Compare and Contrast Essay on the North and South Essay

The United States before the civil war was basically split into two regions, the North and the South. These two regions had very different cultures, economics, and climates which led to different life styles and perspectives. Problems caused by the differences between the North and the South eventually led the nation into a great civil war- the bloodiest war in American history. The North and South had diverse climates and natural features. The North had mainly rocky and infertile lands with humid summers and snowy winters, so farming was difficult. Fast moving rivers and waterfalls were common in the North because of the many mountains. As a result, Northerners started to use waterpower to run factories. Meanwhile, in the South, the weather was usually hot and sunny, with lots of rainfall, making the growing seasons longer. The South’s lands were flatter than the North’s, making it a more ideal place for farming. The Northern and Southern population was very different. The Northern population between the years 1800 and 1860 increased massively. Because of the large amounts of immigrates from Europe, the North’s population increased from five million to thirty-one million. The South’s population, on the other hand, was made up mostly of enslaved Africans. By 1860, one third, out of twelve million people in the South, was slaves. The surroundings in the North and South led its citizens to live in contrasting places. In the North, the crowded and dirty cities along the Atlantic coast served as centers of trade and drew laborers to work in towns. When streets were improved and police forces were created, cities became the center of art, culture, and education. In the South, however, their economy was based on agriculture. As a result, towns were developed slower and trading centers were rarer than in the North. Read Also:  Compare and Contrast Essay Ideas Because of the climates and geography in these two regions, they developed different economies. Economy in the North was based on many different  industries such as shipping, textile, and mining. Because of coal and waterpower, manufacturing in the North developed quickly. Unlike the North’s, the South’s economy was based on agriculture. Crops such as cotton and tobacco made huge profits. Southern farmers had to use large amounts of slave labor for their plantations, so slavery was necessary to the prosperity of the Southern economy. Northerners and Southerners developed individual cultures. Cities had an important role in determining the North’s culture. New businesses brought new ideas to the North. The Northern emphasis on public education led to many schools and churches. The life in the South was really different than the North’s. The South’s agricultural system was controlled by wealthy planters who lived like the country gentlemen of England. The South had few schools or churches. Rich planters would usually hire private tutors to teach their children until they were sent to private schools. One of the few similarities of the North and South are that they both have thousands of roads, steamships, and canals. In 1850, thirty thousand miles of tracks connected far-away parts of the United States. By 1860, there were over eighty-eight thousand miles of surface roads in the North and South combined. The biggest difference between the North and the South is that the South had slavery, while the North did not. Eventually, the issue of slavery and the other differences of these two regions led to the American Civil War, which lasted for four years. However, after the civil war, the North and South, like a family, unite together and became one of the most powerful nations in the world.

How Does Your Current School Meet the Holistic Needs of a Child?

Critically evaluate how the principles and approaches of your school meet the holistic needs of every child This assignment will look to critically evaluate how a school in which I am currently on placement meets the holistic needs of the children in their care. In order to protect the schools identity they will be known as School A. I will look to evaluate how the schools ethos is put into practice in everyday teaching and learning, and how this benefits/disadvantages the pupils.Due to the limited allotted word count for this assignment I am unable to describe in depth how the school meets the holistic needs of every child in attendance, therefore I will look at one group of children in particular who will be known as Group X. I am also unable to look in depth at all of the holistic needs and instead will focus on the intellectual and social needs.I will analyse the practice of Every Child Matters (2002)-(ECM)- this government initiative for England and Wales looked to help schools to meet what the government believed to be the basic needs of every child, these being: – Be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being. Even though ECM is not current legislation, its themes still underpin the ethos of the majority of schools in England and Wales.I shall also look at current legislation and recent reports regarding education including: The Cambridge Primary Review (2009) and The Rose Review (2009) to examine how the government look to support and develop learning. I will look to debate the ideas of three major theorists – Jean Piaget (1932), Lev Vygotsky (1978) and Abraham Maslow (1943), to describe the practice that I have observed in School A. When looking at the holistic needs of a child we are really looking at the whole child, what they need in order to develop to their full potential. Feature Article  Country School  Allen CurnowThese needs are defined as the need for physical, emotional, intellectual, social and creative fulfilment. In order to meet the physical needs of a child we must endeavour to provide them with the basic provisions of air, food, water, sleep and exercise. Emotionally children need praise, love, trust, security, and a feeling of self-fulfilment. As teachers, it was often perceived in the past by people outside of the profession that we are solely responsible for the intellectual needs of a child, these being the need for challenging thoughts, reading, learning something new, and mind stimulation.In order to develop fully children need social interaction through companionship and friendship. Creativity is the need to express ones self in an imaginative way. This can include the arts, dancing, acting, and writing. Holistic education is the idea that every child finds identity, meaning, and purpose in life through connections to the communi ty, to the natural world, and to spiritual values such as compassion and peace. This can be achieved, not through an academic â€Å"curriculum†, but through contact with the outside environment.Montessori, for example, spoke of â€Å"cosmic† education: â€Å"Help the person feel part of the wholeness of the universe, and learning will naturally be enchanted and inviting. † Montessori (1912) It can be said that there is not one effective way to accomplish this goal, as there are many ways of learning and many types of learner and the holistic educator values them all; what is appropriate for some children, in some situations, may not be best for others. School A has been judged to be outstanding in two consecutive Ofsted reports.Behaviour is exemplary and pupils feel safe, confident and capable of, as they put it, ‘reaching our potential'. Ofsted, (2004) This is an example of many praising quotes from the schools 2008 Ofsted report. From this report it can be seen that Ofsted viewed the school to be meeting the holistic needs of the children. It is without question that the school provides excellent provisions to meet the children’s physical needs. There is a breakfast club, where children can have a healthy breakfast giving them a good start to the day.Hot meals are provided at lunchtimes for those who do not wish to bring packed lunches from home, and fresh fruit is provided free of charge at both morning and afternoon playtimes. The school are clearly still working under the guise of ECM- Be Healthy, hence why these provisions are in place. Socially, children are encouraged to form strong friendships and there is certainly a â€Å"family† spirit around the school. Parents are encouraged to take part in and support their child’s learning experience both in and out of school.Rewards assemblies are held every Friday morning, in which children from each class are reward for both their academic (writer & mathematici an of the week) and their social achievements (helpful & well mannered and effort stars of the week). Parents are invited to attend these assemblies to share in the celebration of their child’s achievement. There are an abundance of opportunities for the children to engage in creative activities, there are extra curricular clubs run almost every day after school including Yoga, Dance, Zumba and Art clubs.Creativity is also included within the classroom, most activities are concluded with an element of art or design to make the children’s work appear more attractive, which seems to help certain children (especially those who are visual learners) to embed their learning. Group X is small group of six children with some behavioural issues and some delayed intellectual development, they try hard but often become frustrated that they are unable to accomplish certain tasks, which then causes them to misbehave.These children are often sent to work with a Higher Level Teaching Assistant- (HLTA) who helps them to work at a slower pace in order for them to not feel inadequate in a whole class setting. In mathematics, for example, the HLTA will work with the children using a variety of apparatus such as cubes, coins and counters, to help them to use a tangible object in order to provide them with a context for their learning. She poses open ended questions in order for the children to show their method and understanding of the information.This is a clear example of Piaget’s theory being put into practice. The teaching is being matched to the needs of the individual and this kind of teaching is helping to trigger assimilation and accommodation for the child (Pound 2005, pg. 38). This theory is supported by a number of theorists, in particular Margaret Donaldson who believes that children’s errors or misunderstanding occurred as they are not responding to what was asked of them but were also seeking to understand the meaning of the task or reque st (Pound, 2005 pg. 0), hence by the HLTA using money to aid with the learning of mathematics she was demonstrating to the children why they needed to know this information. Theorist and writers, who believe in inclusion, would however argue that by separating these children from their peer group the school are not demonstrating inclusive practice. Len Barton for example argued that: Inclusive education is about the participation of all children and young people and the removal of all forms of exclusionary practice Barton (1998 cited in Clough and Corbett, 2000,pg. 85).By accepting both arguments benefits and disadvantages of this type of practice can easily be seen. The children are obtaining the knowledge and understanding they require at their own level and speed, however they are being removed from their peer group which may cause discomfort and embarrassment as it could be viewed that they are being highlighted as the individuals with special needs. It can also be argued that t hey are not being given the same opportunities as other children within the class as although the work has been planned by the class teacher the majority of their teaching is being conducted by a HLTA not a qualified teacher.However, by working in a small group and not being completely isolated or immersed in a whole class setting, the children have more opportunity to speak, listen and question what they are being taught. Vygotsky’s theory would be in support of this as he believed that language played a significant role in abstract thought and helped a child develop awareness for a particular way of thinking and interpreting their own ideas. This is in contrast to Piaget’s view, who believed that the use of relevant language follows the development of a concept. Bee and Boyd, 2007) Sir Jim Rose is in agreement with Vygotsky and outlined his findings in his final report. Good primary teaching involves far more than waiting for children to develop by following their ev ery whim. It deliberately deepens and widens children’s understanding by firing their imagination and interest and paving the way to higher achievement through ‘scaffolding’ learning in a community of learners. (Rose Review, 2009 pg. 56) School A are clearly meeting the expectations of the current government by helping children of all abilities to develop their language skills in a variety of ways in order to progress their learning.The children in Group X seem to be very sociable. Having observed them in the playground I have found that they interact well with each other; however tend to distance themselves from other children in their peer group. This could be due to the limited amount of time they spend in the classroom and therefore the stronger bonds they have forged with each other. Due to some of the behavioural problems these children possess, conflict with other children can sometimes lead to violence. The school manage these problems well and ensure tha t parents and the schools behaviour support worker are involved in resolving these issues.School A are clearly trying to help their pupils to â€Å"Make a Positive Contribution† (ECM, 2002) by encouraging them to develop positive relationships and not discriminate or bully. Many Children in attendance at School A are from impoverished backgrounds, the number of children eligible for free school meals are above the national average. It is clear that the school are striving to make this a non-issue in terms of the children’s attainment; however it is widely acknowledged that children from poor backgrounds can be disadvantaged due to a lack of resources, space, overcrowding and poor diet (Curtis and O’Hagan 2003 pg. 7) Abraham Maslow spoke of deficiency needs, these being the need for esteem, friendship and love, security, and physical needs (Maslow, 1954). I have observed during my time spent in the school that it is clear that the children feel a sense of belongi ng and safety, have forged solid friendships and are physically well and able to learn, in short the school are meeting the core needs of its pupils, as outlined by Maslow. The Cambridge Review found that there is a â€Å"pervasive anxiety† about the pressure on pupils at school, and this concern often overshadow and conceal the fact that poverty is the single biggest threat to children's lives.In this same report it is discussed that children like those at School A lack the massively compensating advantages of financial wealth, emotional harmony and a home life which is linguistically, intellectually, culturally and spiritually rich (Curtis, 2009, p. 6) The school is located in an impoverished area and the school are doing all they can in order to provide their children with a stable environment, which they may not experience at home. School A’s philosophy on achievement, attainment and children’s well-being is outlined in its prospectus (See Appendix A) and is clearly implemented in the teaching and learning.They have a child centred curriculum, which is broad balanced and differentiated to meet the needs of all children including those with special educational needs. The children clearly progress throughout their time at School A with attainment targets regularly being met and exceeded. In short the school meet all of their own targets, whilst encompassing the key themes of ECM. I believe that the short time I have spent in School A, has already helped me to begin to forge my own teaching philosophy. The school has the best interest of all children at its core.Even though ECM is no longer current legislation its themes are still at the heart of what makes a good teacher and a good school and School A encompasses these whole heartedly. For my future professional development, I believe that I will endeavour to encompass all of the points raised by ECM as I believe these things are the key to becoming not just an adequate but an outstandin g teacher. Vygotsky and Piaget both present theories which are not just useful but essential for the modern education professional to be everything they need to be. In conclusion, School A is an outstanding school.They are practicing the key points raised in recent legislation and reports and are demonstrating the theories of Vygotsky, Piaget and a variety of other theorists. The children’s intellectual and emotional well being is at the heart of its ethos and this is reflected in the everyday teaching at the school. References Curtis, P. (2009) ‘The Cambridge primary review's key findings’, TheGuardian, 16 October, p. 6 Department for Education and Skills (2002) Every Child Matters: Presented to Parliament by the Chief Secretary to the Treasury byCommand of Her Majesty, September 2003, Cm 5860, London: Stationery Office. Alexander, R. (ed) (2010) Children, Their World, Their Education: Final Reportand Recommendations of the Cambridge Primary Review. London:Routl edge Rose, Sir J. (2006) Independent Review of the Teaching of Early Reading:final report. [Online] Nottingham, DfES Publications. Available from:http://www. education. gov. uk/publications/standard/publicationdetail/page1/DFES-0201-2006 [Accessed 7th October 2012]. Montessori, M. (1948) The Absorbant Mind. In: Chattin-McNichols, J. (ed. The Absorbant Mind. New York: Henry Holt and Company Pound, L. (2005) How Children Learn. London: Step Forward PublishingLimited Clough,P. and Corbett, J. (2000) Theories of Inclusive education: a Student Guide. London: Paul Chapman Publishing Boyd, D. and Bee, H. (2007) The Developing Child. 11th edition. Boston:Pearson Education, Inc Curtis, A. and O’Hagan, M. (2003) Care and Education in Early Childhood. London: RoutledgeFalmer Maslow, A. (1970) Motivation and Personality. 3rd edition. New York: Harper &Row Ofsted (2008) School A Appendix 1

Defend your view of the ethical obligations of advertisers to Essay

Defend your view of the ethical obligations of advertisers to consumers - Essay Example The above advertisement includes the facts supporting the above argument. Because of these facts, it is suggested that bottled water should not be advertised as better than the tap water, since there is no such case, as proved through the figures provided through the above advertisement. In the particular advertisement reference is made to all aspects of bottled water aiming to show that bottled water is worse than tap water; explanations are given by referring to each particular phrase used for advertising bottled water. In general, in terms of quality, bottled water cannot be characterized as better for human health compared to the tap water. The phrase that bottled water ‘is better for you’ as used by advertisers for promoting the specific product is not valid; this view can be based on the following facts, as presented through the particular advertisement: In accordance with the case study, bottled water is checked as of its quality just once a week – under th e existing legislation, as monitored by the Environmental Protection Agency – while the tap water is checked about 100 times a month. Moreover, it is noted that the country’s municipal water systems – estimated to about 55,000 – have to pass a thorough quality test every 3 months. Through this procedure, it is ensured that the quality standards of the tap water are higher compared to the bottled water. This view has been proved in practice in the case of the Fiji bottled water. More specifically, in an advertisement of Fiji water (as included in the case study) consumers are asked to prefer Fiji just because ‘it is not bottled in Cleveland’ (part 2 of the case study). In the research made as of the quality for Fiji water, the above bottled water was found to include arsenic (6.3 micrograms/ liter) while in the tap water of Cleveland no such ingredient was identified. In accordance with the above, tap water can be characterized as better for c onsumers, compared to the bottled water. The advertisements based on the argument that bottled water is better for consumers compared to tap water should be rejected as invalid. Another common argument used by advertisers promoting the bottled water is that the water of this type ‘smells better’; however, no such case exists, a fact, which is proved through the findings of the research provided in the advertisement. From this point of view also, the advertisement of bottled water is unethical. In the case study reference is made to a blind taste conducted in 2001 in Good Morning America regarding the taste of water; the tap water of New York gathered a percentage of 45% of the votes of the participants – compared to well known bottled water brands, such as Evian (12%) and Poland Springs (24%) (part 2 of case study). Reference is also made to another study – conducted in Yorkshire among 2800 people – where the 60% of the participants were not able to distinguish between the tap water and the bottled water brands used in the research (part 2 of the case study). The experiment conducted during an episode of the television series Penn & Teller: Bullshit, has also proved that bottled water does not have better taste than tap water. In the above experiment, tap water was served as bottled water to the customers of a restaurant; customers, thinking that it is bottled water, highlighted its exceptional taste and freshness of the bottled water, while, in fact the water

Is the ceation of israel justified Essay Example | Topics and Well Written Essays - 2500 words

Is the ceation of israel justified - Essay Example This did not go well with the Arabs and this is the contributing factor in the instability in the Middle East. Both the Israeli and the Arabs maintain that they have a valid reason to own their present occupied land with many controversies on the ownership of the Gaza strip and West bank. The Israeli, on the other hand, have decided to partition their territory, which the Palestine strongly feels, is a serious encroachment into their land, this is following increased bombing attacks from the Palestine part. On the other hand, the Palestinians have strongly opposed the construction of the partition wall claiming that its construction will hinder their itinerary across the land and have appealed to the UN to stop the construction. Even with the persistent war over the ownership of the contested territories, there have been numerous unsuccessful attempts to find a solution diplomatically to the problem in the Middle East. but the non-cooperating partners have frustrated them when it com es to compromising for a solution to be realized. The Perspective of the Israeli on the Formation of the Jews State The Jews strongly believed that the formation of the Israeli state was justified and that they deserved it. ... s are used by the Jews to assert their occupation of the Israeli State; The Holocaust This is one of the justification that the Jews are using to explain their logics behind the creation of the Israeli state. The holocaust was a period immediately before the outbreak of the Second World War; it was presided by the Germany dictator, Adolf Hitler and his Nazi Party. During this time, approximately six million Jews were murdered in one of the worst genocides in the world history. The Jews faced opposition by the Germans and through the order given by Hitler, they were supposed to be eliminated and wiped out of existence. This mass murder witnessed about two-thirds of the nine million Jews in Europe murdered, in the breakdown of the persecution; about one million children, two million women, and three million men of the Jews origin were killed in the systematic state sponsored killing. Because of the unbearable situation in Europe, the Jews had no option but to consider going back to the land they occupied long time but the Arabs then occupied it. In order to realize this, they used the British presence in the Middle East to make a comeback after fleeing the widespread persecution that was ordained by Hitler in Europe. For the Jews going back to occupy the present Israel State is thus a case of going back to occupy a land that they had abandoned. Given the fact that even the Arabs (the Palestinian) in the land are also not the true owners of the land, they claim that there is no better squatter than the other is. They believe that just as the Arabs have the right to live in the area, they also have equal right. They previously occupied the land before scattering all over the world, and the Israeli use this to delegitimize the claims by the Arabs that they have invaded the

The Anti Fedralist Papers vs The Federalist Papers Essay

The Anti Fedralist Papers vs The Federalist Papers - Essay Example The term, Anti-federalists, catches both a connection to certain political standards and additionally remaining in favor and against patterns that were showing up in late eighteenth-century America. It will help in our understanding of who the Anti-federalists were to realize that in 1787, the saying "elected" had two implications. One was all inclusive or situated on a fundamental level and alternate was specific and particular to the American circumstance. The vital contentions energetic about it were expressed in the arrangement composed by Madison, as well as Jay as per the Federalist Papers, in spite of the fact that they were not as broadly perused as various autonomous nearby discourses and articles. The contentions against sanction showed up in different structures, by different creators, the vast majority of who utilized a pen name. Aggregately, these works for several years have been known as the Anti-Federalist Papers. The most paramount approach to peruse the professional and hostile to federalist papers is as a verbal confrontation on how the procurements of the Constitution might be translated, or "built". Those contradicting endorsement, or at any rate raising questions about it, were less contending against the sanction or something to that effect of elected constitution, as against sweeping development of procurements assigning forces to the national government, and the reactions from ace generally comprised of affirmations that the assignments of force might be developed strictly and barely. Subsequently, to win the backing of their adversaries, the star ratificationists basically needed to agree to a convention of elucidation that must be viewed as a piece of the Constitution, and that along these lines must be the support for translation today.  

Guidelines for device based therapy of cardiac rhythm abnormalities Research Paper

Guidelines for device based therapy of cardiac rhythm abnormalities - Research Paper Example Recommendations in guideline for the device based therapy of cardiac rhythm abnormality has proved to be beneficial for reducing the risk of sudden cardiac death and has improved quality of life. However, multi-centric clinical trials are needed to find an optimal timing for the implant for an indication. Guidelines for device based therapy of cardiac rhythm abnormalities. Cardiac arrhythmias are still a major threat to human health and are so deadly that they are responsible for 50% of all the cardiovascular deaths related to the cardiovascular system (Piccini, Al-Khatib, Myers, Anstrom, Buxton, Peterson, & Sanders, 2010). Arrhythmias are not always pathological; they can be physiological like bradycardia in athletes and tachycardia during anxiety. Physiological cardiac arrhythmias usually do not need any treatment, they are recovered spontaneously but, pathological arrhythmias require heroic management. Anti- arrhythmic drugs and anti-arrhythmic devices are employed as a treatment strategy for arrhythmias. Implantable cardioverter-defibrillator, pacemakers and cardiac resynchronization therapy are the devices used to prevent death from arrhythmia; use of anti-arrhythmic devices are significantly associated to reduce mortality associated with arrhythmia (Piccini et al., 2010). Devices are used to prevent arrhythmia according to the guidelines of the American Heart Association, published in 2008. Guidelines for device based therapy of cardiac rhythm abnormalities were designed by experts from the American College of Cardiology in collaboration with the American Association of Thoracic Surgery and Society of Thoracic Surgeons. The Recommendations were made after a thorough literature search so that treatment strategy can be standardized and clinical evaluation of patients can be made easy. The Guidelines aim to reduce inappropriate decisions for implantation of cardiac devices, provide confidence to cardiac consultants.When related to devices, guidelines are mea nt for promotion of their appropriate use and to abandon it’s under and over use (Epstein et al., 2008). Critical evaluation of all diagnostic procedures, diagnostic scales, and guidelines is necessary because it is directly related to appropriate health care delivery ( Epstein et al., 2008). Evidence based critical evaluation of guidelines is a scientific means to judge effectiveness of the guideline in promoting good patient care. Critical evaluation of the guidelines for device based therapy is inevitable to judge the pros and cons of the guideline; it also helps to find any danger, if associated with the recommendations. Scientific critics of the guideline are important means to generate new recommendations in order to make the guideline more favorable. Since it is related to the cardiology, critical evaluation of the guidelines for the implanted anti-arrhythmic devices are more demanding because negligence may take a patient's life in a few minutes. The nursing staff is usually the first hand care providers in hospital settings. Being medical professionals, it is inevitable for them to understand the importance of guidelines; they should know the recommended guidelines of device based management of cardiac arrhythmias because after treatment, patient’

The Social Changes of Song Dynasty in Ancient China Research Paper

The Social Changes of Song Dynasty in Ancient China - Research Paper Example Invention of gunpowder led to the creation of explosive weapons such as grenades, bombs, canons and small rockets. Before the invention of paper, the Chinese made carved characters on bones and tortoise shells. Prior to the song dynasty, printing blocks only contained one page of texts hence every block could only produce a particular page of a book. During the song dynasty, single characters could be engraved on blocks of wood and a single character could be used over and over again. There were huge advances in arithmetic and algebra that led to many mathematical ideas. The inventions served the society by helping in establishment of powerful, unified national organizations that extended over many regions. Printing, paper and the compass provided means of social communication and transportation. Gun powder began to be used as a weapon, gun powder weapons were used abolish the uprising of Li Sun and Wang Xiaobo in the first year of the Northern Song. The four inventions are very closely related to the unified organization of the Chinese feudal society indicating the degree of development of ancient Chinese science and technology. Maritime trade with India and near East was boosted under the song dynasty. Cities with high populations flourished along the southeast coast and principal waterways, trade guilds were established to organize trade and banking and paper currency was developed to replace cumbersome copper currency. Ship building and navigation techniques improved with large vessels using sails and oars coming into use. The magnetic compass came into use in 1119. Under the song dynasty, China got to monopolize trade with Korea and Japan, products were in demand in the whole of Asia, East Africa and Persian Gulf. Prior to this era, Muslim Arabs and Persians had dominated oceanic trade. Printing grew bringing literature and learning to the people. Movable type printing was invented

Human Sexuality- Sex Surrogates Unit 7 Essay Example | Topics and Well Written Essays - 1000 words

Human Sexuality- Sex Surrogates Unit 7 - Essay Example d of sexuality are responsible in ensuring that the surrogates and the client are well informed of their each individual task prior to participation in the sexual therapy. Details regarding the risk of possible sexually transmitted diseases such as HIV, herpes, etc. should be discussed thoroughly to prevent possible problems throughout the length of the treatment. Allowing the involved parties about the possible transfer of sexually transmitted diseases will make them more aware and be extra careful not to go through beyond what is necessary for the therapy. In order to maintain a healthy relationship between the clients and the surrogates, safe sex guidelines and constant medical checkups are required.3 As soon as the sex therapist uses a surrogate partner as part of the sex therapy program; the surrogate should automatically take responsibility on the client’s welfare. It means that the surrogate should all the time keep the client’s information as confidential. Also, it should be clear to the surrogate not to act as the sexual therapist but to function only under the supervision of the sex therapist. It is the responsibility of the sex therapist to make sure that the surrogate is clear about his role and obligations as a surrogate partner. There is a code of ethics that is designed for the use of professional surrogates association.1 Therefore, all surrogates are obliged to act according to the appropriate and accepted professional ethics. In line with the use of a surrogate-assisted sex therapy, the clinical procedures should always be consistent with the SSSS admissions policy that surrogates must work only under the supervision of a licensed sex therapist.

In this chapter the writer uses the setting of the chapter to explain the feeling of all the main characters Essay Example for Free

In this chapter the writer uses the setting of the chapter to explain the feeling of all the main characters Essay In this chapter the writer uses the setting of the chapter to explain the feeling of all the main characters. When we first meet the family they are walking down a road which is all dirty and surrounded by dirt. The nature around them is dying out or rotting. This we can apply to both characters feeling; Micheal feels like his marriage spoiled or ruined his chance of a good life or any fortunes. Whereas Susan feels like she is dying or has died in Micheals heart since he is ready to sell her like he wouldve sold a horse in an auction. Hardy uses nature many times in this chapter. At one time when Micheal is auctioning Susan we are told that a sparrow flies in and everyone watches the sparrow till it disappears. This could in fact be showing us Susans position. Everyone watches her till she is able to go out of the tent with Newson the sailor. Hardy uses a lot of contrast to show the readers Micheals two sides, in this chapter. In the last chapter we saw Micheal in his drunken state which was his dark side. We saw his greed and bad temper. In chapter 2 though we see Micheal when he is sober and when he finds out what he has done. He shows determination in finding his wife and takes responsibility, however even in this chapter we see Micheals bad side when he blames Susan for being simple minded enough to think the auction was binding. Also we see his negative points when he is too proud of himself to tell people why he is searching for his wife. We straight away see that these two sides of Micheals will be a great factor in this book. In this chapter Hardy relives the walk to Weydon-Priors. Only this time the people walking are in a more loving situation. Also there are two women. The women obviously feel love for each other because they are holding each others hands. The fact that they are both wearing black gowns straight away gives us an idea of why these two women have come back this way. Also this is the first time we see Elizabeth- Jane in her grown up state and we see that she is brought up as a very nice girl. Although we see straight away that she is brought up in a rich lifestyle when she tells her mother that the infirmity tent isnt respectable. At this point e see for the first time that Hardy adds suspence when he decides to bring Susan back to Micheal. The reader wonders why Susan is so determined to meet him. He main question is why ahs Susan never told Elizabeth when she is old enough to know. Casterbridge is described in great detail and because Hardy has a gift for description we can almost see the town come to life. We also find that the town is eager to spread gossip when two women willingly tell Susan about the gossip of the bread and the town. We can see from detailed point that the public will be a very important point in the book. Micheal also reveals his caring point when he tells the towns people that the wheat is not really safe to eat. We also se that Micheal is true to his oath not to drink, when in his meeting he only drinks water. Near the end of the meeting we see the Angry Micheal side when he makes a sharp retort. We see a description of Farfrae and immediately we can tell that he is the total opposite of Henchard. Both in looks and we think in personality. Also through the names of the pubs and inns we can see that maybe Hardy is trying to make a point. When they go to the three mariners then Hardy could be trying to say that they are among the waves of chance. The fact that chance plays a big role in this novel and especially in this chapter. Its by chance that Farfrae hears about the corn and has the solution or that Elizabeth-Jane notices him and that they all stay at the three mariners. Also the way Michael misses his family by a few minutes on his way to see the man. We can assume that Hardy is proving the powers working against mankind in this chapter. In this chapter we see little irony when Elizabeth-Jane says that they must stay at the fancy inn yet then gets a job as a serving maid which is not too respectable it self. While we can say that Elizabeth-Jane is making sacrifices for her mother, we can still remember that the towns people have seen Elizabeth serving them and they will remember her face later on. Also in this chapter we pity Michael when we learn that he is lonely and we guess that what he wants is a business partner or a friend. Farfrae is straight away the person that comes to mind. Though again we see a bit of fickleness in Michaels attitude when he cannot even remember the old mangers name. Farfrae then decides to sing fro the towns people and its by chance that the people are in the mood for his sad songs and Elizabeth-Jane who has been eyeing him, has her heart set on him. When the townspeople talk to Farfrae we know straight away that he has the ability to charm people and when he sings he is charmed them further. We can assume that the reason that the townspeople like the sad songs is because they feel like the story of the song represents them in a way, with their lost ideals. We can even see a bit of this in Micheal himself. Also Elizabeth-Jane misinterprets the songs that Farfrae sings and when her mother says he Elizabeth assumes its about Farfrae. These misunderstandings prove to be a problem later on. In the next chapter wee that both Susan and Micheal have to turn towards the younger generation to save themselves. Susan saves her marriage by sending Elizabeth-Jane with the note to Micheal and Micheal saves his business by begging Farfrae to say on as manager. When Elizabeth-Jane takes the walk through the town it creates a time of suspense because it is stalling the meeting between Micheal and Susan and it cuts the conversation between Micheal and Farfrae. Mostly though it shows us just how much power Micheal ahs in his town socially and business wise. Again we see a contrast between Michaels sides when at first he acts kindly towards Elizabeth-Jane, when he learns who she is. Also when he sends back Susan five guineas we feel that he is almost trying to buy her back since five guineas are how much was paid for her before. Yet we see his cold side again when he coldly turns down Joshua Jopp about his interview and he has created a new enemy at the same time. Later also Micheal explodes on Elizabeth-Jane and cannot even calm himself down. Also in this chapter we see a proud side of Michael when he asks to see Susan in a secret place and will not see her in public incase they might be seen and found out. Slowly we will see this part of his attitude be a big part of his downfall. In the next chapter when Micheal has asked to see Susan in the ring and we get the description of the place it automatically sets a place for something negative to take place. Almost a place where nothing positive can happen. Hardy backs this himself by saying, the boys cannot make this a good cricket field. This ring is maybe meant to show Hardys life in a way that Hardy is known for his architecture and his liking to the Greek mythology in a way. The Roundness representing the coliseum and the positiveness being kept away by ghosts of the past like the killed gladiator or the woman who was strangled. This is like a metaphor in a way to their relationship. Micheal will fall in battle and his control is so tight on Susan it might almost be strangling her. The next chapter gives us an idea of our speculation is chapter 3 about another woman in Micheals life. We learn that this woman is infact living in Jersey. We already know that when a person is included in Hardys plots he is never easily forgotten so when we hear about this woman we straight away know she will affect the plot. Again this chapter reveals a lot when Micheal reveals to his best friend that he is very lonely and would like a friend. We guess straight away that he ahs also made a mistake when he reveals his whole past to someone he has only known for a day. He tells Farfrae everything and doesnt think of any consequences that could later occur. We see Farfrae first ability in this chapter after he handles his position very well with his new boss. Even though he has plans to eat alone he decides to dine with Micheal and when he is asked about help on how to handle his problem with the lady in Jersey he gives an answer that could start the first sign of discord between the two people. He tells Micheal that he should firstly tell Elizabeth-Jane the truth about her mother and father and he disagrees and gets rather angry. Yet he forgets that it was him who in the first place told him about all his past secrets. In this chapter we finally see Micheal openly court Susan and then propose to her. Even though this should be good new the whole chapter caries ill will which is mostly carried by the townspeople. We can maybe use the natures reaction to show out the feelings of Micheal and Susan. When the two enter the church to get married it is raining quite badly and it is very dark almost showing how the two really feel about each other. Hardy uses these nature effects to show the reader how the two feel about each either. By hiding the meaning of the nature effects it almost showing that the two have hidden their feelings about each other. The townspeople also add most of the uneasiness. They dont actually know the secret about the wedding but they have an idea that something is not right. They immediately feel that Susan is not at the same class as Micheal which is ironic because Michael is the one with the worst background out of the two. In this chapter we know for sure that something about Elizabeth-Jane is being hidden because not only does Micheal keep going on about her hair colour but he starts asking her to change her second name. Also we find out that Micheal maybe getting rather annoyed with Farfrae when he gets angry at little things that Farfrae says. At one time he even dismisses Farfraes opinion by saying dont take too much thought about things. Also since Elizabeth-Jane has started growing in her new place she starts to bloom a certain beauty. Yet she still remembers her old lifes

Reggio Emillia Essay Example for Free

Reggio Emillia Essay ‘A Reggio pre-school is a special kind of place, one in which young human beings are invited to grow in mind, in sensibility and in belonging to a broader community. ’ (Learning and teaching Scotland, 2006) For this case study I am going to look at the four themes of the Early Years Foundation Stage, also known as the EYFS. The EYFS sets the standards that all early years providers must meet to ensure that children learn, develop well, and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that will provide the right foundation for good future progress, throughout school, and adult life. (Hutchin, 2012) I will be highlighting links between the EYFS’s four main themes; A Unique Child, Positive Relationships, Enabling Environments and Learning and Developing, and discussing how the Reggio Emilia Approach supports these themes. The Reggio Emilia Approach is focused on preschool and primary education, originally set up in the northern Italian town of Reggio Emilia. It has a reputation for forward thinking and excellence in its approach to early childhood education. It is an approach where the expressive arts play a central role in learning and where a unique reciprocal learning relationship exists between practitioner and child. (Tornton, 2006) According to Locke and Rousseau children are born as â€Å"blank slates† completely free of any predisposition or vulnerabilities, and that everything the child would become was due to the effects of their environment. (Moyles, 2010) Though within the Reggio Emilia approach they see children as slightly different, they believe children are empty vessels waiting eagerly to be filled with knowledge. Reggio educators believe strongly that a child has unlimited potential and is eager to interact with, and contribute to the world. (Learning and Teaching Scotland, 2006) The way the Reggio Emilia Approach views their children is much like the Early Years Foundation Stage. The EYFS states ever child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured. (EYFS, 2012) Both the EYFS and the Reggio Emilia Approach see children as individuals; this is conveyed throughout the EYFS, as one of its main themes is : A Unique Child. The EYFS states practitioners should understand and observe each child’s development and learning, assess progress, and plan for the next steps. (EYFS, 2012) The Reggio Emilia approach tackles this in a very different way in relation to the UK. Children’s work is documented throughout the year on walls to display a story of the child’s learning; it is not something that is made after the child has finished working. Educators observe, document and analyse children’s learning journeys, they are able to make informed hypotheses about how to guide children in their learning. It is obvious then that documentation is far removed from photographic displays of completed project work. (Learning and Teaching Scotland, 2006) Throughout the Reggio Emilia buildings there are many long, child height mirrors. This is designed to support children to help them develop a positive sense of their own identity and culture. This is one of the practices of the Unique Child theme in the EYFS. Another way the Reggio Emilia Approach supports children finding their own identity is ‘pedagogy’ this means that art is seen as another way of communicating and expressing ideas. Children are also encouraged to raise their own questions and answers, and this re-enforces the child’s opinion that their thinking is valued. Education is based on relationships. Reggio Emilia teachers are seen as partners in learning, (Tornton, 2006) for example pupils and teachers work together aiming towards a common purpose: the building of a culture. This respects childhood as a time to explore, create and be joyful. Participation begins even before the children have started school, through a comprehensive integration programme. This involves meetings between children, parents and teachers to build an image of the child as an individual. This often involves the child doing a task such as making a ‘holiday booklet’ of photographs and favourite nursery rhymes; this can be used as stimulus for discussion between child and teacher. (Learning and Teaching Scotland, 2006) The teacher`s working with the child links to one of the four themes within the EYFS- Positive Relationships. The EYFS states you should be supportive of the child’s own efforts and independence (EYFS, DATE). By the teacher being a partner in learning, suggests that children could have the freedom to convey their thoughts and ideas more freely. To give an example: The teacher strives to support and encourage the child on the learning journey, encouraging them to reflect and to question. In this sense, the role of the teacher is not to dispense information or simply to correct. Rather, the teacher is like a tool that the children use when most needed. (Learning and Teaching Scotland, 2006) This also links to Jerome Bruner’s theory of scaffolding, this is the idea that you can give children support in their learning. Froebel also stressed the significance of building positive relationships within an educational environment; his most important gift to children was the classroom, symbolically viewed as an extension of a lovely, thriving garden. This enabled the teacher to take on the role of a loving, supportive parent. (Bruce, 2012) This shows that from a personal view he thought teachers should be like an empathetic parent. Environment plays a key role in supporting and extending a child’s development. Vygotsky believed that we learn from our environment and the people around us. (Vygotsky, 1978) His view is much like the teachings of the Reggio Emilia Approach, for example one of their fundamental principles says the environment is the third teacher, the environment is recognised for its potential to inspire children. (Tornton, 2006) Kerka (1999) suggests that an environment that nurtures learning provides the necessary resources and time for investigative play and experimentation. It is one in which children are free and motivated to make choices and to explore for answers without feeling intimidated. (Cited, Danko-Mcghee, 2009) Within the Reggio Emilia settings children have lessons outside in the community, making great use of the Piazza’s, which are squares within the town, where children can learn alongside the community, as well as making the most out of the outdoors. This also has an impact on positive relationships between both the community and the children, which links to the enabling environment within the EYFS. Reggio Emilia buildings and spaces link to what the EYFS suggests practices should offer, stimulating recourses, relevant to all the children’s cultures and communities. Reggio Emilia settings, buildings and spaces reflect their relationships and view of the child. There are lots of long windows, this is so that the children can interact with the outside community, and also it reflects the idea that education is not just what you learn in the classroom. It is seen as less restricting to have long windows, and lets a lot of light into the setting creating a more natural airy environment. Within the setting there are a lot of natural materials used, from the children’s toys and equipment to the building and furniture inside. This is much like Steiner’s view, in his schools all toys are made from natural materials, this is because simple toys stimulate and encourage imagination, as children can interoperate natural materials to be anything they want. Throughout this assessment I have been linking the key themes of the EYFS and relating them to the Reggio Emilia Approach, I am now going to discus whether or not the approach can be taken from Italy and brought to the UK. As I have mentioned above a big aspect of the Reggio Emilia approach is the environment, I believe this may be a problem as many of our English calendar months can be wet, cold, and miserable. Children spend the majority of time indoors during the winter months, even sometimes on dry days largely due to protests from parents that the damp weather is bad for the children. Though in Italy they do not have this problem, if it is wet or cold they just see this as an opportunity for children to wrap up warmer. I do believe it is counter-productive to wrap children up in cotton wall, I think that sometimes it is good for children to be taken out of their comfort zones. This will benefit a child’s emotional development by trying and exploring new things and gaining self-confidence. Maybe we need to look at our cultures upbringing of our children and let children explore the different seasons. Even though the outdoors isn’t a major part of the Reggio Emilia is it still highly valued, as they like to encourage a lot of natural materials and bring the outdoors in, whilst exploring the different environments. Also we lack in open out door spaces within the community for example in Italy they have plazas Bringing this approach to the UK may cause some trouble for children who do not have a secure home setting; this is because going to school creates a secure environment. Whereas, with the Reggio Emilia approach, children may find their education too unstructured. Instead of choosing their learning methods, they might prefer a setting with secure guidelines and learning outcomes. Furthermore I think the transition from the Reggio Emilia Approach to mainstream higher education may be difficult as the children, as they are so used to the freedom and the scaffolding of the teachers, that they might not be able to settle into the strict curriculum. I believe this quote sums up my opinion perfectly, ‘It is a mistake to take any approach and assume like a flower you can take it from one soil and put it in another one. That never works. We have to figure out what aspects of that are most important to us and what kind of soil we need to make those aspects’ (Gardner, 1993)

Personalisation And Its Key Elements

Personalisation And Its Key Elements In this easy, I will be discussing personalisation in considering its key elements. Looking at the impact of Fair Access to Care Services (FACS) in meeting service user needs. How it contradict in particular the notion of choice, control and independence for old people. I will also the implications for social work practice, and my own personal practice in an anti-discriminatory point of view. The adult transforming agenda is focused on the development of personalisation of support. The 2006 Community Services White Paper, Our Health, Our Care, Our Say, announced the piloting of Individual Budgets. Personalisation had its beginnings in Direct Payment which was introduced in 1987, were people who are eligible for social care can choose to receive a cash sum in lieu of services (Henwood Nigel, 2007). The development of Transforming Social Care is driven by the demographic pressures and changes to public expectations. According to Chandler (2009, p2) by 2022 20% of English population will be over 65 and the number of those over 85 will have increased by 60%. The development of better housing options and extra care housing will be crucial for the future. Majority of older people will expect to live in their own homes for as long as they possibly can. And with more people living longer and requiring support, an increasing number of families will feel the impact of these demographic changes (Chandler,2009) [online]. One of the objectives of Putting People First was to champion the rights and needs of older people in their local authority and public services within a policy, which will involve them as active citizens who may or may not need support. However, these expectations cannot be met through traditional approaches to delivering of social care services. A fundamental change in Adult Social care is required in order to ensure that the needs of each person can be met in a way that suits their personal individual circumstances. Putting people first (DOH 2009), laid out the vision for change in social careà ¢Ã¢â€š ¬Ã‚ ¦ this vision is of a new social care system that helps people stay healthyà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ through a focus on prevention, early intervention and enablement, and high quality personally tailored services for those who need ongoing care social care support This new policy is referred to as personalisation. According to Lloyd (2010, p 189), the term personalisation is very contentious she further cited Boxall et al (2009) distinguishing between personalisation which focuses on the particular needs of individuals to the preference of one size-fits-all approach of services. The self directed support is about the control that service users can exert over the definition of their needs and the ways in which these should be met. In policy terms, personalisation is both the way in which services are tailored to the needs and preferences of citizens and how the state empowers citizens to shape their own lives and the services they receive (according to the Department of Health, document Transform Social Care, Local Authority Circular 2008, p4). Personalisation was introduced in government policy in 2007 when the Putting People First: A shared vision and commitment to transformation of adult care (DOH, 2007) Concordat was published. This outlined the reforms for social care. The key elements in the document where; Self Assessment, Individual Budget, Choice, Control, Independence. However, because personalisation is only a policy it is implemented differently across social care services. Proponents of personalisation argue that the need to personalise services arise because, services were institutionalised and driven by professional, managerial and economic agendas, rather than those of service users (Lloyd, 2010). Historically and currently, a person in need of social care services is assessed by a social worker and other agencies. Then they decide the type of support the service user will receive, who from, where and when. For a couple of years now the government has been moving towards changing that system to one which the person in need of social care gets to decide the type of support they need and how, and this is now known as personalisation. The drivers behind personalisation are found in the Our Health, Our Care, and Our Say White Paper (DOH). It suggests that people will be happier, healthier, and have better prospects for the future if they are put in control of their social care support. According to Harris White () a milestone in the pronounced shift by new labour towards personalisation was the Adult Social Care Green Paper, Independence, Wellbeing and Choice. This saw the introduction of individual budgets as the principle route to personalisation (Harris White). The Department of Health describes personalisation as an approach in which every person who receives support, whether provided by statutory services or funded by themselves, will have a choice and control over the shape of that support in all care settings Brody(2009) [online]. One key issue identified by Griffiths (2009, p3) is that individual budgets offers a à ¢Ã¢â€š ¬Ã‚ ¦ a chance to empower service users in their dealings with public services and it puts the service user at the heart of public service reform. This is one of the key values of Putting People First (2007), to ensure people in need of social care have the best possible quality of life and the equality of independence living. Griffiths (20009, p2) further argues that individuals budget will give service users a greater choiceà ¢Ã¢â€š ¬Ã‚ ¦. by giving money to the service user to purchase services from a plurality of providers. However, Forster (2002.p, 85) identified that there is little or no choice for elderly people. They can only have choice if the cost of their care is within the amount allocated by local Authority (LA) or if social workers agreed that it is suitable. This was also highlighted by Hudson Henwood (2008), in the CSCI document Prevention, Personalisation, and Prioritisation in social Care, that the coexistence à ¢Ã¢â€š ¬Ã‚ ¦ of self directed support alongside the Fair Access to Care (FACS) criteria have create some tensions while personalisation is concerned about promoting and maximising the choice and control of service users. it fails to determine how the eligibility of those groups is defined (Dodd, 2009) [online] The FACS policy guidance was publish in 2002 as a Local Authority Circular LAC (2002) 13. That Provides local authority with an eligibility framework for setting and applying their local criteria with the aim of ensuring fairer and more consistent eligibility decisions across the country (DOH). As Crawford Walker (2004), points out this system is failing to distribute resources to people who will benefit from early intervention. For example there are a growing number of old people with lower level needs who are likely to develop higher needs in the absence of responsive support. According to Dodd (2010), using one of the four levels within the Fair Access to Care services (FACS) banding as a threshold for rationing resources is too rigid an instrument for fairly and responsively allocate social care budget. He goes on to argue that currently, people with proven care needs are not receiving the services they need. Therefore as long as the FACS criteria remains in place as a rationing mechanism, it will be impossible to realise the universal model of self directed support envisaged within the personalisation agenda(Dodd,2010)[online] The CSCI report argues that as the government is concerned to hold down public spending eligibility criteria are a key mechanism, serving to regulate service provision in line with available resources and identified priorities. In the current financial climate were resources are tight, these criteria can be adjusted by the local authority in order to narrow access to care support. Lloyd (2010), policy makers are more focused on the economic challenges than the needs of older people. The implications for social workers according to Adams (2009, p145) is the amount of time they will have to spend with service users and carers who have individual budgets to help them gain the necessary knowledge and skills they may need to manage their budgets. Also, another limitation to personalization and individual budget has been identified by Griffiths (2009) that the current economic climate may pose a threat for individual budgets and may not survive the planned government spending cuts for the next few years.

The Bill Of Rights :: essays research papers

The Bill of Rights   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Bill of Rights   Ã‚  Ã‚  Ã‚  Ã‚  The first ten amendments to the US constitution are called the Bill of Rights because they provide basic legal protection for individual rights. The terms also applied to the English Bill of Rights of 1689 and the Canadian Bill of Rights 1960, and to similar guarantees in the constitutions of the American states.   Ã‚  Ã‚  Ã‚  Ã‚  From the perspective of two centuries, it can be said that Madison chose well among they pyramid of proposal sin the state. he included all the great rights appropriate for constitutional protection. The US Bill of Rights contains the classic inventory of individual rights, and it has served as the standard for all subsequenent attempts to sage guard human rights.   Ã‚  Ã‚  Ã‚  Ã‚  The first American use of the term was in 1774 when the first Continental Congress adopted the declaration and resolves, which was popularly termed the Bill of Rights because it was an American equivalent of the English Bill of Rights. Two years later came the Virginia declaration of rights, which contained the first guarantees for individual right single gully enforceable constitution. The distinctive feature of the provision in American Bill of Rights is that they are enforced by the courts.   Ã‚  Ã‚  Ã‚  Ã‚  From the time they first settled in Virgin and Massachusetts, the American colonist relied upon the rights enjoyed by Englishmen. The struggle for independence, however, demonstrated to them that rights not specified and codified in constitutional documents were insecure. The result was a movement as soon as independence was declared, to adopt bindings constitutions that limited governmental power and protected individual rights. Seven of the thirteen states adopted constitutions that included specific bills of rights. The Bill Of Rights :: essays research papers The Bill of Rights   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Bill of Rights   Ã‚  Ã‚  Ã‚  Ã‚  The first ten amendments to the US constitution are called the Bill of Rights because they provide basic legal protection for individual rights. The terms also applied to the English Bill of Rights of 1689 and the Canadian Bill of Rights 1960, and to similar guarantees in the constitutions of the American states.   Ã‚  Ã‚  Ã‚  Ã‚  From the perspective of two centuries, it can be said that Madison chose well among they pyramid of proposal sin the state. he included all the great rights appropriate for constitutional protection. The US Bill of Rights contains the classic inventory of individual rights, and it has served as the standard for all subsequenent attempts to sage guard human rights.   Ã‚  Ã‚  Ã‚  Ã‚  The first American use of the term was in 1774 when the first Continental Congress adopted the declaration and resolves, which was popularly termed the Bill of Rights because it was an American equivalent of the English Bill of Rights. Two years later came the Virginia declaration of rights, which contained the first guarantees for individual right single gully enforceable constitution. The distinctive feature of the provision in American Bill of Rights is that they are enforced by the courts.   Ã‚  Ã‚  Ã‚  Ã‚  From the time they first settled in Virgin and Massachusetts, the American colonist relied upon the rights enjoyed by Englishmen. The struggle for independence, however, demonstrated to them that rights not specified and codified in constitutional documents were insecure. The result was a movement as soon as independence was declared, to adopt bindings constitutions that limited governmental power and protected individual rights. Seven of the thirteen states adopted constitutions that included specific bills of rights.

An Analysis of Poetry by Langston Hughes :: Biography Biographies Essays

An Analysis of Poetry by Langston Hughes Theme for English B begins by Hughes describing the specific instructions for an assignment given to him by an instructor. I feel the understanding of that assignment to be one of the major clues to the meaning of this piece of poetry. "Go home and write a page tonight. And let that page come out of you- Then, it will be true." At my first glance of this poem I felt I had the idea Hughes was expressing down, but these instructions caught my eye. It grabbed my attention because I did not feel that the statement given by the instructor was necessarily true in itself. Since the instructor did not say "be true to you" at the end of this phrase, he was actually saying that whatever comes out of a person is true. Now in my lifetime I have found, early on as a matter of fact, that many thoughts that come from people are actually no true at all. This being my reasoning I was having a rather hard time moving on to the meat of the poem.

Elements of Religious Tradition

Elements of Religious Traditions Paper Defining a religion can be a difficult task and there is no simple definition that can completely describe it. Every culture and society has some form of religion and some maybe specific to that culture and not practiced anywhere else in the world (Fontaine, 2013; Molloy, 2010). The vast diversity of religious traditions can be discerned by examining their understanding of what is sacred. For example, many religions believe in a single deity that is held sacred.Other religious traditions do not place emphasis on deities, but believe that the world itself is the sacred (2010). In spite of this diversity, all religious traditions share broad components: what does a religious tradition communicate, how is it performed, and how is it organized. When a anthropologists and sociologist choose to study various religious traditions, they can encounter a number of issues that can impact their study, such as, incomplete religious texts, and traditions that are passed on orally (2010). Components of Religious TraditionsThe first component is what does a religious tradition communicate? These are the various teachings, texts, stories, and myths. Religious teachings are the ideas and principles passed on that describe core beliefs, values, morals, etc. of a religious tradition (Molloy, 2010). These can be expressed through stories or myths. Religious teachings can be passed orally between members or written in a scared text. Religious teachings attempt to communicate an understanding of the sacred within the tradition to its members.In Christian traditions, the basic ideas revolve around the life and teachings of Jesus of Nazareth. Jesus was the embodiment of the sacred within these traditions (Woodhead, 2009). For the Igbo people of Nigeria, there main beliefs involve the Earth as being sacred and that the world is comprised of a number of different realms (Molloy, 2010). These contrasting examples show the diverse nature of religious traditions and how they share the common component of what is communicated by a particular religious tradition. The second element is how a religious tradition is performed?This is accomplished through prayer, worship, the undertaking of a pilgrimage to a holy site, or the performance of a ritual. The specific ceremonies observed for a specific religious tradition is based on the religious teachings for that particular tradition. What all of these have in common is that each ceremony is meant to bring the individual closer to the sacred within reach tradition. For example, in Islamic traditions it is a worshiper’s duty to make a pilgrimage to Mecca (Brown, 2009). In Christian traditions, worshipers pray to Jesus in a church or throughout their day (Woodhead, 2009).In many Native American religious traditions, a rite of passage is preformed through a vision quest; where the individual attempts to find spiritual guidance and meaning (Molloy, 2010). All of these traditions attem pt to move the individual closer the sacred and attempt to connect in a meaningful way. The final aspect is how is a religious tradition organized. This describes the structure of it, for example, the leadership and how members relate to one another. Once again, this is based on that religious tradition’s teachings. The organization describes how members of the tradition relate to the sacred.Specifically, does an ordain individual need to act as an intermediate between the sacred and the individual or who are the individuals that decide what is considered sacred within a religious tradition. In many religious traditions, the priest, priestess, and other high religious figures are held with the highest regard (Molloy, 2010). In Catholicism, the Pope is viewed as the absolute head of that religious tradition and his word is essentially law (Balmer & Pullella, 2013). In a number of religious traditions, a shaman is viewed as a person with vast wisdom.He or she has the powers to communicate directly with the sacred and acts as an intermediate for various individuals (Molloy, 2010). In the ancient Greek tradition, the Oracle of Delphi was an important woman, individuals from all around the Greek world would come seeking her advice and to communicate with the Gods (Legon, 2013). Ultimately, an important component of a religious tradition is how it is organized. This organization has the important role of stating the power structure and how members can communicate with the sacred. Critical Issues in Religious StudiesThere are a number of different critical issues that one needs to consider when studying religious traditions. The first is that some religious texts might be incomplete or entirely missing (Molloy, 2010). This can be extremely troublesome when a person is attempting to understand a given tradition that might be lacking important components. For example, a sacred text written on a stone tablet might be missing large sections of the text, which coul d contain important rituals or principles for that tradition. This is extremely difficult with ancient religious traditions such as the Egyptian, Roman, and Greek traditions (2010).This leads into the second critical issue is that the religious tradition might not have a sacred text or any written record, because traditions, stories, and myths might be passed orally. This is extremely trouble some for many people studying religions (Molloy, 2010). For example, there might be a limited amount of individuals that have the traditions. This is the case with many Native American religious traditions, because members passed on these important teachings orally and may people have may stopped practicing.This can cause a religious tradition to be lost (2010). Also, oral traditions can be corrupted with time and might not resemble the original story that was originally told. A storyteller might change aspects or merge it with other stories from another religious tradition. All of these are im portant issues to consider when studying religious traditions. Conclusion In spite of this diversity, all religious traditions share several broad components: what does a religious tradition communicate, how is it performed, and how is it organized.Every religious tradition shares these common principles and this allows individuals the ability to understand each religious tradition and how they compare with one another. Also, studying religious traditions can have a number of critical issues that have to be addressed in order to full appreciate the vast collection of human religion. Reference Balmer, C. , & Pullella, P. (2013, March 14). New pope urges church to return to its gospel roots. Reuters. Retrieved from http://www. reuters. com/article/2013/03/14/us-pope-idUSBRE92D05P20130314 Brown, D. (2009).A new introduction to islam. (2nd ed. ). Oxford: Blackwell Publishing. Fontaine, C. R. (2013). Religion. In Public libraries. Retrieved from http://www. worldbookonline. com/pl/refere ncecenter/article? id=ar464360 Molloy, M. (2010). Experiencing the world’s religions: Traditions, challenged, and change (5th ed. ). New York, NY: McGraw-Hill. Woodhead, L. (2009). An introduction to christianity. Cambridge: University Press. Legon, R. P. (2013). Delphi. In Public Libraries. Retrieved from http://www. worldbookonline. com/pl/referencecenter/article? id=ar153420

Literary Devices Employed By Shakespeare In The Play Macbeth

Literary devices employed by Shakespeare in Macbeth’s words in Act 4 Scene 1 of the play Macbeth Symbolism: the apparitions’ appearances each symbolise something, the first, a bloody head in a helmet, symbolises Macbeth and his inevitable death. The second, a bloody child, symbolises Macduff, who had been â€Å"untimely ripp’d† (born of a C-section), and the third, a child with a crown and a tree. The crowned child symbolises Banquo’s progeny that will come to rule after Banquo.Metaphor: metaphors are used throughout the apparitions’ speeches, the apparitions themselves are metaphors. They symbolise things that tie in with each prophecy.Parallel: there are parallels between the witches’ speech and Macbeth’s, Shakespeare uses this to show how Macbeth is becoming more and more evil, he is becoming like the witches.Irony: Shakespeare uses dramatic irony in what the apparitions symbolise and prophesise; where Macbeth accepts what th e apparitions tell him literally, the audience knows that what is said has deeper meaning. Another instance of irony is when Macbeth says â€Å"and damn’d all those that trust them (the witches)† (line 138). Macbeth is cursing the people who trust witches, yet he trusts them.Imagery (lines 49 – 60): Shakespeare uses Macbeth’s lines to describe the usual risks and effects of witchcraft in exact detail, allowing the audience to build an impressive image of destruction and confusion. He does this to emphasise the effects of dealing with witches and what happens when the great chain is disrupted.Paradox: the apparitions tell Macbeth to not fear any man born of a woman, which Macbeth takes to mean as that he cannot be killed because every man must be born of a woman. He didn’t think that Macduff could harm him because he was born of a woman, but Macduff was not â€Å"born†, he was â€Å"untimely ripp’d† (born of a C-section).

Analyse item 1 a newspaper article from ‘ The Guardian’ Essay

I am writing an assignment which is on media. The two sources I have been given to analyse is a leaflet from ‘ The Salvation Army’ and a newspaper article from ‘ The Guardian. ‘ Both are based on the subject of homelessness. The problem of homelessness is a very unsettled issue. It is evident in many countries but in the UK it is concentrated in London. The two items are different, as one is an article from a broad sheet newspaper whereas item 2 is a leaflet asking for donation for a charity which helps the homeless. The article on homelessness states many facts on the reasons why homelessness is an issue which is faced by many people today. It is estimated that â€Å"419, 400† individuals have been accepted homeless by the local authorities in which many are living in a â€Å"sub standard† condition and are not even included in the statistics. This means that there are many out there who are regarded homeless and are yet not to be found. The main reason that people are homeless is the fact that most of them are â€Å"rough sleepers† who go about during the day and sleep wherever there is a dry place. It is mentioned that the majority are â€Å"single people†. This may have been due to the fact that many of them leave home at a young age and are unable to support themselves financially and resulting in not having kids. It is estimated tat â€Å"90%† of the homeless population is male. One may think why? The answer to this is due to the fact of excess consumption of alcohol resulting in spending a huge amount of money and leading to bankruptcy and not affording to a good life. People who are † dependant on non prescribed drugs† are also homeless because they spend most of their income on drugs. It is also stated that those who suffer from â€Å"multiple social problems† are mostly either family problems or are kicked out due to other problems. They suffer mentally as these problems mount up leading them to leave home and run away with no benefits and live on the streets without a fixed home. As homelessness is increasing, government intends to abolish the problem by setting up plans for the future, which may help in development. The newspaper states that in order for this plan to work out successfully, the government proposed many new acts since 1980’s Due to â€Å"public outcry† against â€Å"doss houses† many of these houses were closed down, in return new warm â€Å"hostels† were opened; the downside to this improvement was that it was â€Å"insufficient† as by 1989 they were, â€Å"5000 fewer beds than there were 10 years ago. † By 1990 the government estimated 1000 to 2000 people were sleeping rough in central London. Along the government response to this was the Department of the Environment had launched a â€Å"three year i 90,000,000 rough sleepers initiative (RSI) in which they funded resettlement workers, temporary cold workers and a permanent accommodation† for rough sleepers to move on. Other authorities like the Department of Health launched a â€Å"homeless mentally ill initiative† to provide a more high care hostels for those with mental problems. Because of its success, the initiatives were â€Å"renewed† for a further 3 years in 1993. By 1995, the government reported that the number of rough sleepers in London dropped to around â€Å"270† which means it was successful. The problem of homelessness was reported in the newspaper article in the Guardian. Now I will analyse an extract of a leaflet from ‘ The Salvation Army’ which helps to tackle the problem of homelessness. ‘The Salvation Army’ is an agency, which works on people’s contributions to continue the agency’s work on helping homeless people. ‘The Salvation Army’ is â€Å"a provider of accommodation† for those who are single and homeless all year round. This group has â€Å"developed† a † successful programme† for helping people to find â€Å"permanent homes. † This means that ‘the Salvation Army’ is not only working on short-term projects but also on long term projects to ensure safety for the future and help build their lives. An example of a successful help project is Jim. It is stated that Jim was a success because of many people’s â€Å"generosity† which enabled a â€Å"brighter future for Jim. † Home for Jim was not good. He lived on a hill amongst â€Å"brambles†, because of the reason that his life living on the streets was disappointing, and also the reason about the time he got is hopes high of getting a job that was refused, because of â€Å"the interviewer took one look at his crumpled clothes† his hopes of living a good life with a fresh start was shattered and he was left where he started from. But then ‘ the Salvation Army’ stepped in. Once the Army hears a person in need like Jim, they send someone to investigate the matter. After that incident an officer visited him. With a helping hand and a shoulder to cry on Jim was taken to a hostel where he â€Å"enjoyed a hot bath, a shave† and most of all â€Å"friendship. † From then, Jim had been living in the local ‘Salvation Army’ hostel. Building up his confidence with the dedicated help of the officers he has open up his hope and is determined to find a job and build up his life once again. As this story was successful in Jim’s case it may mean many other cases which are there must be successful too. With this story as an example ‘the Salvation Army’ is a charity which is there to â€Å"lend a sympathetic ear and a comforting arm† and most importantly it is there to offer â€Å"true friendship† to those who are lonely and scared. ‘The Salvation Army’ is not there just to provide a temporary home but also to offer a long-term programme which enables a better future for the unfortunate homeless people. As ‘The Salvation Army’ is a charity which helps to build long term projects for the homeless, they have to find a way to make people pay attention and one strategy used is the use of emotional language. There are many examples in which emotional language is used but the main ones are: â€Å"Once in the streets, homeless people become prey to all sorts of illnesses, all potential killers. In fact over 600 people a year on the streets die on the streets. † In this sentence the word â€Å"prey† is used. The literal meaning of â€Å"prey† is a victim. This tells the reader that homeless people are victims of cold weather and the use of this word is emotional and used to make a point; it is also supported by a fact â€Å"600† making this statement true. Another sentence where the use of language is strong is † With your generosity we can give vulnerable people not only a happier Christmas but a brighter future too†. The word â€Å"generosity† is used to give an opinion of being helpful or kind. This suggests that with the help of the people outside giving donations it can give â€Å"vulnerable† people a happier Christmas and give a lifelong help of a good future. Another sentence which captures the reader’s eye is â€Å"We are the ones to lend a sympathetic ear, the ones with the comforting arm, the ones offering true friendship and support during difficult times†. The words â€Å"comforting, sympathetic† are both very emotional. They are used here in order for the reader to be aware of the good nature of ‘The Salvation Army’, how at difficult times they can offer â€Å"friendship† and show support to those who are in â€Å"difficult times†. The Salvation Army is there to help people who can’t help themselves and those who do not show help to others. The use of emotive words gives an impression of a sad tone to the story about Jim and to the life of homeless people. The two items about homelessness are very unlike as item 1 is an article from a broadsheet newspaper ‘The Guardian’ whereas item 2 is a information leaflet from ‘ The Salvation Army’. The newspaper article follows a parliamentary debate which is going to take place on the issue of homelessness. The article begins with a subheading getting to the key point about † the size of the problem†. It begins with the historical past of homelessness. A lot of statistical information is given; it also states what kind of people is most likely to be found homeless â€Å"single people, childless couples†. It also shows previous parliament records † over 8,000 people† which tells you that this debate has taken place once before. There are many facts given to show evidence of the controversial issue of homelessness. The newspaper article finally shows what the government has done to overcome homelessness; an example of this is doss houses which were â€Å"closed down†. The leaflet from ‘ the Salvation Army’ begins with an opinion, of how sleeping rough you can dread bad weather. It states a fact about living outside in the cold weather can feel like. Compared to the newspaper article which is not biased about who is to blame for being homeless, the leaflet states a biased opinion on how homeless people are â€Å"blameless† for their situation. It also states what kind of people is likely to be homeless, which is different from the newspaper article. It gives a reason for publishing the leaflet but does not give a lot of statistical information. There is a blend of facts and opinions like â€Å"over 600 people a year die on the streets† which is a fact. It also gives a reason for why they are successful by giving the story about Jim, which was a success. It does not show background information on the issue of homelessness. It ends with a paragraph on requesting help from the readers by donating money. The newspaper article gets to the point on what the article is about with a large heading in bold and capitals † HOMELESSNESS† which later is followed by sub- headings. It is set out in vertical columns which are not fully justified. It has short paragraphs and sub-headings. The paragraphs give much information in a compact place. In comparison to the leaflet which begins with bold highlighted blocks giving little facts. The paragraphs are set like tabloid newspapers also in vertical columns. There are very short paragraphs and some of them are in Italics; the font of the letters varies in style like Italics â€Å"with your generosity†¦ â€Å". It does not give substantial information on the issue. The newspaper article’s use of language is formal and direct; it is very informative stating many facts on the issue and the historical background. Like the parliament debate, the sentences are easy to understand and the sentences are balanced with connectives like â€Å"however, or†. It gives a lot of statistical information to show evidence of how homelessness is a very big issue. No emotional language is used. The leaflet’s use of language is very straightforward and easy to understand. The sentences are very simple. It has information but not in a great amount. There is a case study shown in the story about Jim and how ‘ the Salvation Army’ was a success and this can draw a person’s attention. Many financial appeals are requested using emotive words â€Å"with your generosity† and â€Å"become prey† which also catches the reader’s attention. The leaflet is based on appeal rather than factual information like the newspaper article. The Salvation Army’s main motive’s to ask for donations to help resolve homelessness whereas the newspaper article is informative and has a lot of statistical information in a more formal manner. The article appeals to me as a more informative packed story. It gives more amount of statistical information to prove many facts; the sentence which caught my eye was â€Å"90 per cent were male† as I did not think that most homeless people were male. It also begins on with what kind of people are most likely to be homeless which can tell the reader how homelessness has begun. The information on how homelessness has increased during the years shows the reader how it has become a more highly regarded issue and is something to think about. It also shows what the government is doing to tackle the problem and how at a yearly basis new initiatives have been introduced. The reader is left to make their own opinion about homelessness whether it is an issue worth thinking about and, make a public stand to it or leave it to the government to sort it out. The leaflet has a more emotional tone for public appeal on donating for a charity which is helping to reduce the problem of homelessness. The Salvation Army is a charity which is based on people’s donation to help the homeless and develop long term projects for a good future. It gives information on what kind of conditions the homeless have to sleep in. it also shows a case study to support their success. It is not as informative as the newspaper article. It has no fixed presentation device unlike the newspaper article which is all set in columns. Towards the end of the leaflet the reader is left to make a choice of feeling sorry for the homeless and donate money or is left untouched by the story about Jim.

A Dirty Job Chapter 8

8 A STREETCAR NAMED CONFUSION Into the breech of the Castro district Charlie Asher charged, an antique sword-cane from the store on the van seat beside him, his jaw set like a bayonet, his visage a study in fearsome intensity. Half a block, half a block, half of a block onward – into the Valley of Overpriced Juice Bars and Outlandish Hair Highlights – rode the righteous Beta Male. And woe be unto the foolish ne'er-do-well who had dared to fuck with this secondhand death dealer, for his raggedy life would be fast for the bargain table. There's going to be a showdown in Gay Town, Charlie thought, and I am gunning for justice. Well, not really gunning – since he had a sword concealed in a walking stick, not a gun – more of a poking for justice – which didn't really have the avenging angel connotation he was looking for – he was mad, and ready to kick ass, that's all. So, you know, just watch out. (Coincidentally, Poking for Justice was the title currently second in popularity at Castro Video Rentals, closely edging out A Star Is Born: The Director's Cut, and outranked only by Cops Without Pants, which was number one with a bullwhip.) Charlie turned off Market Street and just around the corner on Noe Street he saw it: Fresh Music, the sign done in blocky, Craftsman-style stained glass, and he felt the hair at the back of his neck bristle and an urgency in his bladder. His body had gone into fight-or-flight mode, and for the second time in a week, he was going against his Beta Male nature and choosing to fight. Well, so be it, he thought. So be it. He would confront his tormentor and lay him low, as soon as he found a parking place – which he didn't. He circled the block, cutting between cafs and bars, both of which were in abundance in the Castro. He drove up and down the side streets, lined with rows of immaculately kept (exorbitantly priced) Victorians and found no quarter for his trusty steed. After a half hour of orbiting the neighborhood, he headed back uptown and found a spot in a parking garage in the Fillmore, then took the antique streetcar back down Market Street to the Castro. A cute little green, Italian-made antique streetcar, with oak benches, brass railings, and mahogany window frames – a charming brass bell and a top speed of about twenty miles per hour: this is how Charlie Asher charged into battle. He tried to imagine a horde of Huns hanging off the sides, waving wicked blades and firing arrows as they passed the murals in the Mission district, perhaps Viking raiders, shields fastened to the sides of the car, a great drum pounding as they rowed in to pillage the antique shops, the leather bars, the sushi bars, the leather sushi bars (don't ask), and the art galleries, in the Castro. And here, even Charlie's formidable imagination failed him. He got off the car at Castro and Market and walked back a block to Fresh Music, then paused outside the shop, wondering what in the hell he was going to do now. What if the caller had just borrowed the phone? What if he stormed in screaming and threatening, and there was just some confused kid behind the counter? But then he looked in the door, and there, standing behind the counter, all alone, was an extraordinarily tall black man dressed completely in mint green, and at that point Charlie lost his mind. â€Å"You killed her,† Charlie screamed as he stormed by the racks of CDs toward the man in mint. He drew the sword as he ran, or tried to, hoping to bring it out in a single fluid movement from the cane sheath and across the throat of Rachel's killer. But the sword-cane had been in the back of Charlie's shop for a long time, and except for three times when Lily's friend Abby tried to leave with it (once trying to buy it, when Charlie refused to sell it to her, then twice trying to steal it), the sword hadn't been drawn in years. The little brass stud that you pushed to release the blade had stuck, so when Charlie delivered the deathblow, he swung the entire cane, which was heavier – and slower – than the sword would have been. The man in mint green – quick for his size – ducked, and Charlie took out an entire row of Judy Garland CDs, lost his balance, bounced off the counter, spun around, and again tried for the single draw-and-cut move that he had seen so many times in samurai movies, and had practiced so many times in his head on the way here. This time the sword came free of the scabbard and slashed a deadly arch three feet in front of the man in mint, completely decapitating a life-sized cutout of Barbra Streisand. â€Å"That is un-unfucking called for!† thundered the tall man. As Charlie recovered his balance for a backhand slash, he saw something large and dark coming down over him and recognized it at the last instant, as the antique cash register slammed down on his head. There was a flash, a ding, and everything got dark and gooey. When Charlie came to, he was tied to a chair in the back room of the record store, which looked remarkably like the back room of his own store, except all the stacked boxes were full of records and CDs instead of all variety of used jetsam. The tall black man was standing over him, and Charlie thought at first that he might be turning to mist or smoke, but then he realized it was just that his vision was going wavy, and then pain lit up the inside of his head like a strobe light. â€Å"Ouch.† â€Å"How's your neck?† asked the tall man. â€Å"Does your neck feel broken? Can you feel your feet?† â€Å"Go ahead, kill me, you fucking coward,† said Charlie, bucking around in the chair, trying to lunge at his captor and feeling a little like the Black Knight in Monty Python's Holy Grail after his arms and legs had been hacked off. If this guy took one step closer, Charlie could head-butt him in the nads, he was sure of it. The tall man stomped on Charlie's toes, a size-eighteen glove-leather loafer driven by two hundred and seventy pounds of death and used-record dealer. â€Å"Ouch!† Charlie hopped his chair in a little circle of pain. â€Å"Goddammit! Ouch!† â€Å"So you do have feeling in your feet?† â€Å"Get it over with. Go ahead.† Charlie stretched his neck as if offering his throat to be cut – his strategy was to lure his captor into range, then sever the tall man's femoral artery with his teeth, then gloat as the blood coursed all over his mint-green slacks onto the floor. Charlie would laugh long and sinister as he watched the life drain out of the evil bastard, then he would hop his chair out to the street and onto the streetcar at Market, transfer to the number forty-one bus at Van Ness, hop off at Columbus, and hop the two blocks home, where someone would untie him. He had a plan – and a bus pass with four more days left on it – so this son of a bitch had picked the wrong guy to fuck with. â€Å"I have no intention of killing you, Charlie,† said the tall man, keeping a safe distance. â€Å"I'm sorry I had to hit you with the register. You didn't really leave me any options.† â€Å"You could have tasted the fatal sting of my blade!† Charlie glanced around for his sword-cane, just in case the guy had left it within reach. â€Å"Yeah, sure, there was that one, but I thought I'd go with the one without the stains and the funeral.† Charlie strained against his bonds, which he realized now were plastic shopping bags. â€Å"You're messing with Death, you know? I am Death.† â€Å"Yeah, I know.† â€Å"You do?† â€Å"Sure.† The tall man spun another wooden chair around and sat on it reversed, facing Charlie. His knees were up at the level of his elbows and he looked like a great green tree frog, crouched to pounce on an insect. Charlie noticed for the first time that he had golden eyes, stark and striking in contrast to his dark skin. â€Å"So am I,† said the evil mint-green frog guy. â€Å"You? You're Death?† â€Å"A Death, not THE Death. I don't think there is a THE Death. Not anymore, anyway.† Charlie couldn't grasp it, so he struggled and wobbled until the tall man had to reach out and steady him to keep him from toppling over. â€Å"You killed Rachel.† â€Å"I did not.† â€Å"I saw you there.† â€Å"Yes, you did. That's a problem. Will you please stop thrashing around?† He shook Charlie's chair. â€Å"But I wasn't instrumental in Rachel's death. That's not what we do, not anymore, anyway. Didn't you even look at the book?† â€Å"What book? You said something about a book on the phone.† â€Å"The Great Big Book of Death. I sent it to your shop. I told a woman at the counter that I was sending it, and I got delivery confirmation, so I know it got there.† â€Å"What woman – Lily? She's not a woman, she's a kid.† â€Å"No, this was a woman about your age, with New Wave hair.† â€Å"Jane? No. She didn't say anything, and I didn't get any book.† â€Å"Oh, shit. That explains why they've been showing up. You didn't even know.† â€Å"Who? What? They?† Mint Green Death sighed heavily. â€Å"I guess we're going to be here awhile. I'm going to make some coffee. Do you want some?† â€Å"Sure, try to lull me into a false sense of security, then spring.† â€Å"You're tied the fuck up, motherfucker, I don't need to lull you into shit. You've been fucking with the fabric of human existence and someone needed to shut your ass down.† â€Å"Oh, sure, go black on me. Play the ethnic card.† Mint Green climbed to his feet and headed toward the door to the shop. â€Å"You want cream?† â€Å"And two sugars, please,† Charlie said. This is really cool, why are you giving it back?† said Abby Normal. Abby was Lily's best friend, and they were sitting on the floor in the back room of Asher's Secondhand, looking through The Great Big Book of Death. Abby's real name was Alison, but she would no longer tolerate the ignominy of what she called her â€Å"daylight-slave name.† Everyone had been much more responsive to calling her by her chosen name than they had been to Lily's, Darquewillow Elventhing, which you always had to spell for people. â€Å"Turns out it's Asher, not me,† Lily said. â€Å"He'll be really pissed if he finds out I took it. And he's Death now, I guess, so I could get in trouble.† â€Å"Are you going to tell him you had the book?† Abby scratched the silver spider stud in her eyebrow; it was a fresh piercing and still healing and she couldn't stop messing with it. Abby, like Lily, was dressed all in black, boots to hair, the difference being that she had a black-widow's red hourglass on the front of her black T-shirt and she was thinner and more waiflike in her affected creepiness. â€Å"No. I'll just say it got misfiled. That happens a lot here.† â€Å"How long did you think it was you?† â€Å"Like a month.† â€Å"What about the dreams and the names and stuff it talks about, you didn't have any of that, right?† â€Å"I thought I was just growing into my powers. I made a lot of lists of people I wanted gone.† â€Å"Yeah, I do that. And you just found out yesterday that it was Asher?† â€Å"Yeah,† said Lily. â€Å"That sucks,† said Abby. â€Å"Life sucks,† said Lily. â€Å"So, what now?† asked Abby. â€Å"Junior college?† They both nodded, woefully, and looked into the depths of their respective nail polishes to avoid sharing the humiliation of one of them having gone from dark demigod to local loser in an instant. They lived their lives hoping for something grand and dark and supernatural to happen, so when it had, they took it more in stride than was probably healthy. Fear, after all, is a survival mechanism. â€Å"So all these things are soul objects?† asked Abby, as cheerfully as her integrity would allow. She waved to the piles of stuff Charlie had marked with â€Å"Do Not Sell† signs. â€Å"There's like a person's soul in there?† â€Å"According to the book,† said Lily. â€Å"Asher says he can see them glow.† â€Å"I like the red Converse All Stars.† â€Å"Take them, they're yours,† said Lily. â€Å"Really?† â€Å"Yeah,† Lily said. She took the All Stars off the shelf and held them out. â€Å"He'll never miss them.† â€Å"Cool. I have the perfect pair of red fishnets I can wear with them.† â€Å"They probably have the soul of some sweaty jock in them,† Lily said. â€Å"He may worship at my feet,† said Abby, doing a pirouette and an arabesque (remnants, along with an eating disorder, of ten years of ballet lessons). So I'm like a Santa's Helper of Death?!† Charlie said, waving his coffee cup. The tall man had untied his one arm so he could drink his coffee, and Charlie was baptizing the stockroom floor with French roast with every gesture. Mr. Fresh frowned. â€Å"What in the hell are you talking about, Asher?† Fresh felt bad about hitting Charlie Asher with a cash register and tying him up, and now he was wondering if the blow hadn't caused some sort of brain damage. â€Å"I'm talking about the Santa at Macy's, Fresh. When you're a kid, and you notice that the Santa Claus at Macy's has a fake beard, and that there are at least six Salvation Army Santas working Union Square, you ask your parents about it and they tell you that the real Santa is in the North Pole, and he's really busy, so all these other guys are Santa's helpers, who are out helping him with his work. That's what you're saying, that we're Santa's helpers to Death?† Mr. Fresh had been standing by his desk, but now he sat down again across from Charlie so he could look him in the eye. Very softly he said, â€Å"Charlie, you know that that's not true now, right? I mean about Santa's helpers and all?† â€Å"Of course I know that there's no Santa Claus. I'm using it as a metaphor, you tool.† Mr. Fresh took this opportunity to reach out and smack Charlie upside the head. Then immediately regretted it. â€Å"Hey!† Charlie put down his cup and rubbed one of his receding-hairline inlets, which was going red from the blow. â€Å"Rude,† said Mr. Fresh. â€Å"Let's not be rude.† â€Å"So you're saying that there is a Santa?† Charlie said, cringing in anticipation of another smack. â€Å"Oh my God, how deep does this conspiracy go?† â€Å"No, there's no goddamn Santa. I'm just saying that I don't know what we are. I don't know if there is a big Death with a capital D, although the book hints that there used to be. I'm just saying that there are many of us, a dozen that I know of right here in the city – all of us picking up soul vessels and seeing that they get into the right hands.† â€Å"And that's based on someone randomly coming into your shop and buying a record?† Then Charlie's eyes went wide as it hit him. â€Å"Rachel's Sarah McLachlan CD. You took it?† â€Å"Yes.† Fresh looked at the floor, not because he was ashamed, but to avoid seeing the pain in Charlie Asher's eyes. â€Å"Where is it? I want to see it,† said Charlie. â€Å"I sold it.† â€Å"To who? Find it. I want Rachel back.† â€Å"I don't know. To a woman. I didn't get her name, but I'm sure it was meant for her. You'll be able to tell.† â€Å"I will? Why will I?† he asked. â€Å"Why me? I don't want to kill people.† â€Å"We don't kill people, Mr. Asher. That's a misconception. We simply facilitate the ascendance of the soul.† â€Å"Well, one guy died because I said something to him, and another had a heart attack because of something I did. A death that results from your actions is basically killing someone, unless you're a politician, right? So why me? I'm not that highly skilled at bullshit. So why me?† Mr. Fresh considered what Charlie was saying, and felt like something sinister had crawled up his spine. In all his years, he didn't remember ever having his actions directly result in someone's death, nor had he heard of it happening with the other Death Merchants. Of course you occasionally showed up at the time when the person was passing, but not often, and never as a cause. â€Å"Well?† Charlie said. Mr. Fresh shrugged. â€Å"Because you saw me. Surely you've noticed that no one sees you when you're out to get a soul vessel.† â€Å"I've never gone out to get a soul vessel.† â€Å"Yes, you have, and you will, at least you should be. You need to get with the program, Mr. Asher.† â€Å"Yeah, so you said. So you're – uh – we're invisible when we're out getting these soul vessels?† â€Å"Not invisible, so to speak, it's just that no one sees us. You can go right into people's homes and they'll never notice you standing right beside them, but if you speak to someone on the street they'll see you, waitresses will take your order, cabs will stop for you – well, not me, I'm black, but, you know, they would. It's sort of a will thing, I think. I've tested it. Animals can see us, by the way. You'll want to watch out for dogs when you're retrieving a vessel.† â€Å"So that's how you got to be a – what do they call us?† â€Å"Death Merchants.† â€Å"Get out. Really?† â€Å"It's not in the book. I came up with it.† â€Å"It's very cool.† â€Å"Thanks.† Mr. Fresh smiled, relieved for a moment not to be thinking about the gravity of Charlie's unique transition to Death Merchant. â€Å"Actually, I think it's a character from an album cover, guy behind a cash register, eyes glowing red, but I didn't know that when I came up with it.† â€Å"Well, it makes perfect sense.† â€Å"Yeah, I thought so,† said Mr. Fresh. â€Å"More coffee?† â€Å"Please.† Charlie held out his empty cup. â€Å"So, someone saw you. That's how you became a Death Merchant?† â€Å"No, that's how you became one. I think that you may, uh – † Fresh didn't want to mislead this poor guy, but on the other hand he didn't actually know what had happened. â€Å"I think you may be different from the rest of us. No one saw me. I was working security for a casino in Vegas when that went sour for me – I have a problem with authority, I'm told – so I came to San Francisco and opened this shop, started dealing in used records and CDs, mostly jazz at first. After a while it just started happening: the glowing soul vessels, people coming in with them, finding them at estate sales. I don't know why or how, it just did, and I didn't say anything about it to anyone. Then the book came in the mail.† â€Å"The book again. Don't you have a copy around?† â€Å"There's only one copy. At least that I know of.† â€Å"And you just mailed it out?† â€Å"I sent it certified mail!† Fresh boomed. â€Å"Someone at your store signed for it. I think I did my part.† â€Å"Okay, sorry, go on.† â€Å"Anyway, when I got to the Castro it was a very sad place. The only guys you saw on the street were very old or very young, all the ones in the middle were either dead or sick with HIV, walking with canes, towing oxygen cylinders. Death was everywhere. It's like there needed to be a soul way station, and I was here, trading records. Then the book showed up in the mail. There were a lot of souls coming in. For those first few years I was picking up vessels every day, sometimes two or three times a day. You'd be surprised how many gay men have their souls in their music.† â€Å"Have you sold them all?† â€Å"No. They come in, they go out. There's always some inventory.† â€Å"But how can you be sure the right person gets the right soul?† â€Å"Not my problem, is it?† Mr. Fresh shrugged. He'd worried about it at first, but it seemed to all happen as it should, and he'd gotten into the rhythm of trusting whatever mechanism or power was behind all of this. â€Å"Well, if that's your attitude, why do it at all? I don't want this job. I have a job, and a kid.† â€Å"You have to do it. Believe me, after I got the book, I tried not doing it. We all did. At least the ones I've talked to did. I'm guessing you've already seen what happens if you don't. You'll start hearing the voices, then the shades start coming. The book calls them Underworlders.† â€Å"The giant ravens? Them?† â€Å"They were just indistinct shadows and voices until you showed up. There's something going on. Starting with you, and continuing with you. You let them get a soul vessel, didn't you?† â€Å"Me? You said there's a bunch of Death Merchants.† â€Å"The others know better. It was you. You fucked up. I thought I saw one flying over earlier in the week. Then today, I was out walking, and the voices were bad. Really bad. That's when I called you. It was you, wasn't it?† Charlie nodded. â€Å"I didn't know. How could I know?† â€Å"So they got one?† â€Å"Two,† Charlie said. â€Å"A hand came out of the sewer. It was my first day.† â€Å"Well, that's it,† said Fresh, cradling his head in his hands. â€Å"We are most certainly fucked now.† â€Å"You don't know that,† Charlie said, trying to look on the bright side. â€Å"We could have been fucked before. I mean, we run secondhand stores for dead people, that's sort of a definition of fucked.† Mr. Fresh looked up. â€Å"The book says if we don't do our jobs everything could go dark, become like the Underworld. I don't know what the Underworld is like, Mr. Asher, but I've caught some of the road show from there a couple of times, and I'm not interested in finding out. How 'bout you?† â€Å"Maybe it's Oakland,† Charlie said. â€Å"What's Oakland?† â€Å"The Underworld.† â€Å"Oakland is not the Underworld!† Mr. Fresh leapt to his feet; he was not a violent man, you really didn't have to be when you were his size, but – â€Å"The Tenderloin?† Charlie suggested. â€Å"Don't make me smack you. Neither of us wants that, do we, Mr. Asher?† Charlie shook his head. â€Å"I've seen the ravens,† Charlie said, â€Å"but I haven't heard any voices. What voices?† â€Å"They talk to you when you're on the street. Sometimes you'll hear a voice coming out of a heating vent, a downspout, sometimes a storm drain. It's them, all right. Female voices, taunting. I've gone years without hearing them, I'll almost forget, then I'll be going to pick up a vessel, and one will call to me. I used to phone the other merchants, ask them if they'd done something, but we stopped that right away.† â€Å"Why?† â€Å"Because that's part of what we think brings them up. We're not supposed to have any contact. It took us a while to figure that out. I had only found six of the merchants in the city back then, and we were having lunch once a week, talking about what we knew, comparing notes – that's when we saw the first of the shades. In fact, just to be safe, this will be the last time that you and I have contact.† Mr. Fresh shrugged again and began to untie Charlie's bonds, thinking: It all changed that day at the hospital. This guy has changed everything, and I'm sending him out like a lamb to the slaughter – or maybe he's the one to do the slaughtering. This guy might be the one – â€Å"Wait, I don't know anything,† Charlie pleaded. â€Å"You can't just send me out to do this without more background. What about my daughter? How do I know who to sell the souls to?† He was panicked and trying to ask all the questions before he was set free. â€Å"What are the numbers after the names? Do you get the names like that? How long do I have to do this before I can retire. Why are you always dressed in mint green?† As Mr. Fresh untied one ankle, Charlie was trying to tie the other back to the chair. â€Å"My name,† said Mr. Fresh. â€Å"Pardon?† Charlie stopped tying himself up. â€Å"I dress in mint green because of my first name. It's Minty.† Charlie completely forgot what he was worried about. â€Å"Minty? Your name is Minty Fresh?† Charlie appeared to be trying to stifle a sneeze, but then snorted an explosive laugh. Then ducked.