The Harmful Effects of Body Piercings on the Body essays

The Harmful Effects of Body Piercings on the Body essays HARMFUL EFFECTS OF BODY PIERCING ON EVERYDAY LIFE A great number of teenagers and young adults have a body piercing. These can range anywhere from your belly button to your tongue. There are many effects it can have on you socially, or physically. This essay will describe the social aspects of body piercing, this includes first impressions, types of friends, and job prospects. First impressions are important to many people. To some individuals body piercing may seem frightening or intimidating. The person with the piercing may be treated differently in a store. They might be watched more carefully to prevent shoplifting just because of this piercing. Some sales clerks might do this because they got the impression the customer was dangerous or suspicious. These presumptions come along with other physical traits such as race or dress. Social groups come in many types. People with body piercing might be accepted into a group or rejected from one because of it. Some might assume because of the piercing the individual would automatically fit in with the group. This assumption might be related to the fact that the musicians the group listens to also have body piercing. The exact opposite also holds true for those who would be rejected from a group because of the piercing. Last, and most importantly body piercing may affect your job. There have been controversies over facial piercing in fast food restaurants. Also, if you are taking an interview and you have a visible piercing the interviewer may feel intimidated or think negatively toward you. The company may have a policy against piercing. They may make you seem immature or irresponsible. Some people feel they are a form of self-mutilation. Therefore, the employer and/or interviewer may think the applicant has no respect for his body. Mostly subconsciously employers are biased about such things as piercing. There is no science to it, and the only way t ...

The Best Review Books for the SSAT and ISEE

The Best Review Books for the SSAT and ISEE Students applying to private school for admission into grades five through twelve and the postgraduate year must take private school admissions tests such as the ISEE and SSAT. Each year, more than 60,000 students take the SSAT alone. These tests are considered to be a crucial part of the admission process, and schools consider a students performance on the test as an indicator of potential success. As such, its important to prepare for the tests and do your best.   The ISEE and SSAT are slightly different tests. The SSAT contains sections that ask students analogies, synonyms, reading comprehension, and math questions, and the ISEE includes synonyms, fill-in-the-sentence-blanks, reading comprehension, and math sections, and both tests include an essay, which is not graded but is sent to the schools to which the students are applying. Students can prepare for these exams by using one of the review guides on the market. Here are some of the guides and what they offer to prepare students for these tests: Barron's SSAT/ISEE This book includes review sections and practice tests. The section on word roots is particularly helpful, as it introduces students to common word roots that they can use to build their vocabulary. The end of the book includes two practice SSAT tests and two practice ISEE tests. The only drawback is that the practice tests are only for students taking the middle- or upper-level tests, meaning that students taking the lower-level tests (students who are currently in grades 4 and 5 for the ISEE and students who are currently in grades 5-7 for the SSAT) should use a different review guide that includes lower-level tests. Some test-takers have reported that the math problems on the practice tests in Barrons book are harder than those on the actual test. McGraw-Hill's SSAT and ISEE McGraw-Hills book includes a review of the content on the ISEE and SSAT, strategies for test-taking, and six practice tests. The practice tests for the ISEE include lower-level, middle-level, and upper-level tests, meaning that students can get more specific practice for the test they will be taking. The strategies for the essay section are particularly helpful, as they explain to students the process of writing the essay and provide samples of written and revised essays. Cracking the SSAT and ISEE Written by the Princeton Review, this study guide includes updated practice materials and a review of the content on both tests. Their hit parade of the most commonly occurring vocabulary words is helpful, and the book offers five practice tests, two for the SSAT and one for each level of the ISEE (lower-, middle-, and upper-level). The Kaplan SSAT and ISEE Kaplans resource offers students a review of the content on each section of the test, as well as practice questions and strategies for test-taking. The book contains three practice tests for the SSAT and three practice tests for the ISEE, covering the lower-, middle-, and upper-level exams. The exercises in the book provide a great deal of practice for potential test-takers. This book is especially good for lower-level ISEE test-takers, as it provides practice tests geared to their level. The best way students can use these books is to review unfamiliar content and to then take practice tests under timed conditions. Students should be sure to look at not only the content of the tests but also the strategies for each section, and they should also follow sound test-taking strategies. For example, they should not get stuck on any one question, and they should use their time wisely. Students should start practicing several months in advance so they are prepared for the test. Students and parents can also learn more about the way the tests are scored  so they can prepare for their results. Different schools require different tests, so be sure to check with the school you are applying to about which tests they require. Many private schools will accept either test, but the SSAT seems to be the more preferred option for schools. Students applying as juniors or older often have the option to submit PSAT or SAT scores instead of the SSAT. Ask the admission office if that is acceptable though.

Forensics Research Project 3 Paper Example | Topics and Well Written Essays - 1000 words

Forensics Project 3 - Research Paper Example The primary purpose of the computer forensic processing method would emphasize certain major factors namely image copying technology, defining principles underneath computer forensic method, formalizing most appropriate methodology in order to assemble as well as to examine the activities of the users and presenting alleged data or information to a court law. With this regard, the framework of this computer forensic method will mainly comply with four major processes that comprise acquisition, identification, evaluation and presentation (Craiger, n.d.). In relation to the provided case, it can be apparently observed that organizational resources have been misused by the staffs during the work schedule in terms of using computers, network and cell phones particularly for electronic gambling. This particular practice can unfavorably impact the overall performance of the organization through various ways. For instance, the misuse of such type of organizational resources can severely imp act on the organization’s performance and reduce its competencies to achieve the ultimate goals and objectives. Moreover, the practice can also negatively effect on time, cost as well as performance of each individual attached with the organization. Steps Required to Investigate, Document and Preserve Evidence The computer forensic process with respect to the provided case scenario will be focused on conservation, recognition along with extraction of computer media with the intention of protecting the organizational resources and intellectual property. In this regard, the major functions and the implications of different steps that can be involved within the computer forensic processing method have been demonstrated in the following discussion. Step1: Acquisition The acquisition step of the proposed computer forensic processing method can be referred to assess or to keep the track of each computer system within an organization. The process significantly helps to preserve deta il evidence of the users concerning their conduct of different activities in the organization (Organization of American States, 2011). In relation to the provided case scenario, the acquisition step within the forensic method will be focused on keeping the track of uninvited or unauthorized individuals through developing any technological system within the organization. The process would enable the administrators to track and assess the activities performed by the users through allocated systems. Moreover, the step will also involve the process of preserving data or information concerning the movement of each user through their systems and enable the administrators to prepare effective documentation regarding the misuse or fraud related activities performed by the employees. Additionally, the step would also facilitate to efficiently maintain effective information flow and help the organization to protect its resources and intellectual property by a certain degree. Step2: Identifica tion The identification step is generally defined as the process of analyzing various sorts of technological aspects that include physical and logical units of the systems that are executed in an organization. The step also involves presentation of different opinion in accordance with the relevance of the

Principles of International Relations - Group Assignment Essay

Principles of International Relations - Group Assignment - Essay Example astrophic and irreversible environmental consequences such as decline in global food production, extreme precipitation and destruction of the natural ecosystem and biodiversity. The extreme summer heat waves could lead to adverse health impacts on human beings and increase the prevalence of vector-borne diseases (Luterbacher & Sprinz, 2001). The development of climate change was initially constrained to scientific conferences since scientists established that carbon dioxide concentrations in the atmosphere were increasing in the 1960s. The Villach Conference of 1985 organized by United Nations Environmental Program concluded that states should initiate consideration on a global climate change convention thus creating an agenda for policy makers to address climate change (Paterson, 2013). Countries such as Germany and Canada were concerned with the increased depletion of stratospheric ozone layer, pollution of oceans and loss of biodiversity thus forcing scientists to carry out more research that led to discovery of Antarctic ozone hole (Luterbacher & Sprinz, 2001). The Northern American heat wave of 1988 summer boosted greenhouse warming agenda in Canada and the United States and thus led to the Toronto Conference of June 1988 that called for reduction of the global carbon dioxide emissions by 20 percent by the year 200 5 (Victor, 2011). Countries like Canada and Japan have committed to reducing greenhouse gases emission since global warming is an environmental disaster that has led to natural disasters in countries in the East Asia region (Paterson, 2013). The Toronto Conference marked the involvement of international actors such as non-governmental actors in environmental and states thus making global warming an international issue. The United Nations Assembly made climate change a common concern for mankind in 1988 while the Noordwijk Conference of 1989 in Netherlands concluded that industrialized nations should maintain their greenhouse gas emissions

StandardizedTestsandInformal Reading Assessments Essay Example for Free

StandardizedTestsandInformal Reading Assessments Essay Many teachers’ today are experience increased pressure in proving their effectiveness in teaching students through standardized testing. With the standardized testing schools and teachers are graded on their ability to provide a proper education for their children. If the school scores and A+ people believe that the school is effective in teaching their students. The school scores a D are below the school is believed to be ineffective. Unfortunately many schools are judged according to the results of standardized testing. Even though the results of testing is misleading as to the staff effectiveness in teaching. Yet these results are what everybody relies on. (Timeout From Testing.org, n.d.) What is standardized testing: is a tool that measures a student’s ability to perform at a certain academic level. Being highly controversial standardized testing will always be debated. As the debate continues we can be assured that standard testing will not disappear. This paper with examining several pros and cons by both sides of the standard testing debate.(Timeout From Testing.org, n.d.) Pro; 1) Standardized testing will hold student and teacher accountable. Students are purposed in mastering certain skills and applying them throughout the test. Teachers are required to adjust their curriculum based on results of these assessments. The failure of so many students can bring the school under a microscope can cause loss of jobs teachers who are not meeting standards. 2) Standardized testing is able to test and compare students from different school districts. Students are required to take the same test. Standardized testing allows this to occur comparing student to student across the state. 3) Well-established rules and instructions are provided to the teachers with directions for what and when a subject needs to be taught in the school. This will also allow student to move to a new school and not worry about being behind his/hers new classmates. 4) Standardized tests are not scored with human emotion. A teacher can possibly score a student test with emotional bias. Computers and or people score the test without bias they had no knowledge of the student is. 5) Standardized tests help schools develop programs and services to multiple subgroups. Establishing data to assist the subgroups in improving their scores. Con; 1) Standardized testing does not allow for emotional and him and him and external factors of the student. There have been students who have made straight As a GPA 4.00 for their career in school and fail the standardized test and not graduate. The standardized test will not show intelligence of the student taken the test. Three weeks before the standardized test a student’s parents get divorce. Will that student be truly focusing on the test? 2) Teachers feeling the pressure of standardized test will teach to the test. Teacher’s evaluation dependent upon this test and student success will only foster more teachers to continuing in this practice. This can only harm the student because it will not be taught other skills needed for their future. 3) The stress level surrounding standardized testing is very high. Teachers have walked out of the classroom because so much emphasis is placed on the standardized test. Students reach unhealthy levels of stress because of this test. Students have high levels of stress because her whole future is based on whether you pass or fail this test. No retakes allowed. 4) Standardized test can only evaluate the individuals performance and not their overall growth. If the student is having a bad day but fails the test or scores very low it is not an accurate as to the true knowledge of the student and how hard the teacher worked and helping their students to achieve. Students may have improved tremendously throughout the year and it is impossible one test to implement what the teacher is qualified or not. 5) Standardized testing can be and has been used for peoples political agenda. This is that for many politicians stand on educational platforms to further their career. These politicians have absolutely no clue what learning is really all about.(Timeout From Testing.org, n.d.) Standardized testing are essential for obtaining information as to the weakness of student’s ability to read. As you read above in essence standardized testing as necessary uses to evaluate a student’s ability but shall not dictate their future. Student portfolios are essential part of the development and assessments. What is the purpose of a portfolio. You can show student growth, and by the various, and gentian violet themselves and their own teaching method. For folders containing selected selections of students work that will accurately show their progress.(Gallaudet.edu, n.d.) Start introducing the portfolio after the first week of school. The students rarely understand or even know what portfolios are. As we teachers explain to our students that we will be creating an ongoing portfolio. The portfolios will help to introduce, and assess our learning experience during the school year. Students can create their own portfolio by assembling a designing with their own individual personality. Most rewarding part of student’s portfolios is the displaying of the student best work. The pride many students will feel when they can see their accomplishments in learning.(About.com, n.d.) The items that are found in students portfolios are as follows; Quotations or dictations, five stages of reading recorded by video, a list of books read, writing journals, narrative essay, exploratory, explanatory, persuasive, cause-and-effect, diagrams, graphic organizers. The many types of work samples represent the students reading programs. (Tompkins, n.d.) Formative assessments are used to monitor students learning by helping them identify strengths and weaknesses and target the areas that are the weakest in. Summative assessment evaluates the student’s knowledge at the end of a instructional unit such as midterms, essay papers. These assessments are places in students portfolio help evaluate the progress in the game in the school year. This information can be used formative when teachers and students got their progress in reading programs. (Eberly Center, n.d.) Standardized testing has been debated for many years. Educators across the country will always feel the pressure of performing for the politicians who dreamed up standardized testing. Whether teachers are pro or con when it comes to standardized testing is truthfully here to stay. The cost of standardized testing will always be difficult to justify. Whether you are pro or con standardized testing unfortunately will be how is the community administration will judge your performance. Stupid their References About.com (n.d.). Student Portfolio. Retrieved July 10, 2013, from http://712educators.about.com/od/portfolios/a/portfolios.htm?=1 Eberly Center (n.d.). What is the Difference Between Formative this Summative Assessment data. Retrieved July 10, 2013, from http://www.cmu.edu/teaching/assessment/basics/formative-summative.html Gallaudet.edu (n.d.). Portfolios for Students Growth. Retrieved July 10, 2013, from http://www.galludet.edu/clerc_center/information_and_resources/info_to_go_/transition_to_adulthood/portfolios_for_student_growth.html Meador, D. (n.d.). Standardized Testing; Pros and Cons of Standardized Testing [Online exclusive]. About.com. Retrieved July 10, 2013, from canhttp://teaching.about.com/od/assess/a/Standardized-Testing.htm?p=1 Timeout From Testing.org (n.d.). Standardized Test: Terms and Definitions. Retrieved July 10, 2013, from http://timeoutfromtesting.org/doedefinitions.php Tompkins, G. E. (n.d.). Literacy for the 21st Century. Retrieved from http://gcumedia.com/digital-resources/pearson/2010/literacy-for-the 21st-century_- a-balance-approach_ebook-5e.php

Genetic Engineering the Church View Essay -- essays papers

Genetic Engineering the Church View A relatively recent issue, genetic engineering has nevertheless become an important enough internationally to cause public debates. The issue is complex, involving many parts and, of course numerous ethical concerns. Some of the parts enveloped by genetic engineering are cloning, modifications of genetic traits, and bioengineering of plants and certain animal to yield better crop and product. Much can be done using genetic engineering. Although we have a potential to harvest and already do see many advantages as a result of this, a deeper issue looms like a cloud on the horizon: are we prepared for the ramifications involved in this concept that has such high potential? At the center of the issue is the perspective of the Church. And it is through human dignity that religion and cloning are linked. Genetic engineering, and, specifically cloning is deeply an issue of dignity. For example, the Catholic Church addressed human cloning in 1987, stating that cloning is contrary to the moral law, since it is in opposition to the dignity "both of human procreation and of the conjugal union" (2). Thus, cloning is contrary to our moral and theological beliefs since the normal reproduction does not take course: life is created through neither marriage nor sexual intercourse. God's plan for us is finding a mate-someone we spend the rest of our life with, have children, pass on our knowledge and genetic material. God's plan is for us to have two biological parents-those whose genetic, physical, and mental information comes together to produce a new, different being. Cloning completely disrupts God's plan. A rather controversial issue, cloning, as most such issues, forces one to take a stand on either moral, ethical, religious, or other grounds. Once faced with such dilemna, various religious movements have had to take such stand, which are rather varied throughout the different faiths. The Catholic Church, for example, has denounced cloning and has specifically called to put a ban on human cloning. "God alone is the master of human life and of its integrity" states Pope John Paul II. "To respect the dignity of man, consequently, amounts to safeguarding this identity of the man "corpore et anima unus," states the Vatican Council II (3). The biological individuality of a person is untouchable, being made of bot... ...f effects. This, in our history, humanity has done many a time. The Church's role has been that of a prophet, warning us that just because we can do something, does not mean we should. References 1. Church of Scotland webpage. http://dspace.dial.pipex.com/srtscot//srtpage3.shtml 2. American Bioethics Advisory Commission. http://www.all.org/abac/clontx06.htm 3. Dangers of Genetic Manipulation. Address by Pope John Paul II to members of the World Medical Association. October 29, 1983. http://listserv.american.edu/catholic/church/papal/jp.ii/genmanip.asc 4. Sophie Boukhai. Religion, genetics and the embryo. UNESCO Courier, Sept 1999. 5. Armstrong, Bruce G. Scientific, Ethical and Biblical Considerations of Genetic Engineering. Central Highlands Christian Publications. 1999. 6. Epstein, Ron. Ethical and Spiritual Issues in Genetic Engineering. Ahimsa Voices: a Quarterly Journal for the Promotion of Universal Values. 5. Oct. 1998. 7. Church blocks GM trial. BBC News Online: UK. August 4, 1999. http://news.bbc.co.uk/low/english/uk/newsid_411000/411509.stm 8. Genetically Modified Organisms. http://www.cofe.anglican.org/view/gmos.rtf

Mistake vs. Misrepresentation

In brief: Mistake vs Misrepresentation †¢ A mistake is inadvertent and only an error on the part of the person committing it while misrepresentation is often wilful or intentional, done with the intention of gaining wrongfully. The main difference between Mistake and Misrepresentation is that in the case of Mistake one or both parties to a contract or what was intended to be a contract unintentionally or unknowingly made statements not intended to mislead the other. Therefore fraud cannot be implied from these statements or circumstances. At Common law, a mistake can affect the validity of a contract â€Å"operative mistake†, making it null and void. In the case of misrepresentation, false statements of facts are required to be made which knowingly or unknowingly could amount to fraud and remedy or rescission may apply. In the modern law, misrepresentation is classed as fraudulent, negligent or wholly innocent. Fraudulent misrepresentation Definition Fraudulent† in this sense was defined by Lord Herschell in Derry v Peek (1889) 14 App Cas 337 as a false statement that is â€Å"made (i) knowingly, or (ii) without belief in its truth, or (iii) recklessly, careless as to whether it be true of false. † The essence of fraud is the absence of honest belief; in Derry v Peek , a share prospectus falsely stated that the company had the right to use mechanical power to draw trams, without explaining that governmental consent was requir ed for this. In fact, the directors honestly believed that obtaining consent was a pure formality, although it was ultimately refused. The House of Lords held that there had been no fraudulent misrepresentation. Lord Herschell however did point out that though unreasonableness of the grounds of belief is not deceitful, it is evidence from which deceit may be inferred. There are many cases, â€Å"where the fact that an alleged belief was destitute of all reasonable foundation would suffice of itself to convince the court that it was not really entertained, and that the representation was a fraudulent one. † On the other hand, there need be no intention to defraud. An intention to deceive (with no intention to cause the claimant loss) is sufficient. Negligent misrepresentation Negligent mis-statement at common law Until 1963, damages could only be claimed for misrepresentation where it was fraudulent. All non-fraudulent misrepresentations were classed as â€Å"innocent† and damages were not available for such innocent misrepresentations. In 1963, the House of Lords stated, obiter, in Hedley Byrne Co Ltd v Heller Partners Ltd [1964] AC 465 that in certain circumstances damages may be recoverable in tort for negligent mis-statement causing financial loss. The liability depends on a duty of care arising from a â€Å"special relationship† between the parties. It is now clear that a party can claim damages under the principle in Hedley Byrne where a negligent mis-statement has induced him to enter a contract; Esso Petroleum Co Ltd v Mardon (1976) QB 801. Broadly speaking, the special relationship will only arise where the maker of the statement possesses knowledge or skill relevant to the subject matter of the contract and can reasonably foresee that the other party will rely on the statement. Negligent misrepresentation under the Misrepresentation Act 1967 Section 2(1) of the Act of 1967 introduced, for the first time, a statutory claim for damages for non-fraudulent misrepresentation. Section 2(1) provides that where a person has entered a contract after a misrepresentation has been made to him by another part thereto and a result thereof he has suffered loss, then, if the person making the misrepresentation would be liable to damages in respect thereof had the misrepresentation been made fraudulently, that person shall be so liable notwithstanding that the misrepresentation was not made fraudulently, unless he proves that he had reasonable ground to believe and did believe up to the time the contract was made that the facts represented were true. It should be noted that the sub-section assumes all non-fraudulent statements to be negligent and puts the burden on the maker of the statement to disprove negligence. Wholly innocent misrepresentation We have seen that before 1963, the word â€Å"innocent† was used to describe all misrepresentations that were not fraudulent. In the light of Hedley Byrne and s. 2(1) of the Act of 1967, the word innocent may now be used to refer to a statement made by a person who has reasonable grounds for believing in its truth. To avoid confusion, â€Å"wholly innocent† is a better description.

The Golden Lily Chapter 14

â€Å"OH, LORD,† I SAID. â€Å"What's wrong?† asked Brayden. â€Å"Is everything okay?† â€Å"Hard to say.† I put the phone back in my purse. â€Å"I hate to do this, but I have to go take care of something outside. I'll be back as quickly as I can.† â€Å"Do you want me to go with you?† I hesitated. â€Å"No, it's okay.† I had no idea what to expect out there. It was best if Brayden wasn't subjected to it. â€Å"I'll hurry.† â€Å"Sydney, wait.† Brayden caught hold of my arm. â€Å"This†¦ this is the song you requested, isn't it?† The one we'd been dancing to had just ended, and a new one was on – or, well, an old one. It was about thirty years old. I sighed. â€Å"Yes. It is. I'll be fast, I promise.† The temperature outside was pleasant, warm but not oppressively so. We were allegedly due for a rare bit of rain. As I walked toward the parking lot, some of Wolfe's lessons came back to me. Check your surroundings. Watch for people lurking near cars. Stay in the light. Make sure to – â€Å"Adrian!† All reasonable thoughts vanished from my head. Adrian was lying on my car. I ran over to Latte as fast as the dress would allow me. â€Å"What are you doing?† I demanded. â€Å"Get off of there!† I automatically checked for dents and scratches. Adding insult to injury, Adrian was actually smoking as he lay on the hood and stared up at the sky. Clouds were moving in, but a half-moon could occasionally be seen. â€Å"Relax, Sage. I won't leave a scratch. Really, this is surprisingly comfortable for a family car. I would've expected – † He turned his head toward me and froze. I had never seen him so still – or so quiet. His shock was so thorough and intense that he actually dropped his cigarette. â€Å"Ahh,† I cried, springing forward, lest the burning cigarette damage the car. It landed harmlessly on the asphalt, and I quickly stamped it out. â€Å"For the last time, will you get off of there?† Adrian slowly sat up, eyes wide. He slid off the hood and didn't seem to leave any marks. Obviously, I'd have to check it later. â€Å"Sage,† he said. â€Å"What are you wearing?† I sighed and stared down at the dress. â€Å"I know. It's red. Don't start. I'm tired of hearing about it.† â€Å"Funny,† he said. â€Å"I don't think I could ever get tired of looking at it.† Those words drew me up short, and a rush of heat went through me. What did he mean? Was I so outlandish-looking that he couldn't stop staring at the crazy spectacle? Surely†¦ surely he wasn't implying that I was pretty†¦ I promptly got back on track, reminding myself that I needed to think about the guy inside, not out here. â€Å"Adrian, I'm on a date. Why are you here? On my car?† â€Å"Sorry to interrupt, Sage. I wouldn't have been on your car if they'd let me into the dance,† he said. A little of his earlier awe had faded, and he relaxed into a more typical Adrian pose, leaning back against Latte. At least he was standing and less likely to do damage. â€Å"Yeah. They generally frown on letting twenty-something guys into high school events. What did you want?† â€Å"To talk to you.† I waited for him to elaborate, but the only response I received was a brief flash of lightning above. It was Saturday, and I'd been around campus all day, during which he could've easily called. He'd known the dance was tonight. Then, inhaling the smell of alcohol that hung in the air around him, I knew nothing he did should really surprise me tonight. â€Å"Why couldn't it have been tomorrow?† I asked. â€Å"Did you really have to come here tonight and – † I frowned and looked around. â€Å"How did you even get here?† â€Å"I took the bus,† he said, almost proudly. â€Å"A lot easier getting here than to Carlton.† Carlton College was where he took art classes, and without his own transportation, he'd come to rely heavily on mass transit – something he'd never done before in his life. I'd been hoping Sonya or Dimitri had dropped him off – meaning they'd pick him up again. But of course that wouldn't happen. Neither one of them would have brought a drunken Adrian here. â€Å"So I guess I have to take you home then,† I said. â€Å"Hey, I got myself here. I'll get myself home.† He started to take out a cigarette, and I gave him a stern headshake. â€Å"Don't,† I said sharply. With a shrug, he put the pack away. â€Å"And I have to take you home. It's going to storm soon. I'm not going to make you walk in the rain.† Another flash of lightning emphasized my words, and a faint breeze stirred the fabric of my dress. â€Å"Hey,† he said, â€Å"I don't want to be an incon – â€Å" â€Å"Sydney?† Brayden came striding across the parking lot. â€Å"Everything okay?† No, not really. â€Å"I'm going to have to leave for a little bit,† I said. â€Å"I have to give my brother a ride home. Will you be okay waiting? It shouldn't be that long.† I felt bad even suggesting it. Brayden didn't really know anyone at my school. â€Å"Maybe you could find Trey?† â€Å"Sure,† said Brayden uncertainly. â€Å"Or I can come with you.† â€Å"No,† I said quickly, not wanting him and drunken Adrian in the car. â€Å"Just go back and have fun.† â€Å"Nice toga,† Adrian told Brayden. â€Å"It's a chiton,† said Brayden. â€Å"It's Greek.† â€Å"Right. I forgot that was tonight's theme.† Adrian gave Brayden an appraising look, glanced over at me, and then turned back to Brayden. â€Å"So. What do you think of our girl's ensemble tonight? Pretty amazing, huh? Like Cinderella. Or maybe a Greek Cinderella.† â€Å"There's really not much about it that's truly Greek,† said Brayden. I winced. I knew he didn't mean to be insensitive, but his words stung a little. â€Å"The dress is historically inaccurate. I mean it's a very nice dress, but the jewelry's anachronistic, and the fabric's nothing that ancient Greek women would have had. Certainly not that color either.† â€Å"What about those other Greek women?† asked Adrian. â€Å"The flashy smart ones.† His forehead wrinkled, as though it were taking every ounce of his brain to come up with the word he wanted. And, to my astonishment, he did. â€Å"The hetaerae.† I honestly hadn't believed he'd retained anything from our conversation in San Diego. I tried not to smile. â€Å"The hetaerae?† Brayden was even more astonished than I was. He gave me a scrutinizing look. â€Å"Yes†¦ yes. I suppose – if such materials were hypothetically possible in that era – that this is something you'd expect to see find on a hetaera instead of the average Greek matron.† â€Å"And they were prostitutes, right?† asked Adrian. â€Å"These hetaerae?† â€Å"Some were,† agreed Brayden. â€Å"Not all. I think the usual term is courtesan.† Adrian was completely deadpan. â€Å"So. You're saying my sister's dressed like a prostitute.† Brayden eyed my dress. â€Å"Well, yes, if we're still speaking in hypothetical – â€Å" â€Å"You know what?† I interrupted. â€Å"We need to go. It's going to rain any minute now. I'll take Adrian home and meet you back here, okay?† I refused to let Adrian continue to play whatever game he had going to torment Brayden – and, by extension, me. â€Å"I'll text you when I'm on my way back.† â€Å"Sure,† said Brayden, not looking very sure at all. He left, and I started to get into the car until I noticed Adrian trying – and failing – to open the passenger side door. With a sigh, I walked over and opened it for him. â€Å"You're drunker than I thought,† I said. â€Å"And I thought you were pretty drunk.† He managed to get his body into the seat, and I returned to my own side just as raindrops splashed on my windshield. â€Å"Too drunk for Jailbait to feel,† he said. â€Å"The bond's numb. She can have an Adrian-free night.† â€Å"That was very thoughtful of you,† I said. â€Å"Though I'm guessing that's not the real reason you were hitting the bottle. Or why you came here. As far as I can tell, all you've accomplished is to mess with Brayden.† â€Å"He called you a prostitute.† â€Å"He did not! You baited him into that.† Adrian ran a hand through his hair and leaned against the window, watching the rapidly unfolding storm outside. â€Å"Doesn't matter. I've decided I don't like him.† â€Å"Because he's too smart?† I said. I remembered Jill and Eddie's earlier comments. â€Å"And unmemorable?† â€Å"Nah. I just think you can do better.† â€Å"How?† Adrian had no answer, and I had to ignore him for a bit as my attention shifted to the road. Storms, while infrequent, could come up fast and furious in Palm Springs. Flash floods weren't uncommon, and the rain was now pouring down in sheets, making visibility difficult. Fortunately, Adrian didn't live that far away. That was a double blessing because, when we were a couple blocks from his apartment, he said: â€Å"I don't feel so well.† â€Å"No,† I moaned. â€Å"Please, please do not get sick in my car. We're almost there.† A minute or so later, I pulled up at the curb outside his building. â€Å"Out. Now.† He obeyed, and I followed with an umbrella for myself. Glancing over at me as we walked to the building, he asked, â€Å"We live in a desert, and you keep an umbrella in your car?† â€Å"Of course I do. Why wouldn't I?† He dropped his keys, and I picked them up, figuring I'd have an easier time unlocking the door. I flipped on the nearest light switch – and nothing happened. We stood there for a moment, together in the darkness, neither of us moving. â€Å"I have candles in the kitchen,† said Adrian, finally taking a few staggering steps in that direction. â€Å"I'll light some.† â€Å"No,† I ordered, having visions of the entire building going down in flames. â€Å"Lie on the couch. Or throw up in the bathroom. I'll take care of the candles.† He opted for the couch, apparently not as sick as he'd feared. Meanwhile, I found the candles – atrocious air freshening ones that smelled like fake pine. Still, they cast light, and I brought a lit one over to him, along with a glass of water. â€Å"Here. Drink this.† He took the glass and managed to sit up long enough to get a few sips. Then, he handed the glass back and collapsed against the couch, draping one arm over his eyes. I pulled up a nearby chair and sat down. The pine candles cast fragile, flickering light between us. â€Å"Thanks, Sage.† â€Å"Are you going to be okay if I leave?† I asked. â€Å"I'm sure the power will be on by morning.† He didn't answer my question. Instead, he said, â€Å"You know, I don't just drink to get drunk. I mean, that's part of it, yeah. A big part of it. But sometimes, alcohol's all that keeps me clearheaded.† â€Å"That doesn't make sense. Here,† I prompted, handing the water back to him. As I did, I cast a quick look at my cell phone's clock, anxious about Brayden. â€Å"Drink some more.† Adrian complied and then continued speaking, arm back over his eyes. â€Å"Do you know what it's like to feel like something's eating away at your mind?† I'd been about to tell him I needed to leave, but his words left me cold. I remembered Jill saying something similar when she was telling me about him and spirit. â€Å"No,† I said honestly. â€Å"I don't know what it's like†¦ but to me, well, it's pretty much one of the most terrifying things I can imagine. My mind, it†¦ it's who I am. I think I'd rather suffer any other injury in the world than have my mind tampered with.† I couldn't leave Adrian right now. I just couldn't. I texted to Brayden: Going to be a little longer than I thought. â€Å"It is terrifying,† said Adrian. â€Å"And weird, for lack of a better word. And part of you knows†¦ well, part of you knows something's not right. That your thinking's not right. But what do you about that? All we can go on is what we think, how we see the world. If you can't trust your own mind, what can you trust? What other people tell you?† â€Å"I don't know,† I said, for lack of a better answer. His words struck me as I thought how much of my life had been guided by the edicts of others. â€Å"Rose once told me about this poem she'd read. There was this line, ‘If your eyes weren't open, you wouldn't know the difference between dreaming and waking.' You know what I'm afraid of? That someday, even with my eyes open, I still won't know.† â€Å"Oh, Adrian, no.† I felt my heart breaking and sat down on the floor near the couch. â€Å"That won't happen.† He sighed. â€Å"At least with the alcohol†¦ it quiets the spirit and then I know if things seem weird, it's probably because I'm drunk. It's not a great reason, but it's a reason, you know? At least you actually have a reason instead of not trusting yourself.† Brayden texted back: How much longer? Irritated, I answered back: Fifteen minutes. I looked back up at Adrian. His face was still covered, though the candlelight did a fair job of illuminating the clean lines of his profile. â€Å"Is that†¦ is that why you drank tonight? Is spirit bothering you? I mean†¦ you seemed to be doing so well the other day†¦Ã¢â‚¬  He exhaled deeply. â€Å"No. Spirit's okay†¦ in as much as it ever is. I actually got drunk tonight because†¦ well, it was the only way I could bring myself to talk to you.† â€Å"We talk all the time.† â€Å"I need to know something, Sage.† He uncovered his face to look at me, and I suddenly realized how close I was sitting. For a moment, I almost didn't pay attention to his words. The flickering dance of shadow and light gave his already good looks a haunting beauty. â€Å"Did you get Lissa to talk to my dad?† â€Å"What? Oh. That. Hang on one second.† Picking up my cell phone, I texted Brayden again: Better make that thirty minutes. â€Å"I know someone got her to do it,† Adrian continued. â€Å"I mean, Lissa likes me, but she's got a lot going on. She wouldn't have just thought one day, ‘Oh, hey. I should call Nathan Ivashkov and tell him how awesome his son is.' You got her to do it.† â€Å"I've actually never talked to her,† I said. I didn't regret my actions at all but felt weird at being called out on them. â€Å"But I, uh, may have asked Sonya and Dimitri to talk to her on your behalf.† â€Å"And then she talked to my old man.† â€Å"Something like that.† â€Å"I knew it,† he said. I couldn't gauge his tone, if it was upset or relieved. â€Å"I knew someone had to have prompted her, and somehow I knew it was you. No one else would have done it for me. Not sure what Lissa told him, but man, she must have really won him over. He was crazy impressed. He's sending me money for a car. And upping my allowance back to reasonable levels.† â€Å"That's a good thing,† I said. â€Å"Isn't it?† My phone flashed with another text from Brayden. The dance will nearly be over by then. â€Å"But why?† Adrian asked. He sat down on the floor beside me. There was an almost distraught look to him. He leaned closer to me and then seemed shocked as he realized what he was doing. He leaned back a little – but only a little. â€Å"Why would you do that? Why would you do that for me?† Before I could answer, another text came in. Will you even be back in time? I couldn't help be annoyed that he wasn't more understanding. Without thinking, I typed back: Maybe you should just leave now. I'll call you tomorrow. Sorry. I flipped the phone over so I wouldn't see any other messages. I looked back at Adrian, who was watching me intently. â€Å"I did it because he wasn't fair to you. Because you deserve credit for what you've done. Because he needs to realize you aren't the person he's always thought you were. He needs to see you for who you really are, not for all the ideas and preconceptions he's built up around you.† The power in Adrian's gaze was so strong that I kept talking. I was nervous about meeting that stare in silence. Also, part of me was afraid that if I pondered my own words too hard, I'd discover they were just as much about my own father and me as Adrian and his. â€Å"It should have been enough for you to tell him who you are – to show him who you are – but he wouldn't listen. I don't like the idea of using others to do things we can do ourselves, but this seemed like the only option.† â€Å"Well,† Adrian said at last. â€Å"I guess it worked. Thank you.† â€Å"Did he tell you how to get in touch with your mother?† â€Å"No. His pride in me apparently didn't go that far.† â€Å"I can probably find out where she is,† I said. â€Å"Or†¦ or Dimitri could, I'm sure. Like you said before, they must let letters in.† He almost smiled. â€Å"There you go again. Why? Why do you keep helping me?† There were a million answers on my lips, everything from It's the right thing to do to I don't know. Instead, I said, â€Å"Because I want to.† This time, I got a true smile from him, but there was something dark and introspective about it. He shifted closer to me again. â€Å"Because you feel bad for this crazy guy?† â€Å"You aren't going to go crazy,† I said firmly. â€Å"You're stronger than you think. The next time you feel that way, find something to focus on, to remind you of who you are.† â€Å"Like what? Got some magic object in mind?† â€Å"Doesn't have to be magic,† I said. I racked my brain. â€Å"Here.† I unfastened the golden cross necklace. â€Å"This has always been good for me. Maybe it'll help you.† I set it in his hand, but he caught hold of mine before I could pull back. â€Å"What is it?† he asked. He looked more closely. â€Å"Wait†¦ I've seen this. You wear this all the time.† â€Å"I bought it a long time ago, in Germany.† He was still holding my hand as he studied the cross. â€Å"No frills. No flourishes. No secret etched symbols.† â€Å"That's why I like it,† I told him. â€Å"It doesn't need embellishment. A lot of the old Alchemist beliefs focused on purity and simplicity. That's what this is. Maybe it'll help you have clarity of mind.† He had been staring at the cross, but now he lifted his gaze to meet mine. Some emotion I couldn't quite read played over his features. It was almost like he'd just discovered something, something troubling to him. He took a deep breath and, his hand still holding mine, pulled me toward him. His green eyes were dark in the candlelight but somehow just as enthralling. His fingers tightened on mine, and I felt warmth spread throughout me. â€Å"Sage – â€Å" The power suddenly came back on, flooding the room with light. Apparently, with no concern for electrical bills, he'd left all the lights on when he went out earlier. The spell was broken, and both of us winced at the sudden brightness. Adrian sprang back from me, leaving the cross in my hand. â€Å"Don't you have a dance or a curfew or something?† he asked abruptly, not looking at me. â€Å"I don't want to keep you. Hell, I shouldn't have bothered you at all. Sorry. I assume that was Aiden texting you?† â€Å"Brayden,† I said, standing up. â€Å"And it's okay. He left, and I'm just going to go back to Amberwood now.† â€Å"Sorry,† he repeated, moving toward the door with me. â€Å"Sorry I ruined your night.† â€Å"This?† I nearly laughed, thinking of all the crazy things I contended with in my life. â€Å"No. It'd take a lot more to ruin my night than this.† I started to take a few steps and then paused. â€Å"Adrian?† He finally looked directly at me, once again nearly knocking me over with his gaze. â€Å"Yeah?† â€Å"Next time†¦ next time you want to talk to me about something – anything – you don't have to drink to work up the courage. Just tell me.† â€Å"Easier said than done.† â€Å"Not really.† I tried for the door again, and this time, he stopped me, resting a hand on my shoulder. â€Å"Sage?† I turned. â€Å"Yeah?† â€Å"Do you know why I don't like him? Brayden?† I was so astonished he'd gotten the name right that I couldn't voice any answers, though several came to mind. â€Å"Because of what he said.† â€Å"What part?† Seeing as Brayden had said many things, in great detail, it wasn't entirely clear which Adrian was referring to. â€Å"‘Historically inaccurate.†Ã¢â‚¬Ëœ Adrian gestured at me with his other hand, the one not on my shoulder. â€Å"Who the hell looks at you and says ‘historically inaccurate'?† â€Å"Well,† I said. â€Å"Technically it is.† â€Å"He shouldn't have said that.† I shifted, knowing I should move away†¦ but I didn't. â€Å"Look, it's just his way.† â€Å"He shouldn't have said that,† repeated Adrian, eerily serious. He leaned his face toward mine. â€Å"I don't care if he's not the emotional type or the complimentary type or what. No one can look at you in this dress, in all that fire and gold, and start talking about anachronisms. If I were him, I would have said, ‘You are the most beautiful creature I have ever seen walking this earth.'† My breath caught, both at the words and the way he said them. I felt strange inside. I didn't know what to think, except that I needed to get out of there, away from Adrian, away from what I didn't understand. I broke from him and was surprised to find myself shaking. â€Å"You're still drunk,† I said, putting my hand on the door knob. He tilted his head to the side, still watching me in that same, disconcerting way. â€Å"Some things are true, drunk or sober. You should know that. You deal in facts all the time.† â€Å"Yeah, but this isn't – † I couldn't argue with him looking at me like that. â€Å"I have to go. Wait†¦ you didn't take the cross.† I held it out to him. He shook his head. â€Å"Keep it. I think I've got something else to help center my life.† The Golden Lily: A Bloodlines Novel

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