Theodore DreiserS free essay sample

Theodore Dreiser? S # 8220 ; Sister Carrie # 8221 ; Essay, Research Paper Theodore Dreiser? s Sister Carrie is a simple narrative of a immature, reasonably 18 twelvemonth old miss Caroline Meeber besides know as Carrie. When Carrie got on the train from Columbia City to Chicago she had merely few inexpensive points in her bole and her sister? s reference on a piece of paper. Bing merely 18 she was still # 8220 ; full of the semblances of ignorance and youth # 8221 ; ( Dreiser, 7 ) . She was both afraid of the things to come and exited by the countless possibilities offered by one of the largest metropoliss of the late nineteenth century? Chicago. Equally shortly as Carrie arrives in Chicago assorted obstructions face her. She has no experience at working outside place, which makes happening any work really hard. She does non like the simple, and in her position, tiring manner of life her sister and brother in jurisprudence live. Bing this immature and funny adult female she yearns for more than what is around her. We will write a custom essay sample on Theodore DreiserS or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page She has no instruction, no wealth to fall on and as we read the novel we besides discover she has no ethical motives. Even though at some point Dreiser claims that Carrie is # 8220 ; the victim of the metropolis? s hypnotic influence # 8221 ; ( Dreiser, 79 ) it becomes clear that in fact she is non a incapacitated victim by any agencies? she merely merely goes along with anything and anyone who comes along. Tired and defeated with her early yearss at a low paying difficult work Carrie chooses to go forth her sister? the lone existent household she has in the metropolis? and goes off with a Drouet, a adult male she merely late met on the train. Carrie knew nil about Drouet except that he seemed to like her and appeared to hold more money than she could of all time acquire her custodies on. When she goes off with him there is no struggle within her, no declinations, no 2nd ideas. As shortly as an chance to go forth her deadening life arrived Carrie took it and neer looked back. All she cared approximately was the fact that now she no longer needed to work long hours for small wage. By going Drouet? s kept adult female she no longer had to worry about acquiring comfy vesture, good repast and money. People knew her as Mrs. Drouet and she liked it. Through Drouet Carrie met her following adult male? Hurstwood, a director at Fitzgerald and Moy? . Carrie flirted and spend clip with him with out giving it a 2nd idea. It did non trouble oneself her that Hurstwood was twice her age? in fact he was old plenty to be her male parent. She neer stopped to believe that person of his place, and in her eyes he was decidedly much higher on a societal graduated table than Drouet, might be married, have a household, duties and duties to them every bit good as to others. To Carrie # 8220 ; Hurstwood seemed retarding force in the way of award # 8221 ; ( Dreiser, 128 ) , but how would she cognize what award was and what it meant? She had none? otherwise she would neer go forth her household to go a unbroken adult female and shortly after that a place wrecker. Hurstwood left his married woman, kids and respectable occupation to transport on his matter with Carrie. He even stole from his longtime employers to be with Carrie. In return she dumped him when he proved to be of no usage to her in the pursuit for the better life. As Dreiser observed Carrie # 8220 ; wanted pleasance, she wanted place, and yet she was confused as to what these things might be # 8221 ; ( Dreiser, 139 ) . Even old ages subsequently when she became a celebrated and popular New York actress she still did non possess what she desired. Peoples admired her, she was paid really good, and yet there was ever something losing. She neer got married? non to Drouet, non to Hurstwood ; she merely used them both to acquire in front without even recognizing that what she was making was incorrect and immoral. Alternatively she believed they did her incorrect. Therefore Carrie expressed no feelings of shame, sorrow, guilt or compunction for aching Drouet and taking Hurstwood towards his alone decease in a unusual metropolis among aliens. At the terminal of the novel as Carrie sits in her rocking chair, surrounded by her beautiful gowns and expensive furniture there the sense that she is non happy and neer could be. She is entirely among many friend and supporters. Although she changed her economic position by gaining more and more, she could neer alter her societal standing. She was born hapless, grew up without instruction and privileges of wealth and that could neer be overlooked in the proper society of the Victorian age. Carrie could neer carry through a place of a Victorian adult female with all the fixingss implied: wealth, instruction, household background and values.

School Culture Report for Pe Essay Example

School Culture Report for Pe Essay Example School Culture Report for Pe Essay School Culture Report for Pe Essay Faline Mariscal June 20, 2011 Special Ed. Curriculum School Culture Report Standardized assessments are useful tools for all school subjects to monitor trends and changes, collect data, and improve programs, curriculum and policy. Just like academic testing, standardized assessments for physical education provide these same benefits and opportunities for improvement. So, why isn’t physical education assessment required in schools? Assessing students in physical education can measure achievement in knowledge, motion skills, and self-management skills. Let’s take a closer look at my schools culture report on physical education. Oh wait! That is right, we don’t have one. My school doesn’t assess the students in physical education. So in this paper I will try my best to answer the questions needed to explain the data. I will try to explain the best I can if we has data on physical education and what that would look like. Let’s take a look at the following information: * Population (race, gender) mobility, income, special needs (whole school) 2010-2011 FXW Students’ Ethnic Diversity African American21% Arab American2% Asian American8% Bi-Racial7% Caucasian American49% Hispanic American13% 2010-2011 FXW Students Gender Male419 Female410 Total829 Who does not do well on standardized assessments? (in my classroom) Since I teach PE, standardized assessment doesn’t apply to me. If my school had standardized assessment performance in physical education, then I would be able to determine who are eligible for services due to their physical and motor needs and those with or without un ique needs in psychomotor domain. * Who gets referred? Those eligible would be based on the following test results that measure aspects of PE: 1. Low motor development. Exhibit motor delay of at least 2 years or performance is one standard below mean in motor development. 2. Low motor skill performance. Fails to meet age- or grade-level competencies or criterion-referenced standards in one or more physical education content area. 3. Low health-related physical fitness. Does not meet specific or general standards of health-related physical fitness. 4. Psychomotor domain. Those with social-emotional needs. School psychologist test. * Who are stakeholders? SchoolPrincipalsHead of SchoolCommunity StudentsParentsBoard MembersTeachers * Positive and Negative aspects of process Positive: 1. Help educators monitor and improve the quality of physical education programs 2. Provide a means of holding programs accountable 3. Enable physical education to be included among the subjects on which students are tested as part of the state education assessment that are increasingly driving school management decisions. 4. Least restrictive environment for the student Negatives: 1. Parents don’t want to believe their child has a problem 2. Parents can’t afford outside help 3. Students not comfortable with placement or considerations 4. Students don’t understand concepts or safety considerations being taught in class 5. Schools can’t meet the needs of the child 6. Teacher is not educated on how to deal with children with unique needs * What is Your Role? . To meet the needs of all my students 2. Modify activities and instructional methodologies so the student’s goals can be met 3. Develop rubrics, checklists, task analysis, or rating scales to measure behavior those students who exhibit some type of social-emotional behavior. I see students from kindergarten to third grade, but l ike I said, I don’t perform standardized assessment in my physical education class. I do more observation with the students. If I have any concerns than I talk to our schools resource teacher, psychologist, principal, and classroom teacher first before taking the next step. If I was performing some type of assessment in PE class, than the students who are struggling would have behavior problems or unique physical and motor skills. For example, I do have several groups of students that have social-emotional behavioral problems. These students have a hard time with following directions, taking turns, showing respect to others, playing fair, and demonstrating good sportsmanship, which is important in physical education and community-based physical activity settings. Students that exhibit low motor development and skill performance have the following delays. By kindergarten through second grade, students should be able to skip, leap, hop, gallop, throw and catch a ball with two hands, be aware of spatial awareness, have body control, change direction without bumping into another person, and balancing on one leg for at least 8 seconds. By third grade, the students should have master the skills in kindergarten through second grade and by now are able to manipulate objects using their hands and feet, catch a ball with one hand, and balance on one foot for at least 15 seconds. These are a few things that I look for when observing the students in my class. It’s hard to say the exact amount of children with disabilities in our since I’m not included in what goes on with the students who do receive special services. From the information that I have gathered from the resource teachers, approximately 30 students from grades k-3 have an IEP out of 60 students that receive help. Our resource teacher sees 18 students twice a week, which actually seven have been tested and have an IEP. Then our psychologist does a full Psycho-Ed which can only be completed by 10 students in a school year due to time. Our speech and language pathologist sees between 28-30 students a year on a consistent basis. All these students have had a speech and language evaluation. Then we have our reading specialist who sees at least 12 students. These students our below grade level in reading and most of them have had a Psycho-Ed with an IEP; and receive addition help from the resource teacher as well. As a PE teacher, I have not been informed on these 60 students that receive services. I do receive recommendation on some of these students, but most of them don’t have physical or motor development or behavior issues. Out of the 60 students, I have noticed at least six students that have some type of physical/motor development delays or behavior issues. Since I don’t have data to help me, I am not able to provide a percentage of children with disabilities and explain how they are accounted for in the data. What I can do is explain how I would teach these students in my class. I would try to modify activities so the students can participate in class. Students who have a hard time with following instructions, I would try to keep the directions short and explain them one more time face-to-face to make sure they understand what to do. To help students with social-behavior problems in class, I can develop a checklist, task analyses, or rating scale to measure their behavior. Coming up with a behavioral intervention plan can reduce unwanted behaviors while increasing more desirable behaviors. Since I work with elementary students, I should be focusing on motor skills instead of sports. By doing this, I will improve the skills needed for them to accomplish at that grade level. In conclusion, there are many reasons for testing and assessing in physical education like increasing motivation, determining strengths and weaknesses, classifying students, determining degree of achievement, evaluating instruction and programs, predicating future success, and conducting research to answer questions and solve problems. Without the data on student performance, physical education will continue to be relegated to a low priority in school reform efforts. Maybe I can bring my concerns to the principal and come up with some guidelines on how to access students in PE for the future. Researchers have said that there is a link between the brain and physical activity. So why isn’t there a state mandate that all schools should be assessing in PE class?

Critically discuss the view that capital markets created the Essay - 2

Critically discuss the view that capital markets created the conditions that led to the new economy bubble and the banking crisis - Essay Example It is because of this reason that capital markets are considered to play a very significant role in the economic performance of any country, and therefore, they have a high influence on major economic indicators or drivers. Based on the significance of capital markets in the national economy of any country, this study seeks to discuss the view that capital markets created the conditions that led to the â€Å"new economy† bubble and the banking crisis. This study will support this view because of the simple fact that it has already been established that the capital markets plays a key role in the national economy and, therefore, it is equally able to create conditions that lead to bubbles and bursts within the economy. In order to validate this view, the essay will first discuss the concept of ‘new economy’ bubble and banking crisis and their correlation with the capital markets. The second part of the study will provide case examples, which will act as evidence to the fact that the capital markets created the conditions that lead to the new economy bubble and the banking crisis. The third part of the study will discuss the implications that globalization have on the capital markets. According to the writings by Kelly (1998), he referred to the term ‘new economy’ as the result of a shift that occurs when the economy moves from being based on the manufacturing sector to being based on the service sector. Alcaly (2003) noted in her research studies that this particular term was coined during the dot com bubble that occurred during the late 1990s and even the early part of 2000s. During this period, Alcaly (2003) argued that there were high levels of growth, which meant that there was an increase in the employment opportunities, and the inflation rate even declined, which resulted to optimistic predictions that were a bit exaggerated and based on irrational thinking. This is because the new economy era proved to have

OSHA Case Summary Assignment Example | Topics and Well Written Essays - 500 words

OSHA Case Summary - Assignment Example Setting standards refers to an act of establishing one or more clear-cut score(s) on a test. The standards constitute informed ideas that are distinct and significant in their applications. An act of setting would include approving, rejecting, adjusting or implementing an action plan. Enforcing standards would mean executing the strategies as laid by the body concerned. Despite the fact that standard setting a purely procedural course, it ideally comprises strategy fabricators, test developers, and capacity experts early ensuring that the test outcomes is convenient and defensible. A proper guideline would suppress any form of unethical or rather unsafe behavior in an organization (Bejar, 2008). A well-structured institution has no room for tolerance of any weird characters within its premises. Training involves a practical application of procedures and theories. In any organization, a leader has a mandate of providing his/her employees with skills that suit their areas of duties. Workers need applied knowledge concerning their fields of actions to avoid committing faults because of insufficient drilling. Training may take a form of seminars and conferences. Trained worker understands all details relating to their working environments. Practical should emphasize safety techniques within and outside the working communities. Whenever an employee undertakes a proper course in his field of services, the chances of falling to injuries become slim. Every human being would need help in one way or the other from another. Employees should learn to appreciate and work as a team with a specific objective of achieving organization’s goals. Once a person inculcates a habit of consultation in areas of difficulties, then ignorance related injuries and unethical actions would reduce drastically. A culture of security comprises of a shared behaviors,

Summary On Current Mnagement Ariticle Essay Example | Topics and Well Written Essays - 500 words

Summary On Current Mnagement Ariticle - Essay Example The classical model of capacity expansion is an example and is applicable in cases of definite demand with constant growth rate. These models assume growth to have a geometric or stochastic trends but Karri’s timing ratio model assumes that demand has a linear but definite growth that allows for determination of optimal capacity expansion time. According to the model, early expansion of potentials leads to surplus potentials while late expansion leads to shortage of potentials. The model for capacity optimization identifies size and fixed costs of the proposed equipment, and unit fixed cost as significant factors. It shows that early project implementation is better under minimal fixed costs, relative to contribution margin. Some of the factors may again be insignificant in the model. With an assumption that an organization’s cost structure is an indicator of its expansion project, timing potentials of entities become comparable. In addition, range for investment timing widens if contribution margin is high and yet fixed costs remain minimal. Timing ratio, under the model, is inversely proportional to timing potential. Testing the model faced the challenge of contents of organizations’ income statements. While contributing margin is significant to determination of the time ratio, some organizations’ income statements do not offer items that are used in computation of the contribution ratio. The contribution margin can however be estimated and this facilitated testing of the timing ratio model. The model and its testing identify theoretical and empirical implications. Ability to compute timing ratio from contribution margin and operating income and difficulty in comparing timing ratios are the implications of the developed information (Karri n.p.). The article relates to the managerial accounting concept of value optimization through minimizing cost and

Henri Matisse: Artwork Styles

Henri Matisse: Artwork Styles The world is a mural on which we all paint. A revolutionary paints this world with wide strokes and paying no attention to those who try to restrict him. Using different colours, different styles, but still respecting the past behind them, a revolutionary makes an impact on the overall picture. Henri Matisse not only literally painted, but splashed water colour all over the art world. Matisse was a revolutionary with bright new ideas, inventions, and comprehension for the past. As a revolutionary, his ideas still flow through art. His beginning with colour made a path for all to come. Henri Matisse introduced his new ideas to the art world at the turn of the century. At the time art was slowly becoming Modern. The new age of modernism, was based on the simple view of objects, letting them become the art; rather than the artist making art out of them. Painters began to look at the objects in different ways and paint in different styles. Matisse became a forerunner in revolutionizing modern art. Matisse led a group of artists including Manguin, Braque, and Derain, all having similar views on art. (Henri Matisse 337) This new group introduced Fauvism into the art world. Fauvism was one of the first modern movements. The Fauvist group started to view objects as shapes and dissolving the boundaries lines created (Arnason, Fauvism). From 1905 to 1910, Fauvism took the art world by storm. A fauvist looked at objects with brilliant colour, using common manufactured paint. (Matisse, Portrait of Madame Matisse) This was shocking to the publics view of art, which was the ide a that a great painting took years to produce and many details. This movement had been completely pushed by Henri Matisses new concepts of colour, the idea of colour being organic, solid, and brilliant. (Greenberg) He once said When I put a green, it is not grass. When I put a blue, it is not the sky. Meaning that colour could be anywhere, not just the places where it is most present. (Spurling 102) In 1908 Matisse started an art school in Paris. (Spurling 98) There he taught his students to draw with innocence, referring to how children first learn to draw. Drawing with innocence meant drawing what you saw the first time you look at something. This was revolutionary to the world because Matisse had found a way to communicate art in the purest of ways. Even with all these new ideas flowing from his hand onto his paintings, Matisee never doubted tradition. Clement Greenberg wrote in his essay on Matisse, The superior artist is the one and knows how to be influenced. Matisse certainly knew how, especially when, as in the 1920s, he reached back into the past, to Chardin, Manet, and Cezanne. Matisse used the masters before him to influence his art. He took styles from the past and redefined them in the context of his own world. In Cezannes Les joueurs de carte, the colour is in fragments all over the picture, The objects remain organic and the overall theme isnt clouded. This picture is influential in Matisses work, example The Window. The use of colour, theme, and shape are all entwined with each other in both paintings. A succesful revolutionary refines what has passed and uses it to his own advantage. Matisse uses legends to push his ideas to the front. His traditional twists and new ideas were not his only ways to change the art world, his certain sense of appliquà © was just as influential. Matisses constant style of applying paint was highly influential on art. What was novel was his sense of touch. That touch, Matisses way of putting paint to canvas, revolutionized art. His brush laid on and stroked the varying thinness of paint so that the white ground breathed as well as showed through. But even when he laid his paint on evenly or more densely, or when he used a palette knife the paint surface would still manage to breathe. (Greenberg) The paint surface, even when the picture as a whole failed, would maintain its liveness. That touch was a great step forward in art and not only for Matisse himself, but for other, younger painters, particularly American ones. He opened up the paintings to a modern and refreshing view Matisses ideas grew into the simplicity and detachment that aids modern art today. Two of Matisses is strongest paintings have the respective subjects: a window, table, two chairs and a bowl of flowers (Matisse, The Window); a marble-topped table in the open with a few small objects on it (Matisse, The Rose Marble Table). These pictures were painted during the darkest days of the First World War. These paintings supplement the idea of Matisse being a revolutionary because his detachment from society during a time where society was so important. Matisse just painted, ignoring the presence of humans during the war. (Greenberg) Most artists were filled with emotion and expressing it on canvas for the world, while Matisse just shrunk into the seclusion of his mind and painted what he saw. In fact, Matisse always painted what he saw, never what he felt. He detached himself from society as well as his painting subjects. Detachment is what modernism thrives on, because to be simple and a mi nimalist, you must not over express your emotions. As a forebearer of Modern Art, he set the standards for detachment. Along with his paintings understanding of life philosophically, they understood the most basic shapes with his paper cutouts. Matisse invented new forms of art. Gouche Decoupee was his most famous invention in visual media (Suiff). Gouche Decuopee is paper cutouts painted with Gouche (opaque watercolour). His HYPERLINK http://en.wikipedia.org/wiki/Blue_Nudes o Blue Nudes Blue Nudes series feature prime examples of this technique he called painting with scissors; they demonstrate Matisss ability to bring colour and geometry to a new medium of simplicity. (Matisse, Blue Nude II). These inventions in expressing ideas in different ways than just painting compliment Matisses status as a revolutionary, showing that new forms express new ideas. A revolutionarys ideas on the world will surpass their death. Robert Hughes a well known art critic wrote an article about a show of Matisses work at a museum post-mortem. He was not an abstract artist but a painter of bodies and space. Sixty years has done little to blunt the impact of the flat out chromatic intensity of Henri Matisses work. (Hughes 171) This shows that Matisses works are still being shown today and that his ideas are thriving behind the glass of the various museums they sit in. A critic whom tears apart canvas with his teeth can still relate to Matisse years after he painted. Modern art today is based on the simplicity that Matisse introduced in the early 1900s. You can see this in Marc Chagalls painting, I The Village. The flat use of colour is reminiscent of Matisse as well as the simplicity of the organic objects within the painting. Everything your eyes touch that is said to be Modern Art is influenced by Matisse, whether the artist knows it or not. Matisse simplified life and defined Modern art within the context of innocence. Matisse sparked ideas of many artists; Picasso was heavily influenced by Matisses concept of colour and carried it over into his Cubist movement (Hughes 170). Picasso remained emotional through his art, where as Matisse was a stoic. Picassos pictures tend to close in on themselves, no ma tter what, Matisses to open out, no matter what. Matisses many works of art are still being shown at world class museums, such as the Metropolitan Museum of Art, New York and the Museum of Modern Art, New York. Henri Matisse brought on Modern art through his ability to move a brush on canvas. The way he dictated his style, revolutionized art forever. His simple objects, brilliant colours, and social detachment were things not seen before in a famous painter. Throughout his life from Fauvism to the wars to his paper collages, he never failed to communicate with his artwork. A dialogue that is still present past his death. A successful revolutionary keeps affecting the world generation after generation. Matisse affects the world as painters see and create everyday, forever going back the conquistador of colour and shape.

Huck Matures in Huckleberry Finn Essays -- Adventures of Huckleberry F

In the novel The Adventures of Huckleberry Finn a young adolescent's journeys and struggles are portrayed and questioned with Huck's maturation. Throughout the book, Mark Twain examines societal standards and the influence of adults that one experiences during childhood. The Adventures of Huckleberry Finn have been condemned since its publication, usually focusing, especially in modern times, on its use of the word "nigger." While this could be a valid argument had the author portrayed Jim negatively, I find another reason to argue against the novel because it subverts the ideals that many parents wish to instill in their youth. Reading this book for the first time since high school and my departure from my parents this year, watching Huck live without parental controls made me realize how impressionable one is to the values instilled by his or her constant role models. Without being forced to conform to societal standards, Huck is supposed to use his own logic to realize what is good and bad, rather than blindly following his elders' "wisdom." †¨Ã¢â‚¬ ¨At the beginning of the novel, Huck shows his skepticism of the values that society imposes when the Widow Douglas attempts to â€Å"civilize† him, running away to his freedom until his friends threaten to kick him out of the gang. Given the option of loneliness or independence, Huck chooses to return. When his father returns and takes custody of him again, Huck is deprived of his friends against his own will. Locked alone in the cabin, Huck is given plenty of time to consider his options. If he remains in the cabin, he will continue to be power less to the will of his father. If he escapes and returns to town, he will only be returned to his drunken father, who will certainly beat him. He r... ...ny of the lessons that Twain previously informed us in the books' Notice are not in the book. Huck is completely freed of the fear of his father, as Jim realizes that it is time that he learns the truth about his death. Jim is now a free man, showing that Miss Watson realized the error of her ways right before death. Most importantly, Huck realizes how his life has changed throughout this experience and chooses that the society that he was born into is in many ways corrupted by the people within it. Fortunately, because of the money and lack of legal control, he has the ability to retire from it, as he plans to "light out for the Territory ahead of the rest" (Twain, 1256) before mainstream society has the ability to come and ruin it with the misguided traditions and beliefs. Works Cited Twain, Mark The Adventures of Huckleberry Finn, Norton Anthropology 2008

Black House Chapter Twenty-two

22 THIS TIME THERE'S something that isn't quite silence: a lovely white rushing he has heard once before. In the summer of 1997, Jack went up way north to Vacaville with an LAPD skydiving club called the P.F. Flyers. It was a dare, one of those stupid things you got yourself into as a result of too many beers too late at night and then couldn't get yourself out of again. Not with any grace. Which was to say, not without looking like a chickenshit. He expected to be frightened; instead, he was exalted. Yet he had never done it again, and now he knows why: he had come too close to remembering, and some frightened part of him must have known it. It was the sound before you pulled the ripcord that lonely white rushing of the wind past your ears. Nothing else to hear but the soft, rapid beat of your heart and maybe the click in your ears as you swallowed saliva that was in free fall, just like the rest of you. Pull the ripcord, Jack, he thinks. Time to pull the ripcord, or the landing's going to be awfully damn hard. Now there's a new sound, low at first but quickly swelling to a tooth-rattling bray. Fire alarm, he thinks, and then: No, it's a symphony of fire alarms. At the same moment, Wendell Green's hand is snatched out of his grip. He hears a faint, squawking cry as his fellow sky diver is swept away, and then there's a smell Honeysuckle No, it's her hair and Jack gasps against a weight on his chest and his diaphragm, a feeling that the wind has been knocked out of him. There are hands on him, one on his shoulder, the other at the small of his back. Hair tickling his cheek. The sound of alarms. The sound of people yelling in confusion. Running footfalls that clack and echo. â€Å"jack jack jack are you all right† â€Å"Ask a queen for a date, get knocked into the middle of next week,† he mutters. Why is it so dark? Has he been blinded? Is he ready for that intellectually rewarding and financially remunerative job as an ump at Miller Park? â€Å"Jack!† A palm smacks his cheek. Hard. No, not blind. His eyes are just shut. He pops them open and Judy is bending over him, her face inches from his. Without thinking, he closes his left hand in the hair at the nape of her neck, brings her face down to his, and kisses her. She exhales into his mouth a surprised reverse gasp that inflates his lungs with her electricity and then kisses him back. He has never been kissed with such intensity in his entire life. His hand goes to the breast beneath her nightdress, and he feels the frenzied gallop of her heart If she were to run faster, she'd catch her feet and fall, Jack thinks beneath its firm rise. At the same moment her hand slips inside his shirt, which has somehow come unbuttoned, and tweaks his nipple. It's as hard and hot as the slap. As she does it, her tongue darts into his mouth in one quick plunge, there and gone, like a bee into a flower. He tightens his grip on the nape of her neck and God knows what would have happened next, but at that moment something fall s over in the corridor with a huge crash of glass and someone screams. The voice is high and almost sexless with panic, but Jack believes it's Ethan Evans, the sullen young person from the hall. â€Å"Get back here! Stop running, goldarnit!† Of course it's Ethan; only a graduate of Mount Hebron Lutheran Sunday school would use goldarnit, even in extremis. Jack pulls away from Judy. She pulls away from him. They are on the floor. Judy's nightdress is all the way up to her waist, exposing plain white nylon underwear. Jack's shirt is open, and so are his pants. His shoes are still on, but on the wrong feet, from the feel of them. Nearby, the glass-topped coffee table is overturned and the journals that were on it are scattered. Some seem to have been literally blown out of their bindings. More screams from the corridor, plus a few cackles and mad ululations. Ethan Evans continues to yell at stampeding mental patients, and now a woman is yelling as well Head Nurse Rack, perhaps. The alarms bray on and on. All at once a door bursts open and Wendell Green gallops into the room. Behind him is a closet with clothes scattered everywhere, the spare items of Dr. Spiegleman's wardrobe all ahoo. In one hand Wendell's holding his Panasonic minicorder. In the other he has several gleaming tubular objects. Jack is willing to bet they're double-A Duracells. Jack's clothes have been unbuttoned (or perhaps blown open), but Wendell has fared much worse. His shirt is in tatters. His belly hangs over a pair of white boxer shorts, severely pee-stained in front. He is dragging his brown gabardine slacks by one foot. They slide across the carpet like a shed snakeskin. And although his socks are on, the left one appears to have been turned inside out. â€Å"What did you do?† Wendell blares. â€Å"Oh you Hollywood son of a bitch, WHAT DID YOU DO TO M â€Å" He stops. His mouth drops open. His eyes widen. Jack notes that the reporter's hair appears to be standing out like the quills on a porcupine. Wendell, meanwhile, is noting Jack Sawyer and Judy Marshall, embracing on the glass- and paper-littered floor, with their clothes disarranged. They aren't quite in flagrante delicious, but if Wendell ever saw two people on the verge, dese are dem. His mind is whirling and filled with impossible memories, his balance is shot, his stomach is chugging like a washing machine that has been overloaded with clothes and suds; he desperately needs something to hold on to. He needs news. Even better, he needs scandal. And here, lying in front of him on the floor, are both. â€Å"RAPE!† Wendell bellows at the top of his lungs. A mad, relieved grin twists up the corners of his mouth. â€Å"SAWYER BEAT ME UP AND NOW HE'S RAPING A MENTAL PATIENT!† It doesn't look much like rape to Wendell, in all truth, but who ever yelled CONSENSUAL SEX! at the top of his lungs and attracted any attention? â€Å"Shut that idiot up,† Judy says. She yanks down the hem of her nightgown and prepares to stand. â€Å"Watch out,† Jack says. â€Å"Broken glass everywhere.† â€Å"I'm okay,† she snaps. Then, turning to Wendell with that perfect fearlessness Fred knew so well: â€Å"Shut up! I don't know who you are, but quit that bellowing! Nobody's being â€Å" Wendell backs away from Hollywood Sawyer, dragging his pants along with him. Why doesn't someone come? he thinks. Why doesn't someone come before he shoots me, or something? In his frenzy and near hysteria, Wendell has either not registered the alarms and general outcry or believes them to be going on inside his head, just a little more false information to go with his absurd â€Å"memories† of a black gunslinger, a beautiful woman in a robe, and Wendell Green himself crouching in the dust and eating a half-cooked bird like a caveman. â€Å"Keep away from me, Sawyer,† he says, backing up with his hands held out in front of him. â€Å"I have an extremely hungry lawyer. Caveet-emporer, you asshole, lay one finger on me and he and I will strip you of everything you OW! OW!† Wendell has stepped on a piece of broken glass, Jack sees probably from one of the prints that formerly decorated the walls and are now decorating the floor. He takes one more off-balance lurch backward, this time steps on his own trailing slacks, and goes sprawling into the leather recliner where Dr. Spiegleman presumably sits while quizzing his patients on their troubled childhoods. La Riviere's premier muckraker stares at the approaching Nean-derthal with wide, horrified eyes, then throws the minicorder at him. Jack sees that it's covered with scratches. He bats it away. â€Å"RAPE!† Wendell squeals. â€Å"HE'S RAPING ONE OF THE LOONIES! HE'S â€Å" Jack pops him on the point of the chin, pulling the punch just a little at the last moment, delivering it with almost scientific force. Wendell flops back in Dr. Spiegleman's recliner, eyes rolling up, feet twitching as if to some tasty beat that only the semiconscious can truly appreciate. â€Å"The Mad Hungarian couldn't have done better,† Jack murmurs. It occurs to him that Wendell ought to treat himself to a complete neurological workup in the not too distant future. His head has put in a hard couple of days. The door to the hall bursts open. Jack steps in front of the recliner to hide Wendell, stuffing his shirt into his pants (at some point he's zipped his fly, thank God). A candy striper pokes her fluffy head into Dr. Spiegleman's office. Although she's probably eighteen, her panic makes her look about twelve. â€Å"Who's yelling in here?† she asks. â€Å"Who's hurt?† Jack has no idea what to say, but Judy manages like a pro. â€Å"It was a patient,† she says. â€Å"Mr. Lackley, I think. He came in, yelled that we were all going to be raped, and then ran out again.† â€Å"You have to leave at once,† the candy striper tells them. â€Å"Don't listen to that idiot Ethan. And don't use the elevator. We think it was an earthquake.† â€Å"Right away,† Jack says crisply, and although he doesn't move, it's good enough for the candy striper; she heads out. Judy crosses quickly to the door. It closes but won't latch. The frame has been subtly twisted out of true. There was a clock on the wall. Jack looks toward it, but it's fallen face-down to the floor. He goes to Judy and takes her by the arms. â€Å"How long was I over there?† â€Å"Not long,† she says, â€Å"but what an exit you made! Ka-pow! Did you get anything?† Her eyes plead with him. â€Å"Enough to know I have to go back to French Landing right away,† he tells her. Enough to know that I love you that I'll always love you, in this world or any other. â€Å"Tyler . . . is he alive?† She reverses his grip so she is holding him. Sophie did exactly the same thing in Faraway, Jack remembers. â€Å"Is my son alive?† â€Å"Yes. And I'm going to get him for you.† His eye happens on Spiegleman's desk, which has danced its way into the room and stands with all its drawers open. He sees something interesting in one of those drawers and hurries across the carpet, crunching on broken glass and kicking aside one of the prints. In the top drawer to the left of the desk's kneehole is a tape recorder, considerably bigger than Wendell Green's trusty Panasonic, and a torn piece of brown wrapping paper. Jack snatches up the paper first. Scrawled across the front in draggling letters he's seen at both Ed's Eats and on his own front porch is this: Deliver to JUDY MARSHALL also known as SOPHIE There are what appear to be stamps in the upper corner of the torn sheet. Jack doesn't need to examine them closely to know that they are really cut from sugar packets, and that they were affixed by a dangerous old dodderer named Charles Burnside. But the Fisherman's identity no longer matters much, and Speedy knew it. Neither does his location, because Jack has an idea Chummy Burnside can flip to a new one pretty much at will. But he can't take the real doorway with him. The doorway to the furnace-lands, to Mr. Munshun, to Ty. If Beezer and his pals found that Jack drops the wrapping paper back into the drawer, hits the EJECT button on the tape recorder, and pops out the cassette tape inside. He sticks it in his pocket and heads for the door. â€Å"Jack.† He looks back at her. Beyond them, fire alarms honk and blat, lunatics scream and laugh, staff runs to and fro. Their eyes meet. In the clear blue light of Judy's regard, Jack can almost touch that other world with its sweet smells and strange constellations. â€Å"Is it wonderful over there? As wonderful as in my dreams?† â€Å"It's wonderful,† he tells her. â€Å"And you are, too. Hang in there, okay?† Halfway down the hallway, Jack comes upon a nasty sight: Ethan Evans, the young man who once had Wanda Kinderling as his Sunday school teacher, has laid hold of a disoriented old woman by her fat upper arms and is shaking her back and forth. The old woman's frizzy hair flies around her head. â€Å"Shut up!† young Mr. Evans is shouting at her. â€Å"Shut up, you crazy old cow! You're not going anywhere except back to your dadblame room!† Something about his sneer makes it obvious that even now, with the world turned upside down, young Mr. Evans is enjoying both his power to command and his Christian duty to brutalize. This is only enough to make Jack angry. What infuriates him is the look of terrified incomprehension on the old woman's face. It makes him think of boys he once lived with long ago, in a place called the Sunlight Home. It makes him think of Wolf. Without pausing or so much as breaking stride (they have entered the endgame phase of the festivities now, and somehow he knows it), Jack drives his fist into young Mr. Evans's temple. That worthy lets go of his plump and squawking victim, strikes the wall, then slides down it, his eyes wide and dazed. â€Å"Either you didn't listen in Sunday school or Kinderling's wife taught you the wrong lessons,† Jack says. â€Å"You . . . hit . . . me . . .† young Mr. Evans whispers. He finishes his slow dive splay-legged on the hallway floor halfway between the Records Annex and Ambulatory Ophthalmology. â€Å"Abuse another patient this one, the one I was just talking to, any of them and I'll do a lot more than that,† Jack promises young Mr. Evans. Then he's down the stairs, taking them two at a time, not noticing a handful of johnny-clad patients who stare at him with expressions of puzzled, half-fearful wonder. They look at him as if at a vision who passes them in an envelope of light, some wonder as brilliant as it is mysterious. Ten minutes later (long after Judy Marshall has walked composedly back to her room without professional help of any kind), the alarms cut off. An amplified voice perhaps even Dr. Spiegleman's own mother wouldn't have recognized it as her boy's begins to blare from the overhead speakers. At this unexpected roar, patients who had pretty much calmed down begin to shriek and cry all over again. The old woman whose mistreatment so angered Jack Sawyer is crouched below the admissions counter with her hands over her head, muttering something about the Russians and Civil Defense. â€Å"THE EMERGENCY IS OVER!† Spiegleman assures his cast and crew. â€Å"THERE IS NO FIRE! PLEASE REPORT TO THE COMMON ROOMS ON EACH FLOOR! THIS IS DR. SPIEGLEMAN, AND I REPEAT THAT THE EMERGENCY IS OVER!† Here comes Wendell Green, weaving his way slowly toward the stairwell, rubbing his chin gently with one hand. He sees young Mr. Evans and offers him a helping hand. For a moment it looks as though Wendell may be pulled over himself, but then young Mr. Evans gets his buttocks against the wall and manages to gain his feet. â€Å"THE EMERGENCY IS OVER! I REPEAT, THE EMERGENCY IS OVER! NURSES, ORDERLIES, AND DOCTORS, PLEASE ESCORT ALL PATIENTS TO THE COMMON ROOMS ON EACH FLOOR!† Young Mr. Evans eyes the purple bruise rising on Wendell's chin. Wendell eyes the purple bruise rising on the temple of young Mr. Evans. â€Å"Sawyer?† young Mr. Evans asks. â€Å"Sawyer,† Wendell confirms. â€Å"Bastard sucker punched me,† young Mr. Evans confides. â€Å"Son of a bitch came up behind me,† Wendell says. â€Å"The Marshall woman. He had her down.† He lowers his voice. â€Å"He was getting ready to rape her.† Young Mr. Evans's whole manner says he is sorrowful but not surprised. â€Å"Something ought to be done,† Wendell says. â€Å"You got that right.† â€Å"People ought to be told.† Gradually, the old fire returns to Wendell's eyes. People will be told. By him! Because that is what he does, by God! He tells people! â€Å"Yeah,† young Mr. Evans says. He doesn't care as much as Wendell does he lacks Wendell's burning commitment but there's one person he will tell. One person who deserves to be comforted in her lonely hours, who has been left on her own Mount of Olives. One person who will drink up the knowledge of Jack Sawyer's evil like the very waters of life. â€Å"This kind of behavior cannot just be swept under the rug,† Wendell says. â€Å"No way,† young Mr. Evans agrees. â€Å"No way, Jos? ¦.† Jack has barely cleared the gates of French County Lutheran when his cell phone tweets. He thinks of pulling over to take the call, hears the sound of approaching fire engines, and decides for once to risk driving and talking at the same time. He wants to be out of the area before the local fire brigade shows up and slows him down. He flips the little Nokia open. â€Å"Sawyer.† â€Å"Where the fuck are you?† Beezer St. Pierre bellows. â€Å"Man, I been hittin' redial so hard I damn near punched it off the phone!† â€Å"I've been . . .† But there's no way he can finish that, not and stay within shouting distance of the truth, that is. Or maybe there is. â€Å"I guess I got into one of those dead zones where the cell phone just doesn't pick up â€Å" â€Å"Never mind the science lesson, chum. Get your ass over here right now. The actual address is 1 Nailhouse Row it's County Road Double-O just south of Chase. It's the babyshit brown two-story on the corner.† â€Å"I can find it,† Jack says, and steps down a little harder on the Ram's gas pedal. â€Å"I'm on my way now.† â€Å"What's your twenty, man?† â€Å"Still Arden, but I'm rolling. I can be there in maybe half an hour.† â€Å"Fuck!† There is an alarming crash-rattle in Jack's ear as somewhere on Nailhouse Row Beezer slams his fist against something. Probably the nearest wall. â€Å"The fuck's wrong with you, man? Mouse is goin' down, I mean fast. We're doin' our best those of us who're still here but he is goin' down.† Beezer is panting, and Jack thinks he's trying not to cry. The thought of Armand St. Pierre in that particular state is alarming. Jack looks at the Ram's speedometer, sees it's touching seventy, and eases off a tad. He won't help anybody by getting himself greased in a road wreck between Arden and Centralia. â€Å"What do you mean ? ®those of us who are still here'?† â€Å"Never mind, just get your butt down here, if you want to talk to Mouse. And he sure wants to talk to you, because he keeps sayin' your name.† Beezer lowers his voice. â€Å"When he ain't just ravin' his ass off, that is. Doc's doing his best me and Bear Girl, too but we're shovelin' shit against the tide here.† â€Å"Tell him to hold on,† Jack says. â€Å"Fuck that, man tell him yourself.† There's a rattling sound in Jack's ear, the faint murmuring of voices. Then another voice, one which hardly sounds human, speaks in his ear. â€Å"Got to hurry . . . got to get over here, man. Thing . . . bit me. I can feel it in there. Like acid.† â€Å"Hold on, Mouse,† Jack says. His fingers are dead white on the telephone. He wonders that the case doesn't simply crack in his grip. â€Å"I'll be there fast as I can.† â€Å"Better be. Others . . . already forgot. Not me.† Mouse chuckles. The sound is ghastly beyond belief, a whiff straight out of an open grave. â€Å"I got . . . the memory serum, you know? It's eatin' me up . . . eatin' me alive . . . but I got it.† There's the rustling sound of the phone changing hands again, then a new voice. A woman's. Jack assumes it's Bear Girl. â€Å"You got them moving,† she says. â€Å"You brought it to this. Don't let it be for nothing.† There is a click in his ear. Jack tosses the cell phone onto the seat and decides that maybe seventy isn't too fast, after all. A few minutes later (they seem like very long minutes to Jack), he's squinting against the glare of the sun on Tamarack Creek. From here he can almost see his house, and Henry's. Henry. Jack thumps the side of his thumb lightly against his breast pocket and hears the rattle of the cassette tape he took from the machine in Spiegle-man's office. There's not much reason to turn it over to Henry now; given what Potter told him last night and what Mouse is holding on to tell him today, this tape and the 911 tape have been rendered more or less redundant. Besides, he's got to hurry to Nailhouse Row. There's a train getting ready to leave the station, and Mouse Baumann is very likely going to be on it. And yet . . . â€Å"I'm worried about him,† Jack says softly. â€Å"Even a blind man could see I'm worried about Henry.† The brilliant summer sun, now sliding down the afternoon side of the sky, reflects off the creek and sends shimmers of light dancing across his face. Each time this light crosses his eyes, they seem to burn. Henry isn't the only one Jack's worried about, either. He's got a bad feeling about all of his new French Landing friends and acquaintances, from Dale Gilbertson and Fred Marshall right down to such bit players as old Steamy McKay, an elderly gent who makes his living shining shoes outside the public library, and Ardis Walker, who runs the ramshackle bait shop down by the river. In his imagination, all these people now seem made of glass. If the Fisherman decides to sing high C, they'll vibrate and then shatter to powder. Only it's not really the Fisherman he's worried about anymore. This is a case, he reminds himself. Even with all the Territories weirdness thrown in, it's still a case, and it's not the first one you've ever been on where everything suddenly started to seem too big. Where all the shadows seemed to be too long. True enough, but usually that funhouse sense of false perspective fades away once he starts to get a handle on things. This time it's worse, and worse by far. He knows why, too. The Fisherman's long shadow is a thing called Mr. Munshun, an immortal talent scout from some other plane of existence. Nor is even that the end, because Mr. Munshun also casts a shadow. A red one. â€Å"Abbalah,† Jack mutters. â€Å"Abbalah-doon and Mr. Munshun and the Crow Gorg, just three old pals walking together on night's Plutonian shore.† For some reason this makes him think of the Walrus and the Carpenter from Alice. What was it they took for a walk in the moonlight? Clams? Mussels? Jack's damned if he can remember, although one line surfaces and resonates in his mind, spoken in his mother's voice: â€Å"The time has come,† the Walrus said, â€Å"to talk of many things.† The abbalah is presumably hanging out in his court (the part of him that isn't imprisoned in Speedy's Dark Tower, that is), but the Fisherman and Mr. Munshun could be anywhere. Do they know Jack Sawyer has been meddling? Of course they do. By today, that is common knowledge. Might they try to slow him down by doing something nasty to one of his friends? A certain blind sportscaster-headbanger-bebopper, for instance? Yes indeed. And now, perhaps because he's been sensitized to it, he can once more feel that nasty pulse coming out of the southwestern landscape, the one he sensed when he flipped over for the first time in his adult life. When the road curves southeast, he almost loses it. Then, when the Ram points its nose southwest again, the poisonous throb regains strength, beating into his head like the onset of a migraine headache. That's Black House you feel, only it's not a house, not really. It's a worm-hole in the apple of existence, leading all the way down into the furnace-lands. It's a door. Maybe it was only standing ajar before today, before Beezer and his pals turned up there, but now it's wide open and letting in one hell of a draft. Ty needs to be brought back, yes . . . but that door needs to be shut, as well. Before God knows what awful things come snarling through. Jack abruptly swings the Ram onto Tamarack Road. The tires scream. His seat belt locks, and for a moment he thinks the truck may overturn. It stays up, though, and he goes flying toward Norway Valley Road. Mouse will just have to hang on a little bit longer; he's not going to leave Henry way out here on his own. His pal doesn't know it, but he's going on a little field trip to Nailhouse Row. Until this situation stabilizes, it seems to Jack that the buddy system is very much in order. Which would have been all well and good if Henry had been at home, but he's not. Elvena Morton, dust mop in hand, comes in response to Jack's repeated jabbing at the doorbell. â€Å"He's been over at KDCU, doing commercials,† Elvena says. â€Å"Dropped him off myself. I don't know why he doesn't just do them in his studio here, something about the sound effects, I think he might have said. I'm surprised he didn't tell you that.† The bitch of it is, Henry did. Cousin Buddy's Rib Crib. The old ball and chain. Beautiful downtown La Riviere. All that. He even told Jack that Elvena Morton was going to drive him. A few things have happened to Jack since that conversation he's reencountered his old childhood friend, he's fallen in love with Judy Marshall's Twinner, and just by the way he's been filled in on your basic Secret of All Existence but none of that keeps him from turning his left hand into a fist and then slamming himself directly between the eyes with it. Given how fast things are now moving, making this needless detour strikes him as an almost unforgivable lapse. Mrs. Morton is regarding him with wide-eyed alarm. â€Å"Are you going to be picking him up, Mrs. Morton?† â€Å"No, he's going for a drink with someone from ESPN. Henry said the fellow would bring him back afterward.† She lowers her voice to the timbre of confidentiality at which secrets are somehow best communicated. â€Å"Henry didn't come right out and say so, but I think there may be big things ahead for George Rathbun. Ver-ry big things.† Badger Barrage going national? Jack wouldn't be entirely surprised, but he has no time to be delighted for Henry now. He hands Mrs. Morton the cassette tape, mostly so he won't feel this was an entirely wasted trip. â€Å"Leave this for him where . . .† He stops. Mrs. Morton is looking at him with knowing amusement. Where he'll be sure to see it is what Jack almost said. Another mental miscue. Big-city detective, indeed. â€Å"I'll leave it by the soundboard in his studio,† she says. â€Å"He'll find it there. Jack, maybe it's none of my business, but you don't look all right. You're very pale, and I'd swear you've lost ten pounds since last week. Also . . .† She looks a bit embarrassed. â€Å"Your shoes are on the wrong feet.† So they are. He makes the necessary change, standing first on one foot and then the other. â€Å"It's been a tough forty-eight hours, but I'm hanging in there, Mrs. M.† â€Å"It's the Fisherman business, isn't it?† He nods. â€Å"And I have to go. The fat, as they say, is in the fire.† He turns, reconsiders, turns back. â€Å"Leave him a message on the kitchen tape recorder, would you? Tell him to call me on my cell. Just as soon as he gets in.† Then, one thought leading to another, he points to the unmarked cassette tape in her hand. â€Å"Don't play that, all right?† Mrs. Morton looks shocked. â€Å"I'd never do such a thing! It would be like opening someone else's mail!† Jack nods and gives her a scrap of a smile. â€Å"Good.† â€Å"Is it . . . him on the tape? Is it the Fisherman?† â€Å"Yes,† Jack says. â€Å"It's him.† And there are worse things waiting, he thinks but doesn't say. Worse things by far. He hurries back to his truck, not quite running. Twenty minutes later Jack parks in front of the babyshit brown two-story at 1 Nailhouse Row. Nailhouse Row and the dirty snarl of streets around it strike him as unnaturally silent under the sun of this hot summer afternoon. A mongrel dog (it is, in fact, the old fellow we saw in the doorway of the Nelson Hotel just last night) goes limping across the intersection of Ames and County Road Oo, but that's about the extent of the traffic. Jack has an unpleasant vision of the Walrus and the Carpenter toddling along the east bank of the Mississippi with the hypnotized residents of Nailhouse Row following along behind them. Toddling along toward the fire. And the cooking pot. He takes two or three deep breaths, trying to steady himself. Not far out of town close to the road leading to Ed's Eats, in fact that nasty buzzing in his head peaked, turning into something like a dark scream. For a few moments there it was so strong Jack wondered if he was perhaps going to drive right off the road, and he slowed the Ram to forty. Then, blessedly, it began to move around toward the back of his head and fade. He didn't see the NO TRESPASSING sign that marks the overgrown road leading to Black House, didn't even look for it, but he knew it was there. The question is whether or not he'll be able to approach it when the time comes without simply exploding. â€Å"Come on,† he tells himself. â€Å"No time for this shit.† He gets out of the truck and starts up the cracked cement walk. There's a fading hopscotch diagram there, and Jack swerves to avoid it without even thinking, knowing it's one of the few remaining artifacts which testify that a little person named Amy St. Pierre once briefly trod the boards of existence. The porch steps are dry and splintery. He's vilely thirsty and thinks, Man, I'd kill for a glass of water, or a nice cold The door flies open, cracking against the side of the house like a pistol shot in the sunny silence, and Beezer comes running out. â€Å"Christ almighty, I didn't think you were ever gonna get here!† Looking into Beezer's alarmed, agonized eyes, Jack realizes that he will never tell this guy that he might be able to find Black House without Mouse's help, that thanks to his time in the Territories he has a kind of range finder in his head. No, not even if they live the rest of their lives as close friends, the kind who usually tell each other everything. The Beez has suffered like Job, and he doesn't need to find out that his friend's agony may have been in vain. â€Å"Is he still alive, Beezer?† â€Å"By an inch. Maybe an inch and a quarter. It's just me and Doc and Bear Girl now. Sonny and Kaiser Bill got scared, ran off like a couple of whipped dogs. March your boots in here, sunshine.† Not that Beezer gives Jack any choice; he grabs him by the shoulder and hauls him into the little two-story on Nailhouse Row like luggage.

Continuing My Education

Running Head: Continuing My Education1 Why Continuing My Education Is Important To Me Carla Conley English Composition I Professor Victoria Stamm October 29, 2010 Continuing My Education2 Returning to school for me at this point of time in my life is very important. I have quite of few things I want to accomplish in life, and one definite thing is receiving my degree. I now work for a large health insurance company, which has many good paying jobs, but unfortunately, I do not have the education or qualifications for these positions.Therefore, my first reason to receiving my degree is to get a promotion. I do not want to be stuck in the same position that I am in now even though it is kind of challenging. I would like to be promoted to something more that I will enjoy doing. Please understand I am glad to have a job, but I would like to earn more money. I think by receiving my degree I can make much more money. In addition, this will help me to gain additional training to help me in m y position that I am in now. Taking a couple of classes at Ashford University has made more alert and organized.Therefore, gaining more education is a plus for me, because I will be more knowledgeable, and be able to get the career I want. In addition, it will make me more self-assured, and keep me ahead of the game for when my daughter starts grade school. These days’ children are being taught college courses, and I have to be smart enough to help her. I think it is wonderful to get all the education I can to help to help me to proceed better on my job. I am going to school for Health and Human Services, so that that will definitely be a career change for me.This is something that I have been interested in for a while. I am extremely excited that I am able to take two courses in one. Many schools do not offer both Health and Human Services for one major. As a result, I feel that I am accomplishing two goals at once. Continuing My Education3 Even though I want to accomplish r eceiving my degree for professional reasons, I do have personal reasons too. One is self-improvement. This will make me feel that I can do anything in life once I receive my degree. See I have a best friend from school; I still stay in touch with, and her name is Tia.She is another reason I am going back to school. After graduating from college, she was able to find a good career, and buy a beautiful house. She was a single mother with two children doing all of this. In addition, I see people who are older than I am going back to college. That is a motivator for me. Especially since, I have put it off for so long. Although, I am excited about starting school again, it still has not been a joy ride for me. I have to admit that I am really struggling doing my assignments.I find myself procrastinating quite a bit. I tell myself that I am going to stop doing this, but I seem to be stuck on these assignments. I am really struggling with these writing assignments. I would not mind writing if there were not so many guidelines to follow. I just hope that I am able to continue my education and do not get frustrated with these assignments coming up. Unfortunately, I know this is not going to get easier. As a result, I have to stop putting things off, have better time management, organization, and better studying skills.Again, I cannot express how important it is for me to enhance my education. I am not a dumb person, but I think I can be even smarter by going back to school. I have great common sense. Therefore, with gaining more education I think I will be a genius in my own world. Another reason for furthering my education is to be the first to receive my degree in my family. Continuing My Education4 Quite of few of us have been going to school for a while, but we quit. Consequently, I hope by receiving my degree this will make some of my family embers want to go ahead and get their degree. In addition, I want to be an inspiration for my daughter. I know many of times I hear parents tell their children that furthering their education is important, but they do not have a degree their-selves. When a child sees that, he or she is not inspired as much to further their education. I was determined not to let that stop me though from going back to school, because no one else has any degree in my family. Thus, I think it is important to have that degree under my belt.I have to remember whatever is going on in my life I have to accomplish this goal this time around. I cannot keep coming up with excuses. If I do not finish this time I will never finish. In addition, you are never too old to accomplish anything in life. Life is short, so I have made the best of it and try to accomplish as many goals as I can. I hope that when I graduate and receive my degree I can write a complete paper about fulfilling my goal. Continuing My Education5References Sole, K. (2010). Essentials of College Writing. Retrieved from https://content. ashford. edu/AUENG121. 10. 1

Advocacy Activities

Advocacy Activities Introduction Advocacy refers to actions that articulate in favor of, advocate, contend for a cause, and implore on behalf of others. It is a continuous process whose objective is changing outlooks, actions, principles and laws. This is done by impacting people and corporations with power, procedures and frameworks at distinct levels for the improvement of people affected matters of poverty. Advocacy activities entail a current, actual action on the part of vigorous, nonprofit groups’ worldwide.Advertising We will write a custom essay sample on Advocacy Activities specifically for you for only $16.05 $11/page Learn More It is used to achieve sustainable transformation. It is also used to eliminate structural sources of poverty so as to promote larger parts of the society through program pursuits. Advocacy actions are based on reinforcing and empowering unfortunate and marginalized associations or persons. Advocacy work trains communities via shared enc ounters, examples learnt and illustrates what actions function best. This enables the community members to carry out fantastic developmental activities in their society (Strolovitch 322). Discussion An advocacy activity that will be discussed in my situation is based on a program on the radio and television. This advocacy activity is aimed at reinforcing the comprehension of and concentration given to justifications and obligations associated with HIV/AIDS. It offers a forum for supporters and policy makers to engage into conversations and debate present issues in the community. To ensure that the community has participated in advocacy programme, they should be educated about this program, analyze their missions and objectives and then collaborate with the society. All parties entailed in this collaboration should be prepared to carry out movements and fight for change. The structure for the HIV/AIDS advocacy strategy will entail eight vital elements. This include clearly stated iss ues, well planned objectives, well assessed environment, recognized stakeholders, key messages, well chosen approaches and tools, execution plan and indicators for supervision and assessment (Ross 60). Formulation of objectives During this step, the objectives together with the expected outcomes will be defined. The advocacy objective, in this situation, is to decrease the spread of AIDS and encourage those already affected to lead a positive life. It is required that this objective states what exactly is to be changed and after how long this will be achieved. It should define whether the society needs extra resources and whether they want to develop or change a principle. The objective and its remedy should not be so wide or remote that the partners are likely to become devastated. Persons and associations are likely to join an advocacy programme if they see a high probability of success in this programme.Advertising Looking for essay on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is beneficial to be always aware of persons and organizations that are likely to strengthen your objective. For instance, in the HIV programme, those already affected and relatives of the victims are more likely to give support. Potential hostility to the advocacy programme efforts should also be put into consideration. The objective should be stated in quantifiable terms and within an anticipated limit. A good objective of an advocacy strategy should be smart. This means that it should be precise, measurable, oriented on action, reasonable and time bound. Following formulation, the objective should be analyzed based on how it satisfies a given criterion (Strolovitch 322). Channels and Tools for Reaching the Audience The channels and tools, which will be, used for the intended audience in this HIV Programme include stakeholder evaluation, persuasion practices and media. Persuasion tools will involve urg ing, petitioning, discussions, conciliations and conflict resolutions among the people. The use of media as a tool will involve the use of press meetings, fact and background slips, media packets and radio and television shows. Stakeholder evaluation as a tool will involve the identification and categorization of the potential stakeholders. This will be done so as to know the peoples interests based on the HIV issue (Lubet 415). Results that should be expected as evidence of success In this HIV program, certain results are expected as measures of success. The percentage of total health financial plan allocated to HIV/AIDS is the first indicator. This designates the victory of advocacy in securing finances for executing the HIV programme. Another indicator is the percentage contribution of the authority, the private sector and society in the HIV programme. This designates success of advocacy in acquiring national dedication to addressing HIV issues. Contribution of the sector of heal th budget to be paid for the HIV/AIDS programme is the last indicator. This designates the significance attached to the enhancement of behavior change for health amongst the public (Selby 302). Advocacy M E Part Advocacy is interrelated with communication for societal modification as a way of building the capability of the civil community. This is achieved by supporting the community to deal with and challenge present principles and practices that result to poverty and unfairness. HIV in this case leads to poverty. It should be made certain knowledge of and dedication among policymakers, programme administrators, staff and other shareholders.Advertising We will write a custom essay sample on Advocacy Activities specifically for you for only $16.05 $11/page Learn More The countrywide HIV communication plan involves a HIV ME interaction and advocacy strategy. ME is clearly referenced in nationwide HIV principles and the countrywide strategic policy. ME suppo rters are recognized among officials of high degree. This dynamically approves ME actions. Advocacy actions are executed based on the HIV ME advocacy strategy. ME tools are available to a different audience and reinforce information sharing and utilization. It is, therefore, indispensable to set straight ME, generate an encouraging ME culture, and decrease any adverse implications of ME. A consultation and advocacy plan for ME can assist to attain these objectives. The plan should be multi dimensional, with personalized messages for varying audiences. National ME technique is not for the authority alone. It is helpful to all stakeholders in the HIV retort. ME promotes transparency and requires an open environment to function sufficiently. The plan of communication and advocacy in a nations HIV strategy should be incorporated to make sure that ME is utilized in all HIV works (Ross 106). Conclusion The module definition of advocacy is a standardized, and a universal concept since advo cacy is best perceived to strengthen national population and objectives of well being of the society. In every community, there are persons, societies and corporations that via their actions have made a positive impact on people’s lives. For instance, the HIV programme has had a positive impact on the community. The HIV advocacy programme has increased awareness and has suggested resolutions among the public including verdict makers, professionals, the media and the society affected. The advocacy programme in this situation has actively enhanced the prevention of the HIV transmission by involving people in its development. Advocacy is, therefore, crucial in enhancing public well being all over the world. It has been used to create concentration and improve health services. It, therefore, benefits the community by protecting the health fitness of the members (Lubet 415). Lubet, Steven. Modern trial advocacy: analysis and practice .South Bend: National Institute for Trial Advo cacy, 2004. Print.Advertising Looking for essay on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More Ross, David. Advocacy. New York: Cambridge University Press, 2007. Print. Selby, Hugh. Advocacy: preparation and performance. Annandale: Federation Press, 2009. Print. Strolovitch, Dara .Affirmative advocacy: race, class, and gender in interest group. .Chicago: University of Chicago Press, 2007. Print.

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