Juvenile Delinquency Prevention and Treatment Assignment

Juvenile Delinquency Prevention and Treatment - Assignment Example Correspondingly, this paper intends to critically describe the notions of delinquency prevention and delinquency treatment along with explaining the respective fundamental principles. Furthermore, the paper conducts a critical analysis of effectiveness, underlying the similarity and the differentiation in between delinquency prevention and delinquency treatment along with identifying the importance of juvenile justice system with respect to juvenile delinquency. DELINQUENCY PREVENTION Recent analysis of American society has revealed that America as a nation faces a significant risk of juvenile delinquency. Concerning the youth’s anti-social activities, the US Federal law has incorporated several state policies with the juvenile court system in order to prevent the act of delinquency. Based on the Juvenile Justice and Delinquency Prevention Act of 1974, the US government provides a lot of funds to the states for focusing on an assortment of delinquency protection principles and Acts. The core protection principles as well as Acts are especially focused on four parameters which include Deinstitutionalization of Status Offenders (DSO), Disproportionate Minority Confinement (DMC), sight and sound as well as jail removal. The DSO along with sight and sound protection Acts are included with the original Federal law 1974. However, owing to the increasing rate of physical, mental and sexual assaults, suicides and drug addictions, the government of the US had to add ‘Jail Removal’ Act in 1980. Furthermore, federal system of the US also added DMC Act with the constitution in 1992 for effectively restraining rising issues related with the youth crime within the American society (United States Legal Inc, â€Å"Juvenile Justice and Delinquency Prevention Act Law & Legal Definition†). FUNDAMENTAL PRINCIPLES The prevention of juvenile delinquency is ascertained to be utmost important for attaining all-round socio-economic development of a country. F urthermore, a culturally sound society seeks for immediate focus on the prevention measures of juvenile delinquency. Accordingly, it has been ascertained that several factors are responsible for the emergence of juvenile crime such as economic and social factors, urbanization and impact of media among others. In this context, an assortment of principles is required to be followed for the prevention of juvenile delinquency. Correspondingly, a few important principles are represented below: The government should emphasize and promote humanistic orientation programs to reduce criminal activities among the juveniles The entire society should duly involve in developing harmony among the adolescents The parents should take initiatives to guide their children properly In accordance with national legal system, various preventive programs should be implemented in the society such as DMC and gang reduction program among others (United States Legal Inc, â€Å"Juvenile Justice and Delinquency Prevention Act Law & Legal Definition†) EXAMPLES OF THE TYPES OF PREVENTION STRATEGIES AND AN ANALYSIS OF THEIR EFFECTIVENESS In order to restrain the adverse consequences of juvenile delinquency, several prevention strategies and programs are implemented in t

Tucson 4th ave streetcar Essay Example | Topics and Well Written Essays - 1500 words

Tucson 4th ave streetcar - Essay Example So far, the development plan is underway and the streetcar is soon getting an operation, however, the project draws a number of criticisms right from its planning to the effects of the finished railroad in the city. Efficiency in transportation reduces time lost in traffic thereby making the economy more efficient. For a long time the city of Tucson has merely relied on the efficient road network to provide connections to all the places within the city. The city has a dedicated metropolitan bus service coupled with a number of private taxi services that have by far ensured efficient transportation in and out of the city. However, the city just as any other part of the country is expanding. The city continues to attract more investors, which implies that more people move into the city all of who require effective means of transportation. This implies that while the sizes and the conditions of the road network have remained unchanged for quite some time, the demand has significantly in creased resulting in both congestion in the public places such as bus stations and traffic jams on the roads and major highways. The city therefore needed some more radical means of transportation, one which could transport a large number of people and do so efficiently fast. This could drastically reduce congestion and save time. Expansion of the road networks seemed more expensive and had more severe economic ramifications, the rest of the world and even New York among other cities in the United States have all tried and tested the efficiency of streetcars a feature, which prompted the council government of Tucson to employ one. However, the cost constructing one would overburden the taxpayers, which is the key source of revenue for the council government. The project, which expected to complete in June 2013, had an initial budget of one hundred and fifty million dollars but that has since increased to two hundred million owing to readjustments on a number of construction features (Golem and Janet 33). The project draws its funding from the voter approved regional transportation authority and federal agents both of which rely on taxes. Once completed the project is expected to relieve the public transport system and revamp business in the city’s major business districts. The project has so far served as one of the highest employers in the city of Tucson, its construction process alone has caused more than a thousand temporary construction jobs but the streetcar project is expected to create more than two thousand permanent jobs once it gets operational. Additionally, more than twenty construction companies set up in the neighborhood to sustain the construction process. More than one thousand five hundred more people will be employed by the Sun Link Tucson Transport Company to sustain the entire transportation process. Furthermore, the electricity powered streetcar promises efficiency, The Sun Link Tucson, which is the company mandated with operating t he streetcar, has a success history with managing public transportation and won the Best Transit system in 2005. It is therefore expected that the streetcar project will attain similar efficiency thereby decongesting the city. The mapping of the streetcar route passes

Program, curriculum development and instructional strategies Essay Example for Free

Program, curriculum development and instructional strategies Essay I. Programs Bridges Learning System: This program uses five step processes involving submit, evaluate, outline, extend, success to develop the students aptitudes and talents that are very important in the classroom through evaluating test results and constructing a profile each student skills and abilities. By then, students’ necessities are known and a particular program will be developed for its learning exercises needs (Brock, 2003). Cognitively-Guided Instruction (CGI): This model is a product of research of students thinking that teachers able to restructure their knowledge and understanding to what the students need. This done through direct-modeling actions, reasoning to the problem, and moving to other strategies that are needed for the improvement of the students (Carpenter, 2003). Four Blocks Literacy: The four blocks represents four different approaches to directed comprehension, self-selected comprehension, inscription and working with terms. Through this students don’t just learn, at the same time they provided with the needed instruction according to the personality of the student. These blocks are multi-level depending on the performance and needs of the student (Cunningham, 1989). Spalding Method: This method is a total language arts approach in spelling, writing, listening and reading comprehensions. This approach is very effective to both regular and special education (Christie, 2000). II. Curriculum Development and Instructional Strategies. Cooperative Learning: Through optimistic interdependence, driven interaction, and personal responsibility, mutual efforts could be a useful tool to promote the groups’ objectives and success rather than viable and personal efforts (Stefl-Mabry Powers, 2005). Direct Instruction: Learning is hastened up through comprehensive presentations, ruling out misconceptions, and assisting generalizations. Students are properly monitored to evaluate the performance, periodically assessed for perceptions and immediately corrected for their errors (Oregon, 2003). Mastery Learning: Learning is centered on the methods of mastering rather than the content but it works best with the conventional substance-centered curriculum through distinct objectives and varieties of instructional techniques and suitable series of results (University, 2004). Modeling Instruction: This method of instruction is done through creating scientific models and providing primary theoretical apparatus for modeling intended to appreciate the physical world and to familiarize and develop the students’ insights on how scientific knowledge fits with the real world (Wells Hestenes, 2003). These programs, curriculum and instructional instructions are developed and evaluated by Arizona K-12 Center’s Technical Review Council and found to be effective in meeting the instructional and educational needs of diverse student population. References Brock, B. (2003). Bridges Learning Systems ® [Electronic Version]. Retrieved October 6, 2007 from http://azk12. nau. edu/bestpractices/recognizedprograms/. Carpenter, T. (2003). Cognitively Guided Instruction (CGI) [Electronic Version]. Retrieved October 6, 2007 from http://azk12. nau.edu/bestpractices/recognizedprograms/. Christie, B. (2000). Topic teamwork: A collaborative integrative model for increasing student-centered learning in grades K-12. Journal of Physical Education, Recreation Dance, 71(8), 28-32. Cunningham, P. (1989). Four Blocks Literacy [Electronic Version]. Retrieved October 6, 2007 from http://azk12. nau. edu/bestpractices/recognizedprograms/. Oregon, E. (2003). Direct Instruction [Electronic Version]. Retrieved October 6, 2007 from http://azk12. nau. edu/bestpractices/recognizedprograms/. Stefl-Mabry, J. , Powers, J. G. (2005). Collaborative, Problem-Based Learning: University and K-12 Partnerships. Knowledge Quest. ProQuest Education Journals, 33(4), 14-16. University, N. A. (2004). Instructional Strategies and Commercial Programs [Electronic Version]. Retrieved October 6, 2007 from http://azk12. nau. edu/bestpractices/recognizedprograms/. Wells, M. , Hestenes, M. (2003). Modeling Instruction [Electronic Version]. Retrieved October 6, 2007 from http://azk12. nau. edu/bestpractices/recognizedprograms/.

Inter Professional Collaboration In Practice

Inter Professional Collaboration In Practice Inter-professional Education (IPE) occurs when two or more professions learn together with the object of cultivating collaborative practice (CAIPE 2002). The benefits, as purported by (Barr 2002) are to have mutual understanding and respect, broadminded attitudes and perceptions and minimised stereotypical thinking. This thinking is informed by the legislative policy requirements of health and social care agencies to work closely and collaboratively together with service user along with professional guidelines (DH 2006, GSCC 2008, and QAA 2008). Communicating with other health and social care professionals, understanding contrasting perspectives, being involved in the seminars, groupwork trigger exercises, and IPE literature has enhanced my learning at the conference and has informed my practice for the future. The module began with introductions and the team members each described their professional roles. (Dombeck 1997) refers to the importance of knowing your own professional identity and that of others before you are able to be able to form useful IP relationships. As students there was an initial understanding of each of our own professional roles and this was enhanced by discussion. Through this social process of learning we were able to correct each others bias and assumptions. The multidisciplinary group was not universal in its wish to achieve as much from the course as possible; this became understandable later, when it was clarified that the course did not form part of the medical degree qualification. A sense of inequality developed, which led the group to question the value placed on IPE within the medical profession. (Stapleton 1998) refers to open and honest and equal participation being conducive to collaborative relationships between professions. Despite this perceived ineq uality the group functioned well together. Open and honest discussions ensued although any interactions were superficial given the duration of the conference. Contact was sparse following the conference and there was little use of the IT systems placed on blackboard to assist or cement further learning. Professor Means (2010) presentation resonated with me, as he spoke of championing ones own values and ethics, whilst seeing different perspectives and challenging boundaries of roles. He viewed this to be achievable with positive interactions and collaborations and engendering mutual trust and support. This led me to reflect on the nature of this discussion and contribute to the completion of one of our sentences. Challenging professional boundaries creatively, whilst advocating ones own professions values and ethics. Pecukonis et al (2008) state that ethics relate to the pursuit of human betterment but these can be viewed and interpreted by different professions and refers to the term profession-centrism.This was underpinned by discussion within the group of the crossover in roles occurring within health and social care for example occupational therapist carrying out some of the duties of nurses and vice versa, whilst also being the eyes and ears for social workers. This caused me t o consider that social work is done by many professionals and its boundaries are not clear. This, whilst confusing, can lead to more professional fulfilment within roles and lead to a stronger skill mix which, with the service user at the centre, will lead to a better service and resource savings. Social, political and economic elements would welcome this cross over of skills however there is a possibility of a devaluing the value of each profession. (Barr 2004) supports this view and discusses the new flexible worker giving patients a holistic approach but also advocates respect for specialisms within teams. The upgrading of responsibility and specialisation of medical tasks to nurses previously in the Doctors domain was discussed and there was a consensus within the group that this was a positive experience as it valued knowledge and not hierarchical structures of power. (Baker et al 2006) discusses the modernisation of healthcare and the move towards a team based model of healthcare delivery. Power has traditionally been sanctioned through authority and has in general been located within the medical profession (Colyer 2004) advises that the last fifteen years have seen a sea change in the medical professions organisation, structure and agency and this has improved the quality of intervention to service users. The seminar on Intermediate Care by Williams and Drake (2010) increased my knowledge of how the multidisciplinary teams within the Community Health Team and Bristol City Council work together to provide holistic, flexible and client centred services with a single point of access. This occurs despite different IT, communication and reward systems and the challenges for the future viewed as aligning the organisational aims and objectives, recording systems, and professional views to transform consistency, capacity and efficiency. This enabled me to understand the daily pressures of working between organisations and the further challenges that present themselves with the current political and financial changes currently affecting the NHS and how the stereotyping of roles and their responsibilities are changing as are service user involvement. The terms service user, patient and client were debated by the group and the subtle ways that language inform the discourse. Service user as a term was decided upon as it was the least discriminatory although consensus was not possible and the problematic nature of labels was explored both for service users and carers (Thomas 2010 p.172-3). The National Occupational Standards of Social Work (2006) set out the values and ethics of service users and carers and the importance of inclusion. The carer in the patients voices video who expressed her lack of recognition of being an expert by experience demonstrated the gaps that as (Payne 2000) defines as the difference between professionals in collaborative working detracting from the empowerment and involvement of people who use services. Service users and carers should have a place in the decision making process. I was able to appreciate the seminar provide by Adams (2010) which challenged my perception of being different but being compatible with others. Analogies were used of chalk and cheese and peas in a pod; the same components but different .This challenged my own conscious and unconscious views of my own profession and that of others, and the stereotypes that I hold and internalise. In order to combat these feelings I felt a need to have a clear sense of my own identity, confidence, role boundaries, values and ethics and practice and knowledge standards. I questioned my own perceived identity and that of my profession and recognised my own attempts to try to overcome perceived stereotypes and how issues of power and oppression require consideration before action, (Dalrymple and Burke 2006). A discussion ensued regarding conflicts of interest between professionals and I was able to make the links between theory and practice. (White and Featherstone 2005 p.210) explores the idea of story telling about different professions or professional groups and how atrocity stories allows one profession to scapegoat another but how stories can also strengthen and confirm identity, by questioning other professions and thereby strengthening ones own. (Barnes et al., 2000) state that by developing ones own knowledge base and othering of different professions whether rooted in the medical or social models allows different perspectives to be heard and recognised. (Lukes 1974) discusses these views of power and the subtle way that power is exercised and how people can remain powerless and this how service users are viewed within IP practice. The Childrens Act 1989 and Every Child Matters 2006 are all resulting from the failures within public services to protect children. In reality IPW continues to fail. The Bristol Royal Infirmary (2001) Victoria Climbie Inquiry Lord Laming(2003) and more recent news on the serious case review of Baby P (2009) and the ongoing Mid Staffordshire NHS Trust Inquiry (2010) have highlighted serious breakdowns in multi-agency working and communication. The subsequent media reports have shown increased public mistrust and increased accountability for professionals Davies et al (1999) states that trust is an asset and that its reduction may hamper institutions ability to function. Words 1305 Section 2 Discuss how you would take what you have learnt about IP working into practice? Effective IP working (IPW) involves performing within practice situations of cohesion and disparity. Working collaboratively with other social and health care professionals has experientially helped me to reaffirm and develop my practice. I have gained experience in communicating effectively, understanding teamwork, exploring stereotypes and professional identity and how social, economic and political factors will affect my future practice. As a social work (SW) student working within an education and child protection setting, I understand the need to ensure a holistic and safe care provision in order to protect vulnerable children and adults. The Victoria Climbie Inquiry (Laming, 2003) pointed to the failure of various professions in their ability to work together in a competent and unified way. The Laming report led to the change in social workers National Occupational Standards and focussed on the need to develop clear documented communication, sharing all aspects with all relevant professionals to avoid any ambiguity and uncertainty within teams. (Laming, 2009. p. 61) emphasises that: there is a clear need for a determined focus on improvement of practice in child protection across all the agencies . . . I will describe a child protection team meeting and its wider lessons for my practice. Whilst on placement I met a young girl, whos younger brother was subject to a child protection investigation. Her mother had limited English and her father was the alleged abuser. The investigation involved a child protection meeting involving a plethora of health and social care professions to jointly assess the risk to both children. The meeting was effectively chaired by a social worker and all were invited to contribute their specific knowledge and evidence on the family, opinion was sought on actions and timeframes.(Molyneux 2001) debates the issue of good teamwork as being dependant on the qualities of the staff and the need for there to be no one dominant force. By communication being inclusive, creative and regular, issues can be debated and resolved. Concluding that teams were successful when members were confident, motivated and flexible and communication channels were clear, frequent and in the same base. (Petrie 1976) discusses a cognitive map where two opposing disciplin arians can look at the same thing but not see the same thing. My experience of working within this multi-disciplinary team was positive with all professionals having a voice. However on reflection and through IPW I am now more aware of the perspectives of others and the need to define and develop my professional identity. (Bell Allain 2010 p.10) in their pedagogic study allude to SW students being reverential to medical expertise and giving low ratings on their own abilities of leadership. I feel a dichotomy exists between SW railing against the medical model and promoting the social model whilst deferring to the stereotypes of professionalism within health and social care. For the future I need to be aware of stereotypes and continue to develop my critical reflection of both my personal and professional self whilst developing my abilities to be heard within multiprofessional teams. As a SW student, I am aware that there exists a blurring of edges of what the SW role entails and how the identity of the role may change in the future. (Payne2006) refers to a social worker working within a mental health practitioners team which included working alongside nurses and psychologists including high levels of therapy based work, which would not usually sit within social work practice and therefore ones professional identity could be lost. (Lymbury Butler 2004) state that whilst it is important to share knowledge with other professionals that are allied to social work it is imperative that the identity of ones own profession is preserved. (Laidler 1991) further addresses the issues of crossing professional boundaries describing them as professional adulthood. That IP jealousy and conflicts will arise to the detriment of the team members and more importantly to the service user. Power as exercised may cause some to struggle as power is shared and fluctuates in accordance with whose knowledge and expertise best suits the service user. Envy as discussed by (Schein 2004) identifies ways in which it can stand in the way of good IP learning by creating a collective unconscious resulting in; an attack on colleagues, an attack on learning and failing to learn from each other and or authority figures, and issues of who takes responsibility. Within the Child Protection meeting the chair was a senior SW who co-ordinated the professionals and this caused me to reflect on my abilities, as SWs must deliver safe high quality care but given limited resources , different professional groups will have different priorities and see issues differently. Sellman (2010) concludes that you need to be willing , have trust in others and have effective leadership either acting with your inclinations or action that affords the best outcome however, personal , professional and structural influences can encourage or discourage practitioners. I recognised that for the future I ne eded to increase my ability to create a dialogue across difference whilst holding on to the dignity and responsibility of every person. (Skaerbaek 2010) purports that by listening to the minority one is able to see the practices that underlie the agenda of the majority. However the future blurring of health and welfare provision is changing across all sectors. The role of the private sector in the provision of health and welfare practice can provide competitive market forces to drive up the standards and offer greater choice to individuals through direct payments. This in turn can create greater service user autonomy and much more creative solutions. However this can also lead to inequality and a perception that the services are driven by profit bringing the ethical motivation of private sector into question and a blurring of the duties of the state to the service user. (Field and Peck 2003) conclude that the culture of the private and public sector will need to merge and this will result in challenges within roles and organisations. The voluntary sector is one of the fastest growing with voluntary organisations, who, when commissioned, are more accessible to service users and people are more likely to engage with them. They have more freedom acting as advocates and campaigners and are less regulated through targets (Pollard et al 2010). However given the current economic climate and the recently announced budget cuts (Rickets 2010) suggests that the pressure on the voluntary sector to provide more services will continue and if the state retreats from providing services, the voluntary and community sector will fill the gap. Personalisation in which services are tailored to the needs and preferences of citizens is the overall government vision: that the state should empower citizens to shape their own lives and the services they receive. Liberating the NHS 2010 (p3 4) states that We will put patients at the heart of the NHS, through an information revolution and greater choice and control: a. Shared decision making will become the norm: no decision about me without me and The Government will devolve power and responsibility for commissioning services to the healthcare professionals closest to patients: GPs and their practice t eams working in consortia.(Foreman 2008) sees the need to involve IT in helping to improve and reduce the barriers to IPW. The structures of IPW will continue to evolve and change with complexity and ideological thinking however I need to engage with other professionals and service users in a person centred way. In conclusion, the IPW conference, literature and subsequent research have clarified my future need to be flexible in both my role and that of others and the primacy of the service user at the centre of my practice. Teams and service users are diverse, comprised of people of different ages, from different social and cultural backgrounds with different expectations. (Carnwell et al 2005 p.56) relates collaboration to embracing diversity and moving away from the comfortable assumption that there is only one way to see the world , providing strategies : learn from each other, embrace IP working, and adopt a value position where anti discriminatory practice is central. By critically reflecting on practice I must embrace a degree of uncertainty and unpredictability as a necessary part of the complex micro and macro systems of IPW. Words 1374 SECTION 3 REFERENCES Adams, K. (2010) What is Interprofessional Education? UWE Bristol, IPE Level 2 Conference. Baker, D. Day, R. Salas, E. (2006) Teamwork as an essential component of high reliability organizations. Health Services Research 41(4) pp 1576-98. Barnes, D., Carpenter, J. Dickinson, C. (2000) Inter-professional education for community mental health: attitudes to community care and professional stereotypes, Social Work Education. Vol 19 (6), pp. 565-583. Haringey Safeguarding Children Board Serious Case Review: Baby Peter Executive Summary (2009).[online] Available from: http://www.haringeylscb.org/executive_summary_peter_final.pdf [Accessed 22 November 2010] Barr ,H. (2002) Interprofessional Education Today, Yesterday and Tomorrow: A Review. LTSN HS P: London. Barr, H., Freeth, D., Hammick, M., Koppel, I. Reeves, S. (2000) Evaluations of Interprofessional Education: A United Kingdom Review for Health and Social Care. CAIPE/BERA: London. Bell, L. and Allain, L. (2010) Exploring Professional Stereotypes and Learning for Interprofessional Practice: An Example from UK Qualifying Level. Social Work Education. Vol 1 pp1 -15 Bristol Royal Infirmary Inquiry HM Government (2001) Learning from Bristol: the report of the public inquiry into childrens heart surgery at the Bristol Royal Infirmary 1984 -1995. London: HMSO [online] Available from: http://www.bristol-inquiry.org.uk/final_report/report/index.htm [Accessed 16 November 2010] Carnwell, R. Buchanan, J. (2005) Effective Practice in Health Social Care: A partnership Approach. Berkshire: Open University Press CAIPE (2002) [online] Available from : http://www.caipe.org.uk/about-us/defining-ipe/ [Accessed 8 November 2010] Childrens Act (1989) [online] Available from: http://www.legislation.gov.uk/ukpga/1989/41/contents [Accessed 10 November 2010] Colyer, H. (2004) The construction and development of health professions: where will it end? Journal of Advanced Nursing Vol 48, (4), pp. 408-412 Dalrymple, J. and Burke, B. (2006) Anti-oppressive Practice, Social Care and the Law (2nd edition). Maidenhead: Open University Press Davies, H. Shields, A. (1999) Public trust and accountability for clinical performance; lessons from the national press reportage of the Bristol hearing. Journal of Evaluation in Clinical practice. Vol 5,(3) pp. 335-342. Department of Health (DH) (2006) Options for Excellence- Building the Social care Workforce of the future TSO: London Dombeck, M. (1997) Professional personhood:training, territoriality and tolerance. Journal of Interprofessional Care, 11 pp. 9-21. Field, J Peck, E. (2003) Public-private partnerships in healthcare: the managers perspective. Health and Social Care in the Community. Vol 11 pp.494-501 Foreman, D. (2008) Using technology to overcome some traditional barriers to effective clinical interprofessional learning. Journal of Interprofessional Care, Vol 22(2) pp.209-211. General Social Care Council (2008) Social Work at its Best: A Statement of Social Work Roles and Tasks for the 21st Century [online]. Available at http://www.gscc.org.uk [Accessed 18 November 2010] HM Government (2004) Every Child Matters: Change for Children 2004. London: HMSO [online] Available from: http://www.opsi.gov.uk/Acts/acts2004/ukpga_20040031_en_1 [Accessed 19 November 2010] HM Government (2010) Equity and excellence: Liberating the NHS. London: HMSO [online] Available from: http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/@ps/documents/digitalasset/dh_117794.pdf [Accessed 19 November 2010] Haringey Safeguarding Children Board Serious Case Review: Baby Peter Executive Summary (2009).[online] Available from: http://www.haringeylscb.org/executive_summary_peter_final.pdf [Accessed 22 November 2010] Keeping, C. Barratt, G. 2009 Interprofessional Practice cited in Glasby, J Dickenson H (2009) International Perspectives on Health and Social Care Oxford Wiley- Blackwell. Laidler, P. (1991) Adults, and how to become one. Therapy Weekly. Vol 17 (35) p4. Laming, Lord (2003) The Victoria Climbie Inquiry. Stationery Office, London Laming, Lord (2009) The Protection of Children in England: A Progress Report. Stationery Office: London Lukes, S. (1974) Power: A Radical View Basingstoke: Macmillan Lymbury, M. and Butler, S. (2004) Social work ideals and practice realities. Basingstoke: Palgrave Macmillan Means, R. (2010) Why Inter-professional Working Matters: From Theory To Practice UWE Bristol, IPE Level 2 Conference. Mid Staffordshire NHS Foundation Trust Public Inquiry (2010) [online] Available from: http://www.midstaffspublicinquiry.com/ [Accessed 22 November 2010] Molyneux J (2001) Interprofessional teamworking: what makes teams work well? Journal of Interprofessional Care. 15,(1), pp.338-346 Payne, M. (2006) What is professional social work? Bristol: Polity Press Pecukonis E, Doyle O, Bliss DL (2008) Reducing barriers to interprofessional training: promoting interprofessional cultural competence. Journal of Interprofessional Care Vol 22 pp.417-28 Petrie, H . G. (1976) Do you see what I see? The epistemology of interdisciplinary inquiry. Journal of Aesthetic Education, 10, 29 43. Pollard, K. Thomas, J. and Miers, M. (2010) Understanding Interprofessional Working in Health and Social Care. Basingstoke: Palgrave Macmillan Quality Assurance Agency (QAA) (2008) Social Work Benchmark Statements [online]. Available at: http://qaa.ac.uk/academicinfrastructure/benchmark/statements/socialwork08.asp. [Accessed 15 November 2010] Rickets, A. (2010) Budget will place major burden on charities. Third Sector [online] Available at: http://www.thirdsector.co.uk/News/DailyBulletin/1011592/Budget-will-place-major-burden-charities-umbrella-bodies- [Accessed 20 November 2010] Schein, E. (2004) Organizational Culture and Leadership. San Francisco: Jossey-Bass. Sellman D. (2010) Values and Ethics in Interprofessional Working In Pollard K. Thomas J, Miers, M.(eds) (2010) Understanding Interprofessional Working in Health and Social Care Basingstoke: Palgrave MacMillan Skaerbaek, E. (2010) Undressing the Emperor? On the ethical dilemmas of heirarchical knowledge Journal of Interprofessional Care, September2010; 24(5) : 579-586 Skills for Care (2006) National Occupational Standards for Social Work. [online]. Available at: http://www.skillsforcare.org.uk (Accessed 19 November 2010). Stapleton, S. (1998) Team-building: making collaborative practice work. Journal of Nurse-Midwifery 43(1), pp12-18 Thomas, J (2010) Service Users, Carers and Issues for Collaborative Practice cited in Pollard, K, Thomas, J and Miers, M. Understanding Interprofessional Working in Health and Social Car Basingstoke: Palgrave Macmillan. White, S. Featherstone, B. (2005) Communicating misunderstandings: multi-agency work as social practice, Child and Family Social Work, Vol. 10, pp. 207-216 Williams, V. and Drake, S. (2010) Intermediate Care (IMCS) Bridging the Gap Facilitated Discharge. UWE Bristol, IPE Level 2 Conference. SECTION 4 APPENDIX- 6 AGREED GROUP SENTENCES Theme 1: Communication issues between Health and Social Care professionals Clear and concise communication is key to a well co-ordinated transfer within health and social care services. Health and Social care professionals need to recognise the importance of maintaining privacy, dignity and respect when communicating in the presence of service users. Theme 2: Contrasting professional perspectives/ values within teams. Recognise the importance of valuing each health and social care professions perspective. Challenging professional boundaries creatively whilst advocating ones own professions values and ethics. Theme 3: Stereotyping, power imbalances and team processes Positive attitudes to working with other health and social care professionals in a real world environment with the patient/service user at the centre of planning and documenting is necessary to reduce power imbalances. Recognise and embrace differences to minimise stereotypical views within health and social care.

Bowing to Seniority :: Documentary Journalism Sports Basketball Papers

Bowing to Seniority With the dearth of good centers in college basketball, one would expect that Xavier University would want David West, their All-American center who averaged 20 points and 10 rebounds per game as a junior, to return for his senior season. But West did not feel so welcome. â€Å"Honestly, it felt like they wanted me to leave,† West said. â€Å"Not Coach [Thad] Matta specifically, but most people seemed to be pushing me out the door [to the NBA].† Eventually, West decided to return for his senior season, and then became part of a dying breed: college seniors who get drafted in the first round of the NBA draft. In the last two NBA drafts, high school players and college underclassmen outnumbered the college senior first round picks 19-13, with only four college seniors going in the first round in the June 2004 draft. In 1999, 13 seniors went in the first round. The number of lottery picks (teams who do not make the playoffs, the first 14 picks of the draft) shows the disparity more clearly with more underclassmen being drafted in the lottery by an 11 to 5 margin. Before the New Orleans Hornets took West with the 18th pick of the 2003 NBA Draft, he had a successful senior season at Xavier, where he was an All-American and the Associated Press Collegiate Player of the Year. As little as eight years ago, West probably would have been a top five pick; as prospects were still valued more for their ability to contribute right away rather than their â€Å"potential.† But because of what Mississippi State University Coach Rick Stansbury calls a â€Å"disturbing trend,† that of underclassmen entering the draft with greater and greater frequency, West fell completely out of the lottery. Some argue that the slide through the draft of seniors like West has to compete with not only the increase of college underclassmen entering the draft, but also international prospects who have the â€Å"upside† to be superstars, even though many teams have seen very little of them actually play. However, West does not think that the international players have affected the draft that much. "If you can play, you can play," said West. "I'm not worried about what (European) guys can do. American guys have shown what they can do. In the end, if you can play, they're not going to let you go." Over the past 10 years, the mindset of the NBA prospect has changed.

Canterbury Tales - Criticism of the Church in the Summoner’s Tale and t

Criticism of the Catholic Church in the Summoner’s Tale and the Prioress’s Tale Many pilgrims in Geoffrey Chaucer’s Canterbury Tales held a religious position. Some of these people’s personal ideas have caused debates and criticism over Chaucer’s opinion of the Catholic Church. Critics have discussed the ideas that were presented both subtly and openly. Two of the pilgrims and their tales will be discussed: the Prioress and the Pardoner. Both of these tales offer points of criticism in the Catholic Church. The Prioress introduces herself as being like a child who does not know many words. She is going to try to tell a tale as best as she can. This child-like language can be seen through the whole tale. The Prioress speaks her tale in a fluent, sweet tone. Her innocence, like a child’s, can be seen as she tells her tale. To see the entire criticism of the Prioress’s tale, the General Prologue must first be recounted. The Prioress was described as a very correct lady; all of her actions showed a very refined lady. She was also portrayed as being very sympathetic, â€Å"She wolde wepe, if that she saugh a mous kaught in a trappe, if it were deed or bledde.† (lines 144-146) She was sentimental enough to feed animals the best food she had. Thus, the Prioress was presented as a very compassionate, well-mannered lady. However, in her tale, the Prioress has an obvious dislike for the Jewish. She relates them to the devil, â€Å"Our firste foo, the serpent Sathanas, that hath in Jues herte his waspes nest...† (Lines 558-59) She describes the Jews as â€Å"cursed† and â€Å"guilty.† She mentions the history of the Jewish as notoriously bad, â€Å"O yonge Hugh of Lyncoln, slayn also with cursed Jewes, ... ...ummoner’s tale more openly criticizes the church, but the Prioress’s faults are fairly easy to recognize once the story is looked at closely. Chaucer used his tales to confront questionable acts of the Catholic Church. Works Cited and Consulted Ames, Ruth M. God’s Plenty Chaucer’s Christian Humanism. Loyola University Press: Chicago, 1984. Colby, Elbridge. English Catholic Poets Chaucer to Dryden. The Bruce Publishing Company: Milwaukee, 1936. Ellis, Roger. Patterns of Religious Narrative in the Canterbury Tales. Banes & Noble: Totowa, 1986. Patterson, Lee. "The living witnesses of our redemption: Martyrdom and imitation in Chaucer's Prioress's Tale.† Journal of Medieval and Early Modern Studies. Durham; Fall 2001. 507-560 Reiff, Raychel Haugrud. â€Å"Chaucer’s The Pardoner’s Tale.† The Explicator. Washington, Summer 1999. 855-58 Canterbury Tales - Criticism of the Church in the Summoner’s Tale and t Criticism of the Catholic Church in the Summoner’s Tale and the Prioress’s Tale Many pilgrims in Geoffrey Chaucer’s Canterbury Tales held a religious position. Some of these people’s personal ideas have caused debates and criticism over Chaucer’s opinion of the Catholic Church. Critics have discussed the ideas that were presented both subtly and openly. Two of the pilgrims and their tales will be discussed: the Prioress and the Pardoner. Both of these tales offer points of criticism in the Catholic Church. The Prioress introduces herself as being like a child who does not know many words. She is going to try to tell a tale as best as she can. This child-like language can be seen through the whole tale. The Prioress speaks her tale in a fluent, sweet tone. Her innocence, like a child’s, can be seen as she tells her tale. To see the entire criticism of the Prioress’s tale, the General Prologue must first be recounted. The Prioress was described as a very correct lady; all of her actions showed a very refined lady. She was also portrayed as being very sympathetic, â€Å"She wolde wepe, if that she saugh a mous kaught in a trappe, if it were deed or bledde.† (lines 144-146) She was sentimental enough to feed animals the best food she had. Thus, the Prioress was presented as a very compassionate, well-mannered lady. However, in her tale, the Prioress has an obvious dislike for the Jewish. She relates them to the devil, â€Å"Our firste foo, the serpent Sathanas, that hath in Jues herte his waspes nest...† (Lines 558-59) She describes the Jews as â€Å"cursed† and â€Å"guilty.† She mentions the history of the Jewish as notoriously bad, â€Å"O yonge Hugh of Lyncoln, slayn also with cursed Jewes, ... ...ummoner’s tale more openly criticizes the church, but the Prioress’s faults are fairly easy to recognize once the story is looked at closely. Chaucer used his tales to confront questionable acts of the Catholic Church. Works Cited and Consulted Ames, Ruth M. God’s Plenty Chaucer’s Christian Humanism. Loyola University Press: Chicago, 1984. Colby, Elbridge. English Catholic Poets Chaucer to Dryden. The Bruce Publishing Company: Milwaukee, 1936. Ellis, Roger. Patterns of Religious Narrative in the Canterbury Tales. Banes & Noble: Totowa, 1986. Patterson, Lee. "The living witnesses of our redemption: Martyrdom and imitation in Chaucer's Prioress's Tale.† Journal of Medieval and Early Modern Studies. Durham; Fall 2001. 507-560 Reiff, Raychel Haugrud. â€Å"Chaucer’s The Pardoner’s Tale.† The Explicator. Washington, Summer 1999. 855-58

The Indigo Spell Chapter Twenty-Three

FOR A MOMENT, I THOUGHT it had to be a coincidence. After all, what was so special about a peridot star? For all I knew, Alicia might have been born in August and was just sporting her birthstone among that mess of necklaces she always wore. And yet, if there was one thing I believed more than ever, it was Sonya's adage that there were no coincidences in the world of the supernatural. I sank to the floor and tried to reason my way through things. If the charm Alicia had worn was like this one, then it meant she too was a strong magic user trying to mask her abilities. Did she know about Veronica? Was Alicia trying to protect herself? If so, then it seemed like she wouldn't have been so casual about Veronica staying at the inn. So, that meant either Alicia didn't know about Veronica's true nature – again, a suspicious coincidence – or that Alicia was covering for Veronica. Could Alicia be in league with Veronica? That seemed the likeliest answer to me. Although Veronica apparently sought out young, powerful magic users, it was totally possible that she'd seen the advantage of having one as an assistant. And, as we'd observed, Veronica had plenty of other victims to choose from. Alicia could therefore help and cover up Veronica's nefarious plans – like when a curious couple came asking questions. I groaned. Alicia had been playing us from the beginning. From the instant we'd stepped through her door with stories about our anniversary and â€Å"friend† Veronica, she'd known we were lying. She'd known we weren't actually friends with Veronica, and she might have been strong enough to fight Adrian's compulsion a little. She'd gone along with everything – even being so helpful as to call me when Veronica had shown up again. I had no idea now what was true, if Veronica had ever left in the first place or returned from being gone. I did, however, have a sinking suspicion that my car wasn't the only one she'd incapacitated. I could understand if she'd used the cross to find me, but how had she initially located the Mustang? I racked my brain for any identifying information. Adrian's spirit magic should have muddled our appearances, covering up any connection to us. Then I knew. Alicia had walked us out and admired the Mustang. A clever person – someone who was already on high alert because of our visit – could've made note of the license plate and used it to track down where Adrian lived. But why slash the tires? To delay us, I realized. That was the night Lynne had been attacked. And we had arrived too late to warn her. The more I began to sift through the events of the last few weeks, the more I began to think we had been very, very careless. We'd thought we were being so cautious about concealing ourselves from Veronica. No one, not even Ms. Terwilliger, had considered that she might have an accomplice we also had to watch out for. And the dreams . . . those had started the day Adrian and I had been on the velvet bed. The day my garnet had slipped and had possibly been enough for Alicia to sense a magic user in the inn. Which brought me back to the present. Ms. Terwilliger. I had to tell her what I'd found. I called for a third time. Still no answer. Although I often had images of Ms. Terwilliger conducting late-night rituals, it was entirely reasonable that she'd be in bed right now. Was this the kind of thing that could wait until morning? No, I decided on the spot. No, it wasn't. We were dealing with dangerous, violent magic users – and my car had just been attacked. Something might be happening as I stood there, trying to decide. I would have to wake her up . . . provided I could get to her. It took only a moment to make my next decision. I called Adrian. He answered on the first ring but sounded wary, which I couldn't blame him for after what I'd done earlier. â€Å"Hello?† I prayed he was the noble guy I thought he was. â€Å"Adrian, I know things are bad between us, and maybe I have no right to ask, but I need a favor. It's about Veronica.† There was no hesitation. â€Å"What do you need?† â€Å"Can you come over to Amberwood? I need you to help me break curfew and escape my dorm.† There were a few moments of silence. â€Å"Sage, I've been waiting two months to hear you say those words. You want me to bring a ladder?† The plan was already unfolding in my head. The security guards that patrolled at night would have eyes on the student parking lot, but the back property would be relatively unguarded. â€Å"I'll get myself out of the building. If you come up the main road that leads to Amberwood and then go past the driveway you'll see a little service road that runs up a hill and goes behind my dorm. Park there near the utility shed, and I'll meet you as soon as I get out.† When he spoke again, his earlier levity was gone. â€Å"I'd really like to believe this is some awesome midnight adventure, but it's not, is it? Something's gone really wrong.† â€Å"Very wrong,† I agreed. â€Å"I'll explain in the car.† I quickly changed into clean jeans and a T-shirt, adding a light suede jacket against the evening chill. To be safe, I also decided to pack my bag with a few supplies and bring it along. If all went well, I'd simply be warning Ms. Terwilliger tonight. But with the way things had been going lately, I couldn't presume anything would be simple. Bringing the suitcase this time would be unwieldy, so I had to make a few quick decisions about chemicals and magical components. I tossed some in the bag and stuffed others in my jeans and coat pockets. Once I was ready, I headed down to Julia and Kristin's room. They were dressed for bed but not asleep yet. When Julia saw me with my coat and bag, her eyes went wide. â€Å"Sweet,† she said. â€Å"I know you've gotten out before,† I said. â€Å"How'd you do it?† Julia's many dates often occurred outside of sanctioned school hours, and both she and Kristin had bragged about Julia's exploits in the past. I'd hoped perhaps Julia knew about a secret tunnel out of the school and that I wouldn't have to attempt some crazy feat of acrobatics. Unfortunately, that was exactly what I had to do. She and Kristin walked me to their window and pointed at a large tree growing outside it. â€Å"This room has a view and easy access,† said Kristin proudly. I eyed the gnarled tree warily. â€Å"That's easy?† â€Å"Half the dorm's used it,† she said. â€Å"So can you.† â€Å"We should be charging people,† mused Julia. She flashed me a smile. â€Å"Don't worry. We'll give you a freebie tonight. Just start on that big limb there, swing over there, and then use those branches for handholds.† I found it amazing that someone who'd claimed badminton in PE was too â€Å"dangerous† would have no qualms about scaling a tree from her third-floor room. Of course, Marcus's apartment had been on the fourth floor, and that fire escape had been a million times more unsafe than this tree. Thoughts of Alicia and Ms. Terwilliger snapped me back to the importance of my mission, and I gave Julia and Kristin a decisive nod. â€Å"Let's do this,† I said. Julia cheered and opened the window for me. Kristin watched just as eagerly. â€Å"Please tell me you're running off to meet some breathtakingly handsome guy,† she said. I paused, just as I was about to climb out. â€Å"Yes, actually. But not in the way you're thinking.† Once I made it to the limb Julia had indicated, I discovered she was right. It was pretty simple – so simple, in fact, that I was surprised no school official had noticed this easy access escape route and chopped it down. Well, so much the better for those of us with late-night errands. I made it to the ground and waved goodbye to my watching friends. The dorm's back property had some lights on it, exactly for the reason of deterring wayward students like me. It was also along the patrol route of one of the security guards but wasn't a spot he stayed regularly stationed at. He wasn't in sight, so I crossed my fingers that he was busy with another part of his beat. There were enough shadows on the lawn that I was able to stay within them the whole way – until I reached the back fence. It was lit up pretty well, and really, the only assets I had were that I was a fast climber and that the guard hadn't surfaced yet. Falling back on that hope that the universe owed me some favors – especially after tricking me about Alicia – I gulped and scrambled over. No one shouted at me when I landed on the other side, and I breathed a sigh of relief. I'd made it out. Getting back in would be harder, but that was a problem for later, hopefully one Ms. Terwilliger could help out with. I found Adrian waiting for me in the Mustang, exactly where I'd indicated. He gave me a sidelong glance as he drove us away. â€Å"No black catsuit?† â€Å"It's in the laundry.† He smiled. â€Å"Of course it is. Now, where are we going, and what's going on?† â€Å"We're going to Ms. Terwilliger's,† I said. â€Å"And what's going on is that we've been walking around in front of the enemy this entire time without even realizing it.† I watched Adrian as I related my revelations and saw his face go from disbelieving to dismayed the more I spoke. â€Å"Her aura was too perfect,† he said once I finished. â€Å"Perfectly neutral, perfectly average. No one's is like that. I brushed it off, though. Figured maybe it was just a weird human one.† â€Å"Can someone influence how their aura looks?† I asked. â€Å"Not to that extent,† he said. â€Å"I don't know enough about these charms you guys use, but I'm guessing it was one of those that skewed the way her colors looked.† I slumped into the seat, still angry at not having figured this out sooner. â€Å"On the bright side, she doesn't know we're on to her and Veronica. That could give us an advantage.† When we reached Ms. Terwilliger's house, we found all the lights on, which was a surprise. I'd assumed she was in bed, though this certainly wouldn't be the first time she'd missed a phone call. Only, when we reached the house and knocked on the door, there was no answer. Adrian and I exchanged looks. â€Å"Maybe she had to leave abruptly,† he said. The tone of his voice conveyed what his words didn't. What if Ms. Terwilliger had already found out what we had and had taken off to fight Alicia and Veronica? I had no idea how powerful Alicia was, but the odds didn't seem promising. When no answer came from my second knock, I nearly kicked the door in frustration. â€Å"Now what?† Adrian turned the doorknob, and the door opened right up. â€Å"How about we wait for her?† he suggested. I grimaced. â€Å"I don't know if I'm comfortable breaking into her place.† â€Å"She left the door unlocked. She's practically inviting us in.† He pushed the door open farther and looked at me expectantly. I didn't want to go back to Amberwood without speaking to her tonight, nor did I want to sit on her doorstep. Hoping she wouldn't mind us making ourselves at home, I gave a nod of resignation and followed Adrian inside. Her house was the same as ever, cluttered and redolent with the scent of incense. Suddenly, I came to a standstill. â€Å"Wait. Something's different.† It took me a moment to figure it out, and when I did, I couldn't believe I hadn't realized it immediately. â€Å"The cats are gone.† â€Å"Holy shit,† said Adrian. â€Å"You're right.† At least one of them always came to greet visitors, and others were usually visible on furniture, under tables, or simply occupying the middle of the floor. But now, there were no cats in sight. I stared around in disbelief. â€Å"What in the world could – â€Å" An earsplitting shriek made me jump. I looked down toward my hip and found the dragon sticking his head out of my satchel and trying to claw his way up my side. Belatedly, I realized I'd forgotten to cover the aquarium. He'd apparently slipped inside the bag back in my room. The sound he was making now was similar to his hunger cry – except even more annoying. Then, impossibly, he nipped my leg. I bent over and tried to pull him off me. â€Å"I don't have any pie! What are you trying to – ahh!† Something zoomed over my head and smashed into the wall behind me with a loud splat. A couple wet drops of something landed on my cheek and began to burn. It was a wonder I didn't hear a sizzling sound. â€Å"Sydney!† Adrian cried. I turned toward where he was looking and saw Alicia standing in the doorway between the living room and the kitchen. Her palm was raised toward us, a shimmery and gooey substance cupped in it. Presumably it was the same substance that currently seared my skin. I almost wiped it away but feared I'd simply be spreading it to my fingers. I winced and tried to ignore it. â€Å"Sydney† said Alicia pleasantly. â€Å"Or should I say Taylor? I figured I'd be seeing you two again. Just not so soon. I guess your car trouble didn't delay you tonight.† â€Å"We know everything,† I told her, keeping on an eye on that goo. â€Å"We know you're working for Veronica.† The smug look on her face momentarily shifted, overcome by surprise. â€Å"Working for her? I got rid of her ages ago.† â€Å"Got rid of. . . .† For a few seconds, I was at a loss. Then the rest of the puzzle pieces fell together. â€Å"You're the one who's been absorbing those girls. And that witch in San Diego. And . . . Veronica Terwilliger.† I'd been able to track Veronica back to the inn with the scrying spell. When Ms. Terwilliger had attempted a different locating spell, she'd come up blank. She'd assumed it was because Veronica had some sort of shielding. But the truth, I was suddenly certain, was that Veronica was already comatose. There was no active mind for Ms. Terwilliger to reach because Alicia had consumed Veronica. Ms. Terwilliger . . . â€Å"You're here for her,† I said. â€Å"Ms. Terwilliger. Not me.† â€Å"The untrained do make easy targets,† conceded Alicia. â€Å"But they don't have the same power as full-fledged witches, who can be just as easy to absorb if you break them down first. I don't need the youth like Veronica did, just the power. Once she showed me how the spell works, I was able to catch her in a weak moment. That other college girl tided me over until I wore down Alana Kale.† Where had I heard that name? Alana . . . she was Ms. Terwilliger's comatose coven sister. â€Å"And finally I can take out the big hit: Jaclyn Terwilliger. I actually wasn't sure if I'd be able to break her, but it turns out she's done an awesome job of wearing herself out these last few weeks, all in the service of protecting her sweet little apprentice.† â€Å"I'm not her . . .† I couldn't finish. I'd been about to say I wasn't her apprentice, and yet . . . wasn't I? I wasn't just dabbling in magic anymore. I had joined the ranks. And now, I had to protect my mentor, just as she'd protected me. If it wasn't too late. â€Å"Where is she?† I demanded. â€Å"She's around,† said Alicia, clearly delighting in having the upper hand here. â€Å"I wish you hadn't found out about all this. You would've made a good hit, once you'd learned a little bit more. You're just a small spark to Jaclyn's flame right now. She's the big score tonight.† â€Å"Tell us where she is,† ordered Adrian, a powerful note in his voice that I recognized. Alicia's gaze flicked from me to him. â€Å"Oh, please,† she scoffed. â€Å"Stop wasting my time with your vampire compulsion. I realized what was going on after that first visit, when I kept having trouble remembering your faces.† From her jumble of necklaces, she showed us a jade circle. â€Å"I acquired this afterward. Makes me impervious to your ‘charms.'† Something that resisted vampire magic? That would be a useful item to have in my bag of tricks. I'd have to look into it . . . provided I survived tonight. I saw Alicia tense to throw again, and I managed to jump out of the way, pulling Adrian with me toward the living room. More of that goo splattered behind us with a hiss. I produced a dried thistle blossom and crumpled it toward Alicia, shouting a Greek incantation that would blind her. She made a small wave with her left hand and sneered at me. â€Å"Really?† she asked. â€Å"That remedial blindness spell? Maybe you aren't a prodigy after all.† Adrian suddenly flipped open a small panel in the wall beside us. I hadn't even noticed it, largely because I'd been too distracted about having my face melted off. I saw a flurry of motion from his hand, and suddenly, we were plunged into darkness. â€Å"Now this is remedial blindness,† he muttered. Alicia swore. I froze, immobilized by the blackness around me. As much as I appreciated any attempts to slow Alicia down, I was kind of at a loss myself. I felt Adrian's hand grab hold of mine, and without a word, he tugged me farther into the living room. I followed quickly, relying on his superior vampire eyesight to guide us. I could already hear Alicia chanting and was sure some light-giving spell was coming soon. Either that or something that would magically fix a fuse box. â€Å"Careful,† Adrian murmured. â€Å"Stairs.† Sure enough, I felt my foot hit a wooden step. He and I hurried down as quietly and as quickly as we could, descending into a basement. My eyes still hadn't adjusted to the darkness, and I wondered if I'd just entered some secret dungeon. Yet as he wound us through stacks of boxes, I realized the basement was just used for ordinary storage. There was a lot of junk down here. After seeing Ms. Terwilliger's already messy house, I wondered what more she could possibly own. Adrian finally stopped when we were in a far corner behind some oblong boxes stacked nearly as high as me. He pulled me to him, keeping me in his arms so that he could speak softly in my ear. My head lay against his chest, and I could hear his rapid heartbeat, a mirror for my own. â€Å"That was a good idea,† I said in as low a voice as I could manage. â€Å"But now we're trapped down here. It would've been better if we could go outside.† â€Å"I know,† he whispered back. â€Å"But she was too close to the door, and I didn't have time to mess with a window.† Above us, I could hear the floor creaking as Alicia walked through the house. â€Å"It's just a matter of time,† I said. â€Å"I was hoping it'd give you a chance to think of something to get us out of here. Can't you use that fireball? You were pretty good at it.† â€Å"Not inside. Especially not in a basement. I'd burn this place down around us. And we don't know where Ms. Terwilliger is yet.† I racked my brain. The house was small enough that there weren't that many places Alicia could have stashed Ms. Terwilliger. And I had to assume she was stashed somewhere, if she hadn't come to our aid already. Alicia's language made it sound like she hadn't sucked away Ms. Terwilliger's power yet, so hopefully she was just incapacitated. â€Å"You must be able to do something,† said Adrian, tightening his hold on me. â€Å"You're brilliant, and you've been reading all those spell books.† It was true. I'd consumed tons of material these last couple of months – material I wasn't even supposed to have learned – but somehow, in this one terrified moment, my mind couldn't focus on any of it. â€Å"I've forgotten everything.† â€Å"No, you haven't.† His voice in the darkness was calm and reassuring. He smoothed back my hair and pressed one of those half kisses to my forehead. â€Å"Just relax and focus. Sooner or later, she'll be coming down those stairs after us. We need to take her out or at least slow her down so that we can escape.† His reasonable words centered me and allowed the gears of logic that ran my life to take over again. A little light was coming through from the basement's small, high windows, allowing my eyes to finally adjust and make out some of the dark shapes in the basement. I could still hear Alicia moving around upstairs, so I crept away from Adrian and walked over to the staircase. With a few graceful hand arcs, I chanted a spell over the steps and then hurried back to my corner with Adrian, slipping back under the shelter of his arm. â€Å"Okay,† I said. â€Å"I think I've got a minor delay ready.† â€Å"What is it?† he asked. Just then, we heard the door at the top of the stairs open. Light spilled down, though we still remained in the shadows. â€Å"You're out of options,† I heard Alicia say. â€Å"No place left to – ahh!† There was a loud thump-thump-thump-thump as she went sliding down the stairs and hit the bottom with a crack. â€Å"Invisible ice on the stairs,† I told Adrian. â€Å"I know I'm not supposed to say this,† he said. â€Å"But I think I love you more than ever.† I took his hand and tried not to think about how happy his words made me, even in this life-or-death situation. â€Å"Come on.† We left our hiding spot and found Alicia sprawled ungracefully on the floor, trying to get to her feet. A silver orb of light hovered in the air near her, bobbing along faithfully with her movements. Seeing us, she snarled and waved her hands to cast at us. I'd anticipated this and had an amulet ready. I swung it on its silken cord and said a few quick words as we passed her. A brief, shimmering shield flared between us and her, just barely absorbing the small glowing darts she hurled our way. The shield was similar to the one Ms. Terwilliger had used at the park but had to be summoned on the spot and didn't last long. I didn't know what Alicia planned on doing next, but obviously, something bad was coming. I cast a preemptive spell I'd never used before, one of the ones that Ms. Terwilliger had told me not to bother with. It took a lot of energy and was powerful if used correctly, yet was deceptively simple and elegant in its effects. I merely blasted Alicia across the room with a wave of power just as she was about to stand. She flew backward, into a stack of Christmas items. A box of ornaments fell down, shattering near her on the hard floor. Casting the spell left me dizzy, but I managed to keep moving. I summoned a fireball when we reached the stairs but held it in my hand, keeping it low as though I were going to roll a Skee-Ball – though my intent was simply to carry it. I prayed it would melt the ice, and after my first few steps, I knew I was right. â€Å"Careful,† I warned Adrian. â€Å"They're wet.† We made it to the top, but Alicia had already scrambled after us. From the bottom of the stairs, she used the same spell on me that I'd used on her, throwing a wave of invisible energy at Adrian and me that knocked us to the floor. I'd been holding on to the fireball, despite Ms. Terwilliger's warnings about how doing so would drain my own power. When Alicia knocked me down, the fireball flew from my hand and landed on Ms. Terwilliger's couch. Considering it looked as though it was covered in some cheap fabric from the 1970s, I wasn't entirely surprised that it lit up so fast. On the bright side, the fire solved our darkness problem. On the downside, it meant the house was likely going to burn down around us after all. The callistana, who hadn't been fast enough to keep up with us when we'd gone downstairs, came scurrying over to my side. I had only half a heartbeat to make a decision. â€Å"Go look in the rest of the house for Ms. Terwilliger,† I told Adrian. â€Å"I'll stop Alicia.† The growing fire created weird shadows on his face, highlighting his anguish at this. â€Å"Sydney.† â€Å"This is one of those times you have to trust me without question,† I said. â€Å"Hurry! Find her and get her out.† I saw a thousand emotions flash through his eyes before he obeyed and ran off toward the other wing of the house. The fire was spreading rapidly throughout the living room, in a way that had to be magical. The increasing smoke gave me an idea, and I cast a spell that enhanced it, creating a hazy wall at the entrance to the basement stairs. It allowed the dragon and me to make a short retreat before Alicia appeared, parting the smoke as cleanly as though she were opening curtains. â€Å"That,† she declared. â€Å"Hurt.† I cast a spell that should've encased her in spiderwebs, but they fell away before they even reached her. It was infuriating. I'd memorized so much, but these â€Å"remedial† spells weren't working. I understood now why Ms. Terwilliger's main strategy had been for me to lie low and hide my ability. How would I have ever been able to take on Veronica? True, Alicia had taken her out, but only after probably weakening her as she had Ms. Terwilliger. I even understood now why Ms. Terwilliger had told me to get a gun – which, I realized now, I'd left in the car. The ice spell had worked because Alicia hadn't seen it coming. The only other spell that had worked on her was the blast of power, an advanced one that had still left me weak. It was going to take another one of those, I realized. I had no idea if I had the ability to do a second one, but trying was the only chance I had of – I screamed as what felt like a thousand volts of electricity shot through me. Alicia's hand movement had been so subtle, and she hadn't even spoken. I fell down again, writhing in pain as Alicia strode toward me, her face triumphant. The dragon bravely put himself between the two of us, and she simply kicked him aside. I heard him yelp as he skittered across the floor. â€Å"Maybe I should absorb you,† said Alicia. The shocks abated, and I could only sit there and gasp for breath. â€Å"You could be my fifth. I can come back for Jaclyn in a few years. You've turned out to be a lot more powerful than I thought – and annoyingly resourceful. You even made a good effort tonight.† â€Å"Who says I'm done?† I managed to say. I cast the first of the advanced spells that came to mind. Maybe it was inspired by the broken Christmas ornaments, but suddenly, I had broken shards on the brain. The spell required no words or physical components and only the slightest of hand movements. The rest was taken from me – a draining of energy and power that hurt almost as much as the electrifying spell Alicia had just used. But oh, the results were breathtaking. On Ms. Terwilliger's coffee table (which was now on fire) sat a set of five perpetual motion balls. I used a transmutation spell on them, forcing them out of their spherical shape and breaking them apart into thin, sharp razor blades. They broke free of their strings and came at my command. That was the easy part. The hard part was, as Ms. Terwilliger had told me, actually attacking someone. And not just making them slip and fall. That wasn't so bad. But an actual physical attack, one you knew would cause direct and terrible damage, was an entirely different issue. It didn't matter how terrible Alicia was, that she'd tried to kill me and wanted to victimize Ms. Terwilliger and countless others. Alicia was still a living person, and it was not in my nature to show violence or try to take another's life. It was, however, in my nature to save my own life and those of my loved ones. I braced myself and ordered the razors forward. They slammed into her face. She screamed and frantically tried to pull them out but in doing so lost her balance and went back down the stairs. I heard her shriek as she fell into the basement. Although I couldn't see her, her magical lantern orb merrily followed her all the way down. My triumph was short-lived. I was more than dizzy. I was on the verge of passing out. The heat and light from the fire were overwhelming, yet my vision was going dark from the exhaustion of casting a spell I was in no way ready for. I suddenly just wanted to curl up there on the floor and close my eyes where it was comfortable and warm. . . . â€Å"Sydney!† Adrian's voice jolted me out of my haze, and I managed to peer up at him through heavy eyelids. He slipped an arm around me to help me up. When my legs didn't work, he simply scooped me up altogether and carried me. The dragon, who'd suffered no permanent damage from the kick, clung to my shirt and scurried into the bag that was still draped over my shoulder. â€Å"Where . . . Ms. Terwilliger. . . .† â€Å"Not here,† Adrian said, heading swiftly toward the front door. The fire was spreading over the walls and ceiling now. Although it hadn't quite made it to the front of the house yet, our way was still thick with smoke and ash. We both were coughing, and tears ran out of my eyes. Adrian reached the door and turn the knob, yelping at how hot it was. Then he managed to kick the door open with his foot, and we were free, out into the clean night air. Neighbors had gathered outside, and I could hear sirens in the distance. Some of the spectators watched us curiously, but most were transfixed by the inferno that was Ms. Terwilliger's bungalow. Adrian carried me over to his car and gently set me down so that I could lean against it, though he still kept an arm around me. We both stared in awe at the fire. â€Å"I really did look, Sydney,† he said. â€Å"I couldn't find Jackie in the house. Maybe she escaped.† I prayed he was right. Otherwise, we had just abandoned my history teacher to a fiery death. â€Å"What happened to Alicia?† â€Å"Last I saw, she was in the basement.† A sickening feeling twisted in my stomach. â€Å"I don't know if she'll get out. Adrian, what have I just done?† â€Å"You defended yourself. And me. And hopefully Jackie.† His arm tightened around me. â€Å"Alicia was evil. Look what she did to those other witches – what she wanted to do to you guys.† â€Å"I never saw it coming,† I said bleakly. â€Å"I thought I was so smart. And each time I talked to her, I dismissed her as some dumb, scattered girl. Meanwhile, she was laughing and countering my moves every step of the way. It's humbling. I don't meet many people like that.† â€Å"The Moriarty to your Holmes?† he suggested. â€Å"Adrian,† I said. It was all I needed to say. He suddenly did a double take, noticing my attire for the first time tonight now that the jacket had come open. â€Å"You're wearing your AYE shirt?† â€Å"Yeah, I never wage magical battles without – â€Å" A small mewling noise suddenly caught my attention. I searched around until I spotted two green eyes peering at me from under a bush across the street. I managed to straighten up and found that my legs, though weak, could support my weight again. I took a few halting steps toward the bush, and Adrian immediately ran to my side. â€Å"What are you doing? You need help,† he said. I pointed. â€Å"We have to follow that cat.† â€Å"Sydney – â€Å" â€Å"Help me,† I pleaded. He couldn't resist. Supporting me with his arm again, he helped me walk across the street toward the cat. It ran ahead between two bushes, then glanced back at us. â€Å"It wants us to follow,† I told him. So we did, cutting through houses and streets until when we were about four blocks from the bungalow, the cat dashed off into a park. Whatever energy I'd had when I started after the cat was long gone. I was panting and dizzy again and fighting hard to resist asking Adrian to carry me. Something in the center of the park caught my attention and gave me one last burst of adrenaline to run forward. There, lying on the grass, was Ms. Terwilliger. She was awake, thankfully, but looked nearly as exhausted as I felt. Tears and smudges suggested she'd been through quite an ordeal. She had managed to escape Alicia, but not without a fight. That was why we hadn't been able to find her in the house. Seeing me, she blinked in surprise. â€Å"You're okay,† she said. â€Å"And you found me.† â€Å"The cats led us,† I said, pointing. All thirteen of them were sitting around in the park, surrounding their owner – making sure she was okay. She glanced around at them and managed a weary smile. â€Å"See? I told you cats are useful.† â€Å"Callistanas aren't so bad either,† I said, looking down at my satchel. â€Å"That ‘pain in the ass' screeching saved me from a face full of acid.† Adrian put his hand to his heart in mock horror. â€Å"Sage, did you just swear?† Glancing over, Ms. Terwilliger noticed him for the first time. â€Å"And you're here too? I'm so sorry you had to get dragged into this mess. I know you didn't ask for any of this trouble.† â€Å"It doesn't matter,† said Adrian, smiling. He rested a hand on my shoulder. â€Å"Some things are worth the trouble.†