The Bodily Continuity Criterion Philosophy Essay

The Bodily Continuity Criterion Philosophy Essay In this chapter I will demonstrate that the bodily criterion alone is not sufficient for continuation of identity, by describing the limits of acceptable physical change. However, I will also show that some form of physical continuation is necessary, such as a persons genetic make-up. Some materialist philosophers (such as Eric Olsen) have claimed that the physical body is the seat of the identity. This view claims that as long as one keeps the same body throughout their life, they are guaranteed to maintain their unique identity. This approach makes identifying selves clear and simple, as we can identify the exact spatio-temporal location of each self, as well as the starts and ends of selves. So, for example, if someone commits a crime, we can easily establish whether they are guilty or not by evidence such a fingerprints and witness testimony. As long as their body committed the crime, we are able to punish them for it. Criticisms, particularly in light of change over time There is a lot of opposition to the view that our identity should be limited to just the physical body. This position is contrary to most religions, which view our immaterial souls as intrinsic to our identities. The religious conception of a soul tends to be like that of consciousness, and some religions, such as Judeo-Christian religions, claim that this part of us continues to live on after the physical body has died. (As Parfitt points out,) The bodily criterion would only allow for a second life in the form of a physical resurrection or reincarnation. We certainly should not dismiss the position simply because it is incompatible with popular religions, though. There are more damning criticisms of the bodily criterion for identity, however. Our bodies are constantly changing- growing, shedding or regenerating cells, etc. So how much of our body must stay the same in order for us to be classed as the same person we were several years ago? For example, a popular analogy was given which describes the philosopher John Lockes favourite pair of socks, which grow holes in from being worn so often. As the holes develop, Locke repairs them with patches. But after a while of repairing his socks, none of the original material remains, and they are simply a patchwork of new pieces of material (Where is this from?). The original debate, of which Lockes example was a variation, is that of the Ship of Theseus, which has its pieces replaced one at a time, as necessary (Plutarch, p?). Many people believe that, at some point, the Ship of Theseus loses too many of its original pieces and ceases to be the same ship that Theseus had returned from Crete in. Simi larly, many believe that Lockes favourite pair of socks cease to exist when none of the original yarns are present. But, if we are to equate identity with the bodys cells, this position claims we must develop a new identity as our bodily cells change during our lifetime. This is a bizarre position to hold, as there would be no detectable change in our appearance or attitude Possible solutions to criticisms, and the success of these solutions But not everyone agrees that this is the case. Many people believe that the gradual change involved in the previous examples ensures that they retain their former identity. In the case of Lockes socks, the consensus tends to be that the resulting pair of socks are indeed the same as his favourite pair of socks, as this is the way we speak of things which have been repaired. Similarly, the gradual change of the Ship of Theseus ensures it retains its identity. As this pertains to the body, it suggests that, despite each of our cells being regenerated every ten years, this does not inhibit us from remaining the same person. This means the gradual change of our bodys cells falls within the acceptable limits of change, apparently saving the bodily criterion for identity. Thomas Hobbes offered another variation upon this theme, whereby the ships planks ere replaced with aluminium (Hobbes, p.135?). The pieces removed from the ship were then reassembled to form a replica ship. But in this example, we are more inclined to state that the replica ship which has been assembled from the original pieces is the same ship of Theseus, while the aluminium replacement is a replica. This is perhaps because a crucial part of the theory of bodily continuity is that it requires we maintain essentially the same genetic structure. This makes the concept of bodily continuity highly supported by the sciences, which tend to view us as biological creatures governed by the physical reactions which occur within our brains. A result of this is that, while our bodies could be perfectly but entirely replicated in a metallic form, these robots would lack our genetic code and would thus be a replica, rather than ourselves. Genetic determinism takes this position further, and claims that who we are is entirely dependent upon our genetics. Genetic determinists suggest that a clone and his original would have the exact same identities. The effect of genetics upon ones identity has been investigated by studies of monozygotic (identical) twins, who are genetically identical. While studies of monozygotic and dizygotic twins have previously suggested that up to 50% of our personality is genetic (ref?), most twins tend to be raised in similar environments, making it difficult to separate the influences of nature and nurture. But studies of monozygotic twins who have been raised separately indicate that only 20 to 25% of our personality is genetic in nature (Ewen, p. 73). So we have established that the gradual regeneration of our cells during our lives falls within the realms of acceptable change, whereas being replaced with a non-human body (for example, a metal one) does not. So where exactly are the boundaries for changes we deem to be acceptable? How much of our body could we lose without losing our identity? Bernard Williams describes the physical spectrum, where a persons body is replaced very gradually. He claims that this example is subject to the heap paradox. In the same way removing a grain from a heap does not stop it from being a heap, it seems that each change is too small to change our identity. Yet by the end of it the persons body has been replaced with that of Napoleons. In this example, Williams describes the physical changes which occur to the subject of this experiment, but not the psychological effects. While his body has been replaced with that of Napoleons, he may well still maintain all the same character traits and memories we associate with his original self. While this is a very radical example, it does have practical implications. If a certain amount of our body is required to stay the same for us to remain the same person, this raises questions about amputees and people who undergo extensive plastic surgery. For example, what if a man had his arms amputated, and then his legs? Would he still be the same man he was prior to these operations? While he may now lack many of the skills he had before, it seems unfair to claim he is not the same man. What if he was somehow reduced to simply his head, though? Some claim that it is not the whole body which is required for continuity of the self, but a very small part of it: the brain. This objection was raised by Sydney Shoemaker, who describes a thought experiment regarding Brown and Robinson. Brown undergoes a brain transplant, and his brain is placed in the body of Robinson. When Robinsons body awakes, it remembers everything of Browns life, behaves like Brown, has the same beliefs as Brown, and even adopts all the mannerisms his family have come to associate with him. It seems that Brown and Robinsons family alike must agree that Robinsons body is now home to Browns identity. While this is a very extreme case, it does demonstrate that the body alone is neither a sufficient nor necessary condition for the continuity. Eric Olson, however, defends the bodily criterion against this criticism, viewing the individual simply as a biological organism. He claims that humans can withstand complete psychological change and remain the same as long as they are alive for. I disagree with this position, however. It seems to me that if you remove a persons personality, mannerisms, memories, dispositions, etc, you have removed that persons very identity. It seems to me that in considering the individual as a human animal, Olson oversimplifies the issue of identity. It is easy to say that the human being still exists despite this overhaul of their mental life, but it is very difficult to substantiate the claim that their personal identity has not been at all affected by this. R. B. Ewen, Personality, a topical approach: theories, research, major controversies and emerging findings, Lawrence Earlbaum Associates Inc Publishers, New Jersey, 1998. T. Hobbes and W. Moleworth, Elements of Philosophy, vol. 4 of The English Works of Thomas Hobbes of Malmesbury, London, J. Bohn. J. Locke? H. Noonan, Personal Identity, E. Olsen, The Human Animal: Personal Identity Without Psychology, Oxford University Press, Oxford, 1997. D. Parfit, Reasons and Persons, Plutarch, Lives, J. Langhorne and W. Langhorne (eds), Harpers and Brothers Publishers, New York, 1859. B. Williams

Francis I and Henry VIII :: Francis of Angouleme France England Essays

Francis I and Henry VIII On April 27th, 1989, at Sangatte on the northern coast of France, a ceremony was held to mark the commencement of the main work on the Channel Tunnel. At the tunnel entrance stood two giant pasteboard figures. One was of Henry VIII of England and the other was of Francis I of France. Their symbolic presence at the beginning of an ambitious project designed to link England and France was especially appropriate. Henry VIII is often called a |Renaissance prince' and is popularly remembered for his ebullience and the extraordinariness of his reign. What is often not so well appreciated, is the extent to which his style of monarchy and the events of his reign were influenced by his relationship with that other |Renaissance prince', Francis I. Rarely, since their time, have France and England been so drawn together by some higher ideal or imperative. Now it is the single market and European unity. Then, it was magnificent, competitive, kingship. Francis of Angouleme was born at Cognac in western France on September 12th, 1494. The Angouleme family was a cadet branch of the royal house of Valois. Francis' father, Charles, died on January 1st, 1496, and in 1498, the boy became heir presumptive to the reigning monarch. Louis XII. From the age of fourteen Francis lived at court and was soon known in Italy and England as the rising star of France. Louis XII died leaving no surviving son and Francis succeeded him as king on January 1st, 1515. Francis's accession was greeted favourably by the French nobility. He was young, healthy, full of confidence and he immediately rejuvenated the French court. His mother, Louise of Savoy, who was a great patron of artists and intellectuals, had ensured that her son had been well educated, at least by contemporary noble standards. Francis was inspired by dreams of royal greatness and chivalric glory. This was reflected in the iconography of the early part of his reign. A recent French study has identified more than a dozen different topoi of kingship which were produced under Louise of Savoy's patronage and which were taken up by the king himself. Among the most important were; Francis as the crusading roi chevalier, as the descendant of Charlemagne, and especially, as Julius Caesar's true successor. Royal propaganda promoted two ideals or hopes for Francis's reign. These were just and effective government at home and, abroad, the revival of a French imperial heritage. Francis I and Henry VIII :: Francis of Angouleme France England Essays Francis I and Henry VIII On April 27th, 1989, at Sangatte on the northern coast of France, a ceremony was held to mark the commencement of the main work on the Channel Tunnel. At the tunnel entrance stood two giant pasteboard figures. One was of Henry VIII of England and the other was of Francis I of France. Their symbolic presence at the beginning of an ambitious project designed to link England and France was especially appropriate. Henry VIII is often called a |Renaissance prince' and is popularly remembered for his ebullience and the extraordinariness of his reign. What is often not so well appreciated, is the extent to which his style of monarchy and the events of his reign were influenced by his relationship with that other |Renaissance prince', Francis I. Rarely, since their time, have France and England been so drawn together by some higher ideal or imperative. Now it is the single market and European unity. Then, it was magnificent, competitive, kingship. Francis of Angouleme was born at Cognac in western France on September 12th, 1494. The Angouleme family was a cadet branch of the royal house of Valois. Francis' father, Charles, died on January 1st, 1496, and in 1498, the boy became heir presumptive to the reigning monarch. Louis XII. From the age of fourteen Francis lived at court and was soon known in Italy and England as the rising star of France. Louis XII died leaving no surviving son and Francis succeeded him as king on January 1st, 1515. Francis's accession was greeted favourably by the French nobility. He was young, healthy, full of confidence and he immediately rejuvenated the French court. His mother, Louise of Savoy, who was a great patron of artists and intellectuals, had ensured that her son had been well educated, at least by contemporary noble standards. Francis was inspired by dreams of royal greatness and chivalric glory. This was reflected in the iconography of the early part of his reign. A recent French study has identified more than a dozen different topoi of kingship which were produced under Louise of Savoy's patronage and which were taken up by the king himself. Among the most important were; Francis as the crusading roi chevalier, as the descendant of Charlemagne, and especially, as Julius Caesar's true successor. Royal propaganda promoted two ideals or hopes for Francis's reign. These were just and effective government at home and, abroad, the revival of a French imperial heritage.

How to Give a Lecture Essay -- essays papers

How to Give a Lecture Lecturing is not simply a matter of standing in front of a class and reciting what you know The classroom lecture is a special form of communication in which voice, gesture, movement, facial expression, and eye contact can either complement or detract from the content. No matter what your topic, your delivery and manner of speaking immeasurably influence your students' attentiveness and learning. Use the following suggestions, based on teaching practices of faculty and on research studies in speech communication, to help you capture and hold students' interest and increase their retention. General Strategies Watch yourself on videotape. Often we must actually see our good behaviors in order to exploit them and see our undesirable behaviors in order to correct them. If you want to improve your public speaking skills, viewing a videotape of yourself can be an invaluable way to do so. See "Watching Yourself on Videotape." Learn how not to read your lectures. At its best, lecturing resembles a natural, spontaneous conversation between instructor and student, with each student feeling as though the instructor is speaking to an audience of one. If you read your lectures, however, there will be no dialogue and the lecture will seem formal, stilted, and distant. Even if you are a dynamic reader, when you stick to a script you forfeit the expressiveness, animation, and give-and-take spontaneity of plain talking. Reading from notes also reduces your opportunities to engage your class in conversation and prevents you from maintaining eye contact. On this point all skilled speakers agree: don't read your presentation. See "Preparing to Teach the Large Lecture Course" for advice on preparing lecture notes. Prepare yourself emotionally for class. Some faculty play rousing music before lecturing. Others set aside fifteen or thirty minutes of solitude to review their notes. Still others walk through an empty classroom gathering their thoughts. Try to identify for yourself an activity that gives you the energy and focus you need to speak enthusiastically and confidently. (Source: Lowman, 1984) Opening a Lecture Avoid a "cold start." Go to class a little early and talk informally with students. Or walk in the door with students and engage them in conversation. Using your voice informally before you begin to lecture helps ke... ...he level of relaxation and fluency in the voice, patterns of breathing, pitch and pace, emphasis and articulation. †¢ The next day replay the recording of the lecture and make a set of notes on it. †¢ Review your notes to identify the differences between the two recorded segments. Consider style, use of language, pacing, volume, fluency, expressiveness, and soon. Any differences you note will help you decide how to improve Use a video recorder. When reviewing a videotape of yourself lecturing, you can watch the entire tape, watch the tape with the sound turned off, or listen to the tape without watching it. Adopt the procedures outlined above for reviewing and analyzing your videotape. Most of the time you will be pleasantly surprised: you may have felt nervous during the lecture, but the videotape will show you that your nervousness was not apparent to your class. Seeing yourself on tape can be a good confidence builder. See "Watching Yourself on Videotape." Work with a speech consultant. Speech consultants can help you develop effective delivery skills. Ask your campus faculty development office for names of consultants or a schedule of workshops on lecturing.

Character Analysis of The Wife of Bath of Chaucers Canterbury Tales Es

Character Analysis of The Wife of Bath of Chaucer's Canterbury Tales The Canterbury Tales is Geoffrey Chaucer's greatest and most memorable work. In The Canterbury Tales, Chaucer uses "a fictitious pilgrimage [to Canterbury] as a framing device for a number of stories" (Norton 79). In "The General Prologue" of The Canterbury Tales, Chaucer describes in detail the pilgrims he meets in the inn on their way to Canterbury. Chaucer is the author, but also a character and the narrator, and acts like a reporter to provide a detailed description of the pilgrims. Through his description, the reader is able to paint a picture of each of the characters. In "The General Prologue," he describes each character by giving a detailed description of the character's appearance, clothing, social status, beliefs, and other relevant details. However, Chaucer never condemns his characters: "What uniquely distinguishes Chaucer's prologue from conventional estates of satire, however, is the suppression in all but a few instances of overt moral judgement. . . . It is up to the reader to draw up the moral indictment from the evidence presented with such artlessness even while falling in with the easygoing mood of 'felaweship' that pervades Chaucer's prologue to the pilgrimage" (Norton 80-81). Chaucer is thus able to create a tension between the ideal and the real. He builds up the reader's expectations and then shatters them. Although The Canterbury Tales was probably written in the late fourteenth century, many of the pilgrims of The Canterbury Tales seem real and true to life even today. One of the most memorable pilgrims of The Canterbury Tales, as well as one of the most memorable women in literature, is the Wife of Bath. The "lusty and domineering"... ...urteenth century, her ideas, beliefs, and behavior are more like a woman of the twentieth century or possibly even the twenty-first century. She is truly a woman ahead of her time. Works Cited Abrams, M. H. et al. The Norton Anthology of English Literature. Vol. 1. Sixth Edition. New York: W.W. Norton, & Co. 1993. 76-144. Benson. Chaucer: The Canterbury Tales. February 1997. October 24, 1998. Online. Internet. Available http: icg.harvard.edu/~eng115b/ Bobr, Janet. Welcome to Camelot. 1998. October 24, 1998. Online. Internet. Available http: www.csis.pace.edu/grendel/prjs3f/arthur1.htm Canterbury Tales. 1998. November 30, 1998. Online. Internet. Available http: userzweb.lightspeed.net/~cheezit/pilgrims/index.html Jokinen, Anniina. Geoffrey Chaucer (ca. 1343-1400). July 1996. October 24, 1998. Online. Internet. Available http: www.luminarium.org/medlit/chaucer.htm

Attention Deficit Hyperactivity Disorder and the Student Essay

Attention Deficit Hyperactivity Disorder and the Student Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common obstacles that some students face in the process of learning. ADHD is often confused with Attention Deficit Disorder (ADD). It is very important to understand the difference between ADHD and ADD. It is also very important to understand the symptoms and behaviors associated with ADHD, as well as the causes and treatments available. After a complete understanding of the basics of ADHD, a closer look at the education system is essential. The education of children relies on the teacher’s knowledge of ADHD, as well as parent student teacher relationships. There are also some important teaching tips that teacher can utilize in their teaching experiences of ADHD students. ADHD versus ADD There is one very distinct difference between Attention Deficit Hyperactivity Disorder (ADHD) and Attention Deficit Disorder (ADD). Attention Deficit Disorder (ADD) is no longer the correct terminology. Attention Deficit Hyperactivity Disorder (ADHD) has ‘replaced’ Attention Deficit Disorder (ADD) based on the fact that no two cases are alike. The medical professionals now use the term ADD to describe a set of symptoms and behaviors that are associated with ADHD, but these symptoms are not exclusive to ADHD. With the understanding that ADD is no longer correct terminology, it is essential to understand the symptoms and behaviors that were associated with ADD, and how they relate to ADHD. Symptoms and Behaviors With five percent of the children in the world affected by ADHD to some degree, there is much variance in the severity and occurrence of symptoms and behaviors (Zeigler Dendy, 2000, â€Å"Teachin... ...de Web: http://www.add.org Department of Education (2002, August). IDEA’97: Individuals with disabilities educational act amendments of 1997. Retrieved March 23, 2003 from the World Wide Web: http://www.ed.gov/offices/OSERS/IDEA Glock, M., Jensen, P., and Cooper, J. (1998). Diagnosis and treatment of attention deficit hyperactivity disorder. Retrieved March 23, 2003 from the World Wide Web: http://odp.od.nih.gov/consensus/cons/110/110_statement.htm White, T. (2003, April). CHADD: Children and adults with attention-deficit/hyperactivity disorder. Retrieved April 22, 2003 from the World Wide Web: http://www.chadd.org Educational Dictionary: Mosby's Medical, Nursing, & Allied Health Dictionary (1998). Edition 5. Mosby-Year Book, Inc. Retrieved April 2, 2003 from Infotrac Towson University Health Reference Center-Academic an online database.

Let’s be Lefties for a Day Essay

During the â€Å"Let’s be lefties† experiment, I found it very difficult to complete my everyday morning tasks without using my right hand. Some of the things I did that day were laundry, dishes, (which took double the time) and writing with my left hand as well. According to the Huffington post, left handed people make up about only ten percent of the population, but researchers have found that in populations with certain mental disorders, rates increases. According to a recent study published in the Journal of Economic Perspectives, lefties make about 10 to 12 percent less annually than righties. The paper, written by Joshua Goodman, an economist at Harvard’s Kennedy School, is the first study to document the income gap between right-handed and left-handed people. It may have something to do with how left-handedness correlates with other attributes. Goodman found that left-handed people have more emotional and behavioral problems, have more learning disabilitie s such as dyslexia, complete less schooling, and work in occupations requiring less cognitive skill. In his research, Goodman analyzed five data sets from the U.S. and the U.K. that all look at how being left handed affects cognitive skill and income over a set amount of time. Goodman found that about 11 to 13 percent of the population is left-handed, a finding that prior research supports. Now that we’ve discussed the experiment along with some theories and facts about being left handed, we will now look at the importance of understanding cultural, ethnic, and gender differences by managers and professionals in a business setting. Diversity basically refers to the ways people differ from one another. People differ from each other in many ways such as culturally, ethnically and by gender. It can be difficult at times working as a team  with individuals from different backgrounds. Managers must understand the advantages and disadvantages brought on by different cultures. Cultural and ethnic differences are a fact of life in the workplace. People tend to stereotype individuals from other cultures or races. This can be challenging but must improve. To be effective and provide a better working environment, managers and employees need to recognize, respect, and capitalize on their differences. This will and can reduce stress and make a better workplace. Women in the workplace are still at a disadvantage. Women are regarded as inferior to men at the workplace in relation to job level and salary. In order to understand diversity in a professional workplace, it requires organization to develop policies and procedures that employees need to follow. According to the Health and Humans Services organization, cultural and linguistic competence are a set of behaviors, attitudes, and policies that enables effective work in cross-cultural situations and conveys information that is easily understood by diverse audiences. According to Huffington post, there is still a lot of work to be done with educating people in the acceptance of the diverse cultures and ethnic groups. In conclusion, we can offer videos, literature, activity and role playing as ways to educate individuals to better adjust to the diverse cultures that are around us. Acceptance and respect are the biggest issues. As a manager, we must first accept and acknowledge the culture and learn to grow.

Blood Promise Chapter Six

I bolted upright, every part of me awake and alert. There were no city lights to shine through the window, and it took me several seconds to make out anything in the darkened room. Sydney was curled up in her own bed, her face unusually at peace as she slept. Where was the Strigoi? Definitely not in our room. Was it in the house? Everyone had said the road to Dimitri's town was dangerous. Still, I would have thought Strigoi would be going after Moroi and dhampirs-though humans were a big part of their diet too. Thinking of the nice couple who'd welcomed us into their home, I felt something tight clench in my chest. No way would I let anything happen to them. Slipping quietly out of the bed, I grabbed a hold of my stake and crept from the room without disturbing Sydney. No one else was awake, and as soon as I was in the living room, the nausea went away. Okay. The Strigoi wasn't inside, which was a good thing. It was outdoors, apparently on the side of the house near my room. Still moving silently, I went out the house's front door and walked around the corner, as quiet as the night around me. The nausea grew stronger as I approached the barn, and I couldn't help but feel smug. I was going to surprise this Strigoi who'd thought it could sneak into a tiny human village for dinner. There. Right near the barn's entrance, I could see a long shadow moving. Gotcha, I thought. I readied the stake and started to spring forward-And then something struck me on the shoulder. I stumbled, astonished, and looked into the face of a Strigoi. Out of the corner of my eye, I saw the shadow by the barn materialize into another Strigoi striding forward. Panic shot through me. There were two, and my secret detection system hadn't been able to tell the difference. Worse, they'd gotten the drop on me. A thought immediately flashed into my mind: What if one's Dimitri? It wasn't. At least, this close one wasn't. It was a woman. I had yet to get a feel for the second one. That one was approaching from my other side, moving fast. I had to deal with this immediate threat, though, and swiped at the woman with my stake, hoping to wound her, but she dodged so quickly, I hardly saw her move. She struck out toward me in an almost casual way. I wasn't fast enough to react and went flying toward the other Strigoi-a guy who was not Dimitri. I responded quickly, leaping up and kicking him. I held the stake out, creating distance between us, but it did little good when the woman came up from behind and grabbed me, jerking my body against hers. I gave a muffled cry and felt her hands on my throat. She was probably going to break my neck, I realized. It was a fast, easy technique for Strigoi that then let them drag off a victim for feeding. I struggled, jostling her hands slightly, but as the other Strigoi leaned over us, I knew it was useless. They'd surprised me. There were two of them. They were strong. Panic surged in me again, an overwhelming sense of fear and desperation. I was afraid every time I fought Strigoi, but this fear was reaching a breaking point. It was unfocused and out of control, and I suspected it was touched by a bit of the madness and darkness I'd absorbed from Lissa. The feelings exploded within me, and I wondered if they'd destroy me before the Strigoi did. I was in very real danger of dying here-of letting Sydney and the others get killed. The rage and distress of that thought were smothering. Then, suddenly, it was like the earth burst open. Translucent forms, glowing softly in the darkness, sprang up everywhere. Some looked like normal people. Others were horrible, their faces gaunt and skull-like. Ghosts. Spirits. They surrounded us, their presence making my hair stand on end and sending a splitting headache through my skull. The ghosts turned toward me. I'd had this happen before, on a plane, when apparitions had swarmed and threatened to consume me. I braced myself, trying desperately to summon up the strength to build barriers that would shut me off from the spirit world. It was a skill I'd had to learn, one I usually kept in place without any effort. The desperation and panic of this situation had cracked my control. In that horrible, blood-curdling moment, I again selfishly wished Mason hadn't found peace and left this world. I would have felt better if his ghost were here. Then I realized I wasn't their target. The ghosts were mobbing the two Strigoi. The spirits didn't have solid forms, but every place they touched and passed through me felt like ice. The female Strigoi immediately began waving her arms to fend the apparitions off, snarling in rage and something almost like fear. The ghosts didn't appear to be able to hurt the Strigoi, but they were apparently pretty annoying-and distracting. I staked the male Strigoi before he ever saw me coming. Immediately, the ghosts around him moved to the woman. She was good, I'd give her that. Despite struggling to fend the spirits off, she was still able to dodge my attacks fairly well. A lucky punch from her made stars burst before my eyes and sent me into the barn wall. I still had that ghost-induced splitting headache, and my head slamming into the barn didn't help. Staggering up, dizzy, I made my way back to her and continued my efforts to get a shot in at her heart. She managed to keep her chest out of my range-at least until one particularly terrifying ghost caught her off guard. Her momentary distraction gave me my chance, and I staked her, too. She fell to the ground-leaving me alone with the spirits. With the Strigoi, the ghosts had clearly wanted to attack them. With me, it was a lot like on the plane. They seemed fascinated by me, desperate to get my attention. Only, with dozens of phantoms swarming, it might as well have been an attack. Desperately, I tried again to summon my walls, to block the ghosts off from me as I'd done long ago. The effort was excruciating. Somehow, my out-of-control emotions had brought the spirits, and while I was calmer now, that control was harder to bring about. My head continued throbbing. Gritting my teeth, I focused every ounce of my strength into blocking out the ghosts. â€Å"Go away,† I hissed. â€Å"I don't need you anymore.† For a moment, it looked like my efforts were going to be useless. Then, slowly, one by one, the spirits began to fade. I felt the control I'd learned before gradually slip into place. Soon, there was nothing there but me, the darkness, and the barn-and Sydney. I noticed her just as I collapsed to the ground. She was running out of the house in her pajamas, face pale. Kneeling at my side, she helped me sit up, legitimate fear all over her. â€Å"Rose! Are you okay?† I felt like every scrap of energy in my brain and body had been sucked out. I couldn't move. I couldn't think. â€Å"No,† I told her. And then I passed out. I dreamed of Dimitri again, his arms around me and beautiful face leaning over me to care for me as he'd done so often when I was sick. Memories of things past came to me, the two of us laughing over some joke. Sometimes, in these dreams, he'd carry me away. Sometimes, we'd be riding in a car. Occasionally, his face would start to take on that fearsome Strigoi image that always tormented me. Then I'd quickly order my mind to brush such thoughts away. Dimitri had taken care of me so many times and had always been there when I needed him. It had gone both ways, though. Admittedly, he had not seemed to end up in the infirmary as much as me. That was just my luck. Even when he was injured, he wouldn't acknowledge it. And as I dreamed and hallucinated, images came to me of one of the few times I'd been able to take care of him. Just before the school had been attacked, Dimitri had been involved in a number of tests with me and my fellow novices to see how well we reacted to surprise assaults. Dimitri was so tough that he was almost impossible to beat, though he still got bruised up a number of times. I'd run into him in the gym once during these tests, surprised to see a cut on his cheek. It was hardly fatal, but there was a fair amount of blood showing. â€Å"Do you realize you're bleeding to death?† I'd exclaimed. It was kind of an exaggeration, but still. He touched his cheek absentmindedly and seemed to notice the injury for the first time. â€Å"I wouldn't quite go that far. It's nothing.† â€Å"It's nothing until you get an infection!† â€Å"You know that's not likely,† he said obstinately. That was true. Moroi-aside from contracting the occasional rare disease, as Victor had-hardly ever got sick. We dhampirs had inherited that from them, just as Sydney's tattoo gave her some protection. Nonetheless, I wasn't about to let Dimitri bleed all over. â€Å"Come on,† I said, pointing to the small bathroom in the gym. My voice had been fierce, and to my surprise, he'd actually obeyed. After wetting a washcloth, I gently cleaned his face. He continued protesting at first but finally fell quiet. The bathroom was small, and we were just a few inches from each other. I could smell his clean, intoxicating scent and studied every detail of his face and strong body. My heart raced in my chest, but we were supposed to be on good behavior, so I tried to appear cool and collected. He was eerily calm too, but when I brushed his hair back behind his ears to clean the rest of his face, he flinched. My fingertips touching his skin had sent shock waves through me, and he'd felt them too. He caught hold of my hand and pulled it away. â€Å"Enough,† he said, voice husky. â€Å"I'm fine.† â€Å"Are you sure?† I asked. He hadn't released my hand. We were so, so close. The small bathroom seemed ready to burst with the electricity building between us. I knew this couldn't last but hated to let go of him. God, it was hard being responsible sometimes. â€Å"Yes,† he said. His voice was soft, and I knew he wasn't mad at me. He was afraid, afraid of how little it would take to ignite a fire between us. As it was, I was warm all over, just from the feel of his hand. Touching him made me feel complete, like the person I was always meant to be. â€Å"Thank you, Roza.† He released my hand, and we left, both off to do our own things that day. But the feel of his skin and hair stayed with me for hours afterward†¦ I don't know why I dreamed that memory after being attacked near the barn. It seemed weird that I'd dream of taking care of Dimitri when I was the one who needed care. I guess it didn't really matter what the memory was, so long as it involved him. Dimitri always made me feel better, even in my dreams, giving me strength and resolve. But as I lay in that delirium and moved in and out of consciousness, his comforting face would occasionally take on those terrible red eyes and fangs. I'd whimper, fighting hard to push that sight away. Other times, he didn't look like Dimitri at all. He'd turn into a man I didn't know, an older Moroi with dark hair and cunning eyes, gold jewelry glinting on his neck and ears. I'd cry out for Dimitri again, and eventually, his face would return, safe and wonderful. At one point, though, the image shifted again, this time into a woman's. Clearly, she wasn't Dimitri, but there was something about her brown eyes that reminded me of him. She was older, in her forties maybe, and a dhampir. She laid a cool cloth across my forehead, and I realized I wasn't dreaming anymore. My body ached, and I was in an unfamiliar bed, in an unfamiliar room. No sign of the Strigoi. Had I dreamed them, too? â€Å"Don't try to move,† the woman said with the faintest trace of a Russian accent. â€Å"You took some bad hits.† My eyes widened as the events by the barn came back to me, the ghosts I'd summoned up. It hadn't been a dream. â€Å"Where's Sydney? Is she okay?† â€Å"She's fine. Don't worry.† Something in the woman's voice told me I could believe her. â€Å"Where am I?† â€Å"In Baia.† Baia, Baia. Somewhere, in the back of my head, that name was familiar. All of a sudden, it clicked. Long, long ago, Dimitri had said it. He'd only ever mentioned his town's name once and, even though I'd tried, I had never been able to remember it. Sydney would never tell me the name. But now we were here. Dimitri's home. â€Å"Who are you?† I asked. â€Å"Olena,† she said. â€Å"Olena Belikova.†