Teaching Emotive Language

Introduction Regardless of the audiences, public speakers and writers use â€Å"some form of emotive language to grab the attention of the listeners† (Carnine, 2007, p. 347). The speakers use captivating words like â€Å"tyranny† and â€Å"savagery† to trigger a reaction from the audience. The primary objective of using emotive language is to elicit an emotional response, thus making the audience more amenable to what is being said.Advertising We will write a custom critical writing sample on Teaching Emotive Language specifically for you for only $16.05 $11/page Learn More Humans have a tendency to endorse or censure things based on emotional attachment. Thus, for one to win the approval of the audience, they have to be calculative in choosing their words. Besides, the speakers have to be cautious of the connotation. They have to avoid using ambiguous words that the audience might misconstrue and result in squabbles. Summary of Obse rvation Notes The tone plays a significant role in emotive language. The tone of the speaker determines the level of attention of the audience. Tone entails numerous factors that include pitch and the speed of the speaker’s voice. Tone does not â€Å"necessarily correlate to the message, and if the speaker is not careful, their delivery can result in a confused audience† (Carnine, 2007, p. 349). Debbie O’Connell’s tone is apposite for the target audience. She uses a low tone and does not shout to the audience. Such a tone does not startle the learners, therefore ensuring that they pay attention. Apart from using a low tone, the teacher does not speak very fast. O’Connell uses a moderate pace when talking to the learners. The primary objective of using an average speed is to ensure that the learners get every word that comes from her mouth. With such a rhythm, it is easy for the students to understand what the instructor is saying as well as interna lize it. To stir the emotions of the audience, a speaker has to demonstrate confidence and be friendly. O’Connell exudes a lot of confidence in what she is saying. Her voice and pronunciation are clear, therefore ensuring that the students understand everything that she teaches. Besides, she does not use sarcastic terms or phrases that might confuse the learners. Word choice is of great importance in emotive language. Speakers must choose words that are easy to understand and attract attention (Carnine, 2007). The speakers must ensure that they use words with favorable connotation. O’Connell uses words that are not only easy to comprehend but also have favorable connotation. For instance, she uses the term â€Å"jagged† to describe the nature of the rocks. The word helps the learners to visualize and understand the environment or the habitat of the lion. Besides, she uses the term â€Å"innocent† when describing the cab as a way to evoke sympathy. By usin g the term â€Å"innocent†, she manages to trigger the emotions of the learners and make them commiserate with the cab.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In so doing, the students understand the meaning of a sentence. Speakers are supposed to use words that communicate a feeling. For instance, O’Connell uses the phrase â€Å"staring hungrily† to signify the strong attachment between the lion and its cab. In return, the students can figure out why a lion guards its cabs fiercely. Nonverbal communication like gestures is vital in emotive language. Gestures not only help to keep students attentive but also understand what the instructor is teaching (Kinnucan-Welsch, 2007). Debbie uses gestures to describe the nature of rocks as well as the lion. The gestures act as a teaching aid to make the learners understand. Debbie pauses as she reads the sentence to all ow the students understand how they can use better words to make a sentence understandable. By the time she finishes the lesson, the students can identify the ordinary words that if replaced may lead to an appealing sentence. The students apply the thinking aloud technique that enables them to follow what the teacher is saying and understand. The primary objective of the lesson is to help learners understand the importance of replacing ordinary words in a sentence with better words. Moreover, the teaching aims at nurturing creativity in students by inspiring their imagination. Reflection From O’Connell’s video, it is clear that for one to give instructions effectively, they must adhere to certain principles. One has to purge all possible interruptions that might distract the audience. Besides, it is imperative to maintain eye contact when giving instructions. Maintaining eye contact helps to ensure that the audience remains attentive. Failure to maintain eye contact ma y lead to the audience not taking you seriously, therefore ignoring whatever you are saying. The use of a firm voice makes the audience pay attention. A speaker should not use a commanding or shrill voice. Instead, the voice should be appealing to the listeners. One should be clear about what they want the listener to do. O’Connell is not only clear about the objective of the lesson but also uses an appealing voice and maintains eye contact with the students. When asking questions, one should ensure that they do not use ambiguous words. The use of words with unfavorable connotation may attract negative answers or confuse a student. Hence, a question should be clear and well structured. A well-structured problem is easy to understand and answer. Summary of Year 5 Class Activity Direct Instruction The class activity entails investigating the idea of probability using marbles. The teacher places a box in front of the class and fills it with marbles of different colors. The teach er instructs one of the students to shake the box to ensure that the marbles get mixed up. The objective of shaking the box is to make sure that no marbles of the same color are close to one another. It increases the chance of picking marbles of different colors every time the students dip their hands into the box.Advertising We will write a custom critical writing sample on Teaching Emotive Language specifically for you for only $16.05 $11/page Learn More In the beginning, the students mix a small number of marbles of each color. The teacher ensures that the students do not put the same number of marbles of each color into the box. After finishing the first experiment, the teacher instructs the students to increase the number of marbles of each color and repeat the experiment. The teacher assists the students to represent the probability of picking a marble of each color on a line. Besides, the students are asked to express the probability as percentag es and fractions. After determining the probabilities, the students are requested to create column graphs and pie charts to represent the different possibilities. Purpose of Direct Instruction The primary objective of the direct instruction is to help students understand the likelihood of a particular event happening. Students encounter dilemmas in their daily life. In an event where a student has to choose between multiple options, it becomes difficult to make a viable choice. Having the knowledge of probability may go a long way towards helping a student to weigh between the existing options. Therefore, the objective of the direct instructions is to equip learners with skills in how to assess the possible repercussions of their decisions. Besides, the direct instructions aim at helping the students to learn how to express probabilities as percentages or fractions as well as interpret them. Students are asked to draw pie charts and column graphs to help in determining which type of marbles was dominant in the box. Besides, the students learn how to interpret probabilities using graphs and pie charts. Monitoring the Response of Students Teachers can tell if students have understood a concept by giving them simple exercises. A teacher is not supposed to introduce a new concept if a majority of the learners are not conversant with a previous theory. To know whether students have understood an activity, it is imperative to let them practice the exercise under supervision. Therefore, to monitor the response of the students, the instructor will ask the students to complete a class work that entails determining the probability of picking marbles of distinct colors. Besides, the teacher will give the students different possibilities and ask them to create column graphs and pie charts. Later, the students will interpret the graphs and pie charts to determine if they have understood the concept. The teacher will be keen to determine the accuracy of the answers that the students give. Research indicates that new â€Å"behaviors are learned most rapidly when correct responses are immediately reinforced, and incorrect responses are eliminated† (Baumann, 2005, p. 95). Consequently, the teacher will help learners to identify their mistakes and make the necessary adjustments.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Assumptions about Teaching A teacher’s or student’s assumptions about teaching contribute to the success of a coursework. Both teachers and pupils have assumptions that they believe if upheld would facilitate the creation of a favorable learning environment (Baumann, 2005). Prior to this semester, students had many assumptions about teachings. While some of the assumptions were right, others were wistful and hard to accomplish or implement. One of the assumptions that were uncovered during this semester is the perception that hands-on experience amounts to effective teaching. There is no doubt that hands-on experience is an integral constituent of effective teaching. Nevertheless, it is important to note that experience cannot work alone (Emerson, 2014). The semester confirmed the importance of encouraging students to think aloud and use imagination. Students should use the experience gained in class to enhance the knowledge by articulating their thinking. The knowledg e acquired during the semester confirmed that students cannot rely on experience alone. Instead, they ought to reflect on the experience and develop skills. As a teacher, one is supposed to train students in how to make good use of the experience they acquire both in class and outside. They can do this by establishing a participatory environment that challenges students to think (Emerson, 2014). Some teaching guides discuss the concept of the habit of mind. The guides emphasize the importance of pupils using facts to substantiate their claims. In other words, the experience that students gain in class should help to develop their creativity. The activities of this semester confirmed the importance of going beyond hands-on and emphasizing on a â€Å"minds-on† way of teaching. The second assumption that was uncovered during the semester is the notion that a teacher should never leave students to fend for themselves. Previously, a majority of learners assumed that teaching entai ls a teacher helping students in everything that they do (Garrison, 2006). The assumption may hold in some instances. However, it is imperative to allow students to work independently as this instills creativity and confidence. A teacher should only monitor the students and help them when necessary. Failure to let the students fend for them may hamper the capacity to assume responsibilities in future (Garrison, 2006). The activities of the semester revealed that students cannot take responsibility for their studies if they are not given time to work independently. Therefore, teachers should come up with a program that enables them to â€Å"carefully and gradually release responsibilities to the students when they are ready† (Giannakidou, 2006, p. 578). The activities confirmed the importance of allowing students to operate independently. The success of learning and teaching environment depends on the abilities of the teacher. Much of what â€Å"the teacher does is not instan tly apparent to those who think that education involves an adult doing most of the talking at quiet students† (Hess, 2009, p. 452). Encouraging students to do research independently goes a long way towards enhancing teaching. For effective teaching, a teacher should be well-informed, considerate, and intentional. Moreover, teachers should work with learners and delegate responsibilities to students based on their capabilities. In other words, effective teaching comprises delegating duties to pupils in a gradual manner. The third assumption that was uncovered during the semester is the opinion that an effective teaching involves covering the entire coursework. Most teachers believe that for students to learn, they must cover the entire syllabus. There is no problem in covering the curriculum or sharing as much information as possible with students. However, a teacher is not assured that the students will understand all that is covered. Mostly, students tend to forget if they ar e fed with a lot of information (Pressley, Johnson, Symons, McGoldrick, Kurita, 2004). A lasting teaching does not entail sharing a lot of information with learners. Instead, it comprises breaking the information into parts and sharing it bit by bit. Covering a lot of content can â€Å"result in students missing the main ideas, trying to memorize everything and recalling little after the test† (Pressley et al., 2004, p. 23). The assumption that effective teaching entails finishing the syllabus is wrong. Rather than covering the entire syllabus, a teacher should focus on the key concepts that students need to learn. Besides, the teacher should identify the various abilities related to those concepts. They should use simple words to explain the concepts or come up with relevant examples. The semester confirmed the importance of intensive teaching. Conclusion Teaching emotive language entails selecting words that stir the emotions of the students. Moreover, it requires encourag ing the learners to think aloud and be creative. The success of teaching emotive language lies in the ability to select words that are not only easy to understand but also trigger the imagination. The primary objective of using emotive language is to draw the attention of the students. A teacher has to use words with favorable connotation to avoid misunderstandings. References Baumann, J. (2005). The effectiveness of a direct instruction paradigm for teaching main idea comprehension. Reading Research Quarterly, 20(2), 93-108. Carnine, D. (2007). Diverse learners and prevailing, emerging and research-based educational approaches and their tools. School Psychology Review, 23(2), 341-350. Emerson, G. (2014). Ten common assumptions about teaching: Reflections on Taylor and Miller. Canadian Journal of Education, 11(1), 9-19. Garrison, D. (2006). A cognitive constructivist view of distance education: An analysis of teaching-learning assumptions. Distance Education, 14(2), 199-211. Giannak idou, A. (2006). Only, emotive factive verbs, and dual nature of polarity dependency. Language, 82(3), 575-603. Hess, F. (2009). Revitalizing teacher education by revisiting our assumptions about teaching. Journal of Teacher Education, 60(5), 450-457. Kinnucan-Welsch, K. (2007). Challenging assumptions about teaching and learning: Three case studies in constructivist pedagogy. Teaching and Teacher Education, 14(4), 413-427. Pressley, M., Johnson, C., Symons, S., McGoldrick, J., Kurita, J. (2004). Strategies that improve children’s memory and comprehension of text. The Elementary School Journal, 90(1), 3-32. This critical writing on Teaching Emotive Language was written and submitted by user J0nah to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Discussion Question Help Example

Discussion Question Help Example Discussion Question Help – Coursework Example Experimental, Quasi-Experimental, and Correlational Research Experimental, Quasi-Experimental, and Correlational Research Scientific research involves asking questions about a test subject and coming up with conclusion from the answers given. Considering the diversity in questions asked during a scientific research, there has been need to come up with standards procedure in doing research. These include quasi-experimental, experimental, and correlation research (Raulin and Graziano, 1993). However, these procedures differ in various ways. The difference is usually in the area each method focuses on.Experimental research generally focus on the impact one variable has over the other in an experiment, often, the effect of independent over dependent variable. The independent variable is controlled by presenting it to a test group which is assumed to be equivalent at the beginning of the research. Quasi-experimental research, unlike experimental research, goes further and considers the fa ct that, it is not a must for all the groups involved in an experiment to be equivalent at the start of the study. According to Raulin and Graziano (1993), for credible result, it is important to conduct a pre-test on the subject before the test, so as, to have a rough idea on what to expect. This will also help in ruling out or avoiding any contradicting variables that may rise during the experiment. In the case of correlation research, the key focus is usually on the bond between the variables themselves. It indicates the status of the variables, positive or negative, and the magnitude of the variables which may be strong or weak (Oswald et al, 2008). In conclusion, it is clear that experiment research focus on the questions about the variables, quasi-experiment on the differences among the test groups and finally, correlation focuses on the direction and strength of the variables. Therefore, it is clear there are different research methods with different approaches. It is also cl ear that clarity in scientific research is well tested and all possible contradiction considered. ReferencesRaulin, L. and Graziano, M. (1993). Quasi-Experiments and Correlational Studies. (pp.1122-1137). New York, NY: State University of New YorkOswald, Price And Triona. 2008. Retrieved from April 7 2014

Australian Health Care System Essay Example | Topics and Well Written Essays - 1750 words

Australian Health Care System - Essay Example Proper health care is essential because one can never be sure of the physical and psychological trauma the immigrant or refugee has endured. Compounding the problem is the language problem in case the immigrant is unable to converse in English. There is the need to engage doctors, nurses and other health service workers who understand the immigrants' languages. Australia is a multicultural society. The land is open to receive skilled workers. There is also a blossoming tourist industry. People emigrating from as far as Sudan also reach Australia to make life for themselves. It is necessary to provide primary health care for recently arrived immigrant groups. Many of these people come from countries that have different models of health care compared to Australia. For some, the concept of private insurance or universal insurance is difficult to understand. These clients of local community centre may not have private health insurance and need to access public health services. It is important to bear in mind that many of these people are highly skilled in their sphere of work. They are capable of integrating with the rest of the population in Australia and making a good life for themselves once their health issues are addressed. We are concerned with health issues of immigrants and refugees who are vulnerable to poor health and have ... There is the issue of culture shock these immigrants may undergo. Addressing their health care will also ensure that they settle down quickly to their new way of life in Australia. Primary Health Care We are concerned with health issues of immigrants and refugees who are vulnerable to poor health and have different and complex health backgrounds as compared to the broader Australian community. Some of them come from very difficult situations and it is unsure if they are getting their health needs met post-immigration in Australia. Basic health issues such as vaccination coverage that health care providers might take for granted as having been attended are known to be major areas of deficiency in refugee populations. There are other factors that contribute to difficulties with accessing appropriate and comprehensive care. These include difficulties with language and literacy, lack of familiarity with health care system, lack of awareness of refugee health issues as well as the fragmented nature of current health care delivery for refugee population. These immigrants need to be vaccinated appropriately and it is not known if they are getting it. It is also not known if they are getting adequate and comprehensive health care. More research is needed to track them down and find out if they are diligently seeking and receiving the health care necessary in the initial stages of their stay in Australia. If they are not receiving the needed health care, it is necessary to find out the reasons why they are not receiving it. Normally, a yellow fever vaccination certificate is required from travelers over one year of age within six days of having stayed in Australia. The purpose of these measures is to

Accounting Industry in the USA Essay Example | Topics and Well Written Essays - 3250 words

Accounting Industry in the USA - Essay Example Before this, it is used to known as the big five. External Factors affecting the performance of the Industry A business unit does not operate in hollow. It operates in an environment. The business environmental factors can be categorized as micro and macro environmental factors. The micro or internal environmental factors are those that can be controlled, whereas the macro or external environmental factors cannot be controlled by the firm and yet those factors affect the modus operand of a firm immensely. Therefore it is important for companies belonging to any industry monitor the external environmental factors and develop or modify business strategies accordingly. The external environmental factors include Political, Economic, Social and Technological factors or in short PEST (Cowan, 2005). Political Factors The political environment in the US is quite stable. Although the country has been engaged in conflicts in Iraq and Afghanistan; the local political environment has not been ha mpered by those issues. The Us government - both present and past have welcomed business investments due to which the country has become one of the economic superpowers. However, due to increase in competition, there have been cases of unethical practices. As a result, the government has imposed strict legal measures on companies induced in unethical practices. Accounting professionals have a huge role to play to ensure ethical practices are conducted by the company. Hence from an accounting firm’s perspective, it is important that reporting and mandatory disclosures are carried out ethically to avoid legal punitive actions from the government or any other regulatory bodies (Henry, 2008). Economic Factors The global economy especially Europe and U.S. are looking to get over the economic recession. The economic downturn has forced most of the companies including the major firms to focus on cost minimization. The accounting professionals play a very important role in providing a recommendation to the management to minimize cost without comprising the overall the performance of the firm. Also due to the economic recession, various companies look to outsource the accounting activities to specialist accounting firms. This may cause the companies a few bucks, but all in all, it actually helps the companies to make the business operations a lot smoother as professionals would be looking after the core accounting issues. Social Factors The people of U.S. have always been entrepreneurial in nature and hence this provides a lot of opportunity to the accounting firms as such companies may look for specialists who can help the companies in overall accounting operations.

Graduation Speech Essay Example for Free

Graduation Speech Essay ?It’s a rare opportunity to be given this privilege to talk to young minds like youthe youth whose minds and thinking are ideal, pure and filled with enthusiasm. Our theme is The Graduate: A Partner Towards Transformational Society, An Answer to Societal Change. We cannot effect social change if we ignore the social problems that are in our midst nowadays facing our very eyes. We should dig deeper to the root causes of these social problems. Every day, every hour, and every minute of our lives, we hear, we see the social problems besetting our country and our community. There is poverty, corruption in the government, violence, drug addiction, crimes, injustice and so on as if they are here to stay. Are there no more solutions for these ills of society? How and when can we stop this? The real root causes of these problems are the values of the people which they were brought up. Diploma is nothing without moral values. We have intelligent people in our society but they do not possess the right values. They think only for themselves. We have intelligent graduates but they ended up as greedy politicians and greedy businessmen. We have intelligent graduates but they are also indifferent, self-centered, irresponsible and lazy. What the society needs now are graduates who are disciplined, hardworking, honest, hospitable, makiKapwa, makaDiyos at Makabayan, not intelligent alone. Graduates, I encourage you to participate in our Sangguniang Kabataan actively in all its programs and activities. Let us always relive the bayanihan spirit and start it with the SK. It’s alright to aim for success in life. But true success is not only with becoming rich in material respect but rich with moral values. To our graduates, let’s not forget our Filipino values. Let’s keep our moral fibers intact as we go along the ladders of success. We know we cannot transform our society overnight. We know we cannot do it alone. As the future leaders of our society, you, graduates, should start now in your own little ways. Parents, and teachers, let’s us be a model to them and help our graduates in directing their path—to the path that is noble and worth living. To the graduates, congratulations, and may God Bless you.

The Challenges of Tent Camping :: Exploratory Essays Research Papers

The Challenges of Tent Camping Each year, thousands of people throughout the United States choose to spend their vacations camping in the great outdoors. Depending on an individual's sense of adventure, there are various types of camping to choose from, including log cabin camping, recreational vehicle camping, and tent camping. Of these, tent camping involves "roughing it" the most, and with proper planning the experience can be gratifying. However, even with the best planning, tent camping can be an extremely frustrating experience due to uncontrolled factors such as bad weather, wildlife encounters, and equipment failures. Nothing can dampen the excited anticipation of camping more than a dark, rainy day. Even the most adventurous campers can lose some of their enthusiasm on the drive to the campsite if the skies are dreary and damp. After reaching their destination, campers must then "set up camp" in the downpour. This includes keeping the inside of the tent dry and free from mud, getting the sleeping bags situated dryly, and protecting food from the downpour. If the sleeping bags happen to get wet, the cold also becomes a major factor. A sleeping bag usually provides warmth on a camping trip; a wet sleeping bag provides none. Combining wind with rain can cause frigid temperatures, causing any outside activities to be delayed. Even inside the tent problems may arise due to heavy winds. More than a few campers have had their tents blown down because of the wind, which once again begins the frustrating task of "setting up camp" in the downpour. It is wise to check the weather forecast before embarking on camping trips; however, mother nature is often unpredictable and there is no guarantee bad weather will be eluded. Another problem likely to be faced during a camping trip is run-ins with wildlife, which can range from mildly annoying to dangerous. Minor inconveniences include mosquitos and ants. The swarming of mosquitos can literally drive annoyed campers indoors. If an effective repellant is not used, the camper can spend an interminable night scratching, which will only worsen the itch. Ants do not usually attack campers, but keeping them out of the food can be quite an inconvenience. Extreme care must be taken not to leave food out before or after meals. If food is stored inside the tent, the tent must never be left open.

Night World : Soulmate Chapter 3

I he sleek white limousine raced through the night like a dolphin underwater, carrying Thierry Des-couedres away from the airport. It was taking him to hisLas Vegas mansion, white walls and palm trees, limpid blue fountains and tiled terraces. Rooms full of artwork and museum-quality furniture. Everything anyone could ask for. He shut his eyes and leaned back against the crimson cushions, wishing he were somewhere else. â€Å"How wasHawaii , sir?† The driver's voice came from the front seat. Thierry opened his eyes. Nilsson was a good driver. He seemed to be about Thierry's own age, around nineteen, with a neat ponytail, dark glasses despite the fact that it was nighttime, and a discreet expression. â€Å"Wet, Nilsson,† Thierry said softly. He stared out the window. â€Å"Hawaiiwas very†¦ wet.† â€Å"But you didn't find what you were looking for.† â€Å"No. I didn't find what I was looking for †¦ again.† â€Å"I'm sorry, sir.† â€Å"Thank you, Nilsson.† Thierry tried to look past his own reflection in the window. It was disturbing, seeing that young man with the white-blond hair and the old, old eyes looking back at him. He had such a pensive expression †¦ so lost and so sad. Like somebody always looking for something he can't find, Thierry thought. He turned away from the window in determination. â€Å"Everything been going all right while I've been gone?† he asked, picking up his cellular phone. Work. Work always helped. Kept you busy, kept your mind off things, kept you away from yourself, basically. â€Å"Fine, I think, sir. Mr. James and Miss Poppy are back.† â€Å"That's good. They'll make thenext Circle Daybreak meeting.† Thierry's finger hovered over a button on the phone, considering whom to call. Whose need might be the most urgent. But before he could touch it, the phone buzzed. Thierry pressed send and held it to his ear. â€Å"Thierry.† â€Å"Sir? It's me, Lupe. Can you hear me?† The voice was faint and broken by static, but distant as it was, Thierry could hear that the caller sounded weak. â€Å"Lupe? Are you all right?† â€Å"I got in a fight, sir. I'm a little torn up.† She gave a gasping chuckle. â€Å"But you should see the other wolf.† Thierry reached for a leather-bound address book and a goldMont Blanc pen. â€Å"That's not funny, Lupe. You shouldn't be fighting.† â€Å"I know, sir, but-â€Å" â€Å"You've really got to restrain yourself.† â€Å"Yes, sir, but-â€Å" â€Å"Tell me where you are, and I'll have somebody pick you up. Get you to a doctor.† Thierry made a practice mark with the pen. No ink came out. He stared at the nib of it in mild disbelief. â€Å"You buy an eight-hundred-dollar pen and then it doesn't write,† he murmured. â€Å"Sir, you're not listening to me. You don't understand. I've found her.† Thierry stopped trying to make the pen write. He stared at it, at his own long fingers holding the chunky, textured gold barrel, knowing that this sight would be impressed on his memory as if burned in with a torch. â€Å"Did you hear me, sir? I've found her.† When his voice came out at last, it was strangely distant. â€Å"Are you sure?† â€Å"Yes. Yes, sir, I'm sure. She's got the mark and everything. Her name is Hannah Snow.† Thierry reached over the front seat and grabbed the astonished Nilsson with a hand like iron. He said very quietly in the driver's ear, â€Å"Do you have a pencil?† â€Å"A pencil?† â€Å"Something that writes, Nilsson. An instrument to make marks on paper. Do you have one? Quick, because if I lose this connection, you're fired.† â€Å"I've got a pen, sir.† One-handed, Nilsson fished in his pocket and produced a Bic. â€Å"Your salary just doubled.† Thierry took the pen and sat back. â€Å"Where are you, Lupe?† â€Å"The Badlands of Montana, sir. Near a town called Medicine Rock. But there's something else, sir.† Lupe's voice seemed less steady all of a sudden. â€Å"The other wolf that fought me-he saw her, too. And he got away.† Thierry's breath caught. â€Å"I see.† â€Å"I'm sorry.† Lupe was suddenly talking quickly, in a burst of emotion. â€Å"Oh, Thierry, I'm sorry. I tried to stop him. But he got away-and now I'm afraid he's off telling†¦ her.† â€Å"You couldn't help it, Lupe. And I'll be there myself, soon. I'll be there to take care of-everything.† Thierry looked at the driver. â€Å"We've got to make some stops, Nilsson. First, the Harman store.† â€Å"The witch place?† â€Å"Exactly. You can triple your salary if you get there fast.† When Hannah got to Paul Winfield's house the next afternoon, the sheriff was there. Chris Grady was an honest-to-goodness Western sheriff, complete with boots, broad-brimmed hat, and vest. The only thing missing, Hannah thought as she walked around to the back of the house where Paul was hammering boards across the broken windows, was a horse. â€Å"Hi, Chris,† she said. The sheriff nodded, sun-weathered skin crinkling at the corners of her eyes. She took off her hat and ran a hand through shoulder-length auburn hair. â€Å"I see you found yourself a couple of giant timber wolves, Hannah. You're not hurt, are you?† Hannah shook her head no. She tried to summon up a smile but failed. â€Å"I think they were maybe wolf-dogs or something. Pure-bred wolves aren't so aggressive.† â€Å"That print wasn't made by any wolf-dog,† Chris said. On the concrete flagstones outside the window there was a paw print made in blood. It was similar to a dog's footprint, with four pads plus claw marks showing. But it was more than six inches long by just over five inches wide. â€Å"Judging from that, it's the biggest wolf ever heard of around here, bigger than the White Wolf of the Judith.† The sheriff's eyes drifted to the empty rectangles of the broken windows. â€Å"Big and mean. You people be careful. Something's going on here that I don't like. I'll let you know if we catch your wolves.† She nodded to Paul, who was sucking his finger after banging it with the hammer. Then she set her hat back on her head and strode off to her car. Hannah stared at the paw print silently. Everyone else thought there was something going on. Everyone but her. Because there can't be, she thought. Because it has to all be in my head. It has to be something I can figure out and fix quick†¦ something I can control. â€Å"Thanks for seeing me again so soon,† she said to Paul. â€Å"Oh†¦Ã¢â‚¬  He gestured, tucking the hammer under his arm. â€Å"It's no trouble. I want to get to the bottom of what's upsetting you as much as you do. And,† he admitted under his breath as he let them in the house, â€Å"I don't actually have any other patients.† Hannah followed him down a hallway and into his office. It was dim inside, the boards across the windows reducing the late afternoon sunlight to separate oddly-angled shafts. She sat in the contoured chair. â€Å"The only thing is, how can we get to the bottom of it? I don't understand what's upsetting me, either. It's all too strange. I mean, on the one hand, I'm clearly insane.† She spoke flatly as Paul took his seat on the opposite side of the desk. â€Å"I have crazy dreams, I think the world is going to end, I have the feeling I'm being followed, and yesterday I started hearing voices in my head. On the other hand, me being insane doesn't explain wolves jumping through the windows.† â€Å"Voices?† Paul murmured, looking around for a pencil. Then he gave up and faced her. â€Å"Yeah, I know. I understand the temptation. Last night after having those wolves stare at me, I was about ready to believe that there had to be something†¦Ã¢â‚¬  He trailed off and shook his head, lifting papers on his desk to glance under them. â€Å"Something†¦ really strange going on. But now it's daytime, and we're all rational people, and we realize that we have to deal with things rationally. And, actually, you know, I think I may have come up with a rational explanation.† He found a pencil and with an expression of vast relief began to waggle it between his fingers. Hope stirred inside Hannah. â€Å"An explanation?† â€Å"Yeah. I mean, first of all, it's possible that your premonitions and things are entirely unconnected with the wolves. People never want to believe in coincidence, but it happens. But even if the two things are connected-well, I don't think that means that anybody's after you. It could be that there's some sort of disturbance in this area-something that's stirring up the whole ecosystem, making wolves crazy, doing who knows what to other animals†¦ and that you're somehow sensing this. You're attuned to it somehow. Maybe it's earthquake weather or-or sunspots or negative ions in the air. But whatever it is, it's causing you to think that some terrible disaster is coming. That the world is ending or that you're about to be killed.† Hannah felt the hope sink inside her, and it was more painful than not having had it at all. â€Å"I suppose that could happen,† she said. She didn't want to hurt his feelings. â€Å"But how does it explain this?† She reached into the canvas bag she carried instead of a purse and pulled out a folded slip of paper. Paul took the paper and read it. † ‘They've seen you. They're going to tell him. This is your last chance to get away.' † He stuck the pencil in his mouth. â€Å"Hmmm †¦Ã¢â‚¬  â€Å"I found it this morning wrapped around my toothbrush,† Hannah said quietly. â€Å"And it's your handwriting?† She shut her eyes and nodded. â€Å"And you don't remember writing it.† â€Å"I didn't write it. I know I didn't.† She opened her eyes and took a deep breath. â€Å"The notes scare me. Everything that's happening scares me. I don't understand any of it, and I don't see how I'm supposed to fix it if I don't understand it.† Paul considered, chewing on the pencil gently. â€Å"Look-whatever's happening, whoever's writing the notes, I think your subconscious mind is trying to tell you something. The dreams are evidence of that. But it's not telling you enough. There's something I was going to suggest, something I don't exactly believe in, but that we can try anyway. Something to get to your subconscious directly so we can ask it what's going on.† Get to her subconscious directly†¦. Hannah held her breath. â€Å"Hypnosis?† Paul nodded. â€Å"I'm not a big hypnosis fan. It's not some magical trance like TV and the movies want you to believe. It's just a state of mind where you're a little more relaxed, a little more likely to be able to remember threatening things without choking up. But it's nothing you can't achieve yourself by doing breathing exercises at home.† Hannah wasn't happy. Hypnosis still seemed to mean giving up control. If not to Paul, then to her own subconscious. But what else am I supposed to do? She sat and listened to the quiet helplessness in her mind for a moment. Not a peep from the cool wind voice or the crystal voice-and that was good, as far as she was concerned. Still, it pointed up the fact that she didn't have an alternative. She looked at Paul. â€Å"Okay. Let's do it.† â€Å"Great.† He stood, then reached for a book on the corner of his desk. â€Å"Always assuming I remember how†¦. Okay, why don't you lie down on the couch?† Hannah hesitated, then shrugged. If I'm going to do it, I might as well do it right. She lay down and stared at the dark beams in the ceiling. In spite of how miserable she was feeling, she had an almost irresistible impulse to giggle. Here she was on a real psychologist's couch, waiting to be hypnotized. Her friends at school would never consider even going to a shrink-out here inMontana craziness was okay. After all, you had to be a little eccentric to be living in this hard land in the first place. What wasn't okay was admitting you couldn't deal with it on your own, paying too much attention to it, asking for help. And allowing yourself to be hypnotized was even worse. They all think I'm the most independent and together of any of them. If they could see me now. â€Å"Okay, I want you to get comfortable and shut your eyes,† Paul said. He was perched with one hip on the edge of his desk, leg swinging, book in hand. His voice was quiet and soothing-the professional voice. Hannah shut her eyes. â€Å"Now I want you to imagine yourself floating. Just floating and feeling very relaxed. There's nothing you need to think about and nowhere you need to go. And now you're seeing yourself enveloped by a beautiful violet light. It's bathing your entire body and it's making you more and more relaxed †¦Ã¢â‚¬  The couch was surprisingly comfortable. Its curves fit under her, supporting her without being intrusive. It was easy to imagine that she was floating, easy to imagine the light around her. â€Å"And now you feel yourself floating down deeper†¦ into a deeper state of relaxation†¦ and you're surrounded by a deep blue light. The blue light is all around you, shining through you, and it's making you more comfortable, more relaxed†¦Ã¢â‚¬  The soft soothing voice went on, and at its direction Hannah imagined waves of colored light bathing her body. Deep blue, emerald green, golden yellow, glowing orange. Hannah saw it all. It was amazing and effortless; her mind just showed her the pictures. And as the colors came and went she felt herself becoming more and more relaxed, warm and almost weightless. She couldn't feel the couch underneath her any longer. She was floating on light. â€Å"And now you're seeing a ruby red light, very deep, very relaxing. You're so relaxed; you're calm and comfortable, and everything feels safe. Nothing will upset you; you can answer all my questions without ever feeling distressed. Do you understand me?† â€Å"Yes,† Hannah said. She was aware of saying it, but it wasn't exactly as if she had said it. She wasn't aware of planning to say it. Something within her seemed to be answering Paul using her voice. But it wasn't frightening. She still felt relaxed, floating in the ruby light. â€Å"All right. I'm now speaking to Hannah's subconscious. You will be able to remember things that Hannah's waking mind isn't aware of-even things that have been repressed. Do you understand?† â€Å"Yes.† Again, the voice seemed to come before Hannah decided to speak. â€Å"Good. Now, I've got this last note here, the one you found wrapped around your toothbrush this morning. Do you remember this note?† â€Å"Yes.† Of course. â€Å"Okay, that's good. And now I want you to go back in your mind, back to the time that this note was written.† This time Hannah was aware of a need to speak. â€Å"But how can I do that? I don't know when it was written. I didn't write-â€Å" â€Å"Just-just-just let go, Hannah,† Paul said, overriding her. His voice soothing again, he added, â€Å"Feel relaxed, feel yourself becoming very relaxed, and let your conscious mind go. Just tell yourself to go back to the time this note was written. Don't worry about how. See the ruby light and think 1 will go back.' Are you doing that?† â€Å"Yes,† Hannah said. Go back, she told herself gamely. Just relax and go back, okay? â€Å"And now, a picture is beginning to form in your mind. You are seeing something. What are you seeing?† Hannah felt something inside her give way. She seemed to be falling into the ruby right. Her ordinary mind was suspended; it seemed to have been shuttled off to the side somewhere. In this odd dreamlike state, nothing could surprise her. Paul's voice was gently insistent. â€Å"What are you seeing?† Hannah saw it. A tiny picture that seemed to open up, unfold as she stared at it. â€Å"I see myself,† she whispered. â€Å"Where are you?† â€Å"I don't know. Wait, maybe I'm in my room.† She could see herself, wearing something long and white-a nightgown. No, she was that self, she was in her bedroom, wearing her nightgown. She was in Paul's office, lying on the couch, but she was in her bedroom at the same time. How strange, she thought dimly. â€Å"All right, now the picture will get clearer. You'll begin to see things around you. Just relax and you'll begin to see them. Now, what are you doing?† Without feeling anything-except a kind of distant amusement and resignation-Hannah said, â€Å"Writing a note.† Paul muttered something that sounded like, â€Å"Aha.† But it might have been, â€Å"XJh-huh.† Then he said softly, â€Å"And why are you writing it?† â€Å"I don't know-to warn myself. I have to warn myself.† â€Å"About what?† Hannah felt herself shake her own head helplessly. â€Å"Okay†¦ what are you feeling as you write it?† â€Å"Oh †¦Ã¢â‚¬  That was easy. Paul was undoubtedly expecting her to say something like â€Å"fear† or â€Å"anxiety.† But that wasn't the strongest thing she was feeling. Not the strongest at all. â€Å"Longing,† Hannah whispered. She moved her head restlessly on the couch. â€Å"Just-longing.† â€Å"I beg your pardon?† â€Å"I want-so much †¦ I want†¦Ã¢â‚¬  . â€Å"What do you want?† â€Å"Him.† It came out as a sob. Hannah's ordinary mind watched somewhere in amazement, but Hannah's body was entirely taken over by the feeling, racked with it. â€Å"I know it's impossible. It's danger and death to me. But I don't care. I can't help it†¦Ã¢â‚¬  â€Å"Whoa, whoa, whoa. I mean, you're feeling very relaxed. You're very calm and you can answer my questions. Who is this person that you're longing for?† â€Å"The one who comes,† Hannah said softly and hopelessly. â€Å"He's wicked and evil †¦ I know that. She explained it all to me. And I know he'll kill me. The way he always has. But I want him.† She was trembling. She could feel her own body radiating heat-and she could hear Paul swallow. Somehow in this expanded state of consciousness she seemed to be able to see him, as if she could be everywhere at once. She knew he was sitting there on the edge of the desk, looking at her dazedly, bewildered by the transformation in the young woman on his couch. She knew he could see her, her face pale and glowing from inner heat, her breath coming quickly, her body gripped by a fine muscular tremor. And she knew he was stirred-and frightened. â€Å"Oh, boy.† Paul's breath came out and he shifted on the desk. He bowed his head, then lifted it, looking for a pencil. â€Å"Okay, I have to admit, I'm lost. Let's just go back to the beginning here. You feel that somebody is after you, and that he's tried to kill you before? Some old boyfriend who's stalking you, maybe?† â€Å"No. He hasn't tried to kill me. He has killed me.† â€Å"He has killed you.† Paul bit his pencil. He muttered, â€Å"I should have known better than to have started this. I don't believe in hypnosis anyway.† â€Å"And he's going to do it again. I'll die before my seventeenth birthday. It's my punishment for loving him. It always happens that way.† â€Å"Right. Okay. Okay, let's try something really basic here†¦. Does this mystery guy have a name?† Hannah lifted a hand and let it drop. â€Å"When?† she whispered. â€Å"What?† â€Å"When?† â€Å"When what? What?† Paul shook his head. â€Å"Oh, hell-â€Å" Hannah spoke precisely. â€Å"He's used different names at different times. He's had-hundreds, I guess. But I think of him as Thierry. Thierry Descouedres. Because that's the one he's used for the last couple of lifetimes.† There was a long silence. Then Paul said, â€Å"The last couple of †¦ ?† â€Å"Lifetimes. It may still be his name now. The last time I saw him he said he wouldn't bother to change it anymore. He wouldn't bother to hide any longer.† Paul said, â€Å"Oh, God.† He stood, walked to the window, and put his head in his hands. Then he turned back to Hannah. â€Å"Are we talking about †¦ I mean, tell me we're not talking about†¦Ã¢â‚¬  He paused and then his voice came out soft and boneless. â€Å"The Big R? You know†¦Ã¢â‚¬  He winced. â€Å"Reincarnation?† A long silence. Then Hannah heard her own voice say flatly, â€Å"He hasn't been reincarnated.† â€Å"Oh.† Paul's breath came out in relief. â€Å"Well, thank God. You had me scared there for a minute.† â€Å"He's been alive all this time,† Hannah said. â€Å"He isn't human, you know.†