Integrated

Tyrone Gali more(prenominal) Professor Tania J Quinn one C las Experience, Learning and Identity January 4, 2011 Malcolm x, self-educated his self in prison, and gained self confidence in reading and writing. I see myself in the same position. My whole life I matte I was in prison in the labor rick force. I am attempting to self educate myself at the college of New Rochelle. In an attempt to get a degree, so I can improve my finical situation. I am my biggest mentor at this point in my life, and you (Professor Quinn) seem to have a wide influence on my education.Your energy and your personal stories inspire me to believe in myself. Like the tutor in educating Rita he believed in Ritas ability that she could understand and change her life rough. My goal is to be a better writer and receive my under graduate Degree, and tied(p)tually getting my master degree in teaching, and one day becoming a teacher. The thing that held me back from achieving a College degree in the past was family. I was just like Ritas preserve who wanted a family, but in my situation I was thinking with the wrong head.I had a son, and had to support my family, so I got a second production line to make more money, and dropout of school. The allegory of the cave According to those living inwardly the cave, their perception was their reality, and these people who stayed inside the cave could non see the clear and were not open to new ideas, but those who left outside the cave had a considerableer understanding of the lights reality and realized there was more to life. It would have been hard to return after finding this new knowledge. Galimore 2 Malcolm X wrote to the minister Elijah Muhammad at least twenty-five times.He must have scripted that first one-page letter to him, over and over. Malcolm was trying to make it both legible and understandable. He practically couldnt read his own handwriting it shamed him to tied(p) remember this. Malcolms spelling and his grammar was as b ad, if not worse. Anyway, as well as he could express it, he said, Malcolm had been told about Elijah Muhammad by his brothers and sisters, and Malcolm apologized for his poor letter written. (Alex Haley p. 173) My whole life I felt entrapped to the life style I was living.A blue collar worker just barely able to pay the drive and feed my family. On the job I felt like a professional worker receiving migrant workers pay. My professional skills were fine tuned to perfection, and my bosses and co-workers always gave me the highest compliments when it came to my work performance. Promotions on the job came up frequently, and these positions would be posted publicly next to the staffs mail boxes where I could see them daily. The frustrating thing was I could not apply for any of these positions because I was unqualified.Most of these positions required a College Degree, nearthing I did not have. Galimore 3 It was because of Malcolm letter that he happened to stumble upon starting to a cquire some kind of a homemade education. Malcolm was increasingly frustrated at not being able to express what he wanted to convey in letters that Malcolm wrote, especially those to Mr. Elijah Muhammad. In the streets, Malcolm had commanded attention when he said something. But now, trying to write simple English, he not only wasnt articulate, Malcolm wasnt even functional.How would he sound writing in slang, the way he would say it, something such as, look, daddy, let me pull your coat about a cat, Elijah MuhammadMany who today hear Malcolm somewhere in person, or on television, or those who read something he said, will think Malcolm went to school far beyond the eighth grade. This apprehension is due entirely to Malcolms prison studies. (Alex Haley p. 174) I realized by not have a degree my finical situation would not change. positive(predicate) I could get another job, but thats what led to the breakup of my family.Working to umpteen hours and not put downing quality time w ith them (workaholic). I also felt like I had no real respect given to me in the position I was in, and felt I was afraid to go back to college because I did not want anyone to know I was a college dropout. My handwriting, spelling, and grammar need improvement also. The college of New Rochelle is giving me the confidence to take charge my future. Galimore 4 Rita faced many obstacles in her academic progression. She had two main obstructions, one was her working class background and the second was her husband Denny.Dennys views are very traditional when it comes to the employment of a woman. He failed to support her education and tried his best to distract her whenever he could. In the end the marriage failed because of Ritas pursuit of her studies. Socially Rita was confused, around her family she felt that she can be better and do something better with her life than just have children and be a support system to her husband, but in the other hand when around her peers she felt inf erior to her fellow students for they were so knowledgeable and she had nothing to talk about.Even with her not being certain where exactly she endure in Rita still maintain enough confidence to push forward and strike her goals. I faced many of the same obstacles in my academic progressions as Rita did. My work background was always in a blue collar capacity, always missing out on job advancement opportunities which meant better salaries of me. allow my finical responsibility to my family first instead for going back to college and completing my degree requirements. This would have put me in a better position to spend more time raising my kids.Dont look at this in a negative way, my kids are doing fine and turned out to be great young men, but if I had it to do over. Money and Quality time is a good recipe for a successful relationship. Today I maintained enough confidences to push forward and accomplish my goals just like Rita. Galimore 5 The allegory of the cave According to those living inside the cave, their perception was their reality, and these people who stayed inside the cave could not see the light and were not open to new ideas, but those who left outside the cave had a greater understanding of the lights reality and realized there was more to life.It would have been hard to return after finding this new knowledge. Growing up in the familiarity I grow up in, seems to me know like the inside of a cave. My perception of reality was of the perception of those around me. A product of my environment, a person always chasing the money and not allowing the money to chase me. I was a person who would not venture to for from my community, but always wonder what it was like on the other side. Now that I am at the College of New Rochelle, I have a greater understanding and realize that I can accomplish more in life if I try.Going back to feeling like I am just a blue collar worker is unacceptable, for I see the torch and I am going to light it one day. F ailure is not an option at this point in my life, so whatsoever it takes to accomplish this goal consider this goal accomplished. Professor Quinn I will see you at the finish line. Writing Assignment 4 Education is Liberating Tyrone Galimore LAS 100 Experience, Learning and Identity Professor Tania J Quinn December 1, 2010

Level 3 Diploma Perioperative Support Essay

Explain how and why someone centred values must influence all aspects of health and social c be work Some of the person centred values that influence aspects of health and social care are Good communication How By using good communication you can give a person centred approach to care. Giving a patient/ individual as information as possible is a way of good communication, inform them what you are doing before you do it and while you are doing it, explain why you will be doing what you are doing or about to do and let them know what to endure i. . if you are about to canulate them let them know that they may feel a sharp scratch Why Giving a patient/individual constant information helps make the patient feel at ease as they feel more involved in what is going on and attain a clear understanding of what is going on , this also gives the individual the knowledge of what will be happening and why. Communication is a key agent in giving person centred care Choice HowBy asking a patie nt/individual if they would like to keep thither hearing embolden in while I take the patient down to theatre I am giving them a choice whether they would like to remove there hearing aid or choose to keep it on. Why By giving patients/individuals choices you are giving them a art object of control in an surround where patients can feel they have no control over what is happening and by giving them small options it can make them feel a bit more in control and give them some dignity and respect. reservation clipping How In main theatres it can be hard to make time for patients as time is usually of the essence and the need for keeping the theatre list moving quickly and efficiently is paramount, but by simply talking to your patient while you are transporting them down to theatre can make all the difference, it helps calm the patient down, taking there mind off the operation they are about to have. By talking to them while you are transporting them you are still keeping to the ti me limits set out before you.Why Making time for a patient/individual is probably the most important thing you can do in a system where the patient may feel like there being dragged from pillar to post in a busy department where no one has time for them and feel that its a case of get them in get them out attitude. Taking just two minutes out of your schedule can make a massive difference to a patient as it helps reassure them that they are not forgotten which makes the patient feel important and not a bear down on the system.

Healthcare Finance Essay

Houston Dialysis internality is a department of Houston General Hospital, a full-service, not-for-profit acute care hospital with 325 beds. The bulk of the hospitals facilities are devoted to inpatient care and emergency services. However, a 100,000 square-foot section of the hospital complex is devoted to outpatient services. Currently, this space has two primary characters. About 80 part of the space is used by the Outpatient Clinic, which handles all routine outpatient services offered by the hospital. The remaining 20 percent is used by the Dialysis focalise.The Dialysis centre performs hemodialysis and peritoneal dialysis, which are alternative processes for removing wastes and excess water from the blood for patients with end-stage renal (kidney) disease. In hemodialysis, blood is pumped from the patients arm by a shunt into a dialysis machine, which uses a cleansing solution and an artificial membrane to perform the functions of a healthy kidney. Then, the cleansed blo od is pumped back into the patient through a second shunt.In peritoneal dialysis, the cleansing solution is inserted directly into the abdominal cavity through a catheter. The body naturally cleanses the blood through the peritoneuma thin membrane that line of credits the abdominal cavity. In general, hemodialysis patients require three dialyses a week, with each treatment lasting about four hours. Patients who use peritoneal dialysis change their give birth cleansing solutions at home, typically about six times per day. This procedure asshole be done manually when expeditious or automatically by machine when sleeping. However, the patients overall condition, as well as the positioning of the catheter, must be monitored regularly at the Dialysis vegetable marrow.The hospital allocates facilities follows (which primarily consist of building depreciation and interest on long-term debt) on the basis of square footage. Currently, the facilities cost parcelling set up is $15 per square foot, so the facilities cost allocation is 20,000 $15 = $300,000 for the Dialysis Center and 80,000 $15 = $1,200,000 for the Outpatient Clinic.All other overhead costs, such as administration, finance, maintenance, andhousekeeping, are lumped unneurotic and called general overhead. These costs are allocated on the basis of 10 percent of the revenues of each patient service department. The current allocation of general overhead is $270,000 for the Dialysis Center and $1,600,000 for the Outpatient Clinic, which results in center overhead allocations of $570,000 for the Dialysis Center and $2,800,000 for the Outpatient Clinic.Recent growth in volume of the Outpatient Clinic has created a need for 25 percent more space than soon assigned. Because the Outpatient Clinic is much larger than the Dialysis Center, and because its patients need frequent access to other departments within the hospital, the decision was made to keep the Outpatient Clinic in its current location and t o move the Dialysis Center to another location to free up space. Such a move would give the Outpatient Clinic 100,000 square feet, a 25 percent increase.After attempting to find modernistic space for the Dialysis Center within the hospital complex, it was soon determined that a brand-new 20,000 square foot building must be built. This building testament be situated two blocks away from the hospital complex, in a location that is much more convenient for dialysis patients (and Center employees) because of ease of parking. The new space, which can be more efficiently utilized than the old space, allows for a substantial increase in patient volume, although it is unclear whether the move will result in additional dialysis patients.The new dialysis facility is expected to cost $3 million. Additionally, furniture and other fixtures, along with relocation expenses of current equipment, would cost $1 million, for a total cost of $4 million. The funds needed for the new facility will be obtained from a 20-year loan at local bank. The loan (including interest) will be paid off over 20 years at a rate of $400,000 per year. Because the specific financing details are known, it is possible to estimate the substantial annual facilities costs for the new Dialysis Center, something that is not possible for units located within the hospital complex.Table 1 (see Excel spreadsheet) contains the projected profit and loss (P&L) debate for the Dialysis Center before adjusting for the move. The hospitals department heads receive annual bonuses on the basis of each departments contribution to the bottom line (profit). In the past, whole direct costs were considered, but the hospitals chief executive officer (CEO) has decided that bonuses would now be based on full (total) costs. Obviously, the new approach to awarding bonuses, coupled with the potential for increases in indirect cost allocation, is of great concern to Linda Rider, the director of the Dialysis Center. Under the c urrent allocation of indirect costs, Linda would have a reasonable chance at an end-of-year bonus, as the forecast puts the Dialysis Center in the black. However, any increase in the indirect cost allocation would likely put her out of the money.At the succeeding(prenominal) department heads meeting, Linda expressed her concern about the impact of any allocation changes on the Dialysis Centers profitability, so the hospitals CEO asked the chief financial officer (CFO), Roger Hedgecock, to look into the matter. In essence, the CEO said that the final allocation is up to Roger but that any allocation changes must be made within outpatient services. In other words, any change in cost allocation to the Dialysis Center must be offset by an equal, but opposite, change in the allocation to the Outpatient Clinic.To get started, Roger created Table 2 (see Excel spreadsheet). In creating the table, Roger assumed that the new Dialysis Center would have the same number of stations as the old o ne, would serve the same number of patients, and would have the same reimbursement grade. Also, operating expenses would differ only slightly from the current situation because the same personnel and equipment would be used. Thus, for all practical purposes, the revenues and direct costs of the Dialysis Center would be unaffected by the move.The data in Table 2 for the expanded Outpatient Clinic are based on the assumption that the expansion would allow volume to increase by 25 percent and that both revenues and direct costs would increase by a like amount. Furthermore, to keep the analysis manageable, the assumption was made that the overall hospital allocation rates for both facilities costs and general overhead would not materially change because of the expansion.Roger knew that his trial balloon allocation, which is shown in Table 2 in the columns labeled initial Allocation, would create some controversy. In the past, facilities costs were aggregated, so all departments were c harged a cost based on the average embedded (historical) cost unheeding of the real age (or value) of the space occupied. Thus, a basement room with no windows was allocated the same facilities costs (per square foot) as was the fifth floor executive suite. Because some(prenominal) department heads thought this approach to be unfair, Roger wanted to begin allocating facilities overhead on a true cost basis. Thus, in his initial allocation, Roger used actual facilities costs ($400,000 per year) as the basis for the allocation to the Dialysis Center.Needless to say, Lindas response to the initial allocation was less than enthusiastic, but before Roger was able to address Lindas concerns, he suddenly left the hospital to take a new position in another city. The task of completing the allocation study was wedded to you, Houston Generals current administrative resident. You believe that any cost allocation system should be perceived as being fair, but you also realize that in practi ce cost allocation is very complex and somewhat arbitrary. Some department heads argue that the best approach to overhead allocations is the loss approach, by which allocations are based on each patient service departments ability to cover overhead costs, but this approach has its own disadvantages.Considering all the relevant issues, you must develop and justify a new facilities cost allocation scheme for outpatient services. Be prepared to justify your recommendations at the next department heads meeting.

Belonging Creative Writing Essay

Frame the story with similar characters/ setting/ symbol /comment at beginning and set asideing Use a limited prison term frame = sense of urgency (24 hours, single morning, a season, a term, an interview) exploding a moment 15 minutesUse a single context or settingExplore no more than 2 main ideas re belongingFocus on moments and feelingsHave a twist at the endShow dont tell (She smiles = belonging, without further comment() Use flash backs and flash forwards ie non-linear storiesObjects as symbols (eg red hair, ragged appearance generate exclusion) Challenge assumptions about belonging (a character responds to exclusion by engaging with situation) Challenge or play with stereotypes (lack of education does not mean lack of lore or ability) Use a comment by omniscient author (to reinforce or cast doubt on a characters actions or attitudes) Multiple voices & perspectives, / points of view-Switch between characters w. opposing pov. Do not start every sentence with I if using 1st person narrative distinctive voice to maintain consistent language or idiom ofthe character is essential Use sophisticated language some 3 and 4 syllable adult malener of speakingAND PLEASE no dying stories, designed to elicit sympathy DO reflect and practise Read short stories for ideas -PLAN, PLAN your beginning and ending found IT LANGUAGEFor description of events, characters, places, give details and riding habit Sensual imagery -size, shape, textureSmell, touch, sound & vivid, sophisticated expressionAvoid -Bland, overworked, clichd wording potpourri tenses in verbs (either present or past tense) sCREATIVE WRITING ON THE CONCEPT OF BELONGINGSelecting a topic on belonging that deals imaginatively with identity, experience, relationships, acceptance, understanding links with people, community or the larger worldwriting imaginatively means writing in a way that is different to the unremarkable familiar images. still, avoid being philosophical. Show your ideas on isola tion through events, actions of characters and dialogue.write about a topic with which you are most familiar but finding unusual and fresh ways to think about it and describe it.The first paragraph must engage the reader.Show dont tell. For example, it is amend to describe a scene, something like, I trembled with an expectation that the dark shadow in the moonlit window was inside the room rather than to say I was mysophobic.Write metaphorically. For example, A tiny green seed was planted in my mind and since green is the colour of fertility and growth, the idea sprouted and grew taller than the beanstalk.Use address features to create visual, auditory, tactile and olfactory imagery. Similes- The wind tore at her face, like an angry tiger.Strong verbs tore, crashed, gurgledMetaphors A tiny green seed was planted in my mind.adverbs and adjectives briskly, grufflyPoint of view a perspective from which the story is told.A character in the story or, for example, a pair of ballet shoes manipulation of first person I for the audience to become engaged use of third person, he, she, they for sustained story telling.Tensethe present tense provides a square sense of immediacypast tense works well for most storiesa story set in the future is more difficult to earna story told in flashback, starting from the ending, looking back on choices that brought the character to this point sometimes works well if it is brought back into the present with skill. locution use clear English with correct spelling and fluency of expression. Use the s and contractions (Im, dont) correctly.Use a Thesaurus to broaden your range of vocabulary Choose words that accurately describe a situation. For example a disaster crash, panic, caution, explosion, destruction, crisis.Structureinclude dialogue conversations between characters to develop the character, personality, motivation or attitude only essential details should be included.punctuate direct speech correctly. For example, The river moved, she said, I dont recognise this place. Always write on a new line when quoting direct speech.introduction engaging and interesting, for example, begin with a single word or short phrase correct paragraphing use a new paragraph for each new idea, reassign of place, time or focus.link paragraphs to each othervary sentence lengths to help change tone and add interest.conclusion should provide a resolution for all the problems or issues in the story which may be surprising or occasionalAvoidboring introductions.clichs expressions that are familiar, repeated over and over and therefore lacking in freshness. For example run of the mill, true somber Aussie. unnecessary dialogue.being philosophical. Show your ideas on isolation through the events, actions of characters and dialog.CHECKLIST-Quality writing aim to have your story stand outOpening original / forward-lookingIdeas engaging, interesting, different, unusualLanguage techniques similes, metaphors, adverbs , adjectivesStructure paragraphing, varied sentence lengths, range of punctuationClear link / response to the questionConclusion surprising / unpredictable reading WRITING TASKUsing an event as a trigger for ensuing action, conversation, conflict.Task Write a ONE PAGE narrative involving deuce-ace people where character is revealed. The theme is belonging.The cup smashed. (This is your opening sentence.)1. Continue this as a narrative. Imagine 3 characters describe them. (Include, detail, adjectives, strong verbs and similes.)2. Imagine a setting. hound it.3. Write the ensuing conversation. Complete the story showing subsequent events and choices made by the characters.(1,2 and 3 may be done in any order. )4. offer up a resolution of some sort, whether satisfactory or not for each character, perhaps unexpected.Do NOT use words to denote emotion or attitude such as angry, rude, annoying, bored. Instead through their actions and words only, have the characters reveal their perso nalities, attitudes and values.Note the way these traits are revealed in the lines below (after the trigger event) motivate event A faint noise began rumbling high up in his bony throat beneath the pure white hairs of his old mans beard. Nurse Truman squatted down beside the old man. Mrs McDonald glared at her like a kookaburra confronted with a black snake in its nest. Sister Carr folded her arms.Here, we see that one character is sympathetic, one angry and one does not wish to be involved. Yet, this is only implied or shown through body language and use of strong verbs, not stated outright.

Direct Instruction: Dynamics of high school teaching

It is very important to create and foster a positive atmosphere in learning. In order to do this the instructor is required to use various strategies geargond towards motivating students, fostering good behaviors and learning to students and also motivate students. By creating a positive climate for learning, a teacher also makes the students develop their self-esteem and promote self responsibility to the students. By creating a positive climate for learning, the teacher makes the students to even develop more interest in the subject.A positive climate for leaning can be created by encouraging inclusive learning whereby students atomic number 18 given chance to give their views, in that respect is no discrimination or stereotyping in the schoolroom regarding the capability of the students and also a classroom environment where there is more interaction between the teacher and the students and also among students (State university, 2010). Creating and lend oneselfation of a posi tive climate for learning involves c arful planning at the beginning of the learn programme.The learning environment should take consideration both the cognitive space and physical space. Physical space is managed by the teacher making sure that the classroom is warm and inviting, the classroom arrangement should match with the philosophy that teacher has in his or her learning. The cognitive space involves the creation of motivational climate. The teacher should establish and implement classroom management practice that creates an environment that is engaging for students in the classroom.This can be done by creating a motivational climate and setting expectations. Expectations are set in regard to students behavior. This is expressed by how interactions are made with peers and with the teacher (A partnership of the laboratory for student success and the institute for educational leadership, 2007). motivational climate involves the development a climate whereby the teacher encoura ges students to do their best and help them be excited and have more interest about what they are learning. (Kerstges, 22/8/1999).Failure to do the above makes there to be a negative classroom climate like the one I expressed with my chemistry teacher who had the feeling that female students were incapable of performing in sciences subject. In teaching, the teacher ignored the concerns of the female students. He would always discourage the female students that he was not so much concerned about there performance because they are underachievers in sciences. There were times when he would not even rack up their books when he gave assignments.

American Revolution

This lecture examines the American Revolution from a broad perspective. The best part about her lecture is that she breaks it down into five easy steps to understand, and for her organism a professor at Yale she probably is one of the top favorite teachers Just because of how easy she breaks her lectures down. freeman relates herself to one of the Founders, bathroom Adams, because he wasnt up to the status quo of every other Founder as she states it. John was humorous and blunt, nonwithstanding serious and revealing, and thats how she is in her lectures. professor Joanne Freeman is a very intelligent woman that likes to take hold of her students succeed in such a long and very detailed class. Freemans video starts off by unraveling her plan for the class, and predicts what she thinks her students thoughts are about the American Revolution. Joanne explains how in high school all that was mainly in a bad elbow room(p) about the American Revolution was the Declaration of Indepen dence and George Washington, Paul Revere, and Just a bunch of battles.Freeman makes it out-of-doors to the students to be aware and get passed what youve been taught earlier in your life, and she breaks it down into five simple and comprehensive tips to sustain understand the Revolution and Just piece it altogether. The first tip that Freeman lectures about is by avoiding thought process about the Revolution in terms of a series of circumstances and dates, in her terms a fact bubble. (Freeman).In greater detail Freeman means that a lot of dates are involved with the Revolution and some(prenominal) are more than important than others, and some are Just a string of facts that are in that respect to explain the outcomes that occurred. Like the outcomes that occurred there was a word that disgusted the Founders of that time period, so tip descend two is words like democracy, liberty and freedom, arent all that they seem to be. Democracy has little to no import in the colonial term, but you have to understand the subtle looks this was a moment of delimitate terms and transformation. (Freeman).In greater detail Joanne tells the students to think about the meaning of words, not to Just read the definitions, but in any case to not assume about the words and how they describe the event because they couldve meant something completely different nowadays than what they did back then. An example of one of the many words that were brought up around the American Revolution era is democracy. The professor says that democracy is a good thing to us now, but not ace then. peculiarly Alexander Hamilton, she reads a quote from him and he states democracy as chaos, a disease in fact, and cosmos a Founder it was part of the status quo.Speaking of The Founders, tip three from Freeman is think of the Founders as rattling people rather than a mystical historic figure. In easier elbow rooms to understand, what Joanne means is that the Founders were normal people, she denotative that we tend to forget that they were people not deem-gods walking around with their chest and head held high. The professor also stressed about not getting caught up on trying to dead the way they spoke, interpreting and listening to their language from their era sounds more intelligent and inspiring than it really is.A big point that was brought to the students care was the breakdown of looking over the opposing points and putting them together like a puzzle to break understand how it all happened and why. The fourth tip from Freeman was remembering the Founders arent the only people who made the Revolution. An easier way to understand this is to know that the Founders werent men that were dressed up to have a quiet conversation. The Revolution was a popular uprising by a vast amount of colonists fought on American ground by all kinds of Americans.The Founders arent the only ones who mattered, the Revolution grounded on the ideas and beliefs of the people throughout many levels of society. Last but not least the fifth tip is remembering the importance of historical contingency and that anything couldve happened during the Revolution and the outcome wasnt inevitable. The way Freeman explains this tip is that a lot of people assume too much of what went on about the colonists, and that its important to know body knew what was going to happen in that era because if they did it wouldve probably been much more dramatic.Professor Joanne Freeman does a great Job of presenting the logic behind the decisions of the day and the feelings of the people and she doesnt spend a lot of time on dates and facts. Also, to be able to take out the preconceived notions out of the way and to view what happened, and to understand nothing was certain throughout the American Revolution are an eye opener. References Professor Joanne Freeman Five Tips for Studying the American Revolution. Peer. Joanne Freeman. Web.

Horror Story Example Essay

The girl stumbled and rolling work through the grassy hill, pulling her fiance with her. For a few minutes they fell, rolling on top of all(prenominal) other before landing in a heap on the soft sand below. The adult female looked at the man below her, affection filling her look as she smiled subconsciously. What are you smiling at? He inquired flipping her all over so he was on top of her. Just wondering if why on earth Im marrying someone as ugly as you do you think its too late to pull issue? The girl answered giggling. Oh really Her fiance answered standing up, grabbing the girls waist and spinning her around. And yes, it is too late to pull out.The wedding is in two days whether you deal it or not. He added defiantly, placing the dizzy woman on the ground. She hiccupped, trying to gain her balance. Her fiance let out a thunderous laugh, she glared at him. Dont laugh at me Its your fault She groaned, turn up her arms across her chest. The alcohols got to your head th en? Oh well, more fun for me He said, waggling his eyebrows suggestively.She rolled her eyes and ran in the direction of the ocean. Race you to the water She called over her shoulder childishly. She heard her fiance express mirth from behind her as she reached the water. She started walking further out to sea her heart skipped a beat as her fiance tackled her to the ground. She yelped, a sudden spark of pain running through her innovation. Ow transport, youve made me cut my foot Thanks The woman complained, playfully slapping Adams chest. He looked at her, a mischievous seem in his eye. Oh, Im sorry Nicky. Should I kiss it better?Her fiance asked, grabbing her leg with fractious playscripts. No you should not Help me up and lets swim Nicky said excitedly. Adam bring up her out of the shallow water and carried her the rest of the way out, before very carefully dropping her abide into the water. Together they swam around in the salty, inky black sea. Nicky felt a strong fo rce smash her left foot from below her. Adam, did you just knock my foot? She asked him, worried something was under her. Nope wasnt me I wouldnt worry about it my love. Nothing out here can hurt you.He swam over to her, grabbing her choke in his. All thoughts and worries disappeared from thought as they kissed passionately in the moonlight. I love you Nicky foster. Her fiance stated truthfully, gazing into her eyes. I lo-Suddenly they were pulled under water. Nicky let go of Adams hand and swam to the surface, looking around her crazily for her fiance. She quickly regained her breath before going back under water simply he couldnt see a thing in the murky, dark depths of the sea. Nicky resurfaced. Panic clouding her mind.Unexpectedly a hand rose out of the water, she let out a gasp of shock as she pulled at the hand and screamed, pure horror now coursing through her veins. The object in her hands belonged on her Adams arm. The bone was exposed, muscle and flesh was ragged and torn, fresh warm blood was dripping onto Nickys hand. Salty tears ran down her face, mixing with the gentle current. She threw the hand into the sea and tried to swim for shore, but her left leg was searing with pain. A wave of nausea passed over her as Nicky, teary eyed and heartbroken felt down her leg.To her utter terror, her leg had been ripped to shreds, blood pulsing from the stub. She panicked, thrashing around in the rimy water. Swiftly a great force pulled her under. She could feel her bones being crunched, her organs being squished. The sea around her turned red with her blood. She screamed, only small bubbles of precious oxygen escaping her bloodless lips. She closed her eyes and tried to imagine Adam, the sweet loving man she was going to marry. Instead all she could think of was images of his ripped, lifeless body. These images haunted her to her death.