Christian and Secular Counseling with a Bible Word Study Basis Essay

Abstract In order to arrive at a clearer view of Christian counseling, this paper examines the similarities and differences between secular and Christian counseling. It begins with a biblical word study to establish a basis for Christian counseling. The words counsel, comfort, and wisdom are examined in both the Old and New Testament. The Biblical view of counseling is compared and contrasted with the secular view. Relevant ethical considerations are examined, specifically related to the _Bruff v. North Mississippi Health Services, Inc.,_ 2001 case. The paper concludes with a discussion regarding future endeavors in professional counseling including how to integrate the best Christian and secular practices. Christian counseling has been difficult to define because there are two distinct kinds of counseling: spiritual counseling and mental health counseling (Bufford, 1997). Thus, there are many approaches for the practice of Christian counseling that range from the integrationist to the nouthetic position, which has made identifying distinctive features of Christian counseling a complex task. Counselors of the nouthetic approach claim that  truth can only be found in the Bible, all counseling models must be exclusively from the Bible, and any integration of psychological theories must be rejected. The integrationists state that God reveals his truth universally. Hence, they accept and utilize both the techniques and the theories of psychology with Scriptural truth to help their clients heal (Carter, 1999). Realizing the need for both spiritual counseling and mental health counseling, Bufford (1997) defined seven distinctives of Christian counseling. Clinton and Ohlschlager (2002) propo sed ideas for Christian counseling that they describe as a paracentric focus that seems to more accurately convey the essence of Christian counseling. In view of all this effort to define Christian counseling, there is still much diversity of practice among Christian counselors. In an effort to understand the biblical views of counseling, and create a more distinctive picture of what is and is not biblical counseling, a word study on a variety of counsel terms is presented in this paper. Next, the conclusions from the word study are compared to the professional views of counseling including an examination of relevant ethical considerations. This paper will conclude with a discussion regarding future endeavors in professional counseling. Biblical Words Related to Counseling In this section, a word study was conducted to understand the biblical views of counseling. The words counsel, wisdom, and comfort were researched by first using the _Strong’s Exhaustive Concordance of the Bible_ (Strong, 1996). The range of situations in which these concepts were used in the Old and New Testaments were researched using Richards’ (1985) _Expository Dictionary of Bible Words,_ Vine’s (1940) _Expository Dictionary of New Testament Words,_ and the _Baker’s Evangelical Dictionary of Biblical Theology_ (Elwell, 1996). Several Bible commentaries were used to illustrate how these concepts were used in the Old and the New Testaments. _Counsel_ The Hebrew words that best communicate â€Å"to counsel† or â€Å"to advise† are ya`ats  and its derivative `etsah. Both words mean advice, counsel, purpose or plan. In the Old Testament, these words are used to describe both the counsel of God and the counsel of man. Ya`ats is used 80 times in the King James Version (KJV) of the Old Testament and `etsah is used 88 times to convey the concept of counsel or advice (Blue Letter Bible (BLB), 1996-2008). When ya`ats and `etsah are used as human counsel, it is usually in the context of counsel being given to kings (1 Chronicles 13:1; 2 Chronicles 25:17). Proverbs suggests that one should seek the counsel of many (Proverbs 11:14; 15:22) because human beings and their counsel are both fallible. However, God’s counsel is infallible, firm, and purposed (Psalms 33:10-11) which is conveyed as such in the Old Testament when ya`ats and `etsah are used. (Richards, 1985). In the New Testament, boule comes from the root word boulomai which means â€Å"to will.† Bouleuo is used 8 times in the New Testament and can mean â€Å"to take counsel, to resolve† (Vine, 1940). The root word boule translates â€Å"to will† or â€Å"to purpose† when God is the context. Its derivative, bouleuo, means â€Å"to take counsel, to resolve† and together with boule is used 20 times in the New Testament. Like the Old Testament, boule is used both to express the counsel of God (Luke 7:30; Acts 2:23) and the counsel of man (Ephesians 1:11; Hebrews 6:17). The compound symbouleuo refers to counsel taken together (John 11:53). One other word used in the New Testament that communicates â€Å"to counsel† is gnome. Whereas boule is counsel as a result of determination, gnome is used as judgment, opinion, or counsel as a result of knowledge (2 Corinthians 8:10). Gnome is used 9 times and symbouleuo is used 5 times (Vine, 1940). _Old Testament usage_. Both God’s counsel and human counsel are reflected through the use of ya`ats and `etsah in the Old Testament. The incidents of Absalom in Samuel 17:11-21 and Rehoboam in 1 Kings 12:1-15 illustrate how ya`ats is used for human counsel and suggests some plan of action to deal with a specific situation. Ultimately, both Rehoboam and Absalom choose a course of action, but there is no certainty in human plans. However, perfect counsel is found in God’s plans (Richards, 1985). Psalms 33:10-11 declares, â€Å"The Lord foils the plans of the nations; he thwarts the purposes of the  peoples. But the plans of the Lord stand firm forever, the purposes of his heart through all generations† (NIV). God’s counsel is inerrant, sufficient, and unchangeable and is at the center of Christian counseling. _New Testament usage._ The New Testament depicts the different ways in which human counsel is given. Symbouleuo is often used when advice is given by one person to another and is usually in reference to plots against Jesus or the early church (Matthew 26:4; Acts 9:23). Gnome is used in an example of sound advice based on maturity and knowledge given by Paul to the Corinth church (2 Corinthians 8:10) and boule is used in the sound advice given by the highly esteemed teacher of the Pharisees, Gamaliel (Acts 5:33-39). Although Gamaliel gave good advice, it was not tested by the standard of God’s word. Nonetheless, God used Gamaliel’s advice to give a needed respite to the young church (Guzik, 2001, Acts 5, D.2). The inconsistent advice given by man contrasts the immutable counsel of God. His truth is the primary source by which Christian counselors test all counseling methods, techniques, and principles in order to offer sound counsel to their clients. _Comfort_ Naham is the Hebrew word most often translated â€Å"to give comfort† in the Old Testament. It is used 108 times in the Old Testament. Many times naham means â€Å"to console† (Psalms 71:21; Isaiah 49:13). Its derivative, tanchuwm, means consolation (Job 15:11; 21:2) and is translated 5 times. Other meanings used in the Old Testament are support, relief, cheer up, and exhort. The last 26 chapters of Isaiah express God’s comfort (Isaiah 40:1) and the future promise of the Redeemer (Baker, 1996). In the New Testament, the words parakaleo (verb) and paraklesis (noun) come from kaleo which means â€Å"to call,† and para meaning, â€Å"alongside of.† Parakaleo means â€Å"to call to one’s side or to summon to one’s aid, but this word and its various forms can mean many other things. This word group can be translated as invite, call, exhort, beseech, encourage, summon, instruct, comfort, and console. Parakaleo is found 109 times in the New Testament. Nine of the NIV’s 17 translations of this word group meaning â€Å"comfort† are  found in 2 Corinthians 1:3-7. In these passages, Paul addresses God’s comfort during times of trouble. _Old Testament usage_. Jerusalem is discouraged over the announcement about the coming Babylonian conquest and future exile. In Isaiah 40:1-2, God tells Isaiah to â€Å"comfort, comfort my people† (NIV) and speak tenderly as you comfort. The people of Jerusalem were broken-hearted and needed comfort. God offered that comfort through Isaiah by instructing him to speak comfort, literally â€Å"speak to the heart† (Guzik, 2006, Isaiah 40, A.1.c.i). The goal of the therapeutic process is to restore the broken-hearted person to a whole life. Clients must believe that healing is possible, but counselors must first comfort their anxious souls (Clinton & Ohlschlager, 2002). The process of change begins with the Christian counselor speaking tenderly to his or her clients’ hearts and reassuring them of God’s omnipotence, omniscience, and omnipresence. Healing begins when a sense of comfort and encouragement grows from knowing that God knows everything, is in control of everything, is perfectly good, and is _on my side_ (Johnson, 2003). _New Testament usage._ Clinton and Ohlschlager (2002) proposed a Paracentric focus that describes the Christian counselor as single-mindedly focused on Christ and the client. In 2 Corinthians 1:3-7, Paul models this idea. Paul’s life is not on focused on himself, but on the Lord and on others. Paul opens his letter to the church in Corinth praising God for his mercy and comfort (2 Corinthians 1:3). Paul uses the Greek word paraklesis that expresses a comfort that strengthens, encourages, and helps one deal with distressful times. In verse four, Paul explains that God â€Å"comforts us in all our troubles, so that we can comfort those in any trouble with the comfort we ourselves have received from God† (NIV). Paul is thankful that he can experience God’s comfort during times of trouble and use that experience to help and comfort those in similar circumstances (Guzik, 2001, 2 Corinthians, A.2.a.i). In the same way, the Christian counselor, yielded to the Holy Spirit, can meet the client at his or her point of need, and begin to create a strong working alliance (Clinton & Ohlschlager, 2002). The broken-hearted can be comforted, the weak can be supported, the discouraged can be encouraged, and the misdirected can be guided (1 Thessalonians 5:14). _Wisdom_ The basic word group expressing the idea of wisdom includes chakam and its derivatives chokmah and chokmowth. Together they occur over 150 times in the Old Testament. This word group can mean to be skillful, to instruct, or to be prudent. Biyn and sekel are also closely related and usually means understanding or discernment. Biyn is used 170 times and sekel is used 16 times in the Old Testament. Throughout the Old Testament, wisdom is expressed in godly living that is most represented in the book of Proverbs (Proverbs 2:6, 9-10, 12). Wisdom can fit into two categories. Practical wisdom, which is usually found in Proverbs, deals with the issues of an individual’s life, such as family relations (Proverbs 22:6) and personal industry (Proverbs 8:15). Reflective wisdom focuses on theological issues, such as the suffering of the innocent Job and the meaning of life in Ecclesiastes (Elwell, 1996). The Greek word sophia is the word that expresses wisdom in the New Testament. Sophia is translated 51 times, and focuses on the same practice of godly living as described in the Old Testament. The exception is in 1 Corinthians 1-3 where Paul compares the wisdom of men to the â€Å"hidden wisdom of God† or God’s plan of salvation. Other words used are sunesis which means knowledge or understanding (Mark 12:33) and phronesis which can mean wisdom or prudence (Luke 1:17; Ephesians 1:8). Sunesis is used seven times and phronesis is used twice in the New Testament (BLB). _Old Testament Usage._ In Ecclesiastes, Solomon demonstrates how wisdom must be used when teaching or counseling those who are suffering. In Ecclesiastes 12:8-14, Solomon focused on the immediate needs of the people (vs. 8). He â€Å"sought to find out acceptable words: and that which was written was upright, even words of truth† (Ecclesiastes 12:9-10; KJV). Solomon understood that divine wisdom would be required to respond to the needs of the people (1 Kings 3:5-14). He also knew that he must offer truth found in Scriptures to direct them towards wellness (Ecclesiastes 12:10) for â€Å"what good will acceptable words do us if they be not upright and words of truth?†Ã‚  (Henry, 1996). Solomon pondered, sought, and used God’s Word to meet the immediate needs of the individual. This is the essence of Christian counseling. _New Testament usage._ James reflects Old Testament sentiments in his advice to appeal to God when one lacks wisdom (James 1:5-7). James is not just talking about knowledge, but about the ability to discern right from wrong. Later, James contrasts personal character that comes from divine wisdom and traits that are destructive and not of God (James 3:13-18). Wisdom that comes from God is â€Å"peace-loving, considerate, submissive, full of mercy and good fruit, impartial and sincere† (James 3:17). These traits should define competent Christian counselors. Both the Old Testament and the New Testament emphasize the importance to appeal to God for his divine wisdom. Comparison of Biblical Views with Professional Views This section begins by identifying similarities in function and approach between Christian and secular counseling. Differences are defined by examining three different areas: Philosophy of life, counseling goals, and source of truth. In the final section, conclusions are drawn regarding the implications to future counseling endeavors based on the conclusions from the word study, comparisons to professional counseling, and relevant ethical considerations. _Similarities between Biblical and Professional Views of Counseling_ _Code of Ethics._ Christian counseling and secular counseling have much in common, more so in the process than in the content. One area of commonality is illustrated in the American Counseling Association’s (2005) _ACA Code of Ethics_ and the American Association of Christian Counselors’ (2004) _AACC Code of Ethics._ Both ethics codes address basic moral principles – nonmaleficence, beneficence, justice, fidelity – that form the framework for ethical behavior and decision making for the professional counselor (Meara, Schmidt, & Day, 1996). Both ethics codes begin by addressing the primary responsibility of the counselor to _do no harm_ to those they serve (ACA,  2005, A.4.a; AACC, 2004, 1-102). Both ethics codes also address the counselor’s responsibility to â€Å"respect the dignity and to promote the welfare of clients† (ACA, 2005, A.1.a). Providing verbal and written informed consent, ensuring that â€Å"the client reasonably understand s the nature and process of counseling† (AACC, 2004, 1-310), as well as respecting client diversity (ACA, 2005, C.5; AACC, 2004, 1-101) are included in both ethics codes to protect the welfare of the client. _Common elements._ Christian counseling and secular counseling also share many common elements in their approach. First, both counseling systems are goal-oriented. Although goals such as spiritual maturity and discipleship are clearly distinctive to Christian counseling, many of the immediate goals, such as alleviation of depression, reduction of anxiety, and control over substance abuse are common goals in both secular and Christian counseling. Second, Christian and secular counselors use many of the same strategies, techniques, and methods to offer hope to the counselee, build a strong therapeutic relationship, develop competencies in social living, provide support, and change destructive cognitive or behavioral patterns (Bufford, 1997). Lastly, effective counselors in both Christian and secular counseling are characterized by warmth, sensitivity, understanding, genuine concern, trustworthiness, and competence (Clinton & Ohlschlager, 2002). _Differences between Biblical and Professional Views of Counseling_ _Philosophies of life (View of man)._ Everyone has a philosophy of life, a way in which one views the world. Generally, secular counseling views are man-centered (anthropocentric) and biblical counseling views are God-centered (theocentric). The worldview of a counselor determines how he or she thinks about human nature, evaluates and assesses the client, and decides on treatment strategies (Clinton & Ohlschlager, 2002). In secular counseling, the reason for man’s existence and the goals to be achieved are centered upon, and revolve around man. Secular counseling relies on theories influenced by behavioral, humanistic, and existential thought, but those theories have little to offer the client except the  advice that they should care about and love themselves (Carter, 1999). These theories emphasize a basic goodness or a basic depravity in the soul, and focuses on what will make the individual happy, adaptive, and successful. This is their basis for self-evaluation. â€Å"Humanistic psychotherapy has always been hampered by the contradiction of encouraging unlovable selves to love themselves† (Johnson, 2003, p. 84). In contrast, biblical counseling is God-centered. Christian counseling does not place humans at the center of the universe as humanism does. In Genesis, it states that God is the creator, and he created man in his image and likeness to live and rule in a perfect world (1:26-2:25). In spite of the corruption of the fall, man still bears the image and likeness of God and still has authority in the world as dependent creatures who desire to have a relationship with God and other people (Averbeck, 2006). It is this God-revealed concept of the nature of man that biblical counseling, both as a system and as a process of doing counseling, bases its work. Christian counselors understand that all biblical care giving falls within the larger plans and purposes of the Creator. It is comforting to know that in the midst of a contingent, unpredictable life, God, the creator, is always there to meet every need and pour out his comfort to all who seek him (Johnson, 1997). Christian counseling offers what secular counseling cannot: â€Å"the father of compassion and the God of all comfort† (2 Corinthians 1:3; NIV). As man searches for meaning and contentment, God comforts and heals. _Goals._ Though easing the suffering of the client is a goal in both Christian and secular counseling, it is not the ultimate goal of the Christian counselor. All counseling systems have goals of bringing about changes in the counselee, whether they are changes in feelings, beliefs, thinking or behavior. The goals of a counseling system are largely determined by the philosophy of life held. A man-centered viewpoint will yield goals that focus on the relief of suffering and the fulfillment of personal happiness. Secular counseling holds such views. The main goals of secular counseling in treating clients are to help the client alleviate anxiety, guilt, depression, anger and to achieve personal happiness, contentment and self-fulfillment. Secular counselors also give counselees  methods of self-assessment to help them continue to live life with minimal anxiety and hostility (Clinton & Ohlschlager, 2002). Like the secular counselor, Christian counselors seek to change behaviors and attitudes that will bring about happiness, contentment, and greater well-being; however, Christian counseling goes much deeper than changing behavior and helping clients find happiness (Bufford, 1997). The ultimate goals of Christian counseling are to help the counselee experience intimacy with God and maturity in Christ (Ephesians 4:20-24). Placing an emphasis on discipleship and introducing spiritual disciplines in the Christian counseling practice helps achieve these goals. Although both share similar thoughts in techniques and theories, the practice of spiritual disciplines is uniquely Christian and is an important factor in achieving the goals of intimacy and maturity (Willard, 2000). Collins (1996) states, â€Å"Helping that leaves out the spiritual dimension ultimately has something missing. It may stimulate good feelings and help people cope with stress, but it does nothing to prepare people for eternity or help them experience the abundant life here on earth† (p. 15). Though the ultimate goals of Christian counseling are intimacy with God and maturity in Christ, the heart of Christian counseling is the good news of Jesus Christ (Colossians 1:26-27). The power of Jesus makes change, redemption, and new life possible. In the Great Commission, Jesus commands Christians to make disciples and to teach them to how to live as disciples and experience abundant life. The Great Commission differentiates Christian counseling from secular counseling. The work of Christian counselors is incomplete until they have helped the counselee put off the old self and put on the new by teaching and training them to live like Christ (Willard, 2000). _Source of truth_. There are more than 400 different therapy models available today. â€Å"Effective counselors scrutinize theories for proven effectiveness and match them to personal beliefs and realities about the nature of people and change† (Gladding, 2007, p. 190). Never before has it been so important to have a source of absolute truth. Christian counselors believe that the Bible is the authoritative word of God against which they can assess their  beliefs, practices, ideas, and actions. They believe that â€Å"all Scripture is God-breathed† (2 Timothy 2:16-17, NIV) and fully equips them for every good work. Thus, although both Christian counselors and secular counselors use many of the same counseling techniques, the Christian counselor does not use counseling techniques that are inconsistent with biblical teaching. Recent studies on therapeutic outcome encouraged the present emphasis on an eclectic approach in professional counseling. That is, most counselors today are using various theories and techniques to meet their clients’ unique needs. Whiston and Sexton (1993) concluded that a strong therapeutic relationship is significantly related to positive client outcome. Tan (2003a) reported that empirically supported treatments (ESRs) and empirically supported therapy relationships (ESTs) that are specifically tailored to a client’s needs produced the best therapeutic outcomes. Like Solomon (1 Kings 3:5-14), it is crucial that a Christian counselor be a biblically informed and responsible eclectic who prays for the discernment needed to â€Å"fit the right therapy with the right client at the right time and the right stage of living† (Clinton and Ohlschlager, 2002, p. 176). However, the Bible is the authoritative source of truth, and an effective Christian counselor will evaluate the moral and spiritual quality of every theory and method they use in his or her clinical practice. _Ethical Considerations_ Value conflicts between clients and therapists are inevitable, especially for Christian counselors working within a secular environment. Although Christian counselors may not always agree with the values of their clients, it is essential that they respect the rights of their clients to hold a different set of values (Hermann & Herlihy, 2006). It is also essential for Christian counselors to inform potential clients in writing, as part of the informed consent document, about their religious beliefs and values to avoid certain ethical and legal issues as described in the following court case. _Bruff v. North Mississippi Health Services, Inc., 2001_ is an interesting case that illustrates the complexity counselors confront when their value  system and religious beliefs conflict with the client’s presenting problem. In 2001, the United States Court of Appeals â€Å"upheld the job termination of a counselor who requested being excused from counseling a lesbian client on relationship issues because homosexuality conflicted with the counselor’s religious beliefs† (Hermann & Herlihy, 2006, p. 414). This case illustrates both legal and ethical issues related to value imposition and conflict of values between client and counselor. The American Counseling Association’s (ACA, 2005) _ACA_ _Code of Ethics_ states that counselors need to be â€Å"aware of their own values, attitudes, beliefs, and behaviors and avoid imposing values that are inconsistent with counseling goals† (A.4.b). Working with clients who hold different values can be challenging for counselors. It can be especially difficult for Christian counselors if those values challenge their religious values and beliefs. However, counselors must respect these differing values of clients and take care not to impose their values in the counseling relationship (Hermann & Herlihy, 2006). This case has particular implications for Christian counselors who find it difficult to reconcile their religious values regarding certain client issues. It is important for Christian counselors to include Christ and to incorporate Christian principles into the therapy process. However, Christian counselors’ primary responsibility is to â€Å"uphold the inherent, God-given dignity of every human person† (AACC, 2004, 1-101). Because it is unrealistic to assume that counselors will not incorporate certain value orientations into their therapeutic approaches and methods, Christian counselors have an ethical duty to clarify their assumptions, core beliefs, and values with the client during the intake session. â€Å"It is vital to be open about values but not coercive, to be a competent professional and not a missionary for a particular belief, and at the same time to be honest enough to recognize how one’s value commitments may not promote health† (Bergin, 199 1, p. 399). Personal Applications Current data indicates that no single theory or model adequately accounts for the complexity of human behavior. Counselors will have to learn and apply an eclectic mix of therapy models and techniques to accommodate the complexity of these modern times. Christian counselors will need to consider biological, psychological, spiritual, social, cultural, economic, and environmental factors when assessing, diagnosing, and treating the unique needs of the client (Clinton & Ohlschlager, 2002). Integrating spiritual direction into psychotherapy and counseling enables the counselee to focus on increasing awareness of God and facilitating surrender to God’s will (Willard, 2000). The conclusions I have made from what I have learned about the biblical views and professional views of counseling are that there is a place for employing both psychotherapeutic techniques and spiritual direction in the counseling process, but it is essential to practice such integration in a ethical, helpful, and wise manner. Christian counselors must use discernment when incorporating secular theories and techniques into their practice and they must be wise when incorporating spiritual disciplines into the therapy relationship. The Bible is our resource, it is the foundation for truth by which everything else is evaluated, and it is sufficient in what we need to instruct one another on how to live an abundant life (2 Timothy 3:16-17; 1 Thessalonians 5:13). Christian counselors must refer to the Bible to distinguish good counseling from bad counseling. Both appropriate and inappropriate counsel is illustrated in the story of Rehoboam, who chose to ignore the advice (etsah) of the older counselors, and instead listened to his young and immature peers. Their counsel lacked a careful examination of the situation, and resulted in disastrous consequences (1 Kings 12:1-15). Wise Christian counselors are careful to gather information and examine a situation as they help their clients. It is imperative that Christian counselors consistently ask God for the wisdom (James 1:5) to choose the godly path (Proverbs (19:21). The ultimate goal of Christian counseling is to facilitate the spiritual  growth of clients, rather than simply alleviating symptoms and finding a resolution to problems. Integrating spiritual disciplines into psychotherapy can be an effective tool in achieving these goals in the therapy process (Tan, 2003b). However, as seen in the _Bruff_ case, counselors must take care not to impose their religious beliefs or values on the client. The client’s autonomy must be respected. Counselors must provide sufficient information regarding therapy to the client, and should include spiritual religious goals and interventions only when proper informed consent is obtained from clients who have expressed interest in pursuing and participating in such goals and interventions. Effective Christian counselors must keep informed of the latest and best information on ESRs and ESTs in order to provide the most effective and efficient forms of psychotherapy and spiritual direction to the client (Tan, 2003a). In addition, Christian counselors should, with the consent of the client, integrate spiritual disciplines into psychotherapy. Effective Christian counselors’ primary focus is on meeting the needs of the client. To meet these needs Christian counselors must first comfort the broken-hearted with a comfort (nacham, parakeleo) that consoles while imparting strength, to encourage while offering a hope for a future (Isaiah 61:1-2). According to Grencavage and Norcross (1990), â€Å"the therapist’s ability to cultivate hope and enhance positive expectancies within the client† (p.374) was one commonality found in the qualities of effective therapists. Recent emphasis on ESRs shows the importance of a strong therapy relationship and is in line with the conclusion that healing occurs when we model the God of comfort and love. â€Å"It is ultimately God who is love who brings wholeness and healing to the hurting people that we minister to through psychotherapy and counseling, using the best ESRs and ESTs available, as long as they are consistent with biblical, Christian truth, ethics, and morality† (Tan, 2003a, 2003). References American Association of Christian Counselors. (2004). _ACA_ _Code of ethics_. Retrieved February 27, 2008, from http://aacc.net/about-us/code-of-ethics/. American Counseling Association. (2005). _AACC Code of ethics._ Retrieved February 27, 2008, from http://www.counseling.org/Resources/CodeOfEthics/TP/Home/CT2.aspx. Averbeck, R. E. (2006). Creation and corruption, redemption and wisdom: A biblical theology foundation for counseling psychology. _Journal of Psychology and Christianity, 25(2),_ 111-126. Retrieved February 23, 2008 from PsycINFO database. Bergin, A. E. (1991) Values and religious issues in psychotherapy and mental health. _American Psychologist_, 46(4), 394-403. Retrieved February 25, 2008 from PsycINFO database. Blue Letter Bible. 20 April 2007. Retrieved February 24, 2008 from: http://www.blueletterbible.org/index.html. Bruff v. North Mississippi Health Services, Inc., 244 F.3d 495 (5th Cir. 2001). Bufford, R. (1997). Consecrated counseling: Reflections on the distinctives of Christian counseling. _Journal of Psychology and Theology_, _25(1),_ 111-122. Retrieved February 23, 2008 from PsycINFO database. Carter, R. (1999). Christian Counseling: An Emerging Specialty. _Counseling & Values_, _43_(3), 189. Retrieved February 25, 2008, from Academic Search Premier database. Clinton, T., & Ohlschlager, G. (Eds.). (2002). _Competent Christian counseling: Foundations and practice of compassionate soul care (Vol. 1)_. Colorado Springs: Waterbrook Press. Collins, G. R. (1996). _How to be a people helper._ Wheaton, IL: Tyndale. Elwell, W. A. (Ed.) (1996). _Baker’s Evangelical Dictionary of Biblical Theology._ Grand Rapids: Baker Books. Retrieved February 24, 2008 from: http://bible.christianity.com/References/DescriptionSearch.aspx?refid=88117&l=174731 §ion=Dictionaries&type=Dictionary. Gladding, S. T. (2007). _Counseling: A comprehensive profession_ (5th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. Grencavage, L. M., Norcross, J. C. (1990). Where are the commonalities among the therapeutic common factors? _Professional Psychology: Research and Practice 21(5),_ 372-378. Guzik, D. â€Å"David Guzik’s Commentary on Acts.† 2001. Retrieved February 24, 2008, from: http://enduringword.com/commentaries/44.html. Guzik, D. â€Å"David Guzik’s Commentary on 2 Corinthians.† 2001. Retrieved February 24, 2008, from: http://www.enduringword.com/commentaries/47.html. Guzik, D. â€Å"David Guzik’s Commentary on Isaiah.† 2006. Retrieved February 24, 2008, from: http://www.enduringword.com/commentaries/23.html. Henry, M. (2006). â€Å"Commentary on Ecclesiastes 12.† _Matthew Henry Commentary on the Whole Bible_. Blue Letter Bible. Retrieved February 24, 2008 from: http://www.blueletterbible.org/Comm/mhc/Ecc/Ecc012.htm. Hermann, M. A., Herlihy, B. R. (2006). Legal and ethical implications of refusing to counsel homosexual clients. _Journal of Counseling & Development, 84(4)_, 414-418. Retrieved February 23, 2008, from PsycINFO database. Johnson, E. L. (2003). How god is good for the soul. _Journal of Psychology and Christianity, 22(1)_, 78-88. Retrieved February 23, 2008 from Academic Search Premier database. Meara, N. M., Schmidt, L. D., & Day, J. D. (1996). Principles and virtues: A foundation for ethical decisions, policies, and character. _The Counseling Psychologist, 24(1),_ 4-77. Retrieved February 23, 2008 from PsycINFO database. Richards, L. O. (1985). _Expository Dictionary of Bible Words_. Grand Rapids: Zondervan. Strong, J. (1996). _Strong’s Exhaustive Concordance of the Bible._ Nashville: Thomas Nelson Reference. Retrieved February 24, 2008 from: http://www.blueletterbible.org/index.html. Tan, S. (2003a). Empirically supported therapy relationships: Psychotherapy relationships that work. _Journal of Psychology and Christianity_, _22(1)_, 64-67. Retrieved February 23, 2008 from PsycINFO database. Tan, S. (2003b). Integrating spiritual direction into psychotherapy: Ethical issues and guidelines. _Journal of Psychology and Christianity, 31(1)_, 14-23. Retrieved February 23, 2008 from PsycINFO database. Vine, W. E. (1940). _Expository Dictionary of New Testament Words._ Unpublished manuscript. Retrieved February 24, 2008 from: http://www.tgm.org/bible.htm. Whiston, S, C., & Sexton, T. L. (1993). An overview of psychotherapy outcome research: Implications for practice. _Professional Psychology: Research and Practice, 24(1),_ 43-51. Retrieved February 23, 2008 from PsycINFO database. Willard, D. (2000). Spiritual formation in Christ: A perspective on what it is and how it might be done. _Journal of Psychology and Theology_, 28(4), 254-258. Retrieved February 23, 2008 from PsycINFO database.

The Twilight Saga 4: Breaking Dawn 34. Declared

I heard the music before I was out of the car. Edward hadn't touched his piano since the night Alice left. Now, as I shut the car door, I heard the song morph through a bridge and change into my lullaby. Edward was welcoming me home. I moved slowly as I pulled Renesmee – fast asleep; we'd been gone all day – from the car. We'd left Jacob at Charlie's – he'd said he was going to catch a ride home with Sue. I wondered if he was trying to fill his head with enough trivia to crowd out the image of the way my face had looked when I'd walked through Charlie's door. As I walked slowly to the Cullen house now, I recognized that the hope and uplift that seemed almost a visible aura around the big white house had been mine this morning, too. It felt alien to me now. I wanted to cry again, hearing Edward play for me. But I pulled it together. I didn't want him to be suspicious. I would leave no clues in his mind for Aro if I could help it. Edward turned his head and smiled when I came in the door, but kept playing. â€Å"Welcome home,† he said, as if this was just any normal day. As if there weren't twelve other vampires in the room involved in various pursuits, and a dozen more scattered around somewhere. â€Å"Did you have a good time with Charlie today?† â€Å"Yes. Sorry I was gone so long. I stepped out to do a little Christmas shopping for Renesmee. I know it won't be much of an event, but†¦Ã¢â‚¬  I shrugged. Edward's lips turned down. He quit playing and spun around on the bench so that his whole body was facing me. He put one hand on my waist and pulled me closer. â€Å"I hadn't thought much about it. If you want to make an event of it – â€Å" â€Å"No,† I interrupted him. I flinched internally at the idea of trying to fake more enthusiasm than the bare minimum. â€Å"I just didn't want to let it pass without giving her something.† â€Å"Do I get to see?† â€Å"If you want. It's only a little thing.† Renesmee was completely unconscious, snoring delicately against my neck. I envied her. It would have been nice to escape reality, even for just a few hours. Carefully, I fished the little velvet jewelry bag from my clutch without opening the purse enough for Edward to see the cash I was still carrying. â€Å"It caught my eye from the window of an antique store while I was driving by.† I shook the little golden locket into his palm. It was round with a slender vine border carved around the outside edge of the circle. Edward popped the tiny catch and looked inside. There was space for a small picture and, on the opposite side, an inscription in French. â€Å"Do you know what this says?† he asked in a different tone, more subdued than before. â€Å"The shopkeeper told me it said something along the lines of ‘more than my own life.' Is that right?† â€Å"Yes, he had it right.† He looked up at me, his topaz eyes probing. I met his gaze for a moment, then pretended to be distracted by the television. â€Å"I hope she likes it,† I muttered. â€Å"Of course she will,† he said lightly, casually, and I was sure in that second that he knew I was keeping something from him. I was also sure that he had no idea of the specifics. â€Å"Let's take her home,† he suggested, standing and putting his arm around my shoulders. I hesitated. â€Å"What?† he demanded. â€Å"I wanted to practice with Emmett a little___† I'd lost the whole day to my vital errand; it made me feel behind. Emmett – on the sofa with Rose and holding the remote, of course – looked up and grinned in anticipation. â€Å"Excellent. The forest needs thinning.† Edward frowned at Emmett and then at me. â€Å"There's plenty of time for that tomorrow,† he said. â€Å"Don't be ridiculous,† I complained. â€Å"There's no such thing as plenty of time anymore. That concept does not exist. I have a lot to learn and – â€Å" He cut me off. â€Å"Tomorrow.† And his expression was such that not even Emmett argued. i was surprised at how hard it was to go back to a routine that was, after all, brand new. But stripping away even that little bit of hope I'd been fostering made everything seem impossible. I tried to focus on the positives. There was a good chance that my daughter was going to survive what was coming, and Jacob, too. If they had a future, then that was a kind of victory, wasn't it? Our little band must be going to hold their own if Jacob and Renesmee were going to have the opportunity to run in the first place. Yes, Alice's strategy only made sense if we were going to put up a really good fight. So, a kind of victory there, too, considering that the Volturi had never been seriously challenged in millennia. It was not going to be the end of the world. Just the end of the Cullens. The end of Edward, the end of me. I preferred it that way – the last part anyway. I would not live without Edward again; if he was leaving this world, then I would be right behind him. I wondered idly now and then if there would be anything for us on the other side. I knew Edward didn't really believe so, but Carlisle did. I couldn't imagine it myself. On the other hand, I couldn't imagine Edward not existing somehow, somewhere. If we could be together in any place, then that was a happy ending. And so the pattern of my days continued, just that much harder than before. We went to see Charlie on Christmas Day, Edward, Renesmee, Jacob, and I. All of Jacob's pack were there, plus Sam, Emily, and Sue. It was a big help to have them there in Charlie's little rooms, their huge, warm bodies wedged into corners around his sparsely decorated tree – you could see exactly where he'd gotten bored and quit – and overflowing his furniture. You could always count on werewolves to be buzzed about a coming fight, no matter how suicidal. The electricity of their excitement provided a nice current that disguised my utter lack of spirit. Edward was, as always, a better actor than I was. Renesmee wore the locket I'd given her at dawn, and in her jacket pocket was the MP3 player Edward had given her – a tiny thing that held five thousand songs, already filled with Edward's favorites. On her wrist was an intricately braided Quileute version of a promise ring. Edward had gritted his teeth over that one, but it didn't bother me. Soon, so soon, I would be giving her to Jacob for safekeeping. How could I be bothered by any symbol of the commitment I was so relying on? Edward had saved the day by ordering a gift for Charlie, too. It had shown up yesterday – priority overnight shipping – and Charlie spent all morning reading the thick instruction manual to his new fishing sonar system. From the way the werewolves ate, Sue's lunch spread must have been good. I wondered how the gathering would have looked to an outsider. Did we play our parts well enough? Would a stranger have thought us a happy circle of friends, enjoying the holiday with casual cheer? I think Edward and Jacob both were as relieved as I was when it was time to go. It felt odd to spend energy on the human fagade when there were so many more important things to be doing. I had a hard time concentrating. At the same time, this was perhaps the last time I would see Charlie. Maybe it was a good thing that I was too numb to really register that. I hadn't seen my mother since the wedding, but I found I could only be glad for the gradual distancing that had begun two years ago. She was too fragile for my world. I didn't want her to have any part of this. Charlie was stronger. Maybe even strong enough for a goodbye now, but I wasn't. It was very quiet in the car; outside, the rain was just a mist, hovering on the edge between liquid and ice. Renesmee sat on my lap, playing with her locket, opening and closing it. I watched her and imagined the things I would say to Jacob right now if I didn't have to keep my words out of Edward's head. If its ever safe again, take her to Charlie. Tell him the whole story someday. Tell him how much I loved him, how I couldn't bear to leave him even when my human life was over. Tell him he was the best father. Tell him to pass my love on to Renee, all my hopes that she will be happy and well†¦. I would have to give Jacob the documents before it was too late. I would give him a note for Charlie, too. And a letter for Renesmee. Something for her to read when I couldn't tell her I loved her anymore. There was nothing unusual about the outside of the Cullen house as we pulled into the meadow, but I could hear some kind of subtle uproar inside. Many low voices murmured and growled. It sounded intense, and it sounded like an argument. I could pick out Carlisle's voice and Amun's more often than the others. Edward parked in front of the house rather than going around to the garage. We exchanged one wary glance before we got out of the car. Jacob's stance changed; his face turned serious and careful. I guessed that he was in Alpha mode now. Obviously, something had happened, and he was going to get the information he and Sam would need. â€Å"Alistair is gone,† Edward murmured as we darted up the steps. Inside the front room, the main confrontation was physically apparent. Lining the walls was a ring of spectators, every vampire who had joined us, except for Alistair and the three involved in the quarrel. Esme, Kebi, and Tia were the closest to the three vampires in the center; in the middle of the room, Amun was hissing at Carlisle and Benjamin. Edward's jaw tightened and he moved quickly to Esme's side, towing me by the hand. I clutched Renesmee tightly to my chest. â€Å"Amun, if you want to go, no one is forcing you to stay,† Carlisle said calmly. â€Å"You're stealing half my coven, Carlisle!† Amun shrieked, stabbing one finger at Benjamin. â€Å"Is that why you called me here? To steal from me?† Carlisle sighed, and Benjamin rolled his eyes. â€Å"Yes, Carlisle picked a fight with the Volturi, endangered his whole family, just to lure me here to my death,† Benjamin said sarcastically. â€Å"Be reasonable, Amun. I'm committed to do the right thing here – I'm not joining any other coven. You can do whatever you want, of course, as Carlisle has pointed out.† â€Å"This won't end well,† Amun growled. â€Å"Alistair was the only sane one here. We should all be running.† â€Å"Think of who you're calling sane,† Tia murmured in a quiet aside. â€Å"We're all going to be slaughtered!† â€Å"It's not going to come to a fight,† Carlisle said in a firm voice. â€Å"You say!† â€Å"If it does, you can always switch sides, Amun. I'm sure the Volturi will appreciate your help.† Amun sneered at him. â€Å"Perhaps that is the answer.† Carlisle's answer was soft and sincere. â€Å"I wouldn't hold that against you, Amun. We have been friends for a long time, but I would never ask you to die for me.† Amun's voice was more controlled, too. â€Å"But you're taking my Benjamin down with you.† Carlisle put his hand on Amun's shoulder; Amun shook it off. â€Å"I'll stay, Carlisle, but it might be to your detriment. I will join them if that's the road to survival. You're all fools to think that you can defy the Volturi.† He scowled, then sighed, glanced at Renesmee and me, and added in an exasperated tone, â€Å"I will witness that the child has grown. That's nothing but the truth. Anyone would see that.† â€Å"That's all we've ever asked.† Amun grimaced, â€Å"But not all that you are getting, it seems.† He turned on Benjamin. â€Å"I gave you life. You're wasting it.† Benjamin's face looked colder than I'd ever seen it; the expression contrasted oddly with his boyish features. â€Å"It's a pity you couldn't replace my will with your own in the process; perhaps then you would have been satisfied with me.† Amun's eyes narrowed. He gestured abruptly to Kebi, and they stalked past us out the front door. â€Å"He's not leaving,† Edward said quietly to me, â€Å"but he'll be keeping his distance even more from now on. He wasn't bluffing when he spoke of joining the Volturi.† â€Å"Why did Alistair go?† I whispered. â€Å"No one can be positive; he didn't leave a note. From his mutters, it's been clear that he thinks a fight is inevitable. Despite his demeanor, he actually does care too much for Carlisle to stand with the Volturi. I suppose he decided the danger was too much.† Edward shrugged. Though our conversation was clearly just between the two of us, of course everyone could hear it. Eleazar answered Edward's comment like it had been meant for all. â€Å"From the sound of his mumblings, it was a bit more than that. We haven't spoken much of the Volturi agenda, but Alistair worried that no matter how decisively we can prove your innocence, the Volturi will not listen. He thinks they will find an excuse to achieve their goals here.† The vampires glanced uneasily at one another. The idea that the Volturi would manipulate their own sacrosanct law for gain was not a popular idea. Only the Romanians were composed, their small half-smiles ironic. They seemed amused at how the others wanted to think well of their ancient enemies. Many low discussions began at the same time, but it was the Romanians I listened to. Maybe because the fair-haired Vladimir kept shooting glances in my direction. â€Å"I do so hope Alistair was right about this,† Stefan murmured to Vladimir. â€Å"No matter the outcome, word will spread. It's time our world saw the Volturi for what they've become. They'll never fall if everyone believes this nonsense about them protecting our way of life.† â€Å"At least when we ruled, we were honest about what we were,† Vladimir replied. Stefan nodded. â€Å"We never put on white hats and called ourselves saints.† Tm thinking the time has come to fight,† Vladimir said. â€Å"How can you imagine well ever find a better force to stand with? Another chance this good?† â€Å"Nothing is impossible. Maybe someday – â€Å" â€Å"We've been waiting for fifteen hundred years, Stefan. And they've only gotten stronger with the years.† Vladimir paused and looked at me again. He showed no surprise when he saw that I was watching him, too. â€Å"If the Volturi win this conflict, they will leave with more power than they came with. With every conquest they add to their strengths. Think of what that newborn alone could give them† – he jerked his chin toward me – â€Å"and she is barely discovering her gifts. And the earth-mover.† Vladimir nodded toward Benjamin, who stiffened. Almost everyone was eavesdropping on the Romanians now, like me. â€Å"With their witch twins they have no need of the illusionist or the fire touch.† His eyes moved to Zafrina, then Kate. Stefan looked at Edward. â€Å"Nor is the mind reader is exactly necessary. But I see your point. Indeed, they will gain much if they win.† â€Å"More than we can afford to have them gain, wouldn't you agree?† Stefan sighed. â€Å"I think i must agree. And that means†¦Ã¢â‚¬  â€Å"That we must stand against them while there is still hope.† â€Å"If we can just cripple them, even, expose them †¦Ã¢â‚¬  â€Å"Then, someday, others will finish the job.† â€Å"And our long vendetta will be repaid. At last.† They locked eyes for a moment and then murmured in unison. â€Å"It seems the only way.† â€Å"So we fight,† Stefan said. Though I could see that they were torn, self-preservation warring with revenge, the smile they exchanged was full of anticipation. â€Å"We fight,† Vladimir agreed. I suppose it was a good thing; like Alistair, I was sure the battle was impossible to avoid. In that case, two more vampires fighting on our side could only help. But the Romanians' decision still made me shudder. â€Å"We will fight, too,† Tia said, her usually grave voice more solemn than ever. â€Å"We believe the Volturi will overstep their authority. We have no wish to belong to them.† Her eyes lingered on her mate. Benjamin grinned and threw an impish glance toward the Romanians. â€Å"Apparently, I'm a hot commodity. It appears I have to win the right to be free.† â€Å"This won't be the first time I've fought to keep myself from a king's rule,† Garrett said in a teasing tone. He walked over and clapped Benjamin on the back. â€Å"Here's to freedom from oppression.† â€Å"We stand with Carlisle,† Tanya said. â€Å"And we fight with him.† The Romanians' pronouncement seemed to have made the others feel the need to declare themselves as well. â€Å"We have not decided/7Peter said. He looked down at his tiny companion; Charlotte's lips were set in dissatisfaction. It looked like she'd made her decision. I wondered what it was. â€Å"The same goes for me,† Randall said. â€Å"And me,† Mary added. â€Å"The packs will fight with the Cullens,† Jacob said suddenly. â€Å"We're not afraid of vampires,† he added with a smirk. â€Å"Children,† Peter muttered. â€Å"Infants,† Randall corrected. Jacob grinned tauntingly. â€Å"Well, I'm in, too,† Maggie said, shrugging out from under Siobhan's restraining hand. â€Å"I know truth is on Carlisle's side. I can't ignore that.† Siobhan stared at the junior member of her coven with worried eyes. â€Å"Carlisle,† she said as if they were alone, ignoring the suddenly formal feel of the gathering, the unexpected outburst of declarations, â€Å"I don't want this to come to a fight.† â€Å"Nor do I, Siobhan. You know that's the last thing I want.† He half-smiled. â€Å"Perhaps you should concentrate on keeping it peaceful.† â€Å"You know that won't help,† she said. I remembered Rose and Carlisle's discussion of the Irish leader; Carlisle believed that Siobhan had some subtle but powerful gift to make things go her way – and yet Siobhan didn't believe it herself. â€Å"It couldn't hurt,† Carlisle said. Siobhan rolled her eyes. â€Å"Shall I visualize the outcome I desire?† she asked sarcastically. Carlisle was openly grinning now. â€Å"If you don't mind.† â€Å"Then there is no need for my coven to declare itself, is there?† she retorted. â€Å"Since there is no possibility of a fight.† She put her hand back on Maggie's shoulder, pulling the girl closer to her. Siobhan's mate, Liam, stood silent and expressionless. Almost everyone else in the room looked mystified by Carlisle and Siobhan's clearly joking exchange, but they didn't explain themselves. That was the end of the dramatic speeches for the night. The group slowly dispersed, some off to hunt, some to while away the time with Carlisle's books or televisions or computers. Edward, Renesmee, and I went to hunt. Jacob tagged along. â€Å"Stupid leeches,† he muttered to himself when we got outside. â€Å"Think they're so superior.† He snorted. â€Å"They'll be shocked when the infants save their superior lives, won't they?† Edward said. Jake smiled and punched his shoulder. â€Å"Hell yeah, they will.† This wasn't our last hunting trip. We all would hunt again nearer to the time we expected the Volturi. As the deadline was not exact, we were planning to stay a few nights out in the big baseball clearing Alice had seen, just in case. All we knew was that they would come the day that the snow stuck to the ground. We didn't want the Volturi too close to town, and Demetri would lead them to wherever we were. I wondered who he would track in, and guessed that it would be Edward since he couldn't track me. I thought about Demetri while I hunted, paying little attention to my prey or the drifting snowflakes that had finally appeared but were melting before they touched the rocky soil. Would Demetri realize that he couldn't track me? What would he make of that? What would Aro? Or was Edward wrong? There were those little exceptions to what I could withstand, those ways around my shield. Everything that was outside my mind was vulnerable – open to the things Jasper, Alice, and Benjamin could do. Maybe Demetri's talent worked a little differently, too. And then I had a thought that brought me up short. The half-drained elk dropped from my hands to the stony ground. Snowflakes vaporized a few inches from the warm body with tiny sizzling sounds. I stared blankly at my bloody hands. Edward saw my reaction and hurried to my side, leaving his own kill undrained. â€Å"What's wrong?† he asked in a low voice, his eyes sweeping the forest around us, looking for whatever had triggered my behavior. â€Å"Renesmee,† I choked. â€Å"She's just through those trees,† he reassured me. â€Å"I can hear both her thoughts and Jacob's. She's fine.† â€Å"That's not what I meant,† I said. â€Å"I was thinking about my shield – you really think it's worth something, that it will help somehow. I know the others are hoping that I'll be able to shield Zafrina and Benjamin, even if I can only keep it up for a few seconds at a time. What if that's a mistake? What if your trust in me is the reason that we fail?† My voice was edging toward hysteria, though I had enough control to keep it low. I didn't want to upset Renesmee. â€Å"Bella, what brought this on? Of course, it s wonderful that you can protect yourself, but you're not responsible for saving anyone. Don't distress yourself needlessly.† â€Å"But what if I can't protect anything?† I whispered in gasps. â€Å"This thing I do, it's faulty, it's erratic! There's no rhyme or reason to it. Maybe it will do nothing against Alec at all.† â€Å"Shh,† he hushed me. â€Å"Don't panic. And don't worry about Alec. What he does is no different than what Jane or Zafrina does. It's just an illusion – he can't get inside your head any more than I can.† â€Å"But Renesmee does!† I hissed frantically through my teeth. â€Å"It seemed so natural, I never questioned it before. It's always been just part of who she is. But she puts her thoughts right into my head just like she does with everyone else. My shield has holes, Edward!† I stared at him desperately, waiting for him to acknowledge my terrible revelation. His lips were pursed, as if he was trying to decide how to phrase something. His expression was perfectly relaxed. â€Å"You thought of this a long time ago, didn't you?† I demanded, feeling like an idiot for my months of overlooking the obvious. He nodded, a faint smile pulling up one corner of his mouth. â€Å"The first time she touched you.† I sighed at my own stupidity, but his calm had mellowed me some. â€Å"And this doesn't bother you? You don't see it as a problem?† â€Å"I have two theories, one more likely than the other.† â€Å"Give me the least likely first.† â€Å"Well, she's your daughter,† he pointed out. â€Å"Genetically half you. I used to tease you about how your mind was on a different frequency than the rest of ours. Perhaps she runs on the same.† This didn't work for me. â€Å"But you hear her mind just fine. Everyone hears her mind. And what if Alec runs on a different frequency? What if – ?† He put a finger to my lips. â€Å"I've considered that. Which is why I think this next theory is much more likely.† I gritted my teeth and waited. â€Å"Do you remember what Carlisle said to me about her, right after she showed you that first memory?† Of course I remembered. â€Å"He said, It's an interesting twist. Like she's doing the exact opposite of what you can.'† â€Å"Yes. And so I wondered. Maybe she took your talent and flipped it, too.† I considered that. â€Å"You keep everyone out,† he began. â€Å"And no one keeps her out?† I finished hesitantly. â€Å"That's my theory,† he said. â€Å"And if she can get into your head, I doubt there's a shield on the planet who could keep her at bay. That will help. From what we've seen, no one can doubt the truth of her thoughts once they've allowed her to show them. And I think no one can keep her from showing them, if she gets close enough. If Aro allows her to explain___† I shuddered to think of Renesmee so close to Aro's greedy, milky eyes. â€Å"Well,† he said, rubbing my tight shoulders. â€Å"At least there's nothing that can stop him from seeing the truth.† â€Å"But is the truth enough to stop him?† I murmured. For that, Edward had no answer.

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Working Capital - Coursework Example Inventory forms a major component of the working capital accounting process and hence is considered to be an asset for the company that will generate additional cash flow when cash flow is realized (Mulford & Comiskey, 2005). Working capital and inventory have somewhat of a symbiotic relationship where inventory is accounted within the current assets side of the working capital measurement formula (Schroeder, Clark & Cathay, 2011). Working capital is measured as current assets minus current liabilities. Organizations that have large amounts of sales are often left with huge inventory positions. This brings in a huge change in the working capital position of the company. Hence we understand how inventory can be used to manipulate liquidity position while calculating working capital (Narayanan & Nanda, 2004). It is argued that inventory should not be included while calculating for working capital to determine the liquidity positions of the company. A far better representation of company’s liquidity is the quick ratio where inventories are removed. The rationale behind such argument is as below. Inventory is generally considered on the asset side of the balance sheet under the current asset subhead. The logic behind being that inventories are finished goods or work in progress that shall get sold and liquidated soon and shall there by generate revenue causing a positive cash flow to the business. However, certain corporations also consider inventory as current liability. Their argument is that inventories can be used in exchange of bills payable and such other short term loans which becomes a liability for the business unless it is paid off. Also as per the ASB opinion 9, current liabilities are classified as obligations theta are expected to be liquidated within a period of one year or the normal operating cycle (US GAAP, n.d.). Hence inventory inclusion might also create

Compare and Contrast the Courage Theme in The kite runner and The life Essay

Compare and Contrast the Courage Theme in The kite runner and The life of Pi - Essay Example The Kite Runner is a story revolving around family, friendship, betrayal, and salvation.  This is a story of a young boy, Amir, who moves to America together with his father Baba after their servants- Ali and his son Hassan- left their home. Baba tries hard to make life possible in America. After his father falling sick for some time and dies, leaving him married and forced back to Afghanistan by a family friend where he realizes that Hassan is his half- brother, a secret kept from him by his father. During massacre, Hassan and his wife died leaving a son who lived with Amir and his wife in America later on. In this paper, the courage theme in both the Life of Pi and the Kite Runner, exploring how the two stories relate is my major concern. Seeking redemption, love and tension between father and son and the persistence of the past are the major themes in the Kite Runner. Themes in the life of pie are the nature of religious belief and the will to survive. The two stories relate in various ways especially when comparing the themes. For instance, the religious factor is inevitable in the two stories. In the Kite Runner, one of the courage themes is search for redemption. This is evidenced by Amir’s departure to America in order to start a new life with the aim of being born again, to leave behind sins and suffering and find a life full of freedom and finding forgiveness. Hassan’s death has really affected him and he thinks that this is the only way to let go off his past. Similarly, in the Life of Pi, religion is a common aspect. Pi was born in Hinduism. According to BookCaps, BookCaps Study Guides Staff, Pi does not forget about religious beliefs when he survives from the boat as he â€Å"modifies his rituals to work for him in his current state† (Life of Pi 7). This implies that, all his life since childhood, he gave religion first priority and will stick to it always no matter what difficulty comes his way. The aspect of the â€Å"survi val for the fittest† also characterizes both stories. Pi’s survival from the lifeboat was so miraculous because he was stuck there with a tiger, zebra, and hyena. The time he spent in the lifeboat was very strenuous and had to come up with proper strategy in order to survive. Although he was a vegetarian, the only way he had to adopt in order to survive and move on with his journey was to feed on what was available, which was fish. Pi also had to restrict himself to the safest places of the boat (â€Å"BookCaps, BookCaps Study Guides Staff,† Life of Pi 6). Sobra is also a survivor. After his parents’ death due to massacre, he manages to escape narrowly from the massacre and in the end finds a safer place to stay with his stepfather, Amir. There is the father- son relationship in both stories. Pi’s father developed a good relationship with his two sons. BookCaps, BookCaps Study Guides Staff states that they were taught zoo keeping since their father was a renowned zookeeper in India. He loved and cared for them so much and they left India together as a family to Canada (Life of Pi 6). Additionally, BookCaps, BookCaps Study Guides Staff narrates that Amir loved Baba even though they sometimes had differences with him and he thinks that he lives his life to his father’s expectations. After father’s death in America, he came back to Afghanistan but he finds life challenged by his pas deed and so he decides to leave again to America where he also fathered Hassan’

Project management- reflection and development Essay

Project management- reflection and development - Essay Example Project management ensures successful completion of a project while meeting the constraints of time, cost and quality. It brings together the resources needed to complete the project which includes the project members’ technical skills, interpersonal capabilities, collaborative efforts, material facilities like information systems, and funding. The main task of project managers is to choose appropriate PM tools to make the project work advance efficiently, assess project information and supervise project team activities (Hill 56). Project management focuses on the completion of the project’s life cycle that includes initiation, planning, execution, monitoring and controlling, and closing of the project. If these main phases are broken down into detailed ones, then, as asserted by Lock (9), the project’s life cycle includes original concept, feasibility study, business plan, risk assessment, public enquiry, authorization, organization, planning, design, procurement, fulfillment, test, handover, economic life, and disposal. Project management makes sure that each and every of these phases are properly dealt with. However, in this report, I will discuss the main phases of project management. Technical and interpersonal skills both combine to take care of project parameters which include specifications (quality), budget (cost), and schedule (time) (Haynes 7). According to Haynes (7), â€Å"a successfully managed project is one that is completed at the specified level of quality, on or before the de adline, and within budget.† Technical skills, which are the project-task-related skills, are a pre-requisite for the project management phases. For the team members and the project member, alongside possessing required educational qualifications, it is important to be fully equipped with the necessary information and guidelines that will lead the project toward completion. Knowledge about the latest tools and equipment, hardware and software, and the

Discuss the work of Michael Haneke in relation to realism Essay

Discuss the work of Michael Haneke in relation to realism - Essay Example Haneke is a well-read European intellectual. He has his roots in the theatre and is also proficient in classical music. His musical talent shows in his films too. He was born in 1942 and his career is like an anomaly. He worked in German and Austrian television for 20 years. Then he made his first feature film The Seventh Continent. Since then he has made nine distinctive theatrical films. Michael Haneke uses the technique of staged realism instead of depicting reality in an attempt for developing staged constellations. This magical technique also includes the viewer. His films have a model structure. The purpose of the structure it is to address the viewer as a white Western subject, a person who is guilty in Hanekes opinion (Niessen, 2009). His technique of addressing the viewers is not on an individual basis, he talks about the whole Western society. The film and technique confronts; Michael Haneke’s filming technique usually include characters with abstract white bourgeois names and features. The protagonists are usually portrayed as morally corrupt and self-alienated. Peter Brunette explains this technique in his book Michael Haneke (2010). The alienation from self and others which the modern society is routinely producing and the loss of humanity in a collective basis, the grinding attenuation of human emotion, and the loss of human communication with the technological advancement, all have distorted the relationship between reality and its representation. The reinforcement of this stereotypical image is to make the viewers uncomfortable because they would consider themselves being portrayed in the movie. This is achieved by leaving the matrix open by the film’s abstractions (Niessen, 2009). The small problems that individuals face in his movies are usually representations of larger issues of the Western culture. Hence, the characters become the symbol of Western social issues. Hanekes movies attract wider audiences. Haneke

Cross Cultural Management Assignment Example | Topics and Well Written Essays - 250 words

Cross Cultural Management - Assignment Example It has been observed that Aboriginal people who live away from their remote areas may adapt some cultures in order to survive. However, they occasionally get some time to practice their cultural practices such as hunting and gathering. For example, those Aboriginals living in urban areas can adapt European lifestyles, but their cultural craft skills and tribal knowledge remain paramount. Thinking and perception of life by the Aboriginal people is based on religious and spiritual beliefs. This means that aboriginal people respected spirits and supernatural powers hence deriving their thoughts from religious beliefs (Marshall 2004, p.87). They use spiritual aspects to unite their people and respect life, as well. However, Aboriginal cultural practices may at times get into conflict with the Anglo-European culture. This means that proper lines have to be drawn between different cultures to ensure that they exist without

Special Education in United Stated Research Paper

Special Education in United Stated - Research Paper Example lic school enrollment in the 2008-2009 school year, it is also important to note that when compared with the number of students receiving special education services in the 1980-1981 school year, which was 4.1 million, it can only be estimated that more students will need special education services in the coming years (Aud et al, 2011). According to a report done on behalf of the National Dissemination Center for Children with Disabilities, special education is defined as â€Å"instruction that is specially designed to meet the unique needs of a child with a disability.† A â€Å"disability† can be further defined as a physical disability, mental disability, or even a learning disability, in which while everything appears to be functioning on the outside, inside the head of the student whatever messages are sent are not clearly received, whether these messages involve spoken or written words, and can impair the ability of the student to do things such as speak, read, spel l, write, or calculate numbers at the same pace as their peers (Aud et al, 2011). These learning disabilities are further defined by scientific terms and research, given names such as autism, Asperger’s Syndrome, and others (Aud et al, 2011). With the services offered by special education throughout the school systems across the United States today, a means of educating students with any form of disability is now available, and can enable them to not only absorb the information being given to them but also to retain and use that information to their benefit, whether immediately or throughout their life. The individualization of special education is its greatest asset to the educational system, yet it also makes it difficult to give an overall description of what is offered, as well as what it... This paper approves that there can be no doubt that special education has followed its own long and winding road in terms of the services that are offered and the process that takes place. From the days in which those with disabilities were either left to be a burden on their families without a place in the world, to being housed at the expense of others in state institutions, to being allowed to pursue an almost mainstream education alongside their peers, special education has gone from being seen as a social stigma to almost commonplace. This paper makes a conclusion that above all else, a huge debt of thanks and gratitude is owed to the pioneers of special education. To those such as Thomas Gallaudet, who believed that the deaf should not have to grow up in a silent world with no words to sustain them. To John Fisher and Samuel Gridley Howe, who were unwilling to accept that the world of darkness for the blind was the only world they should know. To the politicians and forward-thinkers, the philosophers and the reformers, to everyone who felt that education for all should be the norm, and not an unacceptable, unattainable goal. To those that worked endlessly to make others notice the plight of those left at the mercy of the state, called insane or â€Å"not right† because of disability. No matter what laws are passed, no matter what legislation is put in place and what education is received today because of it, without the people of history and their way of thinking, it would not exist at all.

Social Media and Networking Presentation Essay Example for Free

Social Media and Networking Presentation Essay Scenario: Imagine that you have been hired as a consultant for a university that wants to leverage social media and networking technologies to encourage the collaboration of students, and improve their overall sense of community. Analyze how the university might integrate at least two social media and networking technologies to accomplish their goals. Your analysis must cover the advantages and disadvantages of social networking. The president of the university also needs to know what the system development life cycle is, and how you intend on bringing social networking tools to life within this cycle. Translate the critical details of your proposal into a 10- to 15-slide Microsoft ® PowerPoint ® presentation that you will present to the university president. Include the following in your presentation using the features of Microsoft ® PowerPoint ®: A slide template Slide layouts Themes At least one example of animation At least one example of a media object Submit your presentation as instructed by the facilitator.

Javi Varas Football Analysis

Javi Varas Football Analysis Football Analysis Name of the player: Javi Varas Name of the activity: Football Position of the player: Goal Keeper Identify the essential skills/techniques needed for a participant in his position and the part of tactics: Football is one of the most famous sports all over the world. There are many positions in a football team which are: defenders, goalkeepers, midfielders and attackers. As for goalkeepers, they have to catch the ball well, dribble and pass the ball to other players. They also must jump and dive for the ball. In order to be a good goalkeeper, you must have balance, hand-eye coordination, strength and a strong mental focus. Here are the main skills of Javi Varas: Protection of the goal: Varaz is the last line of defense to prevent the other team from scoring. He can punch the ball, catch the ball or kick the ball back into play. The only player who can use his hands within the goal box is Varaz. His advanced teams place him well out of the goal when the offense of the team is on attack to provide an advantage in numbers compared to the opposing team. Coordination of the defense: Varaz is considered the eye and ear on the field and may often see things the coaches do not. He communicates with the defensive players and midfielders to place them in correct position and gives them instructions to change formation to prevent the oncoming attack of the other team. He also coordinates the defense during free kicks, corner kicks and goal kicks. More advanced players will understand and respect his role and follow his directions. Distribution of the ball: Varaz has an excellent view of the field of play and can change the field of play from one side to another. As an example, the ball can come to him from the right side of the field and he can kick it to the left side of the field. Changing the ball quickly from one side to another is important to move the ball past the opponents defense. He can also place the ball directly to the midfield with a drop kick so that the team is quickly prepared to attacking the other goal. His team uses him as a goalkeeper to distribute the ball to players ultimately dominate play and have more shots on goal. Explain in details the strengths and weaknesses of the player: The strength of the player: Speed: Varaz must be quick. He needs quick feet, quick hands, and a quick mind. Thats why he is able to get from a standing position to a laying position in less than a second. And back up again just as fast. He is able to block a speeding shot, and then another, then another, before the other players blink. He is able to redirect his entire body in a moment. Quickness is essential. Harshness: Varaz must be harsh. Falling to the ground, diving from side to side, sliding, colliding, and slamming into aggressive opponents are all a normal part of a game. Thats why he has to hit the ground more times throughout a match than any other player. And collisions with breakaway offenders hit the hardest. Jumping: All goalkeepers must be good jumpers. Varaz is able to cover the length of the goal in one dive, elevate his head above the crossbar, and rise up above the heads of all opponents. He also jumps during almost every save, especially when catching or clearing a corner kick. Thats why he must be strong. Determination: Varaz has long arms, large hands, a slender torso, and powerful legs, and he must be determined. Because he is determined, he never lets a ball hit the net. He is also determined as he never to hang his head. In addition, Varaz is determined as he must not be afraid. Finally, he is determined to always make the save and not to give up. Weaknesses: From the main weaknesses of Varaz are: Deflection: when Varaz makes a great save, he deflects the ball towards an oncoming player, giving the other team another chance to score. In other words, when Varaz catches the ball, he changes its direction causing the opponents from the other team to score. Slow reaction: the reaction of Varaz to low balls is slow, meaning that he will save shots that have a lift, but is less likely to save shots on the ground. In other words, Varaz is able to catch the ball if it is high. However, he loses the ball when it is thrown into him on a low level. Being short: For a keeper, he is very short. This means that he relies on his reaction time a lot, which is average, so his height certainly restricts him. In other words, sometimes the ball can be very high and thats why Varaz is not able to catch it leading to its entrance in the goal and the scoring of the opponent team. Therefore, Varaz must be provided with the right training in order to improve his performance and become a better goalkeeper. How to improve his strength: In order to be able to develop his strength, Varaz has to: Focus: Varaz must be focused during the game even if the ball is far away from him 18 yard box. Many goalkeepers start to focus when the ball is near the 18 yard box which is a bad routine. Watch the ball carefully: Varaz must not look for his opponents. Instead, he must look for the ball. His main mission as a goalkeeper is to save shoots from his opponents. However, he should also keep in mind that he will need to leave your 18 yard box sometimes to clear the ball. This will generally be a must at least once per game. He must therefore be prepared on this one and he cannot hold back. Instead he needs to fulfill the run with determination. Be quick: Varaz must not stay on the line and wait for his opponent. What he should do is to run at his opponent and stretch his body to make himself big. By doing this, his opponent will need to react faster which will lead to mistakes from their side. They will need to make quicker decisions which will lead to more mistakes. Have confidence: Varaz must have confidence in himself. This one is one of the most important things for a goalkeeper and without that his performance will not be any good. He must encourage himself and doesnt let a mistake discourage him. Instead, he has to analyze what he has done wrong and try not to repeat the same mistake in the next game. Finally, he must keep in mind that he cant play soccer without making mistakes. The mistakes are a part of the game. Improve of weaknesses: In order for Varaz to improve his weaknesses, he has to: Learn how to warm up well: that depends on the knee in the first place and then the rest of the body. Learn how not to be afraid of the ball: Varaz must throw himself on the floor to catch the ball before the players puts his foot on it. Learn how to jump: Varaz has to leap towards the ball with a distance of at least one meter in order to hold it perfectly. Look at the ball itself and not the player: he must focus on the ball and not on the attacker who kicks the ball. Practice jumping: north and south to catch the ball and that by depending on one of the foot and not on both of them so that he could jump for a long distance. Learn how to stretch the body: especially during high balls or corner balls. He also has to do whatever it takes to catch the ball before any opponent does. Put his foot behind him: in case the ball is low and strong as his foot helps him to block the ball from entering into the goal net. Be bold: while attracting the attention of his team in order not to do any mistakes. He also must know that he is the best one to catch balls of fouls. He also must organize the line of defenders consisted of his team and he is the one who gives the orders to the players to be ready for any kind of a ball. By following these instructions, Varaz would be able to improve both his strengths and weaknesses as well as improving the performance of his whole team. Factors affecting performance: There are many factors that could affect the performance of Varaz. These elements are: Physiological: Because Varaz is short, this could affect his performance as a goalkeeper. In other words, Varaz cant be able to catch balls especially if they are high. In addition, he can be blocked easily while he is trying to catch the ball. In addition, Varaz doesnt have a strong body or strong muscles and this could be an obstacle while he is trying to block his opponents from kicking the ball. Besides, he still doesnt have the required experience in order to be an amazing goalkeeper like the famous goalies. Psychological: The psychological element can be identified in the idea that Varaz has a self-confidence issue. In other words, he begins to feel intimidated by the opponents and this could lead to his disability to do his job well. He also becomes depressed quickly. Thats why when he fails to block a certain ball, he believes that his team is going to lose the match and that he will continue his failure till the end of the match. Finally, he gets nervous very quickly and thats why his reactions could cause him problems with other players of his team or with the opponents. Social factors: one of the best traits in the personality of Varaz and that affect his performance as a goalkeeper is; when he becomes motivated and enthusiastic to play well, he transfers this enthusiasm and cheerfulness to the players in his team. This leads to pushing the players to do their best in order to score and leads to pushing Varaz himself to do whatever it takes to prevent the other team from scoring. However, when Varaz gets unmotivated, he also transfers this negative energy to his players and causes them depression which could lead to their bad performance while playing the game. Training program: Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1-3 weeks Quickness Jumping 4-7 weeks Quickness Jumping Quickness 8-13 weeks Quickness Quickness Jumping Jumping This table has been created following the SPORT principles: Specificity: This table was created to improve the skills of Varaz related to jumping and quickness. Thats why he must improve his performance in order to catch the ball quickly and focus on the ball itself instead of focusing on the player who kicks the ball. This training also will help Varaz to jump high in order to prevent the problems that leads to his disability to catch high balls. Progression: We started the first four weeks with quickness and jumping training and activities on Thursday and Friday. In addition, during the last five weeks, there will be four sessions that include two quickness activities and two jumping activities. This means that we are moving forward to increase the number of sessions one by one to cause regular improvement. Overload: Week after week, the number of sessions will be increased. This will cause load on Varaz but he must do these trainings and activities to be able to become one of the best goalkeepers all over the world. The time of each session will be raised by 15 minutes. Reversibility: Varaz doesnt suffer from any kind of injury or broken arms or foot. However, if he starts to feel pain in any organ, the training will be stopped till he becomes better. This is because; if we push him to do more than he can, he will be very depressed quickly and this could lead to the lack of his skills instead of improving them. Tedium: In order not to make Varaz feel demotivated or depressed, we will offer him times of breaks and provide him with snacks as well as means of entertainment. This will help him to feel better and not to be tired a lot. For example, we will offer him television so that he could watch it or a free time in which he can do any activity he likes. This table has been created following the FITT principle: Frequency: Varaz will have two sessions on the first three weeks: one for jumping and one for quickness. During the second period, the sessions will be increased to reach three sessions: two quickness trainings and one jumping. Finally, the sessions will reach four and will involve: two jumping trainings and two quickness activities. Intensity: In order for Varaz to improve his performance, he has to put his one hundred percent skills in the jumping training since he is short and half of his power in the quickness training. Time: the sessions during the first period were about thirty minutes. Later, we started to increase the timing of sessions by fifteen minutes so that the whole time of each session will be 45 minutes. Type: jumping so that he can catch high balls and quickness to catch the balls quickly and prevent the other team from scoring. References: 10 Awesome Tips for Soccer Goalies. (n.d.). Retrieved February 19, 2017, from soccer training guide: http://www.soccer-training-guide.com/soccer-goalkeeper.html#.WKnE4dJ97cd Mawdoo3. (2015). how to be an excellent goalkeeper. Retrieved February 19, 2017, from mawdoo3.com: http://mawdoo3.com/%D9%83%D9%8A%D9%81_%D8%AA%D8%B5%D8%A8%D8%AD_%D8%AD%D8%A7%D8%B1%D8%B3_%D9%85%D8%B1%D9%85%D9%89_%D9%85%D9%85%D8%AA%D8%A7%D8%B2 Rizzardo, J. (n.d.). The Roles Responsibilities of the Goalkeeper in Soccer. Retrieved February 19, 2017, from ehow: http://www.ehow.com/info_12114108_roles-responsibilities-goalkeeper-soccer.html Soccer-Universe. (2013). Goalkeeping. Retrieved February 19, 2017, from soccer universe.com: http://www.soccer-universe.com/goalkeeping.html United States players profiled, strengths and weaknesses. (2014). Retrieved February 19, 2017, from bayern central: http://www.bayerncentral.com/2014/06/united-states-players-profiled-strengths-weaknesses/

Determination of Stomatal Index

Determination of Stomatal Index The Plant material of Viscum capitellatum Smith. parasitism on Dendrophthoe falcata which is itself parasitic on M. indica was collected from Amba Ghat, Kolhapur, Western Ghat region of Maharashtra from India in November 2009. The collection are lies [Latitude 16o 58 0.59N and Longitude 73 ° 48 36.61E at altitude 1100m]. The plant specimen (Voucher no. 550) was authenticated by Dr. Vinay Raole, Reader, Department of Botany, M.S. University, Baroda, India. Pharmacognostical Study Macroscopical Study[68] It includes the shape, size, colour, texture, surface and odour of the drug in crude or powered form and often sufficient to enable to identify the whole drugs. Microscopical Study Histochemistry It gives the idea about the colour reaction of specific chemical reagent towards plant tissues [68]. Microscopical images are given in Figure no. 2. Quantitative Microscopy [66-69] Transverse sections of scale and stems were obtained by means of a microtome and stained with different staining reagents as per standard procedures [66, 70-71]. All observations were performed using Motic Digital Photomicroscope. Histological study of leaves and stem were performed by reported method [69]. Leaves were boiled in a 5% aqueous solution of NaOH for 5 min while stems were boiled with 10% aqueous solution of NaOH for 10 min. After cooling and washing with water, pieces were treated with a 25% aqueous solution of chromic acid for 30 min at room temperature. Washed pieces of both leaf and stem were pressed in between two slides and slides coves. Determination of Stomatal Number The average number of stomata per square millimeter of epidermis is termed the stomatal number. Determination of Stomatal Index The percentage proportional to the ultimate divisions of the epidermis of a leaf, which has been converted into stomata, is termed the stomatal index. SI = S ÃÆ'- 100 E + S Where SI = Stomatal index, S = number of stomata per unit area and E = number of ordinary epidermal cells in the same unit area. Procedure [68] Pieces of leaf between margin or midrib was cleared and mounted, and the lower surface examined by means of a microscope with a 4mm objective and an eyepiece containing a 5mm square micrometer disc. Counts were made of the numbers of the epidermal cells and of stomata within a square grid, a cell being counted if at least half of its area lies within the grid. The stomata index was determined for both leaf surfaces. Results pertaining to quantitative microscopical study are given in table no. 8. Analytical Study Ash Value 1.1 Total ash Total ash gives the idea about the residue obtained after ignition. It consist of physiological ash obtain by ignition of plant tissues and non physiological ash obtain by ignition of extraneous matter adhering to the surface of Plant. 2 gm of accurately weighed air dried powdered drug was taken in silica crucible. This silica crucible with drug material was kept in muffle furnace and ignited at temperature 4500C. The material was heated till the white coloured ash and constant weight is obtained. The procedure was performed in triplicate. Result is given in table No. 9. The total ash was calculated by subtracting the weight of crucible with ash of drug after ignition from weight of crucible with drug powder before ignition. Percentage of total ash was calculated with reference to air-dried drug. Acid insoluble ash Acid insoluble ash gives the idea about the presence of inorganic material such as calcium oxalate present in plant material. The ash obtained in the total ash method was boiled with 25 ml of 2N hydrochloric acid for 5 min. Insoluble matter was collected on ash less filter paper (Whatman paper) and washed with hot water. The material retained on filter paper and along with filter paper, was further ignited and weighed. Percentage of acid insoluble ash was calculated with reference to air dried material. Result is given in table No. 9. Water soluble ash The ash obtained from total ash was boiled with 25 ml water for 5 min. All insoluble matter was collected on ash less filter paper, washed with hot water and ignited for 15 min at the temperature not exceeding 4500C. The percentage of water soluble ash was calculated by subtracting weight of insoluble matter from weight of total ash. The difference between weights represents water soluble ash. Percentage of water soluble ash was calculated with reference to air dried drug. Result is given in table No. 9. Extractive Value Extraction by cold maceration It is the process of extraction of crude drugs with solvents with several daily shakings or stirring at room temperature.1 kg of powdered plant was extracted with 5 lit of methanol by cold maceration method. The extract was concentrated on rotary vacuum evaporator (Roteva Equitron, Mumbai) and further dried in vacuum dryer [73]. Successive extraction by using Soxhlet apparatus Weighed accurately 200gm of dried, powered crude drug and kept in a filter paper cover which was already placed in thimble. Then the solvent was slowly poured onto it. The solvent from thimble goes to lower round bottom flask via siphon tube due to the siphoning or syphon cycle. Such 2-3 cycles of solvent were performed and then drug powder was kept for 12 hours with solvent for imbibitions. After 12 hours imbibitions, solvent from flask heated to form vapors. Due to heat the solvent from RBF gets converted into its vapors, and then these vapors pass via side tube into the condenser where it gets condensed. This solvent dripped again on to drug material, which was placed in thimble. This process was continued till thimble gets filled with solvent and when level of solvent reaches to syphon tube, pulling of whole solvent into the flask is taken place. All this events repeated several times and drug material gets extracted continuously with fresh solvent. This process was performed for 3 days and when syphon solution showed negative test for phytoconstituents, extraction was completed. Then the heating was stopped and the mixture was collected and cooled. Then this mixture was filtered and concentrated by using rotary flash vacuum evaporator. The extract was dried in vacuum dryer and was stored in freeze. Then this marc obtained after pet ether extraction and subjected again to extraction by following solvents (Table 10) [73]. Moisture content by Loss on Drying 2 g of air powdered drug was placed in a silica crucible. Before that, crucible was cleaned and dried and weight of empty crucible was taken. The powder was spread in a thin uniform layer. The crucible was then placed in the oven at 1050C. The powder was dried for 4 h and cooled in a desiccator to room temperature and weight of the cooled crucible plus powder was noted. Result is given in table no. 9. Analysis of inorganic constituents (Elemental analysis) Ash of drug material was prepared and adds 50% v/v HCl or 50% v/v HNO3 to ash. Keep it for 1 hour. Filtered and with the filtrate performed the test as per method reported [74]. The results of analysis of inorganic constituents are given in (Table 11). Test for calcium a) Add dil. NH4OH and saturated ammonium oxalate solution to filtrate. White ppt of calcium oxalate forms which is soluble in HCl. Calcium present. b) Add ammonium carbonate to filtrate. White ppt which is insoluble in NH4Cl. Calcium present. Tests for iron a) Add 2% potassium ferricyanide to filtrate. Dark blue coloration. Iron present. b) To filtrate, add 5% ammonium thiocyanate. Blood red color. Iron present. c) To filtrate, add dil. HCl and sol. of KMnO4. Pink color. Iron present. Tests for magnesium a) To filtrate add NaOH. White ppt. Magnesium present. b) To filtrate add (NH4)2CO3. White ppt, redissolve in NH4Cl. Magnesium present. Tests for potassium a) Add sodium cobalt nitrite to filtrate. Yellow ppt. Potassium present. b) Flame test. Violet color to flame. Potassium present. Tests for sodium a) Add uranyl zinc acetate to filtrate, shake well. Yellow crystalline ppt. Sodium present. Tests for carbonate a) Add HgCl2 to filtrate. Brownish red ppt. Carbonate present. b) Add dil. Acid to the filtrate. Effervescence of CO2 Carbonate present. c) Add MgSO4 to filtrate. White ppt. Carbonate present. Tests for Sulphate a) Add BaCl2 to filtrate. White crystalline ppt Sulphate present. b) Add filtrate to lead acetate sol. White ppt. Sulphate present. Tests for phosphate a) Add HNO3 and ammonium molybdate to filtrate, heat 10 min. cool. b) Add silver ammonium- nitrate to filtrate Yellow crystalline ppt. Light yellow ppt Phosphate present. Phosphate present. Tests for chloride a) Add AgNO3 to filtrate. b) To filtrate, add manganese dioxide and H2SO4 White curd ppt, soluble in dil. NH3. Odour of chlorine Chloride present. Chloride present. Tests for nitrate a) Add water to filtrate, add H2SO4 from side of test tube. b) Add H2SO4 and copper to filtrate, warm Brown color at junction of two liquid Liberation of red fumes Nitrate present. Nitrate present. Determination of Type of Starch Grains The shape of starch grains present was determined according to the reported method [68]. Size of starch grains were measured with the help of calibrated Photomicroscope using Motic software. Starch grains were identified by staining with Iodine solution. The Motic digital Photomicroscope was calibrated with images obtained with various magnifications (10x, 40x and 100x) by using standard slide in 1.3 software. The images obtained in triplicate and average figures calculated from 20 readings in each parameter (Table no. 12). Crude Fiber Content Pre-weighed dried powder material was extracted with Petroleum ether (b.p. 40- 600C) using soxhlet apparatus for 8 h. The marc obtained after extraction was utilized for determination of Crude Fiber Content. Crude fiber was investigated by acid-base digestion with H2SO4 (1.25%) and of NaOH (1.25%) solution. The marc after extraction was taken into a 500ml beaker and 200ml of boiling H2SO4 added. The content was boiled for 30 minutes, cooled, filtered and the residue washed three times with 50ml of boiling water. The washed residue was further boiled in 200ml of NaOH for 30 minutes. The digest was filtered to obtain residue. This was washed three times with 50ml of boiling water and lastly with 25ml of ethanol. The washed residue was dried in an oven at 1250C to constant weight and cooled in dessicator. The residue was scraped into a pre-weighed porcelain crucible, weighed, ashed at 5500C for 2 hours, cooled in a dessicator and weighed. Crude fiber content was expressed as percentage loss in weight on ignition. Result is given in table No. 13. Phyto-chemical Analysis Extracts Petroleum ether, benzene, chloroform, acetone and methanol extract obtained by successive extraction method and aqueous extract by maceration method [68, 95]. Qualitative analysis All the extracts were subjected to proximate chemical analysis and its result is given in table no. 14. Tests for Acidic compounds: a) To the test solution add sodium bi-carbonate b) Test solution treated with warm water and filter. Test the filtrate with litmus paper. Tests for Alkaloids: a) Dragendorffs Test: Test solution treated with Dragendorffs reagent (potassium bismuth iodide) b) Mayers Test: Test solution treated with Mayers reagent (Potassium mercuric iodide). c) Wagners Test: Test solution treated with Wagners reagent (Iodine in potassium iodide). d) Hagers Test: To the test solution add gives with Hagers reagent (Saturated picric acid solution). e) Tannic acid test: Test solution treated with Tannic acid solution. f) Picrolonic acid test: Test solution treated with Picrolonic acid. Test for amino acids: a) Millions Test: Test solution treated with Millions reagent and heated on a water bath. b) Ninhydrin Test: Test solution boiled with Ninhydrin reagent. Test for Carbohydrates: a) Molischs Test: To the test solution add with few drops of Molischs reagent (Alcoholicà ¯Ã‚ Ã‚ ¡-naphthol) and 2ml of conc. sulphuric acid is added slowly from the sides of the test tube. b) Barfords Test: Test solution heated with Barfords reagent on water bath. c) Selivanoffs test (Test for Ketones): To the test solution add crystals of resorcinol and equal volumes of concentrated hydrochloric acid and heat on a water bath. d) Test for pentose: To the test solution add equal volumes of hydrochloric acid containing small amount of Phloroglucinol and heat. e) Osazone formation test: Heat the test solution with the solution of phenyl hydrazine hydrochloride, sodium acetate, and acetic acid. Test for Flavonoids: a) Shinoda Test: Test solution treated with fragments of magnesium ribbon and conc. Hydrochloric acid. b) Alkaline Reagent Test: Test solution treated with sodium hydroxide solution c) Zinc-Hydrochloride test: Treat test solution with zinc dust and few drops of HCL Test for glycosides: General test: Extract 200 mg of drug with 5 ml of dilute sulphuric acid by warming on a water bath, filter it, and neutralize the acid extract with 5 % solution of sodium hydroxide. Add 0.1 ml of Fehlings solution A and B until it becomes alkaline (test with pH paper) and heat on water bath for 2 minutes. Test B: Repeat Test A procedure by using 5 ml of water instead of dilute sulphuric acid. Note the quantity of red precipitate formed. Chemical tests for specific glycosides: Tests for Anthraquinone glycosides: a) Borntragers test: Boil the test material with 1ml of sulphuric acid for 5minutes. Filter while hot. Cool the filtrate; shake with equal volume of dichloromethane or chloroform. Separate the lower layer of dichloromethane or chloroform; shake it with half of its volume of dilute ammonia. b) Modified Borntragers test: Boil 200 mg of test material with 2ml of sulphuric acid. Treat with 2 ml of 5 % aqueous ferric chloride solution (freshly prepared) for 5 minutes, shake it with equal volume of chloroform and continue the test as above. c) Test for hydroxy anthraquinones: treat the sample with potassium hydroxide solution. Tests for cardiac glycosides: a) Keddes test: Extract the drug with chloroform, evaporate to dryness. Add one drop of 90 % alcohol and 2 drops of 2 % sodium hydroxide solution. b) Keller-Killiani Test: (Test for deoxy sugars) Extract the drug with chloroform and evaporate it to dryness. Add 0.4 ml of glacial acetic acid containing ferric chloride, add carefully 0.5 ml of conc. sulphuric acid by the side of test tube. c) Raymonds number: treat the test solution with hot methanolic alkali. d) Baljets Test: The test solution treated with sodium picrate or picric acid. e) Legals Test: Test solution treated with pyridine [made alkaline by adding sodium nitroprusside solution]. f) Tests for coumarins glycosides: Place small amount of sample in test tube and covered it with a filter paper, moistened with dilute sodium hydroxide solution. Placed the covered test tube on water bath for several minutes. Remove the paper and expose it to ultraviolet (UV) light. Cynogentic glycosides: Place 200 mg of drug in conical flask and moisten with few drops of water.( Flask should be completely dry because hydrogen cyanide produced will dissolve in the water rather than come off as gas to react with paper) moisten a piece of picric acid paper with 5% aqueous sodium carbonate solution and suspended in neck of flask. Warm gently at about 37oC. Observe the change in color. Saponin glycosides: Froth test: Place 2 ml solution of drug in water in a test tube, shake well. Tests for steroids and triterpenoids: a) Liebermann Burchard Test: Treat the extract with few drops of acetic anhydride, boil and cool, add conc. sulphuric acid from the sides of test tube. b) Salkowski test: Treat the extract with few drops of conc. sulphuric acid. c) Sulfur powder test: Add small amount of sulfur powder to the test solution. d) Tests for inulin: To the test solution add the solution of à ¯Ã‚ Ã‚ ¡-naphthol and sulphuric acid. e) Tests for Lignin: Treat the sample with hydrochloric acid and Phloroglucinol. Tests for Mucilage: Treat the sample with thionine solution. After 15 min wash with alcohol Tests for tannins: a) Ferric-Chloride Test: Treat test solution with few drops of ferric chloride solution. b) Gelatin test: To the test solution add 1 % gelatin solution containing 10 % sodium chloride. Tests for proteins: a) Heat test: Heat the test solution in boiling water bath. b) Biuret Test: Test solution treated with Biuret reagent (40% sodium hydroxide and dilute copper sulfate solution). c) Xanthoproteic test: To the test solution, add 1 ml of conc. nitric acid and boil yellow precipitate is formed. After cooling it, add 40 % sodium hydroxide solution. d) Test for starch: To the test solution, add weak aqueous iodine solution. Blue color indicates presence of starch, which disappears on heating and reappears on cooling. Effervescence produces Litmus paper turns blue Gives reddish brown colored precipitate Gives cream colored precipitate Gives reddish brown colored precipitate Gives yellow colored precipitate Gives buff colored precipitate Gives yellow colored precipitate White colored precipitate Gives violet color Purple to violet ring appears at the junction of two liquids If red cupric oxide is formed Rose color is produced Red color produced. Yellow crystals formed. Observe under microscope. Shows pink scarlet, crimson red or occasionally green to blue color after few minutes. Shows increase in the intensity of yellow color on addition of few drops of dilute acid. Shows red color after few minutes. Red Precipitate formed compared with precipitate of test A A rose pink to red color is produced in ammonical layer. A rose pink to red color is produced in ammonical layer. Red color produced Purple color is produced. Acetic acid layer shows blue colour. Violet colour produced Gives yellow to orange color Gives blood red color Paper shows green fluorescence. Reddish purple color Stable froth (foam) formed Brown ring is formed at the junction of two layers, If upper layer turns green If upper layer turns deep red Red color at lower layer Yellow color at lower layer It sinks at the bottom Brownish red color formed Pink color formed Mucilage turns violet red. Gives dark blue color Green color appears Precipitate formed Proteins gets coagulated Gives violet color Orange color formed Blue color, which disappears on heating and reappears on cooling Acidic compounds present Acidic compounds present Alkaloids present Alkaloids present Alkaloids present Alkaloids present Alkaloids present Alkaloids present Amino acids present Amino acids present Carbohydrates present Monosaccharides are present. Carbohydrates present Carbohydrates present Carbohydrates present Flavonoids present Flavonoids present Flavonoids present If the precipitate in Test A is greater than in Test B then glycoside may be present. Anthraquinone glycosides present Anthraquinone glycosides present Hydroxy anthraquinones present Cardiac glycosides present Cardiac glycosides present Cardiac glycosides present Cardiac glycosides present Cardiac glycosides present Coumarins glycosides present Cynogentic glycosides present Saponin glycosides Present Steroids present Triterpenoids present Steroids present Triterpenoids present Steroids present Inulin Present Lignin Present Mucilage present Hydrolysable tannins Condensed tannins Tannins present Proteins present Proteins present Proteins present Starch present Floroscence Analysis of various extracts Petroleum ether, Benzene, Chloroform, Acetone, Methanol and Aqueous extracts were screened for fluorescence characteristic. The observation pertaining to their colour in day light and under ultra-violet light were noticed and represented in table. Many substances for example quinine in solution in dilute sulphuric acid when suitably illuminated emit light of a different wavelength or colour from that which falls on them. This emitted light (fluorescence) ceases when the exciting light is removed [68].Results given in Table No. 15. HPLC Analysis of sample drug The chromatographic pattern of plant was obtained as per report with some modifications for which the HPLC conditions are as follows. Extract: The methanol extract diluted with HPLC grade methanol and filtered through whatman filter paper and used for analysis Instrument: Shimadzu LC-20AT with UV/visible detector Stationary Phase: Bonda- pack C-18 column with 250ÃÆ'-4mm Mobile Phase: Methanol (80): Water (20) Detection wave length: 350 nm Flow Rate: 2 ml/min. HPLC Chromatogram is given in Fig. 3 and its retention time is given in Table no. 16 HPTLC Analysis of sample drug The chromatographic pattern of plant was obtained as per report with some modifications for which the HPTLC conditions are as follows. Extract: Methanolic Extract Instrument: HPTLC (Camag, Switzerland) Stationary Phase: pre-coated silica gel plates Mobile Phase: Ethyl acetate: Formic acid: Glacial acetic acid: water (100:05:10:20) Spraying Reagent: Natural Product Reagent (NP reagent) Detection: 365 nm. HPTLC Chromatogram is given in Fig. 4 and its retention time is given in Table no. 17. Isolation and characterization of chemical principle Compound I The methanol extract was dissolved in water and partitioned with ethyl acetate and n- butanol. The ethyl acetate fraction was subjected to column chromatography for isolation of compounds. Column chromatography: The separation of extract constituents was done by column chromatography. The clean and dried glass column was used. The silica gel for column chromatography (#60-120) was activated at 1100c.The column was filled with silica gel and mobile phase without formation of any air bubbles. The silica gel was then allowed to stabilize in the column. Mixture of two or three compounds was isolated from the ethyl acetate fraction of methanol extract of the plant with following experimental conditions [73]. Height of column: 20 cm Diameter of column: 3.5 cm. Stationary phase: Silica gel (#60-120). Mobile phase: Benzene† Ã¢â‚¬â„¢ Chloroform † Ã¢â‚¬â„¢ Ethyl acetate† Ã¢â‚¬â„¢ Methanol with variant Proportions Elution: Gradient elution. Fraction quantity: 25 ml Preparative TLC: 20 X 20 glass plates were coated with the thick layer of silica gel or any other adsorbent material. The plates were then activated at 1100c.The sample-containing mixture of two or more compounds were applied in the form of thin band on the plate. The plate was then developed. The different bands separated on the plate were scratched and recovered with methanol. Purity of dried sample was checked by TLC method. One single compound was isolated with the help of preparative chromatography from fractions 54- 58. The compound is given for spectral analysis. FTIR spectra, Mass spectra and 1HNMR are given in fig. no. 5, 6 and 7 respectively. The spectral data of FTIR and 1HNMR are given in Table no. 18 and 19 respectively. The assumed structure of the compound (Quercetin) is given in Fig. No. 8. Compound II Petroleum ether extract obtained is processed for separation of the unsaponifiable and saponifiable matter. Extract is allowed to saponify using alcoholic KOH with reflux and then it is extracted with solvent ether for separation of unsaponifiable matter. The aqueous phase is acidified with concentrated H2SO4 and then again extracted with the solvent ether for separation of the saponifiable matter [73]. Fractionation of unsaponifiable matter Experimental: Height of column: 25 cm Diameter of column: 3.5 cm. Stationary phase: Silica gel for column chromatography (#60-120). Mobile phase: Benzene† Ã¢â‚¬â„¢ Ethyl acetate Elution: Gradient elution. Fraction quantity: 30 ml Fractions No. 24-27 were subjected for thin layer chromatography with following experimental conditions. Stationary phase: Silica gel H Mobile phase: Ethyl acetate: Benzene (1: 9) Detection: Vanilin-sulphuric acid reagent Identification: Whitish Purple colour Fraction was concentrated and single band was applied. After plate development; developed band was scraped (Rf. 0.62). After separation of single compound from the silica, it is dried. This sample was further given for spectroscopic analysis. FTIR spectra, Mass spectra and 1HNMR are given in fig. no. 9, 10 and 11 respectively. The spectral data of FTIR and 1HNMR are given in Table no. 20 and 21 respectively. The assumed structure of the compound (Quercetin) is given in Fig. No. 12. Biochemical Estimations a) Estimation of Total carbohydrate content The estimation of carbohydrate was done using the method acid base digestion. Principle: In hot acidic media glucose is converted to hydroxy methyl furfural by dehydration. This forms a green colour product with phenol. Procedure: 100mg of the aqueous extract was taken and it was hydrolyzed by keeping it on water bath for 3 hours with 5 ml of HCl (2.5N) and cooled at room temperature. Neutralized it with sodium carbonate and volume was made up to 100 ml and from this centrifuge 10 ml of the solution. Then 0.2, 0.4, 0.6, 0.8 and 1ml of working standard was pipetted out into a series of test tube and in separate test tubes 0.1 and 0.2 ml of sample solution was pipetted out and the volume was make up to 1ml with water. The blank was prepared with 1 ml distilled water. Then 1ml phenol solution and 5ml of sulphuric acid (96%) was added to each test tube and shaken well. After 10 min the test tube was placed in water bath at 25-30à ¯Ã¢â‚¬Å¡Ã‚ °C for 20 min. The absorbance was read at 490 nm. And the amount of total carbohydrate present was calculated in the sample using standard graph. Result pertaining to Total carbohydrate content is given in Table no. 22 and Calibration curve of standard glucose dilutions are gi ven in Fig. No. 13. Estimation of Bitterness value The bitterness value of plant material was compared with diluted solution of Quinine hydrochloride. Preparation of Solutions Preparation of Quinine hydrochloride solution The stock solution of 100 µg/ml was prepared from which a series of dilutions 42, 44, 46, 48, 50, 52, 54, 56 and 58  µg/ml were prepared. Preparation of Sample Preparation Form the stack solution of 1000  µg/ml, 100, 200, 300 and 400 µg/ml dilutions were prepared. Method Tasted all the dilutions of sample and Quinine sulphate by taking the solution in mouth and swirled it for 30 secs in mouth mainly near to the tongue. After tasting each dilution the mouth wash rinsed thoroughly with drinking water and taken the interval of 10 mins. Until the bitter sensation of previous dilution was no more remain. Then compared the dilution of sample which produced the same bitterness equivalent to the dilution of Quinine sulphate. Then bitterness value was calculated according to following formula. Bitterness value in units per gram = 2000 ÃÆ'- A B ÃÆ'- C Where A= quantity of Quinine sulphate (mg) having higher bitterness B= the concentration of stock solution (mg/ml) C= Volume of sample in ml having higher bitterness Result pertaining to estimation of bitterness value is given in Table no. 22 Total Phenolic content The total phenolic content of methanol extract of V. capitellatum Smith. (VCM) was estimated using Folin-Ciocalteu reagent. In this method, the blue colour formed due to the polyphenol was measured at 760 nm using UV spectrophotometer. Chemicals Folin- Ciocalteu reagent (Merck Co.) Gallic acid (Sigma Ltd., USA) Sodium carbonate (SISCO Research Laboratory Pvt. Ltd., Mumbai, India) Reagent preparation Folin-Ciocalteu (phenol) reagent The reagent was prepared by diluting 1ml with 5ml of distilled water. Sodium carbonate 15% solution was prepared in distilled water. Gallic acid solution The stock solution was prepared by dissolving 1mg gallic acid in 10ml of water from which different concentrations (20-100 µg/ml) were prepared. Sample preparation Sample solution was prepared by dissolving 10 mg of the extract in 100 ml of methanol to give (100  µg/ml) solution. Procedure 0.1ml of extract was mixed with the 0.2ml of Folin-Ciocalteu reagent, 2 ml water and 1 ml of sodium carbonate solution, and absorbance was measured at 760 nm after 10 min incubation at 50 0C. The total phenolic was expressed as  µg gallic acid equivalent. Result pertaining to Total phenolic content is given in Table no. 22 and Calibration curve of standard gallic acid dilutions are given in Fig. No. 14. Total Flavonoid Content Total flavonoid content of VCM was determined using method reported [79].