Solar Panel Quantitative Model Essays - Energy, Photovoltaics

Solar Panel Quantitative Model SOLAR POWER MODELING QUANTITATIVE MODEL RESIDENCE IN BUFFALO,NY AND PHOENIX,AZ 1) QUANTITATIVE FORMULA: Number of Solar Panels = Electricity Demand of Site kwh/day DE rate Factor * Power Produced by One Panel kW * Solar Insolation h/day Area Required= Number of Panels *Area of Panel 2) ASSUMPTIONS: Assume that all solar panels are oriented the same way Assume intermittency is in terms of solar insolation Assume that each residence in a city demands that same amount of electricity Assume that only the Sharp ND-216UC1 solar panel is used Assume the decimal in Computational Results for the number of solar panels are rounded up to the nearest whole number to account for a whole solar panel so sufficient electricity demand is met 3) VARIABLES USED: Electricity Demand of Site (kwh/day)- the electricity consumed for the residence in one day DE rate Factor- the conversion factor to convert DC electricity to more commonly used AC form Power Produced by One Panel (kw)- the kilowatts of electricity produced by the specific panel being used, in this case Sharp ND-216UC1 Solar Insolation (h/day)- the average hours of sun radiation in the given area Number of Solar panels- the number of solar panels it will take to provide sufficient electricity to the residence Area of panel- The surface area of the panel in terms of how much space the solar panel will take up Area required- the total space needed for the number of solar panels to produce a sufficient amount of electricity 4) VARIABLE VALUES: BUFFALO RESIDENCE VariableValue 1HyperlinkValue 2HyperlinkValue Used Electricity Demand of Site kwh/day7.19Link 1 16.4Link 2 11.795 Derate Factor0.77Link 3 0.77Link 3 0.77 Power Produced by one Panel (kw)0.216Link 4 0.216Link 4 0.216 Solar Insolation h/day3Link 5 4Link 6 3.5 Area of Solar Panel (mm^2)1630160Link 7 1630160Link 7 1.63016 PHOENIX RESIDENCE VariableValue 1HyperlinkValue 2HyperlinkValue Used Electricity Demand of Site kwh/day35.67Link 8 14Link 9 24.835 Derate Factor0.77Link 3 0.77Link 3 0.77 Power Produced by one Panel (kw)0.216Link 4 0.216Link 4 0.216 Solar Insolation h/day8Link 10 7Link 11 7.5 Area of Solar Panel (mm^2)1630160Link 7 1630160Link 7 1.63016 HYPERLINKS: LINK 1: http://apps1.eere.energy.gov/states/residential.cfm/state=NY#elec LINK 2: http://www.eia.gov/consumption/residential/reports/2009/state_briefs/pdf/ny.pdf LINK 3: http://rredc.nrel.gov/solar/calculators/pvwatts/system.html LINK 4: http://files.sharpusa.com/Downloads/Solar/Products/sol_dow_ND216UC1.pdf LINK 5: http://www.nrel.gov/gis/images/map_csp_us_10km_annual_feb2009.jpg LINK 6: http://www.solarpanelsplus.com/industry-professionals/insolation-charts/ LINK 7: http://files.sharpusa.com/Downloads/Solar/Products/sol_dow_ND216UC1.pdf LINK 8:http://www.eia.gov/tools/faqs/faq.cfm?id=97&t=3 LINK 9: http://apps1.eere.energy.gov/states/residential.cfm/state=AZ?print LINK 10: http://www.solarpanelsplus.com/industry-professionals/insolation-charts/ LINK 11: http://www.nrel.gov/gis/images/map_csp_us_10km_annual_feb2009.jpg MODEL RESULTS 1. Number of Solar Panels Electricity Demand of Site kwh/dayDE rate FactorPower Produced by one Panel (kw)Solar Insolation h/dayComputational Results Buffalo11.7950.770.2163.521 Phoenix24.8350.770.2167.520 2. Area Required Number of PanelsArea of Solar Panel (in^2)Computational Results (m^2) Buffalo211.6301634.23336 Phoenix201.6301632.6032 Number of PanelsArea of Solar Panel (in^2)Computational Results (m^2) Buffalo211.6301634.23336 Phoenix201.6301632.6032 QUANTITATIVE MODEL CENTER FOR FINE ARTS,UB NORTH CAMPUS 1) QUANTITATIVE FORMULATION: Model that calculated the number of SharpND-216UC1 solar panels needed to meet 100% of electricity demands at the Center for Fine Arts and the associated area required. Number of solar panels = Electricity demand of site(kwh/day) (Derate factor)*Power produced by one panel(kw)*Solar insulation(h/day) Associated area = Number of panels*Area of each panel(m^2) 2) ASSUMPTIONS: All solar panels are laid flat on the surface Assume that the entire area for the Center for the arts is utilized for solar panels Each panel should take up the same area 3) VARIABLES USED: Electricity demand of site (VAR 1): How much KWH the Center for the Arts uses daily Derate factor (VAR 2): factor that causes devices to run at less than its maximum power Power produced by one panel (VAR 3): How many KW one solar panel is able to produce Solar insulation (VAR 4): Measure of solar radiation energy on a given area over a period of time Area of each solar panel (VAR 5): It is the area of each solar panel. Number of solar panels (VAR 6): This value is calculated from the first equation and utilized in the second equation. 4) VARIABLE VALUES: VARVALUE 1HYPERLINKVALUE 2HYPERLINKVALUE USED VAR 17736.7LINK 17736.7LINK 17736.7 VAR 20.77LINK 20.77LINK 20.77 VAR 30.216LINK 30.216LINK 30.216 VAR 43.82LINK 44.35LINK 54.35 VAR 51.63LINK 61.63LINK 61.63 VAR 610694LINK 710694LINK 710694 HYPERLINKS: LINK 1: This value has been provided by student leader Bob DeBortoli. LINK 2: http://rredc.nrel.gov/solar/calculators/pvwatts/system.html Link 3: http://files.sharpusa.com/Downloads/Solar/Products/sol_dow_ND216U2.pdf LINK 4: http://www.porta-energy.com/Insolation_USA.htm LINK 5: http://rredc.nrel.gov/solar/old_data/nsrdb/1961-1990/redbook/sum2/14733.txt LINK 6: http://files.sharpusa.com/Downloads/Solar/Products/sol_dow_ND216UC1.pdf LINK 7: It has been calculated using the best values of the variables. MODEL RESULTS VAR 5VAR 6RESULT ASSOCIATED AREA1.631069417431.22 VAR 1VAR 2VAR 3VAR 4RESULT NUMBER OF SOLAR PANELS7736.70.770.2164.3510694 QUANTITATIVE SOLAR MODEL UB NORTH CAMPUS 1) QUANTITATIVE FORMULATION: Model that calculates the following: a) The number of Sharp ND-216UC1 solar panels needed to meet 100% electricity demand of entire UB North Campus. b) The associated area (m^2) required. EQUATIONS: Number of solar panels = Electricity demand of UB North Campus (kWh/day) Derate Factor*Power produced by one panel (kW)*Solar Insolation (h/day) Associated area = Number of solar panels*Area of each solar panel (m^2) 2) MODEL ASSUMPTIONS : The whole area of

Should Cities Preserve Old Buildings

Should Cities Preserve Old Buildings The Importance of Keeping Old City Buildings Around Most cities try to move forward with the times, but keeping true to its past is another challenge altogether. There is also the debate, whenever a city wants to build new, exciting buildings that transform its skyline or business community, of what existing buildings should be torn down or kept. Some advocate for tearing down dilapidating historic buildings, while others call for the destruction of only ugly, non-important structures. But when it comes down to it, a city should preserve old buildings if these old buildings serve a very important purpose; these buildings should be kept if they are historically significant, aesthetically appealing and make up a considerable portion of a city’s skyline, and kept if these structures can be repurposed to house working organizations, businesses, and government offices. Historical Buildings Help People Remember the Past To begin with, cities should preserve old buildings of historical significance because seeing these buildings help modern-day people remember the past – as to not repeat it, or to be mindful of how a city or nation came to be, its heroes or armies that make sacrifices to create or keep a territory. For example, St. John’s Church still exists today in the Church Hill neighborhood in Richmond, Virginia. It is where Patrick Henry, speaking to the House of Burgesses, gave his famous â€Å"Give Me Liberty or Give Me Death† speech – which would convince the leaders of British America to wage war  against the oppressive British crown. The rest is history, of course: the colony became its own republic, its own nation. But this 270-plus-year-old church could have been torn down ages ago – but it was rather preserved to remind people today how the American nation was established, and what efforts our founding fathers went through, the risks they took, to bi rth a nation. Cities all around the globe should do the same in preserving old buildings that are culturally or historically important. You may also like these articles: Human Dignity: How Is It Valued? Learning Moral Values in College Movies The Value of Academic Debate Perspiration Is Nothing without a Little Bit of Inspiration The Bright Sides of Academic Intellectuals We Call Nerds Cities should also preserve old buildings if these structures are beautiful, aesthetically important and attractive to tourists; also buildings that make up a considerable portion of a city’s skyline should be preserved. As our society gets into the future, technology will be king – which means art and beauty will fall to the wayside. So it’s crucial to preserve old buildings that contain an undeniable amount of timeless beauty. People do not flock to a city to see the offices of new business; tourists come to cities to see beautifully sublime buildings – ones that may be old, of course. Also, if a structure – like Austin’s state capital building – has become an iconic part of a city’s identity or skyline, it should be preserved. New York City it not itself without the Empire State Building, just like Paris is not Paris without the Eiffel Tower. Buildings are more than just existing structures; they are the image of a city †“ and some, if beautiful and culturally important, should be preserved. Making Old Buildings Serve Modern Purposes Lastly, if old buildings in cities – if law-abiding and often renovated to maximize safety and usability – can be repurposed, then a housing city should make incredible efforts to preserve them. Many buildings in cities can be used as government buildings, business, and organizational offices. And if the buildings serve a modern-day purpose, and if they meet strict safety codes, they should be preserved for as long as possible. This is especially relevant to the older cities of the world, and even some of the more modern ones, too. If a building doesn’t need to be torn down, even if it could make room for a multi-billion-dollar business, a city should give extensive consideration in preserving it. It could not only save money for a municipality; preserving old buildings and turning them into new offices could also be enticing to a business looking to start over. To conclude, some cities around the globe are growing at an astounding rate, with an influx of newcomers and tourists alike. This is especially true with some American cities – like Austin, Texas, one of the fastest-growing cities in the country, who knows, maybe even the world – that want to make room for new businesses and large populations of people. It makes sense to tear down old buildings so new ones can be created. But when this happens in a particular area, a committee of good-minded people should be assembled to decide whether an existing – perhaps â€Å"old† –building should go or not, and they should go by the aforementioned points when doing so.

Middle School to High School Transition

Middle School to High School Transition The middle school years are a time of transition for tweens in many ways. There are obvious social, physical, and emotional changes happening with 6th to 8th graders. However, middle school also serves the purpose of preparing students for more challenging academics  and greater personal responsibility in high school. For public school students (and their parents), the expectations in the first year of middle school can be an abrupt and demanding change. Instead of teachers communicating with parents about assignments and due dates, they communicate directly with students and expect them to be responsible for meeting deadlines and completing tasks. There is nothing wrong with that, and it’s part of preparing students for  the middle school to high school transition, but it can be stressful for students and parents alike. Tales abound  of late-night scrambling to complete a forgotten project that makes up a high percentage of a student’s grade. As homeschooling parents, we don’t have to institute such abrupt changes, but it is wise to use the middle school years to prepare our students for high school.   1. Transition from Guided Learning to Independent Learning One of the biggest transitions during middle school is preparing students to assume responsibility for their own educations. It’s during this time that parents should adjust their role from teacher to facilitator and allow homeschooled tweens and teens to take charge of their school day. While it is important that teens begin to transition to self-directed learners, it’s also vital to remember that they still need guidance. It’s important that parents remain active, involved facilitators during the middle school and high school years. Some ways you can do that include: Schedule regular meetings to hold your student accountable for completing assignments. During the middle school years, plan to schedule daily meetings with your tween or teen, transitioning to weekly meetings by 8th or 9th grade. During the meeting, help your student plan her schedule for the week. Help her break down weekly assignments into manageable daily tasks and plan for completion of long-term projects. A daily meeting also provides an opportunity to make sure that your student is completing and comprehending all of her assignments.  Tweens and teens are sometimes guilty of pushing challenging concepts aside instead of asking for help. This practice often results in stressed,  overwhelmed students who don’t know where to begin to catch up. Read ahead. Read (or skim) ahead of your student in his textbooks or assigned reading. (You may want to use audio books, abridged versions, or study guides.) Reading ahead helps you keep abreast of what your student is learning so that youre prepared if he needs you to explain difficult concepts. It also helps you to ask the right questions to be sure that he is reading and comprehending the material. Offer guidance. Your middle school student is learning to take responsibility for his work. That means he still needs your direction. He may need you to make suggestions about writing topics or research projects. It could be helpful for you to edit his writing or offer advice on how to set up his science experiment. You may need to write out the first few bibliography cards as examples or help him come up with a strong topic sentence. Model the behavior you expect from your student as you transition to expecting him to complete the projects independently. 2. Help Your Student Improve Study Skills Middle school is an excellent time to help your student develop or hone her independent study skills. Encourage her to start with a study skills self-assessment to identify areas of strengths and weaknesses. Then, work on improving the weak areas. For many homeschooled students, one weak area will be note-taking skills. Your middle schooler can practice by taking notes during: Religious servicesCo-op classesRead-aloud timeDVD or computer-based lessonsDocumentariesIndependent reading Middle school students should also begin using a student planner to keep track of their own assignments. They can fill in their planner during your daily or weekly meetings. Help your students get in the habit of including a daily study time in their planners. Their minds need time to process all that they’ve learned each day. During their  study time, students should do things like: Read over their notes to ensure that what they wrote down makes senseLook over the headings and subheadings in their textbooks to recap the day’s lessonPractice spelling or vocabulary words  Ã¢â‚¬â€œ illustrating words or writing them in different colors can be helpfulMake their own flashcards to help them remember important facts and detailsRead over any highlighted textRead text, notes, or vocabulary words aloud 3. Involve Your Teen or Tween in Curriculum Choices As your student enters the teen years, begin engaging her in the curriculum selection process if you haven’t been doing so already. By the middle school years, students start to develop a sense of how they learn best. Some students prefer books with large text and colorful illustrations. Others learn better through audio books and video-based instruction. Even if you’re not willing to hand over the selection process to your middle school student entirely, take her input into consideration. Remember that one of the goals of homeschooling is to teach our children how to learn. Part of that process is helping them discover how they learn best. The middle school years also provide the perfect opportunity to test potential curriculum.  When you find yourself in the position of needing to modify or  change curriculum  in high school, its hard not to feel as though youve wasted an entire semester or longer. Instead, give potential high school curriculum a test-run in middle school. You can try the middle school version of the curriculum or use the high school version in 8th grade. If it is a good fit, you can put in on your childs high school transcript since high school level coursework completed in 8th grade counts toward high school credit hours. If it turns out that the curriculum isnt a good fit for, you can shop around and choose something more appropriate for high school without feeling as though youve lost ground. 4. Strengthen Weaknesses Because the middle school years are a time of transition, they naturally offer the opportunity to catch up on any areas in which a student is behind where you’d like him to be and strengthen areas of weakness. This could be the time to seek out treatment or learn the best modifications and accommodations for learning challenges such as dysgraphia or dyslexia. If your student still struggles with automatic recall of math facts, practice them until she can recall them effortlessly. If he struggles with getting his thoughts on paper, look for creative ways to encourage writing and ways to make writing relevant to your student. Focus on improving any areas of weakness that youve identified, but dont make that the total of your school day. Continue to provide plenty of opportunities for your student to shine in his areas of strength. 5. Begin Thinking Ahead Use 6th and 7th grades to observe your student. Start exploring his extracurricular interests and talents so that you can tailor his high school years to his skills and natural aptitudes. If he’s interested in sports, check to see what is available in your homeschool community. Often middle school is when kids move begin playing on their school’s sports teams rather than recreation leagues. Consequently, it’s a prime time for the formation of homeschool teams. Middle school sports teams for homeschoolers  are often instructional and try-outs are not as stringent as high school teams, so it’s a good time for those new to the sport to get involved. Most colleges and umbrella schools will accept some high school level courses, such as algebra or biology,  taken in 8th grade for high school credit. If you have a student who is ready for a bit more challenging coursework, taking one or two high school credit courses in middle school is an excellent opportunity to get a head start on high school. Make the most of the middle school years by using them to create a smooth transition from the teacher-directed elementary school years and the self-directed high school years.

Syria and Israel Dissertation Example | Topics and Well Written Essays - 12750 words

Syria and Israel - Dissertation Example It analysis certain key events during this period and brings to light the disparities in the interpretation of these events from Syria's point of view. The Brainchild behind the Syrian foreign policy behavior will be the charismatic President Hafiz al Asad who led the country from the 1970s up to the early 1990s. The paper further examine the period after President Hafiz al Asad in Syria during which power was handed to his son Bashar al Asad. The concentration here will be an interpretation of certain events like the disorder that resulted from the U.S. led invasion of Iraq and how the disorder created by this invasion has made it difficult to carry on with the peace process. Adding to these will be the recent developments in U.S.-Syria relations under President Bashar al Asad and how these development have been thwarting prospects to achieve peace in the Middle East Certain writers and politicians have made analysis in the Syrian Israel peace track and their analysis would also be of great importance to this study. According to Cobban (1991), the collapse of the communist bloc was a determinant reason for Syria's change of policy. He explains that because Syria had nobody to lean on she was forced to reshape her foreign policy to suit the demands of this new development in the Middle East and the World at large. This is important to this study because changes in world politics affected changes in Syrian policy towards peace with Israel. Hinnebusch (1991) holds that the reason why peace could not be achieved between Israel and Syria could be explained from the rigid nature of President Asad who stood firm to respect and uphold Arab principles. As a result he was never ready to accept Israeli demands especially if... The paper examine the period after President Hafiz al Asad in Syria during which power was handed to his son Bashar al Asad. The concentration here will be an interpretation of certain events like the disorder that resulted from the U.S. led invasion of Iraq and how the disorder created by this invasion has made it difficult to carry on with the peace process. Adding to these will be the recent developments in U.S.-Syria relations under President Bashar al Asad and how these development have been thwarting prospects to achieve peace in the Middle East. This report of the study entails a brief understanding of the theoretical framework that will guide the investigation in to the developments in the Syria Israel peace track. This specifically will be the realist or neo realist approach to the study of international politics. This is important to the study because it is this approach that runs through Syria’s positions during the peace process over the last seventeen years. Furthermore various U.S. decisions as the main negotiator in the peace process have been closely guided by the theory of realism. The approach of realism to international politics was born after the First World War. During this period it was widely held that other theories had failed, so it became necessary to seek for new theories that could give more meaning and understanding to international politics. According to this theory, human nature, character and the persistence of state power forms the basic foundation of international relations.

Are the Peasants Revelting Occupy Wall Street Takes on the World Essay

Are the Peasants Revelting Occupy Wall Street Takes on the World - Essay Example Of  course  the  nature  of  peasantry  has  altered.  To  judge  by  the  Twitter  feeds,  Facebookpostings,  blog  entries,  YouTube  uploads,  and  the  nearly  interminable  scroll  of  theOccupyWallStreet  website,  modern  hewers  of  wood  and  drawers  of  water  can  be  fairly  said  to"serf  the  Internet." Yet  the  underlying  causes  of  revolt  haven't  changed  since  Sparta's  fifth  century  BC  helottroubles  or  the  Roman  Republic's  First  Servile  War  of  135-132  BC.  The  few  have  a  lot.  Themany  have  little.  Click  reset. ... There  isn't  much  good  to  be  said  about  the  origins  or  the  outcomes  of  peasant  revolts,  butthere  are  good  reasons  they  keep  happening.  Economic  distress  equals  political  unrest,  on  theperfectly  reasonable  assumption  that  politics  and  economics  are  joined  at  the  hip.  No  matter  ifthe  wrong  Siamese  twin  often  takes  the  beating--any  political  unrest  will  have  some  influenceon  foreign  policy. As  political  unrest  goes,  the  Occupy  movement  would  seem  insignificant.  There's  somethingtoo  smug,  ironic,  and  self-admiring  in  the  way  it  quotes  the  styles  of  protests  with  moresubstance,  protests  against  racial  discrimination,  war,  and  dictatorship.  A  November  17th  blogpost  at  OccupyWallStreet.org  claimed,  " This  is  the  climax  of  a  decades-long  battle  for  the  soulof  humanity  itself."  But,  according  to  the  New  York  Daily  News,  when  Joan  Baez  sang  atZuccotti  Park  many  of  the  sleep-in's  youngsters  didn't  know  who  she  was.  (And  Occupy  hasmore  bongo  drums  than  even  an  old  beatnik  like  Joannie  could  tolerate.) But  we  live  in  a  virtual  world.  Action  increasingly  takes  place  in  our  imaginations.  And  OccupyWall  Street  has  tweaked  the  imagination  of  America  even  if  most  Americans  can't  quiteimagine  sitting  under  tarps  in  front  of  the  local  T.  Rowe  Price  office,  talking  about  it  all  night.

The Rejection of Vedic Sacrificial Ritual in Indian Culture :: India Culture Religion Papers

The Rejection of Vedic Sacrificial Ritual in Indian Culture My intention in this piece is to explore the development of the concepts of brahman and atman in ancient Indian culture. I intend to examine the role of the Upanisads in Vedic society and to investigate their abandonment of Vedic sacrificial ritual. I contend that the writers of the Upanisads turned towards a mystical path away from society in order to explore a viable alternate way of living that did not involve sacrificial ritual. Although the only record we have of this shift in thought is a set of philosophical discourses, I suggest that this was not solely an intellectual move. Rather, there were emotional reasons as well as logical reasons that these groups of people moved away from Vedic society in pursuit of brahman. This was a slow process that evolved over many years and although it did not banish sacrifice from Indian culture, it laid the foundation for later non-violent religious movements in India. In attempting to apply Rene Girard and Gil Bailie’s theory o f acknowledgement of the victim to an ancient Indian phenomenon, I intend to show that the Upanisadic rejection of Vedic sacrificial ritual was a significant move away from the sacrificial system upon which humanity relies so heavily. Vedic Sacrifice: Maintenance of the Universe The sacrificial system of ancient India was founded on a worldview that placed humanity in an allegorical relationship with the divine realm. The physical world of humans was seen as a smaller, mirror image of the greater world of the gods. The fundamental role of religion was to assign and perform the appropriate rites to maintain proper order in the universe. The gods required regular offerings and appeasement. Thus, a relationship with the gods required maintenance that was provided by the sacrificial ritual. Fire ceremonies and the ritual giving of offerings to the gods were common practices for the Aryan tribes that invaded the Indian sub-continent in approximately 1500 BCE. [1] Their simpler, private offering ceremonies eventually evolved into the more codified, communal, elaborate sacrificial rituals of classical Vedic culture as this new society began to grow and change. Fire itself was of central importance to this civilization and all of these rituals focused around the offertory fire. It is logical, then, that the Aryans eventually personified the fire itself and deemed it divine.

Succubus Shadows Chapter 25

Not even when I felt his life energy come into me. I kept going. He pulled me into his condo, deftly kicking the door shut with his foot. His arms gripped me close, and we never broke the kiss as we stumbled through the living room and into his bedroom. We fell onto the bed, removing each other's clothing with practiced ease, almost like Mexico had just been the warm-up. My hands ran over the lean muscles of his chest, the scent of his skin drowning me. Letting down all restraint made me feel that much giddier – as did the sweet, glorious taste of his soul wrapping around me. Was it my imagination, or was it a little purer than it had been in Mexico? Had one decision to come back and face his fears cleaned that darkness even a little? I didn't know for sure, and even if it wasn't perfect, the energy still felt amazing. â€Å"Why?† he asked at last. His thoughts and feelings were coming through with the energy, and I'd wondered when he'd bring up the question warring with his desire. His hands continued touching me the whole time, one sliding up between my thighs. â€Å"Why now?† I arched my hips against his, crying out softly as his fingers slid into me. His mouth crushed mine, killing off my response for a moment. â€Å"Because I'm tired of fighting it. You're right. We're going to keep coming back to each other over and over†¦.† My eloquent speech was put on hold again when his mouth moved down to my breast, letting his tongue toy with my nipple. â€Å"You've said before you'll risk the shortening of your life†¦. I'll risk your mortality. I'll risk it all to be with you†¦to help you. If you still want it†¦Ã¢â‚¬  â€Å"Yes,† he breathed against my flesh. â€Å"Yes.† â€Å"I won't leave you alone through this,† I murmured. â€Å"And I don't want to be alone either†¦.† Those were my last coherent words. He gently rolled himself onto me and slid his hands up my arms so that they could hold my wrists against the bed. I spread my legs, welcoming his body as it pushed into mine. Just like the first time we'd had sex, there was one perfect moment – one moment of astonishing, total completion. Like we'd found something we'd lost and were afraid we'd lose it again if we moved. Then, the metaphysical sentiment was gone, replaced by the driving desire of our bodies. He thrust into me, gently at first, then steadily increased the strength. I stared at him wide-eyed, taking in every feature, refusing to miss one instant of this experience. And believe me, I was getting quite the experience. Aside from the ecstasy of our bodies moving together, I still had his energy and feelings coming in. Knowing what he was thinking as we made love added a whole new dimension to it all. Sometimes with men it would be coherent thoughts. With him, it was just pure emotion. Love and trust and longing†¦feelings so strong that he was willing to risk anything for them, anything to be with me. Even his life. My body burned against his, growing increasingly turned on by the rapture and love on his face juxtaposed with the fierceness of the way he held me and kept pushing into me. Everything grew more intense – both physically and spiritually – and my body finally reached its breaking point. I came with a loud cry and thrashed against him, wanting to free my arms and wrap them around him. He continued holding me until he came, which didn't take much longer. The full burst of his soul's energy flooded me with his orgasm, and I heard myself moaning again at the joy of it. He thrust in a few more times, the motions growing slower and longer as his body took its release. The grip on my wrists loosened, and he shifted over to his side, taking me with him. I pressed against his chest, feeling the racing of his heart and sweat on his skin. My own heart was pounding too as my body reveled in its own satiation. Every part of me still tingled, and though there was really no way to get closer, I tried anyway. I wanted as much skin to touch as possible. I wanted as much of him blending into me as possible. He brushed the hair from my face and rained kisses down upon my forehead. â€Å"So that's the full succubus effect, huh?† â€Å"Yup.† â€Å"Worth it,† he murmured. Already, I could see the loss of energy taking its toll. â€Å"Whatever the cost, worth it.† I refused to allow myself to ponder that cost. Making love in the full throes of my succubus abilities might have added a powerful element, but it had undoubtedly taken years off his life. It wasn't for me to decide if it had been worth it, though. He'd made this choice. Said choice was exhausting him, and I knew he'd soon sleep for a very long time as his body and soul recovered their losses. I shifted so that we changed positions, bringing his head to lie against my breasts. â€Å"Rest,† I said, wrapping my arms around him. He tilted his head, looking up at me with warm, sleepy eyes. â€Å"Don't want to sleep yet†¦I want to stay with you. Will you be here in the morning this time?† â€Å"Yes,† I said, kissing the top of his head. â€Å"I promise. I won't leave you again.† A small smile played over his lips, and he allowed his lids to close. He snuggled against me, body relaxing. â€Å"The world†¦Ã¢â‚¬  he said softly, as sleep began taking him. â€Å"You are the world, Letha†¦.† I stiffened. â€Å"What did you say?† My voice was too loud, jarring enough to momentarily startle him out of the slumber his body now longed for. â€Å"Hmm? I said you were the world, Georgina.† He gave a small yawn. â€Å"That's not what you called me,† I said, trying to keep my voice calm. â€Å"What did I call you? Thetis?† Oh, if only. If only it had been his nickname for me. â€Å"You called me†¦Letha.† He fought to keep his eyes open and yawned again. â€Å"Why would I have said that?† â€Å"I†¦don't know. Where did you hear it?† Yes, indeed. Where would he have heard my name? Hardly anyone knew it. Greater immortals knew it, and that was pretty much it. The only lesser immortals who did were Niphon and Kristin, who'd had access to my records. I was pretty sure they'd never told my other immortal friends. I was confident they'd never told Seth. Seth's brow furrowed a little, then smoothed as he closed his eyes again. â€Å"Don't know. Greek myths, I guess. The River Lethe, where the dead go to wash away the memories from their souls†¦to forget the past. Isn't that right?† â€Å"Yes,† I said, scarcely breathing. Where did he pull that name from? â€Å"Letha, Lethe†¦Ã¢â‚¬  I could barely hear him now. â€Å"Almost the same.† â€Å"Almost,† I agreed. My voice was nearly as inaudible as his. My name. He shouldn't have known my name. A panic I couldn't explain began fluttering within me. Something about my mood must have still penetrated his haze because he stirred slightly, though his eyes remained closed. There was worry in his drowsy words. â€Å"What's wrong?† â€Å"Nothing. Get some rest.† Where had he heard my name? Minutes ago I'd been on fire. Now I felt cold. â€Å"You sure?† he murmured. â€Å"Everything's okay?† He exhaled deeply, and I felt him succumb to sleep with those last words. â€Å"Fine,† I said, staring off into the night. â€Å"Everything's fine.†