Studying and Treating the Communicative Dyad Essay -- Medical Conditio

Aphasia is a communication disorder that affects not only the communication of the individual but also the communication of the people who interact with the individual on a regular basis. Language intervention, therefore, should include a component of training and educating the caregivers as well as the person with aphasia (Purdy & Hindenlang, 2005). In recent years, speech-language pathologists (SLPs) have begun to take more of a social context approach to aphasia intervention, making it more functional for the client and including the caregivers through training (Turner & Whitworth, 2006). Many studies have investigated different types of caregiver training programs and their effectiveness on improved communication between the person with aphasia (PWA) and his or her caregiver (Hopper, Holland, & Rewega, 2002; Purdy & Hindenlang, 2005; Turner & Whitworth, 2006). While these studies suggest that caregiver training programs improve the communication dyad, there is little existing evi dence to suggest that skills learned through these programs generalize to settings outside of the therapy room. The types of caregiver training programs, the programs’ effectiveness, and their long-term outcomes have been reviewed by Turner and Whitworth (2006). There were three major types of conversation partner training (CPT) programs that the researchers identified in the available literature. One type was Conversation Analysis motivated therapy, which encourages collaborative conversation, and the communication partners shape their responses based on the previous conversational turn. In this manner, both conversational partners have a responsibility to do their part in achieving a successful interaction. Another type of CPT examined in the rev... ...econd, this study may provide further support for the benefits of actively including the spouse or caregiver in therapy. Finally, it may provide a detailed training program that SLPs can use when training caregivers and loved ones of people with aphasia that could be used as part of the therapeutic process in addition to traditional therapy aimed at improving the communication of the person with aphasia. Works Cited Hopper, T., Holland, A., & Rewega, M. (2002). Conversational coaching: Treatment outcomes and future directions. Aphasiology, 16(7), 745-761. Purdy, M., & Hindenlang, J. (2005). Educating and training caregivers of persons with aphasia. Aphasiology, 19, 377-388. Turner, S., & Whitworth, A. (2006). Conversational partner training programmes in aphasia: A review of key themes and participants’ roles. Aphasiology, 20(6), 483-510.

The Causes of Teen Pregnancy, Violence, and Drug Abuse Essay -- Exposi

The Causes of Teen Pregnancy, Violence, and Drug Abuse The headlines proclaimed the controversial news: race, poverty, and single-parents were NOT the irrevocable harbingers of drug abuse, teen pregnancy, and violence. Instead, researchers were claiming that behaviors that parents and teens could influence -- such as problems at school and the amount of time spent "hanging out with friends" and the type of friends they chose -- could predict trouble. Some cynics speculated that this was a right-wing conspiracy to justify abolishing federal programs for the poor. Some assumed that the media, always keen for a "dog bites man" story, had oversimplified research results to get a newsworthy sound bite. On the other hand, some youth advocates welcomed the idea that impoverished minority youth with single parents didn't necessarily have three strikes against them. This study, "The Effects of Race/Ethnicity, Income, and Family Structure on Adolescent Risk Behaviors", by Robert Blum, MD. has important implications for all parents and adults who work with youth. The study examines the extent to which race and ethnicity (white, black, or Hispanics), income (6 categories, ranging from $10,000 or less to $61,000 or more), and single-parent homes (i.e., family structure) predict several specific problem behaviors among middle school students and among high school students: - Smoking - Alcohol consumption - Suicidal thoughts or attempts - Weapon-related violence - Ever had sexual intercourse (yes/no) These were measured as a continuous range of behaviors, except for sexual intercourse. The results show that race, income, and family structure each influence many of these problem behaviors. I... ... statistics, you will realize that a white teen from a middle-class two-parent family is almost as likely to get into trouble (or stay out of trouble) as a Black or Hispanic teen from a poor single-parent home. This report should encourage parents of disadvantaged minority students, and the teachers and other adults who work with them, because it indicates some important influences that can be modified to help these children. On the other hand, it provides a real wake-up call for white, suburban families who think their children are immune from serious problems. And, it helps explain why substance abuse and tragic violence can occur even in seemingly safe, middle class communities. Source Cited Blum, Robert, MD. "The Effects of Race/Ethnicity, Income, and Family Structure on Adolescent Risk Behaviors" American Journal of Public Health December 2000.

The Affirmative Action Debate Essay example -- affirmative action argu

The Affirmative Action Debate    Most Americans desire a colorblind society. A society where individuals are judged upon merit, as opposed to the color of their skin. That is the reason Affirmative Action was birthed by Lyndon B. Johnson in 1964. That is also the reason that Proposition 209 was voted for in 1996.   These two historical events are driven by the desire of equality.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   What is Affirmative Action?   According to Geraldine Leshin, it is "Taking positive or active steps to accomplish the public policy goal of equal employment opportunity."  Ã‚   What is Proposition 209?   Its a new law that has been passed that "prohibits the state of California and local governments from discriminating against or granting preferential treatment to any individual or group on the basis of race,   sex, color, ethnicity or national origin in public employment, public education or public contracting (San Jose Mercury News)."   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Affirmative action was implemented for important reasons.   "Broadly defined, affirmative action refers to efforts to increase educational and employment opportunities for minorities and women.   More specifically, it applies to various programs and policies designed to increase the number of minorities and women hired by government and industry and admitted into colleges and universities."(Faundez, 213)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Affirmative action is important especially in the work force. Before affirmative action, minorities and women felt, and seemed to be, discriminated against being chosen for the job.   Affirmative action was to help with the "increasing of opportunities for those that were previously discriminated against"(Lemann, 145).   Affirmative action   was created to not only help Black-Amer... ....    Leshin, Geraldine (1979).   Equal Employment Opportunity an Affirmative Action in Labor-Management Relations A PRIMER.   Institute of Industrial Relations:   Los Angeles, Tab H.    Mendoza, Ryan (1996).   Affirmative Action remains the American compromise. The Yale Daily News, Internet.   Available: http://www.townhall.com/columnists.duplantier/dul112195.html (1996, October 4).    Mills, Nicolaus, ed.   Debating Affirmative Action:   Race, Gender, Ethnicity, and the Politics of Inclusion.   New York:   Delta trade Paper-backs, 1994.    Proposition 209 and Affirmative Action (1996).  Ã‚   San Jose Mercury News. Available: http://www.sjercruy.com/news/breaknws.htm    Rockwell, Paul (1996).   Angry White Guys For Affirmative Action. Available:   http://www.dnai.com/~awgfaa/html/angry.html (1996, October 4).

Proble Solution Essay

Problem/Solution Essay Procrastination The biggest problem that has always given me trouble is procrastination. Though I’m not the only student that suffers from this problem, it is one of the most common occurrences among teenagers. How procrastination is detected is shown by people doing their work at the last second and rushing to get it done. Ways I procrastinate it by getting side tracked by something usually more entertaining; for instance TV, radio, or even video games.When I start to do my work I always get bored with a silent room, so I happen to turn on the TV and listen to it. Instead of listening to the TV I turn around and start to watch it. Before I realize what I am doing I turn to the clock and thirty minutes have already passed. Another problem that I have is being too lazy to make the effort to get the work done, or just even start it. I am lazy because I work and go to school so when I get home from work I don’t want to even do anything beside just si t there and watch TV or something.Being forgetful is a big problem I also have, when I go to school and a teacher gives me home work I don’t write it down or anything, then by the time I get home I don’t remember to do it. This is bad because not doing my home work gets me in trouble with school and my parents. As I have gotten older I procrastinate less but it is still bad, but not as bad as when I was younger. When I was younger I would almost never turn in my work either because I forgot to do it or I wanted to go hang out with friends instead of taking the time to sit down and do it.When I procrastinate work does not get done. I also forget when important date’s things are due. Forgetting important date’s is bad because when a big project is due and you don’t have any work done it makes my grades suffer a lot. For example last year I forgot a 100 point project was due. My grade was a 78% and when I didn’t turn that project in it really h urt my grade. It dropped me down to a 60%. Thanks to that happening I almost didn’t pass that class. Thankfully I did well on the finals and it put my grade to a higher D. hat is when I realized I had a big problem, through out my senior year I have been trying to fix this terrible. I have been doing really well on making sure all my work is getting done and saying no to friends that want to hang out. I just simply tell them that I have home work to do and it’s important because it is my last year in school and I want to pass with good grades. Ways I can approach this issue is start paying close attention to when dates are due and when assignments need to get done. This will better me in school and also life.Some other ways I can get pass this issue is just focus on the main goal no matter how boring it might be, and how much more something else might be more exciting. In life one mistake on a assignment might cost me my job so I have to really pay attention to detail and just kick the lazy habit and put my best foot forward and try my hardest to make sure I succeed in life and in school. Another way I can also approach this problem is by making a schedule and write down when the assignments are due and when and where I need to turn them in at, doing this will help me a great deal in college and also in the work force.Making sure I use time management will be very effective with me handling my work. If a teenage like me has this issue the best way to confront it is to sit down and think of ways they can get past it. I know that with me sitting down and thinking of ways of beating this problem it has helped me a lot in the long run. I have been getting better grades and all my work has been getting turned in. I know that if I can do it then so can anybody else that has this same problem.

Strengths Paper

â€Å" A good objective of leadership is to help those who are doing poorly to do well and to help those who are doing well to do even better. †~ Jim Rohn Throughout history, people have needed leaders to help them handle certain situations and work through problems. Anybody can become a leader, but first they must determine what their strengths are. There is now a test that one can take online that outlines their five top strengths and explains in detail what each one means. It varies for each person that takes it, but my top five strengths are achiever, adaptability, strategic, restorative, and relator.The first of my strengths is achiever. This means that whenever I start something, I like to finish it and generally do whatever it takes to reach that goal. My second strength, adaptability, in a way, ties into the first one. Adaptability means being able to approach problems from different angles and finding new ways to complete things when one idea doesn't work. I feel like these two strengths relate to me pretty well. I do not like to leave projects open ended whenever I start them and I'm usually pretty good at ‘rolling with the punches. These two allow me to tackle situations in a variety of ways and leave me with plenty of the proverbial â€Å"plan B's† in case any of the first attempts do not work properly. My third strength, strategic, also aids my ability to work through problems. This particular strength allows me to think about the situation fully before jumping into it. Once I figure out what's happening, I can come up with a plan that best suites the circumstances and work on accomplishing it. By nature, I have found out that I more of a planner.I like to lay things out in my head before I start so things run more smoothly once I begin, which works well with my strategic strength. The last two strengths, restorative and relator, confused me for a little bit. I can put myself into other people's shoes easily and I would much rat her mend my broken relationships than burn those bridges, but I wouldn't necessarily put them into my top five. It's not a bad thing by any means, though! As a whole, these five strengths work well together nicely and, in a certain situation, could play off of each other in a very effective way!For example, let's say that I worked at a burger joint downtown. Well, everyone gets hungry and the need to eat usually overwhelms any other feeling that one could have. So, here's the scene: it's a hot summer day and after classes, I decide that I'm going to go get some free food at the restaurant that I work at. Walking in, I know what I want to achieve: I want a big, juicy burger with mustard, ketchup, tomatoes, pickles, onions, and cheese with a side of fresh onion rings. I grill the burger, pull out the buns, and head to the fridge to grab all the condiments.I generally only like to make one trip, so I carry all the items to the table where my burger is waiting. Little did I know that so meone had spilled Coke earlier in the day! As I slip on the spill, the pickles and ketchup fall to the tile in the kitchen and shatter. I have to adapt to the new situation, so I come up with a new strategy. Banana peppers and a little bit of mayo would fill in for the dropped items nicely! I bring all the items over to the table and restore what could have been a disaster.I can now take my delicious lunch outside, find someone that I can relate to, and have a conversation over fresh burgers and crispy onion rings. Everybody has the potential to be a leader. Before they assume this responsibility though, it is best that they find out what their top strengths are so that they can benefit a larger amount of people more effectively through their actions. For me, my top strengths are achiever, adaptability, strategic, restorative, and relator. With these, I can figure out problems, find out ways to solve them, get others input on the subject, and come out of the situation intact.

How to Write a Book Review

How to Write a Book Review A book review is a description, critical analysis, and an evaluation on the quality, meaning, and significance of a book, not a retelling. It should focus on the book's purpose, content, and authority. A critical book review is not a book report or a summary. It is a reaction paper in which strengths and weaknesses of the material are analyzed. It should include a statement of what the author has tried to do, evaluates how well (in the opinion of the reviewer) the author has succeeded, and presents evidence to support this evaluation. There is no right way to write a book review. Book reviews are highly personal and reflect the opinions of the reviewer. A review can be as short as 50-100 words, or as long as 1500 words, depending on the purpose of the review. The following are standard procedures for writing book reviews; they are suggestions, not formulae that must be used. 1. Write a statement giving essential information about the book: title, author, first copyright date, type of book, general subject matter, special features (maps, color plates, etc. ), price and ISBN. 2. State the author’s purpose in writing the book. Sometimes authors state their purpose in the preface or the first chapter. When they do not, you may arrive at an understanding of the book’s purpose by asking yourself these questions: a. Why did the author write on this subject rather than on some other subject? b. From what point of view is the work written? c. Was the author trying to give information, to explain something technical, to convince the reader of a belief’s validity by dramatizing it in action? d. What is the general field or genre, and how does the book fit into it? (Use outside sources to familiarize yourself with the field, if necessary. Knowledge of the genre means understanding the art form. and how it functions. e. Who is the intended audience? f. What is the author's style? Is it formal or informal? Evaluate the quality of the writing style by using some of the following standards: coherence, clarity, originality, forcefulness, correct use of technical words, conciseness, fullness of development, fluidity. Does it suit the intended audience? g. Scan the Table of Contents, it can help understand how the book is organized and will aid in determining the author's main ideas and how they are developed – chronologically, topically, etc. . How did the book affect you? Were any previous ideas you had on the subject changed, abandoned, or reinforced due to this book? How is the book related to your own course or personal agenda? What personal experiences you've had relate to the subject? h. How well has the book achieved its goal? i. Would you recommend this book or article to others? Why? 3. State the theme and the thesis of the book. a. Theme: The theme is the subject or topic. It is not necessarily the title, and it is usually not expressed in a complete sentence. It expresses a specific phase of the general subject matter. . Thesis: The thesis is an author’s generalization about the theme, the author’s beliefs about something important, the book’s ph ilosophical conclusion, or the proposition the author means to prove. Express it without metaphor or other figurative language, in one declarative sentence. Example Title: We Had it Made General Subject Matter:  Religious Intolerance Theme: The effects of religious intolerance on a small town Thesis: Religious intolerance, a sickness of individuals, contaminates an entire social group 4. Explain the method of development-the way the author supports the thesis. Illustrate your remarks with specific references and quotations. In general, authors tend to use the following methods, exclusively or in combination. a. Description:  The author presents word-pictures of scenes and events by giving specific details that appeal to the five senses, or to the reader’s imagination. Description presents background and setting. Its primary purpose is to help the reader realize, through as many sensuous details as possible, the way things (and people) are, in the episodes being described. b. Narration: The author tells the story of a series of events, usually presented in chronological order. In a novel however, chronological order may be violated for the sake of the plot. The emphasis in narration, in both fiction and non-fiction, is on the events. Narration tells what has happened. Its primary purpose is to tell a story. c. Exposition: The author uses explanation and analysis to present a subject or to clarify an idea. Exposition presents the facts about a subject or an issue as clearly and impartially as possible. Its primary purpose is to explain. d. Argument: The author uses the techniques of persuasion to establish the truth of a statement or to convince the reader of its falsity. The purpose is to persuade the reader to believe something and perhaps to act on that belief. Argument takes sides on an issue. Its primary purpose is to convince. 5. Evaluate the book for interest, accuracy, objectivity, importance, thoroughness, and usefulness to its intended audience. Show whether the author's main arguments are true. Respond to the author's opinions. What do you agree or disagree with? And why? Illustrate whether or not any conclusions drawn are derived logically from the evidence. Explore issues the book raises. What possibilities does the book suggest? What has the author omitted or what problems were left unsolved? What specific points are not convincing? Compare it with other books on similar subjects or other books by the same as well as different authors. Is it only a reworking of earlier books; a refutation of previous positions? Have newly uncovered sources justified a new approach by the author? Comment on parts of particular interest, and point out anything that seems to give the book literary merit. Relate the book to larger issues. 6. Try to find further information about the author – reputation, qualifications, influences, biographical, etc. any information that is relevant to the book being reviewed and that would help to establish the author's authority. Can you discern any connections between the author's philosophy, life experience and the reviewed book? 7. If relevant, make note of the book's format – layout, binding, typography, etc. Are there maps, illustrations? Do they aid understanding? 8. Check t he back matter. Is the index accurate? Check any end notes or footnotes as you read from chapter to chapter. Do they provide important additional information? Do they clarify or extend points made in the body of the text? Check any bibliography the author may provide. What kinds of sources, primary or secondary, appear in the bibliography? How does the author make use of them? Make note of important omissions. 9. Summarize (briefly), analyze, and comment on the book’s content. State your general conclusions. Pay particular attention to the author's concluding chapter. Is the summary convincing? List the principal topics, and briefly summarize the author’s ideas about these topics, main points, and conclusions. Use specific references and quotations to support your statements. If your thesis has been well argued, the conclusion should follow naturally. It can include a final assessment or simply restate your thesis. Do not introduce new material at this point. Some Considerations When Reviewing specific genres: Fiction  (above all, do not give away the story) Character 1. From what sources are the characters drawn? 2. What is the author's attitude toward his characters? 3. Are the characters flat or three-dimensional? 4. Does character development occur? 5. Is character delineation direct or indirect? Theme 1. What is/are the major theme(s)? 2. How are they revealed and developed? 3. Is the theme traditional and familiar, or new and original? 4. Is the theme didactic, psychological, social, entertaining, escapist, etc. in purpose or intent? Plot 1. How are the various elements of plot (eg, introduction, suspense, climax, conclusion) handled? 2. What is the relationship of plot to character delineation? 3. To what extent, and how, is accident employed as a complicating and/or resolving force? 4. What are the elements of mystery and suspense? 5. What other devices of plot complication and resolution are employed? 6. Is there a sub-plot and how is it related to the main plot? 7. Is the plot rimary or secondary to some of the other essential elements of the story (character, setting, style, etc. )? Style 1. What are the â€Å"intellectual qualities† of the writing (e. g. , simplicity, clarity)? 2. What are the â€Å"emotional qualities† of the writing (e. g. , humour, wit, satire)? 3.. What are the â€Å"aesthetic qualities† of the writing (e. g. , harmony, rhythm)? 4. What stylistic devices are employed (e. g. , symbolism, motifs, parody, allegory)? 5. How effective is dialogue? Setting 1. What is the setting and does it play a significant role in the work? 2. Is a sense of atmosphere evoked, and how? . What scenic effects are used and how important and effective are they? 4. Does the setting influence or impinge on the characters and/or plot? Biography 1. Does the book give a â€Å"full-length† picture of the subject? 2. What phases of the subject's life receive greatest treatment and is this treatment justified? 3. What is the point of view of the author? 4. How is the subject matter organized: chronologically, retrospectively, etc.? 5. Is the treatment superficial or does the author show extensive study into the subject's life? 6. What source materials were used in the preparation of the biography? . Is the work documented? 8. Does the author attempt to get at the subject's hidden motives? 9. What important new f acts about the subject's life are revealed in the book? 10. What is the relationship of the subject's career to contemporary history? 11. How does the biography compare with others about the same person? 12. How does it compare with other works by the same author? History and other Nonfiction 1. With what particular subject or period does the book deal? 2. How thorough is the treatment? 3. What were the sources used? 4. Is the account given in broad outline or in detail? 5. Is the style that of reportorial writing, or is there an effort at interpretive writing? 6. What is the point of view or thesis of the author? 7. Is the treatment superficial or profound? 8. For what group is the book intended (textbook, popular, scholarly, etc. )? 9. What part does biographical writing play in the book? 10. Is social history or political history emphasized? 11. Are dates used extensively, and if so, are they used intelligently? 12. Is the book a revision? How does it compare with earlier editions? 13. Are maps, illustrations, charts, etc. used and how are these to be evaluated? Poetry 1. Is this a work of power, originality, individuality? 2. What kind of poetry is under review (epic, lyrical, elegiac, etc. )? 3. What poetical devices have been used (rhyme, rhythm, figures of speech, imagery, etc. ), and to what effect? 4. What is the central concern of the poem and is it effectively expressed? Subject headings used in the catalog: Book reviewing  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Criticism Related books: Book reviewing : a guide to writing book reviews for newspapers, magazines, radio, and television. Boston. The Writer, 1978 PN98. B7 B6 Drewry, John. Writing Book Reviews. Boston: The Writer, 1974. PN98. B7 D7 1974 Teitelbaum, Harry. How to Write Book Reports. New York: Monarch Press, 1975. LB2369 . T4 Miller, Walter James. How to write book reports : — analyzing and evaluating fiction, drama, poetry, and non-fiction  New York. Arco Pub. , 1984. LB2369 . M46 1984 Sources of Book Reviews Book Review Digest  1985+ INDEX Z1219 . C96 Book Review Index  1965+ INDEX Z1035. A1 B6 Contemporary Authors  REFERENCE Z1224 . C5 Related Websites: How to Write a Book Review. Stauffer Library. http://library. queensu. ca/inforef/bookreview/wri. htm Writing Book Reviews. University of Waterloo Library. http://library. uwaterloo. a/libguides/1-12. html ————————————————- How to Write a Book Review. Dalhousie University Libraries. http://www. library. dal. ca/How/Guides/BookReview/ How to Write a Book Review chillibreeze writer  Ã¢â‚¬â€Ã‚  Amy Sengupta A book review is a critical summary of a book. It is an open forum where one analyses and forms an opinion of the writers work. This critical evaluation is not only a useful source of information for the reader, but for those who intend to read the book. The essential step for writing a book review is to read it thoroughly and understand the contents of the book. One has to understand that it is simply not a summary but a critique. The three important steps in writing a book review are: Step 1: Introduction Start by mentioning the essentials like the title of the book, author’s name and relevant publishing information. You should also specify what type of literature it. For example it could be a sociological analysis, a historical book, a purely academic one or a lighter piece of work. Normally, the background about the writer is not required but one should not omit it if it’s of special relevance – for example a refugee writing on refugees. This helps to put the text in a specific context. Step 2: Main Section – Description and Summary The main section ideally consists of two sections – the description and the summary. The description can have excerpts from the book that give valuable insight into the work. However, while reviewing the storyline one has to make sure that the suspense of the story is not given away. Step 3: The Critical Analysis In this section, one has to remember not to critically analyze the entire book but take out those points which are intriguing. For example, if the book is on the urban poor, one can perhaps focus on their politics and culture. Your opinion on the book is crucial here as it shapes your analysis. It helps to provide an insight into the attributes of the book – Is it worth reading, is it interesting and so on. This section should also talk about one’s learning’s from the book and whether it holds an important or interesting message that caught your attention. Chillibreeze's disclaimer: The views and opinions expressed in this article are those of the author(s) and do not reflect the views of Chillibreeze as a company. Chillibreeze has a strict anti-plagiarism policy. Please contact us to report any copyright issues related to this article.

Stefan’s Diaries: Origins Chapter 23

That night, though, the embrace did end, and I fell into a black, dreamless sleep. But my mind and body jerked into sudden wakefulness when I heard a sharp clanging sound that seemed to reverberate through my limbs. â€Å"Murderers!† â€Å"Killers!† â€Å"Demons!† The words floated through the open window, chant-like. I crept to the window and creaked open the shutter. Outside, across the pond, there were flashes of fire, and I even heard the sound of rifles firing. Dark bodies moved en masse, like a swarm of locusts descending upon a cotton field. â€Å"Vampires! Killers!† I began to make out more and more words from the angry roar of the crowd. There had to be at least fifty men in attendance. Fifty drunken, angry, murderous men. I grabbed Katherine's shoulder and began shaking her hard. â€Å"Wake up!† I whispered urgently. She sat up with a start. The whites of her eyes looked huge, and there were shadows beneath her eye sockets. â€Å"What is it? Is everything okay?† Her fingers fluttered to her necklace. â€Å"No, it's not okay,† I whispered. â€Å"The brigade is out. They're searching for vampires. They're on the main road right now.† I pointed out the window. The yelling and shouts were getting closer. The fire blazed in the night, flames reaching toward the night sky like red daggers. Fear shot through me. This wasn't supposed to be happening–not yet. Katherine slipped out of bed, tucking the white quilt around her body, and closed the shutters with a bang. â€Å"Y father,† she said, her voice hard. our I shook my head. It couldn't be. â€Å"The siege is set for next week, and Father is not the type to deviate from an established plan.† â€Å"Stefan!† Katherine said sharply. â€Å"Y ou promised you would do something. Y have to ou stop this. These men don't know what they're fighting, and they don't know how dangerous this is. If they keep doing this, people will get hurt.† â€Å"Dangerous?† I asked, rubbing my temple. I suddenly had a pounding headache. The shouting grew quieter now; it seemed the mob was pressing forward–or perhaps dispersing. I wondered if this was more a protest spurred by liquid courage than an actual siege. â€Å"Not from me, but from whoever has launched these attacks.† Katherine's eyes met mine. â€Å"If the townspeople know what's safe for them, what's best for them, they'd stop the hunt. They'd allow us to resolve things. They'd allow us to find the source of the attacks.† I sat on the edge of the bed and rested my elbows against my knees, staring down at the worn wooden floorboards in dismay, as if I could find some sort of answer, some sort of way to stop what already seemed to be happening. Katherine took my face in her hands. â€Å"I am entirely at your mercy. I need you to protect me. Please, Stefan.† â€Å"I know, Katherine!† I said half-hysterically. â€Å"But what if it's too late? They have the brigade, they have their suspicions, they even have an invention designed to find vampires.† â€Å"What?† Katherine reared back. â€Å"An invention? Y didn't tell me that,† she said, her voice taking ou on a note of accusation. A hard lump settled in my chest as I explained Jonathan's device. How had I failed to mention it to Katherine? Would she ever forgive me? â€Å"Jonathan Gilbert.† Katherine's face twisted in contempt. â€Å"So that fool thinks he can just hunt us down? Like animals?† I recoiled. I'd never heard Katherine use that harsh tone. â€Å"I'm sorry,† Katherine said in a more composed voice, as if she'd sensed the flicker of fear in my heart. â€Å"I'm sorry. It's just †¦ you simply can't imagine what it's like to be hunted.† â€Å"The voices seem to be quieting.† I peeked through the shutters. The mob was indeed beginning to disperse, the flames becoming shaky dots in the inky black night. The danger was seemingly gone. For now at least. But by next week, they'd have Jonathan's invention. They'd have a list of vampires. And they'd find every single last one of them. â€Å"Thank goodness.† Katherine sank down onto the bed, pale as I'd ever seen her. A lone tear fell from her eye and trickled down her alabaster skin. I reached to wipe it away with my index finger, then gently touched my tongue to my skin, an echo of what I'd done at the Founders Ball. I sucked my finger, finding that her tears tasted salty. Human. I pulled her to me, wrapping her in a tight embrace. I'm not sure how long we sat there, together. But as the faint light of the morning came through the windows, I stood up. â€Å"I will stop it, Katherine. I will protect you to the death. I swear it.†