directors and managers are scrutinized, and thoroughly

Managment- has email replaced the need for face-to-face contact Essay

Managment- has email replaced the need for face-to-face contact between managers and staff - Essay Example (The Industry Standard 2000). Interpersonal communications are an essential foundation upon which organizations are built as was observed by Barnard(1938) who said â€Å" an organization is born when there are individuals who are able to communicate, and who are determined to engage in actions oriented towards a common goal†. It has been estimated that a manager spends 95% of his time in written and verbal communication. (Mintzberg 1973). It is essential that such technologies impacting upon the organizational is examined with greater attention it deserves. In a study reported in Jan 1995(Sullivan), it was found that e-mail users among the of the Florida House of Representatives, an information-intensive public organization, preferred the just introduced system for document delivery, request for information and answering queries only and not for drafting documents, assigning tasks and making decisions. And it was also found that e-mail was less preferred than face to face interaction but more preferred than telephone, memos and letters. This observation was 10 years ago and in a public organization where formality is the norm. It is undisputed fact that e-mail is used to replace time-consuming and expensive conventional workplace communication methods. It is not surprising therefore that 80 percent of all organizations now use e mail for business communication. It will continue to increase as the cost and resistance decline. (Louis 2002) Interpretation of a message depends on the choice of communication method selected by the sender. The selection of communication media is an executive skill driven by the factors of expediency and efficacy. As a unique communication channel, e-mail enables creation and dissemination of messages in organizations. It is not just a medium between sender and receiver but could be a complex form of communication with

Entomology Essay Example | Topics and Well Written Essays - 750 words - 4

Entomology - Essay Example Edward Jenner’s small pox vaccine that was developed from the cowpox provided the much-needed remedy for the dreaded disease and currently, the world is free of small pox infection. Since then, many vaccines have been developed and they have saved many lives besides enhancing the life expectancy of people on earth. Vaccines have eliminated once infectious diseases such as polio, yellow fever and leprosy in European countries, though low prevalent rates of these infections are still recorded in various parts of the developing world. Following the benefits of vaccination, I have moral obligation to the society and myself to be vaccinated against in order to preserve my health and protect other member from being infected. Vaccines are important medical interventions for saving lives and protecting people in the society from becoming sick (Maxcy, 1998). Prevalence of disease in any population is a huge impediment to economic growth that undermines development in all societies. Hig hly infectious diseases reduce the labor force in society, especially when it affects the most productive demographic group. In addition, high child mortality occurs in societies with high prevalence rates of fatal and infectious disease. This results to heavy economic losses, arising from the lost manpower hours that occur from absenteeism, bed rests and hospital admissions. The importance of vaccination in the society cannot be overemphasized. According to Maxcy (1998), life expectancy has increased dramatically world wide, compared to the last one hundred years. This has resulted to high populations that provide labor and market for the growing economies. Vaccination is not simply an individual decisions from which the person benefits or suffers. In the contemporary society, the life of each individual directly or indirectly affects that of another person. This implies that every society has a moral right of withholding practices that ensure the safety and health of every member. The society comprises of different categories of people, with varying health status and different health needs. Children and the elderly are very vulnerable groups, prone to infections that easily incapacitate or cause death. These groups rely on the other able groups in the population to provide security and health. Children rely on their parents for protection just like the elderly rely on their children to take care of them during old age. Failure of a guardian to vaccinate his or her child from infection is morally wrong because the child is not mature enough to make independent decisions about her or his life. Moreover, a child or anybody who is not vaccinated presents a health hazard to the rest of community members. I have moral obligation to the society and myself to be vaccinated. As a person, I am aware that my health and life are of great importance to the society and me. I have dreams, goals and aspirations that keep me going and they determine my purpose here in the pl anet. In this respect, I am aware that failure to become vaccinated against serious infections makes me vulnerable to disease that definitely affects my health and subsequent productivity in work and my studies. As a responsible citizen in the country, I am aware that the state of health of other vulnerable people depends on me. The decisions that I make about my own health determine their health as well and therefore failing to become vaccinated is morally wrong

Motivation Learning Strategies In The Classroom

Motivation Learning Strategies In The Classroom Motivation is an important drive in our life if we dont have any motivating we will face many difficulties in our road. You can say that learning without motivation is as food without salt. So each person in this life need motivation to continue his/ her life because motivation helps us to be more affective on our society. We can do many things in a right road if we have motivation. Motivation is a powerful to do the best thing in daily life. Introduction Motivation is one of the most used words in teaching today, usually in the phrase, How can I motivate these kids? it is also a very misunderstood process. Motivation is important for people life. It plays a main role in almost everything we do. If we dont have motivation in our life, we would simply not care about many things such as outcomes, means, education, success, failure, etc. As you know people are different, so also their motivations have to be different. There are types of motivations that may some people care about it and other doesnt care. In my research, I focus on the definition of motivation, types of motivation, theories of motivation, etc.. Statement of the problem: I study the motivation learning strategies in the classroom which is important to help students to learn English. Some students dont have any motivation to complete their studying and they dont care about learning. On the other hand, some students have big motivations to challenge the difficulty of learning life. Statement of purpose: I write this research that about motivation for some reasons, these are: To know the motivated students and non-motivated students at ADU. To know the factors that cause to make students less motivated. What motivation is ? Each person has his own definition of motivation. We dont have a specific definition for motivation. In fact its very difficult to define motivation. According Ezine (2009) the definition of motivation is to give reason, incentive, eagerness, or interest that causes a specific action or certain behavior. Motivation is present in every life function. Simple acts such as eating are motivated by hunger; education is motivated by desire for knowledge and so on. Motivators can be anything from reward to compulsion. Also, Brown (2001) defines motivation is the degree to which you make choices about goals to pursue and the effort you will devote to that pursuit. (p72). On my point of view motivation is as the driving force behind an action. This is probably the simplest explanation about motivation. So teachers consider the motivation as a tool to encourage learners to do something. Ellis defines motivation as referring to the labors which learners put into learning an L2 as a result of their need or want to learn. (1995). According to the Websters, to motivate means to provide with a motive, a need or desire that causes a person to act. Many researchers think motivation as one of the main elements that decide success in developing a second or foreign language; it determines the degree of active, personal participation in L2 learning. (Oxford Shearin, 1994). Types of motivation Motivation is what drives you to behave in a certain way or to perform a particular behavior. Its the strong reason that leads you to achieve something in your life. There are many types of motivation that can influence in you. These include the following: Primary or basic motivation This type of motivation needs the person to show self presentation. This include needs to show hunger, warmth, sex, thirst, avoidance of pain and other primary motivation which can influence in the persons behavior.(articlesbase,2005-2008) Secondary motivation This type of motivation is known in psychology as learned motivation. It can be different from person to another. It can be describe as a persons own sense of values and ways to keep moving in life. Many behaviors in secondary motivation are conscious ones. That is, a person consciously put in his mind a particular goal or result and acts in a similar way that brings them closer to that particular goal. What drives them to do or perform the goal is the longing for something which they do not have. This kind of motivation falls into two basic types, extrinsic and intrinsic motivation. (Articlesbase, 2005-2008) Extrinsic motivation Extrinsic motivation involves the concept of rewarded behavior. This come, by particular types of activities or acting in a particular manner, you are rewarded by a desired ended result. Extrinsic motivation comes from the surrounding areas of the person. (Schunk|Pintrich|Meece, 2008) In teaching, teachers use this type a lot; they use it because they are obligated to. In schools, there are many types of students who do not have motivation. These types of students have many characteristics such as shyness, being afraid from the teacher and other characteristics. Here come the role of the teacher, the teacher support these students by using extrinsic motivation. For example, if the teacher notices that one student is not participating with his group. Then, he can support him by showing him how to act positively in the group, rewarded him etcà ¢Ã¢â€š ¬Ã‚ ¦. Intrinsic motivation These types of motivation are less visible. Intrinsic motivation is when you want to do something (e.g. I want to write this report). Intrinsic motivation is internal. It happens when people are compelled to do something out of happiness, importance, or desire. For example, a student is motivated to get high grades (external motivation) but his desire to know about particular subject is intrinsic motivation. Getting high grades is the reward visible for other. For student, being able to master or being expert in a particular subject is a psychological reward for his desire to learn. (Pan, 2006) Intrinsic motivation can be described as invisible things arise from your depth telling you that you must perform the task which was assign to you. Intrinsic motivation differs from one person to another. Some students do not have the ability to express their thoughts, ideas and perspectives and here come the job of teachers. Teachers should provide their students with intrinsic motivation to achieve the determined goals. However, there are some students who have the ability to act positively inside the class room and sometime their intrinsic motivation surprise the teachers. Intrinsic motivation and motivation based on extrinsic rewards are, to some degree, in competition with each other. Research has shown that under certain situations, offering extrinsic rewards for engaging in tasks actually undermines intrinsic motivation. ( Stipek, 2002, p129) Principles of motivation learning strategies There are some basic principles of motivations exist that are appropriate to learning in any situation. According to Weller, (2005) the principles of motivations are: The students attention depends on the environment that can be used to focus on what needs to be learned. Teachers can make atmospheres that help students to get persistent effort and positive attitudes toward learning. So the good teachers usually try to create warm and accepting environment that help students to be more motivated that will make them learn better. I think this strategy will be successful in both children and adults. Interesting visual tools, like pictures, posters, brochures, or practice tools, motivate students by capturing their curiosity and attention. Incentives motivate learning. Incentives contain human rights and receiving admire from the teacher. The teacher decides an incentive that is likely to motivate an individual at an exacting time. In a general, I think without rewards in self-motivation, learning situation will not succeed. As you know each student must find satisfaction in learning based on the understanding that the goals are useful to them or, less commonly, based on the pleasure of discovering new things. Internal motivation is longer lasting and more self-directive than is external motivation, which must be frequently reinforced by admire or concrete rewards. Some people, mainly children of certain ages and some adults, have little capability for internal motivation and must be guided and reinforced constantly. The use of incentives is based on the principle that learning occurs more effectively when the student experiences feelings of satisfaction. Caution should be exercised in using external rewards when they are not absolutely necessary. Their use may be followed by a refuse in internal motivation. Learning is most effective when an individual is ready to learn, that is, when one wants to know something. The teachers role sometimes is to encourage its development and sometimes the students readiness to learn comes with time. If a desired change in behavior is urgent, the teacher may need to supervise directly to ensure that the desired behavior happened. I think that a student may not be reliable in following instructions and therefore must be supervised and have the instructions repeated again and again, if he/she is not ready to learn. Motivation is enhanced by the way in which the instructional material is organized. In fact, the information can be meaningful if the material organized to the individual. One technique of organization includes relating new tasks to those already known. Other ways to communicate meaning are to decide whether the persons being taught understand the final result desired and teach them to compare and contrast ideas. Theories of motivation: Most of motivation theorists believe that motivation is related in the performance of all learned responses. This mean, a learn process cannot occur unless it is energized. The common question among psychologists is, whether motivation a primary or secondary influence on the learner behavior. Psychologists believe that motivation is associated with the learner behavior. (Huitt, 2001) There are many theories of motivation, learners use different types of theories to accomplish their goals but I focus on two of these theories include: behavioral, cognitive etc Behavioral: According to some psychologist, all process of motivation stands on the behavior of the learner. Actually the learner works on the sequences, the learner put the sequences as the primer goal. For example, I want to get A in professional ethics. Since the learner determines this goal in his mind, he will work on that goal until he achieves it. (Huitt, 2001) A behavioristic psychologist like Skinner or Watson would stress the role of rewards in motivating behavior. In Skinners operant conditioning model, for example, human beings, like other living organisms, will pursue a goal because they perceive a reward for doing so. A behaviorist would define motivation as the anticipation of reinforcement Reinforcement theory is a powerful concept for the classroom. Learners, like the proverbial horse running after the carrot, pursue goals in order to receive externally administered rewards: praise, gold stars, grades, certificates, diplomas, scholarships, happiness, etc. (Brown, 2001, p 73) Cognitive: There are many motivational theories that follow their roots to the information processing approach of learning. There was a theory called attribution theory, this theory implies that every learner tries to find a reason for success or failure of self and others. The learner tries to use some certain attribution to find out what was the wrong in his behavior. The attributions could be internal or external and it could be under control or not under control. (Huitt, 2001) In teaching environment, it is important to help the learner to develop a self- attribution for his behaviors. We have different types of students; some students love to learn about anything and others are not. Otherwise, we should help the learner to make attributions. Being able to make attributions will raise the performance of the learner. When I move to the college, I see two types of learners. The first type is, when they get a high or low grade; they make some kind of attribution like why did I get this grade, the teacher is not fair etc And others say, it was my fault, next time I will study hard etc These attributions enable the learners to higher their performance and make some kind of follow up. Otherwise, attribution theory is important for both students and teachers and teachers should teach their students how to do attribution. Maslows hierarchy of needs Abraham Maslow (1995-2009) is considered as the most influential writer in the area of motivation. Maslow divided the hierarchy of human needs into two groups: deficiency needs and growth needs. In deficiency needs, the learner must move through the lower level before the upper one. The eight levels are organized as the following order: Physiological Safety/ security Belongingness and love Esteem Cognitive Aesthetic Self- actualization Self- transcendence Every one of us is motivated by needs. The human being inherited the love of needs from thousands of years. Abraham Maslows hierarchy of needs help us to know how these needs motivated us. Maslow (1995-2009) says that we should satisfy each need. We should start with the lower level and then move to the upper level. Consequently, if we are satisfy by the lower level of needs, we dont have to concern about the upper level. So its a kind of self enrichment. Literature review: There are many researchers who study the motivation, the types of motivations, the theories of motivation, motivation of learning strategies, etc. I mention that some researchers who are:  ¤ Harter (1981) assumed that intrinsic and extrinsic motivation was negatively correlated.  ¤ Generally speaking, extrinsic motivation means external causality based on the perceived locus of causality, which was suggested by Heider (1958), deCharms (1968/1983), and Deci and Ryan (1985).  ¤ Lepper et al. (1997) found a decrease in intrinsic motivation with age, but no evidence of an increase in extrinsic motivation. Methodology: I distributed 20 questionnaires for the ADU female students. My questionnaire include 10 questions, each question has 4 or 5 parts. Each student should select agree or disagree about each statement. This questionnaire studies that ADU students motivation and does the ADU students motivated or not. I found different result because I distributed my questionnaire to different students some students are in second year, some are in third year and other in forth year. Finding result: In first part of my questionnaire, I found that 70% of the ADU students, when they study they practice saying the material to themselves over and over but I found 30% of students who dont agree with this statement. 70% of the students at ADU that mean our university have lots of students who take care for their studying and have motivation to review their material. I found that 65% of the students when studying for classes, they read their class notes and the course reading over and over. I found that also 35% of the students who dont like to read their class notes. I think that each student should read his/her class notes over and over to be more familiar with this material and may he/ she understand it better. I found that 60% of the students memorize key words to remind them of important concepts when they study but 40% of the students may dont have ability to memorize key words. It is important thing that students try as possible as they can to memorize key words that will help them in their learning process. Students should try to motivate themselves by putting the aim in the front of their eyes. Also I found that 60% of the students when they study, they usually make lists of important words and learn by heart these words. I mean they memorize the lists. I found that 40% of the students who dont like to make lists of important terms and memorize it. As my experience I write a list of new vocabulary and I put it on the door of my room. So when I want to go out I look at this list and I read these vocabularies. This way helps me to remember these vocabularies. In the second part of my questionnaire, I found that 60% of the students who agree with this statement I often find myself questioning things I hear or read in this classes to make a decision, if I find them persuasive but I found that 40% of the students who disagree with this statement. This statement applies on me, I often find myself asking questions about what I hear and read in my classes. I found that 60% of the students who disagree with this sentence When a theory, understanding, or conclusion is obtainable in class or in reading, I try to make a decision if there is good supporting evidence. I found that 40% of the students who agree with this sentence. I treat the course material as a starting point and try to expand my own ideas about it. I found that 70% of the students who agree with this statement but I found that 30% of the students who disagree with this statement. I think this statement is completely true because If we treat the course material from the beginning and try to think more and say our own ideas about it, that help use to learn and understand the course material better. This way help students to be more motivated in all their courses materials. In third part of my questionnaire, I found that 65% of the students who prefer course material that really challenges them so they can learn new things but I found that 35% of the students who dont care about this kind of material if it challenges them or not. Students who prefer material that challenge them, they have motivation to learn new things and get new information and data. I want to say for the 35% of the students you dont have intrinsic motivation so please try to change your thoughts, feelings, ideas, etc about that and try to make intrinsic motivation in your heart. I found that 75% of the students who dont prefer course material that arouses their curiosity. I found that 25% of the students only who prefer course material that arouses their curiosity, even if it is difficult to learn. This result really overtakes me because most of students like to look over the new things and they have curiosity to know more things. The most of ADU students want to take the information or data without searching or tying to find it. They like to get it from their instructors. I think that also because some students dont have enough motivation that may help them to change their thought about that. I found that 80% of the students who agree with this statement trying to understand the content as thoroughly as possible is the most satisfying thing for me in classes but other students at ADU disagree with this statement. It is great percentage of the students who are trying to understand the content in classes. I found that 65% of the students when they have options, they choose course assignments that they can learn from even if they dont guarantee a suitable grade. I found that 35% of the students who dont. In fourth part, I found 85% of ADU students, the most satisfying thing for them right now is getting a good grade but other students dont care for getting a good grade, they just want to pass and finish courses as soon as they can. I think that students should think about the grade and the benefit of the course at same time. I found 65% of students want to get better grades than most of other students but 35% of students dont want to challenge other students. It is a good thing that students at ADU want to challenge other students to get better grades. Students who have this thought, I think they have a good motivation of learning. I found that 70% of the students want to do well in the course because it is important to show their ability to their families, friends, relatives, or others. I found that 30% of the students it is not important to show their ability to their families, friends, or others. I think that students who like to show their abilities to their families, friends, etc, they have motivation to study more to get good grades. In fifth part, I noticed that 65% of the students believe they will receive an excellent grade in the class and 35% of the students dont agree with this believe. This believe is completely true and all students should agree with it. I think that when students put in their mind that they are good students and they can get an excellent grade, they will get it because they have intrinsic motivation and they encourage themselves. I found that 50% of the students agree and 50% of the students disagree with this statement Im certain I can understand the most difficult material obtainable in the readings for the course. I wished that find more than this percentage because students should encourage themselves to simplify the difficult material and try as much as they can to understand this material. I found that 75% of the students confident they can understand the essential concepts taught in the course. I found that 25% of the students dont confident they can understand the essential concepts. I noticed that 50% of the students confident they can understand the most complex material obtainable by the instructor and 50% of the students not. I think that 50% of students who cannot understand the material, they should ask their instructor and please each student should not be shy. I found that 70% of the students confident they can do an excellent work on the assignments and tests in the course and other students at ADU dont agree with that. This point let us to know there are many motivated students at ADU because they usually try to do the best to get a good job on the assignments or tests in any course. In the sixth part, I found that 55% of the students when they take a test they think about how poorly they are doing compared with other students but I noticed that 45% of the students dont think about that. This thought appears from non-motivated student. He/she usually afraid about the score and he/she think that he/she gets low score than other. So each student should try to change this thought and be more motivated. I found that 80% of the students when they take a test they think about the items on other parts of the test they cant answer and 20% of the students dont care about that. I am sure students who think like that, they will face difficulty to answer other questions because all their thought will be with the parts they cant answer it. This also will effect of the score because most of time they will waste for thinking about the difficulty of the some questions. 80% of the students is a big percentage and we want to decrease it. The motivated student only can deal with this problem because he/she usually dont think like other students. I noticed that 55% of the students, when they take test also they think of the consequences of failing and 45% of the students dont think of consequences of failing. This thought is also not true because it may make students feel upset and disappointment to pass in the course. I found that 60% of the students at ADU when they take an exam, they dont feel upset but there are 40% of the students have an uneasy, upset feeling when they take an exam. I think that is good to get like this percentage of the students at ADU. That thing helps students to get good marks in an exam because they dont feel afraid and upset. I noticed that 65% of the students feel their heart breathing fast when they take an exam but 34% of the students dont. This feeling may dont let students to answer appropriately the questions even they know the answer. Sometimes I feel like this feeling specially when I dont prepare enough for the exam but we should try to deeper breathe before the exam time and say to ourselves we will answer all questions without any afraid and we will get a good marks. We should motivate ourselves. In the seventh part, I found that 80% of the students usually study in a place where they can concentrate on their course work and 20% of the students study anywhere. This factor is effect on learning process. Some students prefer to study in open places such as park, garden, sea, etc. I think that like these places where can help students to comprehend and understand better. I found that 55% of the students dont make good use of their study time but there are 45% of the students make good use of their study time. As you know time is very important to make everything good especially at learning process. If you manage your time appropriately, you will get what you want in the appropriate time. I found that 50% of the students agree and 50% of the students disagree of this statement I get it hard to stick to study schedule. I found that 75% of the students have a usual place set aside for studying and 25% of the students dont like to set in one place for studying. I found that 55% of the students make sure they continue with the weekly readings and assignments for their courses but there are 45% of the students dont. I found that 75% of the students are present at class frequently but 25% of the students at ADU dont. I noticed that 70% of the students rarely find time to review their notes or reading before an exam. There is 30% of the students find time to review the notes before an exam. I think that each student will at manage his/her time to get a chance to review his/her notes before an exam but unfortunately 70% of students who didnt try to organize their time accuracy. In the eighth part of my questionnaire, I found that 65% of the students often feel so lazy or bored when they study that they quit before they finish what they planned to do but others dont feel lazy or bored about that. I notice that 75% of the students work hard to do well even if they dont like what we are doing. The 25% of the students dont work hard especially if they dont like what there are doing. I found that 65% of the students agree and 35% disagree with this statement When course work is hard and difficult, I quit or only study the easy parts. I suggest for each student to try as much as her/she can to simplify the difficult part by asking his/her instructor or friends and dont ignore the difficult thing because may it will coming in his/her an exam. I found that 70% of the students, when course materials are dull and uninteresting, they manage to keep working until they finish. In the ninth part, I found that 70% of the students, when studying for a class, they often try to clarify the material to a colleague or a friend but 30% of the students dont. I noticed that 55% of the students usually try to work with their colleagues or other students to complete the course coursework or homework and 45% of the students dont like to work other students to complete assignments. They like work alone and they dont need others help. I found that 60% of the student at ADU when studying for a class, they dont to set aside time to discuss the course material with a group of students from the class. I found that 40% of the students often set aside time to discuss the material with a group of the students. At the final part, I noticed that 85% of the students, even if they have difficulty of learning the material in a class, they try to do the work on their own, without help from anyone. I found that 15% of the students only who try to do the work with help from others if they have difficulty of learning the material in a class. I found that 80% of the students ask the instructor to clarify concepts they dont understand well and 20% of the students dont ask the instructor about that may they fill of ask their friends or not. I think students should ask the instructor. When I dont understand the material in a course, I ask another student, in this class for help me to understand by this statement 50% of the students agree and 50% of the students dont agree. Some students at ADU like to deal with their colleagues if they want help but 50% of the students dont like to ask others to help them. I found that 60% of the students try to identify students in their classes whom they can ask for help if necessary but others dont. As you see I found some students at ADU who motivated more than others. After I get this result I write some recommendation for both teachers and students. CONCLUSION To summarize, the motivation can play roles in learning process. Motivation is appropriate tool to achieve your goals so we should give us a motivation to do thing whether it is difficult or not. Also, motivation is the power to do thing as soon as possible. I think that if you dont have intrinsic motivation that comes within, you will dont also has extrinsic motivation. Recommendations At the end, I want to give teachers, designer of protocol and students some recommendations. For teachers: Teachers should try to motivate their students by using different techniques that may help them to show their abilities and skills, for example, if the student make mistake, the teacher shouldnt punish him/her because the punishment may affect negatively on his/her feeling and attitude. This thing will let student to be passive rather than active and he/she doesnt want to share his/her ideas, thoughts, feelings, etc. Teachers should make different activities that make learning fun and interesting. So that will help students to be more motivated to learn and attend the class regularly. Teachers also should give students freedom to express their ideas, thoughts, etc because this thing may increase a will to learn. Teachers should start their class by smiling because students will be more comfort and happy to take this course with teacher like that. Also, teachers who more active and interest in the class, will help students to be more motivated. I notice that ADU students feel disappointment if the score of the first exam is bad so I recommend the teachers to give a chance for improving their scores such as makeup that includes (another quiz, assignment, homework, etc). For students: Students should be motivated in the learning process and their daily life. Students should read their class notes and the course reading over and over to be more motivated in the classroom. Students try to choose that arouses their curiosity, even if it difficult to learn. If the student doesnt have motivation, he should try to do something that will help him/her to be motivated, for example, put some aims that he/ she should achieved.