Student Teacher Relationships and Positive Interaction

Student Teacher Relationships and Positive Interaction Teachers who have positive interaction with their students create classroom environments more helpful to learning and meet students developmental, emotional and educational needs. Teaching is a people profession that demands a large amount of time being dedicated to personal interaction. Positive teacher-student interaction has a very crucial role for effective teaching and learning to take place (Arthur, Gordon, Butterfield, 2003). There are many important factors including productive Teaching and learning. Positive teacher-student interaction can be defined by shared acceptance, understanding, affection, intimacy, trust, respect, care and cooperation (Krause, Bochner, Duchesne, 2006). The Teacher Student relationship depends on very large extent upon effort from both parties although the teacher plays a key role and in fact, the responsibility, to initiate positive interaction. The teacher who is practical in representation, recognition, understanding, intimacy, expectation, respect, care and cooperation towards his or her students not only works at initiating positive teacher-student relationships, but also increases the likelihood of building strong rela tionships that will endure over time (Barry King, 1993). Teacher-student interaction is important for many reasons. Teacher student interaction is highly influence a students skill to change to University, to do well at University, and to relate to peers (Pianta, 1999). Teachers who had positive and secure relationships with students reported that their students were less likely to stay away from school, appeared more independent, more supportive, and busy in learning (Birch Ladd, 1997; Klem Connell, 2004). Teacher-student Interaction has an impact on classroom management and affects learning and growth. According to developmental perspective, the establishment of a positive teacher-student relationship aids a students cognitive, social and emotional growth and enhances their mental well-being (Brazelton Greenspan, 2000). The teacher-student relationships impact productively on a students self-esteem and enhance their skills. Student-Teacher interactions are very important for the development of the students academic self-concept and enhancing their enthusiasm and success. Colleges and universities that actively promote close and frequent contact between their students and faculty members are more likely to reap a host of benefits from such initiatives. Faculty members taking an interest in their students academic progress could potentially make significant contributions in increasing their intellectual and professional development (Anaya Cole, 2001; Chickering, 1969; Chickering Reisser, 1993; Cokley, 2000; Terenzini Pascarella, 1980). There is evidence that students successful in knowing even one faculty member closely are likely to feel more satisfied with their college life and aspire to go further in their careers (Rosenthal et al., 2000). Although most interactions with faculty tend to occur w ithin the formal classroom setting, students who experience informal interactions tend to be more motivated, engaged, and actively involved in the learning process (Thompson, 2001; Woodside, Wong, Weist, 1999). Informal interaction between students and faculty has been identified as a primary agent of college culture, and has an important influence on the attitudes, interests, and values of college students (Chickering Reisser, 1993; Lambert, Terinzini, Lattuca, 2007; Pascarella, 1980b; Pascarella Terenzini, 1991, 2005; Thompson, 2001). However, although previous research has established that student-faculty interactions are important, we still need to identify which aspects of student-faculty interactions are helpful and how these could significantly influence students to stay in college, increase their desire to work hard, stimulate them to enjoy learning, and encourage them to strive toward high achievement standards (Bean,1985). The current study addresses this gap in the li terature by examining eight specific types of student-faculty interactions as predictors of academic self-concept and three types of academic motivation, as well as academic achievement in a sample of college students from a medium-sized, public university located in the Midwestern United States. Interactions between students and faculty members are inevitable and personal connections that emerge through advisement and mentoring are highly valued (Light, 2001). In responding to several implicit, unspoken, and nonverbal cues, students are more likely to interact with faculty members perceived to be sociable, intelligent, showing leadership, supportive, and objective (Babad, Avni-Babad, Rosenthal, 2003; Furnham Chamorro-Premuzic, 2005). Faculty members allowing students to use their first names are perceived as higher in warmth, approachability, and respect in comparison to faculty members  who are addressed by formal titles (McDowell Westman, 2005). Student-faculty interactions can be formal or informal, occurring either inside or outside instructional settings, with both playing an important role in determining students academic success (Jacobi, 1991). The most frequent type of contact that students have with faculty members typically include situations in which they are asking for information about a course or visiting after class (Kuh Hu, 2001). Faculty-student interactions could  take on a more intense flavor in a tutorialstyle classroom, where a faculty member may meet with two students at a time for an hour, eventually interacting closely with about five such pairs of students per week (Smallwood, 2002). Such close, intense, interaction seems to enhance student learning and intellectual stimulation, with both students and faculty valuing the opportunity to know each other  at an informal and personal level. Cox and Orehovec (2007) identified four major types of student-faculty interactions with the most important, functional interaction, referring to academic-related interactions outside the classroom. The other three types include personal interactions about some personal issues unrelated to academics, incidental contact maintained by occasional greetings, and finally disengagement, where there is minimal interaction with the faculty mem ber inside the classroom and little or no  interpersonal exchange. Even though faculty members may not always be aware of it, their interactions  can have a far-reaching influence on their students. Faculty member-student relations are a strong motivator and indicator of learning (Christensen Menzel, 1998). In particular, Decker, Dona, and Christenson (2007) note that the student-faculty member relationship is more important in predicting  students social-emotional functioning than their academic performance. This implies that there is a support-seeking dimension in student-faculty member relationships that can be carefully nurtured to shape positive outcomes for students. Informal interactions with faculty members outside the classroom have been found to have an incremental effect on students motivation over and above the typical predictors of academic performance such as secondary school performance or academic aptitude (Pascarella Terinzini, 2005; Pascarella, Terenzini, Hibel, 1978). Informal discussions with faculty  members about intellectual issues are associated with increases in students aspirations to achieve at a higher level than would be predicted by pre-enrollment characteristics. Initial interactions with faculty members are also very influential in increasing the value placed on high academic achievement and in  compensating for the general student culture that does not typically value such achievement. Mentoring provided by faculty members as a sponsor, confidant, and protector seem to be relatively more important than even peer support, for students who are transitioning into college (Mann, 1992; Shore; 2003). Thus, faculty members seem to play an important role in the overall college experience for new and continuing students. Adolescents who model themselves after their teachers rather than their friends report higher levels of school adjustment (Ryan et al., 1994). Informal faculty-student contacts play a particularly crucial role during the first year in college because they allow students to integrate their academic and extracurricular experiences (Goodman Pascarella, 2006; Pascarell Terenzini, 1977; Pascarella Terenzini, 2005). Further, students reporting high and moderate levels of interactions with faculty members (relative to low interactions) rate their academic program as being more interesting, exciting, and enjoyable, as well  as more relevant and necessary for their career. Finally, substantive student-faculty interactions have been found to have a positive impact on students vocational preparation and intellectual development (Kuh Hu, 2001).These findings suggest that student-facultyinteractions have a multidimensional influence on the cognitive and emotional needs of students, thus val idating the importance of faculty members as role models. Some researchers have found that students who spoke more frequently with faculty outside class and received advice about their educational program reported significantly higher academic self-confidence (Plecha, 2002). This finding is congruent with Endo and Harpel (1982) and Astin (1999)s work showing that interacting frequently with faculty members is part of being academically engaged and students who are more involved do better in college. Similarly, Bjorkland, Parente, and Sathiyanathan (2002) note that students who are in more frequent contact with faculty members and receive more feedback on their performance show remarkable improvement in communicating in a group, competence in their specific field, awareness about their future occupation, and general problem-solving skills. Other reported benefits of such student-faculty relationships include greater satisfaction with academic life, lesser likelihood of dropping out, and feeling more intellectually driven (Hazler Carney, 1993). In support of Chickerings (1969) model, recent data suggest that students engaging in meaningful interactions with faculty members are more likely to have a sense of purpose and competence for succeeding in college (Martin, 2000). Further, students who perceive their faculty members to be caring and have positive informal interactions with them often report greater learning (Teven McCroskey, 1997) as well as satisfaction with college and enhanced intellectual and personal development (Lamport, 1993). When Pakistan was founded in 1947 as a result of the partition with India, the country had only one institution of higher education, the University of the Punjab. Over the next 20 years, many private and public schools and higher education institutions were established to help fuel the countrys socio-economic development. In the early 1970s, all of Pakistans educational institutions were nationalized under the government of Zulfikar Ali Bhutto, who was committed to the idea of Islamic Socialism. For the next decade, Pakistans entire system of education was state-run. However, the growing demand for higher education fast outpaced the establishment of new public universities. During that period, the system could accommodate only 25 percent of the high school graduates who applied to higher education institutions. The overcrowding prompted many wealthy Pakistanis to seek university degrees abroad in the United States, Great Britain and Australia, while others sought out private tutors at home or entered the job market without a degree. In 1979 a government commission reviewed the consequences of nationalization and concluded that in view of the poor participation rates at all levels of education, the public sector could no longer be the countrys sole provider of education. By the mid-1980s, private educational institutions were allowed to operate on the condition that they comply with government-recognized standards. Until 1991, there were only two recognized private universities in Pakistan: Aga Khan University established in 1983; and Lahore University of Management Sciences established in 1985. By 1997, however, there were 10 private universities and in 2001-2002, this number had doubled to 20. In 2003-2004 Pakistan had a total of 53 private degree granting institutions. The rapid expansion of private higher education is even more remarkable if we look at the number of institutions established on a year-by-year basis. In 1997, for instance, three private institutions were established; in 2001 eleven new private institutions were opened; and in 2002 a total of 29 private sector institutions sprung up. According to HEC, there are total 128 recognized Universites in Pakistan, 70 are public and 58 are private. PRIVATE VS. PUBLIC HIGHER EDUCATION While the quality of Pakistans private universities varies widely, they all share some common traits. Most of them have adopted the American model of higher education, which features a four-year bachelors degree and system of credits. Supporters of private higher education believe that non-government institutions can deliver higher quality education and do it far more efficiently than the public sector. They point to the fact that private schools rarely suffer the closures and class suspensions their public counterparts do, and that students enrolled at these schools are more apt to complete their degree programs on time. They also believe that private universities will introduce international standards of competence and accountability.

Single Parents

Tony Lowery February 26, 13 1St Block Shakespearian Theatre (Globe) The Shakespearian globe was built in 1599 In Southwark on the South bank of London’s River Thames by Richard Burbage. The globe was built large, round and open aired. There was a roof around the circumference which covered the seating area, leaving the theatre looking like a doughnut from above. Old wood from â€Å"The Theatre â€Å"created by Richard Burbage was re-used to make the globe. The globe held up to 3,000 spectators and sold out and awful lot.Shake spears plays were so good at the base of the stage there was a place called â€Å"The Pit† which was on the ground. In order to get in the pit you would have to pay a penny and you stand to watch the play. Shake spear was a shareholder who owned 12. 5% of the Globe theatre. As a young writer Shakespeare bought shares in the theatre and benefited financially as his popularity grew. In order for you to identify what type of play was going on that d ay there were color coded flags used Red= History play, White=Comedy, and Black=Tragedy.Right above the main entrance you would see a banner known as the motto that read: â€Å"Totus mundus agit histrionem† –which is Latin for â€Å"The whole world is a playhouse†. When the globe 1st opened there were no actresses so all female roles were played by young boys as theatre stages were considered too risque a place for ladies. During the play Henry VIII there was a canon being used but not the correct way, and because it wasn’t used the right way it set fire to the roof and the fire quickly spread, reportedly taking less than two hours to burn down completely. After burning down in 1613 The Globe Theatre was rebuilt on the same spot in 1614.The Puritans brought an end to The Globe Theatre in 1642 with an order suppressing all stage plays. In 1644 The Globe Theatre was turned into tenement housing, ending 85 years of turbulent history. The Globe was generally considered to be a circular building, however when a small part of the theatre’s foundations were uncovered the late 1980’s it seems that the building was actually a polygon of 20  sides. In 1997 a third version and faithful reconstruction of The Globe Theatre was built as â€Å"Shakespeare’s Globe Theatre†, close to the original site in Southwark.

Sex Education Is The Teaching Of Issues - 1048 Words

Sex education is the teaching of issues relating to human sexuality and behavior, including anatomy, reproduction, health relationships, responsibilities, abstinence, and birth control. This information can be taught by parents or guardians, provided by school programs or public health organizations and campaigns. Sex education also develops young people s skills so that they can make the most informed choices when it comes to their behavior, and feel confident enough and competent about acting on choices. It is widely accepted across the United States that young people have a right to sex education. This is only because this by any means help to protect the children against abuse, any exploitation, unintended pregnancies, sexually†¦show more content†¦Scaring them with information that has been study should be making them intimidated and hope to get everyone’s attention. Health reformers in 1800s used sex education manuals to conduct the notion that the ideal type of manhood which is tied to self control meaning (no masturbation). When sex education is being taught it should be effective which it gives opportunities for young people to develop skills. It can definitely be hard for them to act on the basis of only having the information. The knowledge which the young people develop part of sex education are not only linked to general life skills. The effective part of sex education also helps develop young people s skills when it comes to decision-making, assertion and listening. A few things that are being taught are Abstinence-Only which teaches abstinence as the only morally correct option of sexual expression for teenagers. Abstinence Only Until marriage that â€Å"teaches abstinence as the only morally correct option of sexual expression for unmarried young people. Abstinence Plus Programs which teach information about contraception and condoms in the context of strong abstinence messages.Comprehensive sexuality education teaches about abstinence as the best method for avoiding STDs and unintended pregnan cy, but also teaches about condoms and contraception to reduce the risk

John F. Kennedy s Presidential Election - 2320 Words

On November 22, 1963, in Dallas, Texas, President John F. Kennedy was assassinated before his first term came to an end. Vice President Lyndon B. Johnson had been appointed as President of The United States due to Kennedy’s untimely death. The presidential campaign for the 36th presidential election had begun and in January, 1964 the Republican Senator of Arizona, Barry Goldwater, announced his candidacy for President while Goldwater announced his running to be reelected. People believed that the presidential election was of crucial importance between Johnson and Goldwater and would be one of the best elections in history. With the United States still suffering from the death of John F. Kennedy, the segregation among Blacks and Whites and the discrimination against Blacks still created a massive uproar. The social injustice for African-Americans continued to grow as presidential campaigns were being established. African Americans believed the false promises while the governmen t still conspired against Blacks by depriving them of the opportunities that are given to the White community every day. In Cleveland, Ohio, in 1964, a public speaker delivered his speech on the ignorance of white politicians and the actions that need to be taken for African-Americans not to fall through the cracks and believe the lies they are being told and registered that equality for all races can occur. On April 3, 1964 in Cleveland, Ohio, at Cory Methodist Church, a minister and civil rightsShow MoreRelatedThe Life of John Fitzgerald Kennedy Essay948 Words   |  4 PagesJohn Fitzgerald Kennedy was the 35th President of The United States. He was more than just the Commander-in Chief to many. For those who admired him the most, he was not just their role model, he was also their hero. But, he was also the only Catholic to hold the highest office of the land. 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Juvelines Tried as Adults in Court Essay - 834 Words

Juvelines Tried as Adults in Court Since the beginning of time justice officials have been faced with a difficult decision should juvenile offenders be given smaller sentences because of their age. Today officials still are having trouble with this situation. Some experts believe some offender should be tried as adults , others believe no juvenile offenders should be tried as adults and some even think all should be tried as adults. My opinion Juvenile criminals the way all offenders should be tried. According to Mr. Steve Smith 40% of inmates in prison are juveniles and he also says 150,000 prisoners are repeat offenders who started as juveniles. This means over 50,000 prisoners are juveniles and the others are adults who in the†¦show more content†¦As Mr Steve Smith said ?Majority of criminals in prison are repeat offenders who started as juveniles and most of them did not get tried as adults? this can only tell me if they would of received adult sentences maybe they would of had a chance to correct their mistake and not become and statistic of just another repeat offenders. According to the Census Bureau:There will be 1.8 million more males 14 to 24 years old, the most crime-prone group, in the year 2005 and 1.2 million more in 2010 im Missouri these action were taken in the legislature Removed the minimum age _ currently 14 _ for trying as adults kids who commit the most serious crimes like murder, rape and armed robbery. Lowered to age 12 the minimum age for trying a child accused of other, less serious felony crimes. Allowed a child of any age to face trial as an adult if the child already have been convicted of two or more felonies. Allowed a juvenile judge to determine the minimum length of time a juvenile offender must spend in a juvenile facility. Currently, the states Youth Services Division decides when to release a juvenile based on the childs progress in changing behavior. Provided public access to many juvenile records in criminal cases. Under current law, juvenile records are totally closed to public access. Not to mention most of the 50 states have harshened their policies on juvenile crime. Juvenile criminals also targets drugs. According to the Breaking the

The Amber Spyglass Chapter 12 The Break Free Essays

string(137) " the knife and cut the smallest possible window he could see through, no larger than the circle he could make with thumb and forefinger\." As darkness fell, this was how things stood. In his adamant tower, Lord Asriel paced up and down. His attention was fixed on the little figure beside the lodestone resonator, and every other report had been diverted, every part of his mind was directed to the news that came to the small square block of stone under the lamplight. We will write a custom essay sample on The Amber Spyglass Chapter 12 The Break or any similar topic only for you Order Now King Ogunwe sat in the cabin of his gyropter, swiftly working out a plan to counter the intentions of the Consistorial Court, which he’d just learned about from the Gallivespian in his own aircraft. The navigator was scribbling some figures on a scrap of paper, which he handed to the pilot. The essential thing was speed: getting their troops on the ground first would make all the difference. The gyropters were faster than zeppelins, but they were still some way behind. In the zeppelins of the Consistorial Court, the Swiss Guard were attending to their kit. Their crossbows were deadly over five hundred yards, and an archer could load and fire fifteen bolts a minute. The spiral fins, made of horn, gave the bolt a spin and made the weapon as accurate as a rifle. It was also, of course, silent, which might be a great advantage. Mrs. Coulter lay awake in the entrance to the cave. The golden monkey was restless, and frustrated: the bats had left the cave with the coming of darkness, and there was nothing to torment. He prowled about by Mrs. Coulter’s sleeping bag, scratching with a little horny finger at the occasional glowflies that settled in the cave and smearing their luminescence over the rock. Lyra lay hot and almost as restless, but deep, deep asleep, locked into oblivion by the draught her mother had forced down her only an hour before. There was a dream that had occupied her for a long time, and now it had returned, and little whimpers of pity and rage and Lyratic resolution shook her breast and her throat, making Pantalaimon grind his polecat teeth in sympathy. Not far away, under the wind-tossed pines on the forest path, Will and Ama were making their way toward the cave. Will had tried to explain to Ama what he was going to do, but her daemon could make no sense of it, and when he cut a window and showed her, she was so terrified that she nearly fainted. He had to move calmly and speak quietly in order to keep her nearby, because she refused to let him take the powder from her, or even to tell him how it was to be used. In the end he had to say simply, â€Å"Keep very quiet and follow me,† and hope that she would. Iorek, in his armor, was somewhere close by, waiting to hold off the soldiers from the zeppelins so as to give Will enough time to work. What neither of them knew was that Lord Asriel’s force was also closing in: the wind from time to time brought a far-distant clatter to Iorek’s ears, but whereas he knew what zeppelin engines sounded like, he had never heard a gyropter, and he could make nothing of it. Balthamos might have been able to tell them, but Will was troubled about him. Now that they’d found Lyra, the angel had begun to withdraw back into his grief: he was silent, distracted, and sullen. And that, in turn, made it harder to talk to Ama. As they paused on the path, Will said to the air, â€Å"Balthamos? Are you there?† â€Å"Yes,† said the angel tunelessly. â€Å"Balthamos, please stay with me. Stay close and warn me of any danger. I need you.† â€Å"I haven’t abandoned you yet,† said the angel. That was the best Will could get out of him. Far above in the buffeting midair, Tialys and Salmakia soared over the valley, trying to see down to the cave. The dragonflies would do exactly as they were told, but their bodies couldn’t easily cope with cold, and besides, they were tossed about dangerously in the wild wind. Their riders guided them low, among the shelter of the trees, and then flew from branch to branch, taking their bearings in the gathering dark. Will and Ama crept up in the windy moonlight to the closest point they could reach that was still out of sight of the cave mouth. It happened to be behind a heavy-leaved bush just off the path, and there he cut a window in the air. The only world he could find with the same conformation of ground was a bare, rocky place, where the moon glared down from a starry sky onto a bleached bone-white ground where little insects crawled and uttered their scraping, chittering sounds over a wide silence. Ama followed him through, fingers and thumbs moving furiously to protect her from the devils that must be haunting this ghastly place; and her daemon, adapting at once, became a lizard and scampered over the rocks with quick feet. Will saw a problem. It was simply that the brilliant moonlight on the bone-colored rocks would shine like a lantern once he opened the window in Mrs. Coulter’s cave. He’d have to open it quickly, pull Lyra through, and close it again at once. They could wake her up in this world, where it was safer. He stopped on the dazzling slope and said to Ama: â€Å"We must be very quick and completely silent. No noise, not even a whisper.† She understood, though she was frightened. The little packet of powder was in her breast pocket: she’d checked it a dozen times, and she and her daemon had rehearsed the task so often that she was sure they could do it in total darkness. They climbed on up the bone-white rocks, Will measuring the distance carefully until he estimated that they would be well inside the cave. Then he took the knife and cut the smallest possible window he could see through, no larger than the circle he could make with thumb and forefinger. You read "The Amber Spyglass Chapter 12 The Break" in category "Essay examples" He put his eye to it quickly to keep the moonlight out and looked through. There it all was: he’d calculated well. He could see the cave mouth ahead, the rocks dark against the night sky; he could see the shape of Mrs. Coulter, asleep, with her golden daemon beside her; he could even see the monkey’s tail, trailing negligently over the sleeping bag. Changing his angle and looking closer, he saw the rock behind which Lyra was lying. He couldn’t see her, though. Was he too close? He shut that window, moved back a step or two, and opened again. She wasn’t there. â€Å"Listen,† he said to Ama and her daemon, â€Å"the woman has moved her and I can’t see where she is. I’m going to have to go through and look around the cave to find her, and cut through as soon as I’ve done that. So stand back – keep out of the way so I don’t accidentally cut you when I come back. If I get stuck there for any reason, go back and wait by the other window, where we came in.† â€Å"We should both go through,† Ama said, â€Å"because I know how to wake her, and you don’t, and I know the cave better than you do, too.† Her face was stubborn, her lips pressed together, her fists clenched. Her lizard daemon acquired a ruff and raised it slowly around his neck. Will said, â€Å"Oh, very well. But we go through quickly and in complete silence, and you do exactly what I say, at once, you understand?† She nodded and patted her pocket yet again to check the medicine. Will made a small opening, low down, looked through, and enlarged it swiftly, getting through in a moment on hands and knees. Ama was right behind him, and altogether the window was open for less than ten seconds. They crouched on the cave floor behind a large rock, with the bird-formed Balthamos beside them, their eyes taking some moments to adjust from the moon-drenched brilliance of the other world. Inside the cave it was much darker, and much more full of sound: mostly the wind in the trees, but below that was another sound, too. It was the roar of a zeppelin’s engine, and it wasn’t far away. With the knife in his right hand, Will balanced himself carefully and looked around. Ama was doing the same, and her owl-eyed daemon was peering this way and that; but Lyra was not at this end of the cave. There was no doubt about it. Will raised his head over the rock and took a long, steady look down toward the entrance, where Mrs. Coulter and her daemon lay deep in sleep. And then his heart sank. There lay Lyra, stretched out in the depths of her sleep, right next to Mrs. Coulter. Their outlines had merged in the darkness; no wonder he hadn’t seen her. Will touched Anna’s hand and pointed. â€Å"We’ll just have to do it very carefully,† he whispered. Something was happening outside. The roar of the zeppelins was now much louder than the wind in the trees, and lights were moving about, too, shining down through the branches from above. The quicker they got Lyra out, the better, and that meant darting down there now before Mrs. Coulter woke up, cutting through, pulling her to safety, and closing again. He whispered that to Ama. She nodded. Then, as he was about to move, Mrs. Coulter woke up. She stirred and said something, and instantly the golden monkey sprang to his feet. Will could see his silhouette in the cave mouth, crouching, attentive, and then Mrs. Coulter herself sat up, shading her eyes against the light outside. Will’s left hand was tight around Ama’s wrist. Mrs. Coulter got up, fully dressed, lithe, alert, not at all as if she’d just been asleep. Perhaps she’d been awake all the time. She and the golden monkey were crouching inside the cave mouth, watching and listening, as the light from the zeppelins swung from side to side above the treetops and the engines roared, and shouts, male voices warning or calling orders, made it clear that they should move fast, very fast. Will squeezed Ama’s wrist and darted forward, watching the ground in case he stumbled, running fast and low. Then he was at Lyra’s side, and she was deep asleep, Pantalaimon around her neck; and then Will held up the knife and felt carefully, and a second later there would have been an opening to pull Lyra through into safety – But he looked up. He looked at Mrs. Coulter. She had turned around silently, and the glare from the sky, reflected off the damp cave wall, hit her face, and for a moment it wasn’t her face at all; it was his own mother’s face, reproaching him, and his heart quailed from sorrow; and then as he thrust with the knife, his mind left the point, and with a wrench and a crack, the knife fell in pieces to the ground. It was broken. Now he couldn’t cut his way out at all. He said to Ama, â€Å"Wake her up. Do it now.† Then he stood up, ready to fight. He’d strangle that monkey first. He was tensed to meet its leap, and he found he still had the hilt of the knife in his hand; at least he could use it to hit with. But there was no attack either from the golden monkey or from Mrs. Coulter. She simply moved a little to let the light from outside show the pistol in her hand. In doing so, she let some of the light shine on what Ama was doing: she was sprinkling a powder on Lyra’s upper lip and watching as Lyra breathed in, helping it into her nostrils by using her own daemon’s tail as a brush. Will heard a change in the sounds from outside: there was another note now as well as the roar of the zeppelins. It sounded familiar, like an intrusion from his own world, and then he recognized the clatter of a helicopter. Then there was another and another, and more lights swept across the ever-moving trees outside, in a brilliant green scatter of radiance. Mrs. Coulter turned briefly as the new sound came to her, but too briefly for Will to jump and seize the gun. As for the monkey daemon, he glared at Will without blinking, crouched ready to spring. Lyra was moving and murmuring. Will bent down and squeezed her hand, and the other daemon nudged Pantalaimon, lifting his heavy head, whispering to him. Outside there was a shout, and a man fell out of the sky, to land with a sickening crash not five yards from the entrance to the cave. Mrs. Coulter didn’t flinch; she looked at him coolly and turned back to Will. A moment later there came a crack of rifle fire from above, and a second after that, a storm of shooting broke out, and the sky was full of explosions, of the crackle of flame, of bursts of gunfire. Lyra was struggling up into consciousness, gasping, sighing, moaning, pushing herself up only to fall back weakly, and Pantalaimon was yawning, stretching, snapping at the other daemon, flopping clumsily to one side as his muscles failed to act. As for Will, he was searching the cave floor with the utmost care for the pieces of the broken knife. No time to wonder how it had happened, or whether it could be mended; but he was the knife bearer, and he had to gather it up safely. As he found each piece, he lifted it carefully, every nerve in his body aware of his missing fingers, and slipped it into the sheath. He could see the pieces quite easily, because the metal caught the gleam from outside: seven of them, the smallest being the point itself. He picked them all up and then turned back to try and make sense of the fight outside. Somewhere above the trees, the zeppelins were hovering, and men were sliding down ropes, but the wind made it difficult for the pilots to hold the aircraft steady. Meanwhile, the first gyropters had arrived above the cliff. There was only room for them to land one at a time, and then the African riflemen had to make their way down the rock face. It was one of them who had been picked off by a lucky shot from the swaying zeppelins. By this time, both sides had landed some troops. Some had been killed between the sky and the ground; several more were wounded and lay on the cliff or among the trees. But neither force had yet reached the cave, and still the power inside it lay with Mrs. Coulter. Will said above the noise: â€Å"What are you going to do?† â€Å"Hold you captive.† â€Å"What, as hostages? Why should they take any notice of that? They want to kill us all anyway.† â€Å"One force does, certainly,† she said, â€Å"but I’m not sure about the other. We must hope the Africans win.† She sounded happy, and in the glare from outside, Will saw her face full of joy and life and energy. â€Å"You broke the knife,† he said. â€Å"No, I didn’t. I wanted it whole, so we could get away. You were the one who broke it.† Lyra’s voice came urgently: â€Å"Will?† she muttered. â€Å"Is that Will?† â€Å"Lyra!† he said, and knelt quickly beside her. Ama was helping her sit up. â€Å"What’s happening?† Lyra said. â€Å"Where are we? Oh, Will, I had this dream†¦Ã¢â‚¬  â€Å"We’re in a cave. Don’t move too fast, you’ll get dizzy. Just take it carefully. Find your strength. You’ve been asleep for days and days.† Her eyes were still heavy, and she was racked by deep yawns, but she was desperate to be awake, and he helped her up, putting her arm over his shoulder and taking much of her weight. Ama watched timidly, for now that the strange girl was awake, she was nervous of her. Will breathed in the scent of Lyra’s sleepy body with a happy satisfaction: she was here, she was real. They sat on a rock. Lyra held his hand and rubbed her eyes. â€Å"What’s happening, Will?† she whispered. â€Å"Ama here got some powder to wake you up,† he said, speaking very quietly, and Lyra turned to the girl, seeing her for the first time, and put her hand on Ama’s shoulder in thanks. â€Å"I got here as soon as I could,† Will went on, â€Å"but some soldiers did, too. I don’t know who they are. We’ll get out as soon as we can.† Outside, the noise and confusion were reaching a height; one of the gyropters had taken a fusillade from a zeppelin’s machine gun while the riflemen were jumping out on the cliff top, and it burst into flames, not only killing the crew but also preventing the remaining gyropters from landing. Another zeppelin, meanwhile, had found a clear space farther down the valley, and the crossbow men who disembarked from it were now running up the path to reinforce those already in action. Mrs. Coulter was following as much as she could see from the cave mouth, and now she raised her pistol, supporting it with both hands, and took careful aim before firing. Will saw the flash from the muzzle, but heard nothing over the explosions and gunfire from outside. If she does that again, he thought, I’ll rush and knock her over, and he turned to whisper that to Balthamos; but the angel was nowhere near. Instead, Will saw with dismay, he was cowering against the wall of the cave, back in his angel form, trembling and whimpering. â€Å"Balthamos!† Will said urgently. â€Å"Come on, they can’t hurt you! And you have to help us! You can fight – you know that – you’re not a coward – and we need you – â€Å" But before the angel could reply, something else happened. Mrs. Coulter cried out and reached down to her ankle, and simultaneously the golden monkey snatched at something in midair, with a snarl of glee. A voice – a woman’s voice – but somehow minute – came from the thing in the monkey’s paw: â€Å"Tialys! Tialys!† It was a tiny woman, no bigger than Lyra’s hand, and the monkey was already pulling and pulling at one of her arms so that she cried out in pain. Ama knew he wouldn’t stop till he’d torn it off, but Will leapt forward as he saw the pistol fall from Mrs. Coulter’s hand. And he caught the gun – but then Mrs. Coulter fell still, and Will became aware of a strange stalemate. The golden monkey and Mrs. Coulter were both utterly motionless. Her face was distorted with pain and fury, but she dared not move, because standing on her shoulder was a tiny man with his heel pressed against her neck, his hands entwined in her hair; and Will, through his astonishment, saw on that heel a glistening horny spur and knew what had caused her to cry out a moment before. He must have stung her ankle. But the little man couldn’t hurt Mrs. Coulter anymore, because of the danger his partner was in at the hands of the monkey; and the monkey couldn’t harm her, in case the little man dug his poison spur into Mrs. Coulter’s jugular vein. None of them could move. Breathing deeply and swallowing hard to govern the pain, Mrs. Coulter turned her tear-dashed eyes to Will and said calmly, â€Å"So, Master Will, what do you think we should do now?† How to cite The Amber Spyglass Chapter 12 The Break, Essay examples

Laws And Ethics Entrepreneurship Essay Example For Students

Laws And Ethics Entrepreneurship Essay EntrepreneurshipAn entrepreneur is a person who organizes and manages a business or industrial enterprise, attempting to make a profit taking the risk of loss. Although it may seem easy enough, becoming a successful entrepreneur is not rudimentary. Bill gates made it big overnight in 1979 with his creation of an interactive desktop interface he called ‘Windows. To become a successful entrepreneur, you have to have a product or service that consumers really want, an organized form of sales and service and quality advertising. The product or service, which is the foundation of all ones effort, could range from a durable coat hanger to a chain of Mexican cuisine restaurants. Whatever the product is, it has to be of high demand among the consumers. Otherwise ones business would be very detrimental, and unsuccessful. One doesnt have to invent a new product for it to be consumable. Improving on an already existing one is the most common tactic entrepreneurs use. Take the ‘E Yo for example, it is just a yo yo but with a dial on the side which counts how many times it has spun. Just by adding a dial on the side, the makers of ‘E Yo hyped it up to an extent that every kid on the block has one. Promotion and advertising also plays a big role in the success of an entrepreneur. Utilizing the media, one should try and get as much coverage of his product as possible. The consumer has to be well informed and aware about your product for him to be interested in purchasing your product. One of the best forms of advertising is posting posters on the bus or other public transportation vehicles, so that the thousands of people that use the public transportation system everyday will come to know about your product or service. Organized sales service and customer care are fundamental for a successful business. If a customer is not satisfied with the treatment he received during the transaction between him and your business. He is most likely not going to consider purchasing form you in the future, or even mentioning about your product or service to his colleagues. Therefore one should be well organized and use courtesy while dealing with a customer. As has been noted by providing quality advertising, courteous sales and service and an amiable product, one can become a successful entrepreneur. Meanwhile as Bill Gates makes his millions every day, average income homeowners keep on buying lottery tickets hopping to make it big. It may not be easy being an entrepreneur, but if it was, every one would be one.