Substance Abuse Media Representation of Drug Abusers

The war on drugs isn't finished at this point and it is probably not going to be done in the ongoing future. Americans are shelled by messages about negative impacts of substance misuse. Media give an assortment of anecdotes about rough violations related with medicate abuse.Advertising We will compose a custom exploration paper test on Substance Abuse: Media Representation of Drug Abusers explicitly for you for just $16.05 $11/page Learn More Officials continue discussing the need to dispatch programs planned for proclaiming solid ways of life. As a matter of fact, these systems will help create suitable general supposition on the issue. By and by, it is critical to consider different patterns existing in the general public. In this manner, comprehend that the demeanor towards substance misuse isn't static as it is continually evolving. It is additionally critical to ensure there is no inclination in media portrayal of substance abusers as this contrarily influences improvement of t he American culture. At last, it is essential to comprehend to what degree the picture made by media influences individuals and shapes their mentality towards substance misuse. In this manner, it is conceivable to express that proper media portrayal of substance misuse may help create American culture where medications are viewed as something hurtful, superfluous and unnecessary. To create suitable techniques planned for declaring solid ways of life, it is important to ensure that they will be founded on broad information on substance abusers. As indicated by Kugler and Darley (2012) the very picture of medication abusers has changed all through decades. In the twentieth century, â€Å"the media upheld a correctional way to deal with tranquilize policy† (Kugler Darley, 2012, p. 217). Medication abusers were portrayed as individuals who were frequently occupied with brutal wrongdoing activities.Advertising Looking for research paper on wellbeing medication? We should check whe ther we can support you! Get your first paper with 15% OFF Learn More Reportedly, Americans had worries that their nearby ones may become casualties of an assortment of violations related with drugs (Kugler Darley, 2012). In any case, the observation is changing as individuals begin embracing less corrective methodology in the twenty-first century. As indicated by Kugler and Darley (2012, p. 217) â€Å"only 30 percent of the open currently accepts that the legislature ought to accentuate capturing drug users† and there is developing help of legitimization of such substance as weed. In numerous states the nation over, an ever increasing number of individuals are changing their perspective on the issue. Cannabis isn't viewed as a destructive medication any longer as it is viewed as another medicine. These patterns imply the move in general supposition. Presently medicates are not viewed as essential worry in the American culture. As has been referenced above, media portrayal of medication abusers is exposed to an assortment of partiality. As indicated by Cobbina (2008), racial and ethnic minority bunches are frequently delineated as substance abusers. These gatherings of individuals are regularly connected with tranquilize related violations. Cobbina (2008) actualized research dependent on examination of in excess of 100 paper articles. The creator found that African Americans had regularly been delineated as substance abusers and hoodlums who undermined request in the American culture. Fig..1. Medication Use in 2002-2011 by Race. This figure shows the paces of medication abusers among various race gatherings (US Department of Health and Human Services, 2012).Advertising We will compose a custom exploration paper test on Substance Abuse: Media Representation of Drug Abusers explicitly for you for just $16.05 $11/page Learn More At this point, it is important to bring up that race isn't the characterizing factor with regards to substance misuse. As indicat ed by US Department of Health and Human Services (2012) Asians ended up being the ethnic gathering with lower paces of substance abusers contrasted with other ethnic gatherings (see Figure 1). In 2011, the pace of substance abusers were as per the following, African Americans (10%), whites (8.7%), Hispanics (8.4%) (US Department of Health and Human Services, 2012). Plainly, race isn't the characterizing factor influencing people’s decision. Simultaneously, instruction and financial components assume essential jobs (US Department of Health and Human Services, 2012). Minorities regularly face a great deal of separation and they frequently have less chances. This may prompt absence of confidence which, in its turn, may prompt medication misuse. In any case, the information show that ethnic gatherings have very comparable paces of medication abusers. Independent, of these information media keep building up a picture of a substance abuser as an ethnic minority who is regularly occ upied with unlawful exercises. Beckett et al. (2005) gave delineation of the picture that endured in the general public toward the finish of the twentieth century and in the start of the twenty-first century. As indicated by Beckett et al. (2005), the picture of a non-white medication abuser is as yet solid and still influences the manner in which police treat crooks and suspects. Presently numerous individuals will in general accept that dark or Hispanic medication abusers must be rebuffed seriously as they might be occupied with an assortment of fierce violations though white medication abusers ought to be let off with alerts and fines and some open works. The reasons why individuals of various racial gatherings become substance abusers are likewise observed in an unexpected way. White substance abusers are frequently observed as casualties of joblessness, absence of chances, terrible condition, and so on. With regards to ethnic minorities, many believe substance abusers to be cro oks, not victims.Advertising Searching for research paper on wellbeing medication? We should check whether we can support you! Get your first paper with 15% OFF Find out More It is important to take note of that this picture likewise continues in media which can have an assortment of consequences for the contemporary American culture. As indicated by Shaw, Whitehead and Giles (2010) media portrayal shapes general conclusion and particularly youthful people’s perspectives towards substance maltreatment to an impressive degree. The exploration executed by Shaw, Whitehead and Giles (2010) represents this suspicion. In this manner, Amy Whitehouse is viewed as a gifted youthful female who turned into a casualty of substance misuse. At that, she is viewed as a casualty of street pharmacists. However, the artist to some degree romanticized substance use in her works, individuals don't imagine that she invigorated youthful admirers to begin ingesting medications. In actuality, her unexpected demise can be viewed as a precautionary measure to all who should seriously mull over consuming medications. Amy Whitehouse is an outline of a picture of a white youth ful female who is somewhat a casualty of ominous condition. Shaw, Whitehead and Giles (2010) broke down various papers articles and it worked out that those sources made the picture of a casualty. It is conceivable to evoke another picture. Cobbina (2008) gave a delineation of another picture. At the point when it came to white arrestees, they were viewed as the individuals who purchased the substance for individual use. Once more, white abusers were spoken to as casualties who attempted to escape from reality as they didn't discover another approach to address their issues related with money related limitations. Simultaneously, non-white individuals were delineated as crooks who sold and purchased sedates and were tranquilize abusers. It is conceivable to take note of that media have made a picture of a dark arrestee who is a crook and a danger to the American culture. Obviously, these two pictures have been made based on an assortment of inclinations. Individuals will in general i magine that minorities regularly live in poor neighborhoods with hardly any chances and this, as individuals might suspect, definitely prompts medicate misuse. All the more along these lines, many imagine that non-white individuals pick criminal way and become a danger to the whole society. Simultaneously, white abusers are viewed as survivors of criminal gatherings. It is likewise important to take note of that media portrayal of substance abusers influences popular supposition. Remarkably, numerous individuals continue looking at romanticizing of medications use the same number of movies and tunes make pictures of a medication abuser who is imaginative, solid and free. Nonetheless, most recent reviews show that this portrayal isn't sufficient to make youngsters begin ingesting medications (Shaw, Whitehead and Giles, 2010). However, financial variables assume basic job. Clearly, better life conditions and ‘healthy’ condition will urge individuals to live without drugs. Media ought to likewise show the opposite side of medications without accentuating such focuses as ethnicity or race. To summarize, unmistakably media portrayal of medication abusers is exposed to changes. It reflects patterns existing in the general public. Notwithstanding, it additionally impacts the manner in which individuals see substance abusers. In this way, it is conceivable to dispatch different projects and activities to cause individuals to comprehend that medications are hurtful and pointless. Media can give various stories making satisfactory picture of a medication abuser. Obviously, this portrayal ought to be liberated from any inclination. Individuals can't keep believing that white substance abusers are just casualties that ought to be comprehended and pardoned while ethnic minorities ought to be seriously rebuffed whenever related with substance misuse. This unfair portrayal prompts the circumstance when a few people appreciate exemption while others are sought af ter for smallest devilishness. Reference List Beckett, K., Nyrop, K., Pfingst, L. Bowen, M. (2005). Medication use, sedate belonging captures, and the subject of race: Lessons from Seattle. Social Problems, 52(3), 419-441. Cobbina, J.E (2008). Race and class contrasts in print media depictions of rocks and methamphetamine. Diary of Criminal and Popular Culture, 15(2), 145-167. Kugler, M.B. Darley, J.M. (2012). Corrective nature towards clients of unlawful medications: A difference among genuine and saw perspectives. Government Sentencing Reporter, 24(3), 217-221. Shaw, R.L., Whitehead, C. Giles, D.C. (2010). â€Å"Crack down on t

Ame and Ame Zion Churches in African American History Essay

There are numerous inquiries that ring a bell when taking a gander at the critical jobs denominationalism influences the Christian confidence. We see this developing pattern of doctrinal convictions that cause for a considerable lot of our African American Churches to adore independently on a week by week bases for Sunday Morning Worship Services and Mid-Week Bible Studies. Through the consolidation of doctrinal convictions that administer our temples making for divisions inside the Christian confidence, we likewise discover division and distinction inside that section too. I pose myself this inquiry, how and why there are such a significant number of groups established and for what reason are there such a large number of sub-societies or denominational split inside them on the off chance that we are the Body of Christ and one church? Through this paper I will investigate two places of worship, the A.M.E. also, A.M.E.Z. church to comprehend what makes them extraordinary while investi gating the doctrinal convictions that partition them. The Methodist Church was framed by a couple of understudies in England at Oxford University. Known as the Oxford Methodist, they were derided for their convictions in 1729. They were named â€Å"Bible Bigots,† â€Å"Bible Moths,† and the â€Å"Holy Club.† Three significant names are refered to as persuasive individuals from this gathering; John and Charles Wesley and Greg Whitefield and where were deliberately strict. This gathering felt that it was important to be legitimized before one could be authorize and that they should focus on carry on with an existence of heavenliness. The Methodist development advanced toward the American Colonies subsequent to being it couldn't stay inside the Church of England. After an evangelistic group made up of numerous un-churched devotees from inside the Church of England, under the heading of Wesley, presented an announcement. This report was written by John Wesley as right on time as 1739, laid out general principles of administration with Bible guidelines and lead that is as yet held today by the advanced Methodist Church. In 1784 a Deed of Declaration was submitted, giving its ‘legal status’ to the yearly Methodist meeting. In this concise authentic review of the Methodist Church all in all, we perceive how little divisions inside any congregation association can shape. For this situation it was out of a group of evangelist who were not invited by the Church of England. The undeniable trends kept on blowing inside the Methodist Church development. The rise of the African Americans ready to love the Methodist flag more preliminaries followed as we see a distinction of human rights and fairness raising its head. After the development of the Methodist Church in the United States we see a lot of admirers from inside the immense populace of slaves in the south. The First Great Awakening during the 1740s drove by John Wesley, records in his diary that be purified through water two Black believers on November 29, 1758. This Methodist society sorted out in Maryland in 1764 afterwards in New York in 1776, the two sanctions remembered African Americans for extraordinary number on their congregation lists. As American history noticed, the appalling experience of servitude and low treatment hireling specialist who were claimed by Whites made for extraordinary aloofness in this nation and moreover inside the dividers of the Methodist Church. There was a Second Great Awakening that came when the new century rolled over in 1800. The Methodist church had a solid after by both liberated and not yet liberated slaves. They church spoken contrary to bondage, at that point late to some degree withdrew as a power of the restriction to servitude. As the Slave Rebellions developed consistent Gabriel Prosser was obliged to reprimand his cooperation to â€Å"spare the Methodist and the Quakers.† Out of this we see the Methodist development take activities in Virginia where Richard Allen wanted to pull back from association with the white Methodists of Philadelphia. Richard Allen and the A.M.E. Church, (African Methodist Church) in 1787 drove other dark worshipers’ withdrawal from St. George’s Methodist Episcopal Church in Philadelphia in the wake of being pulled from their knees is venerate in a region that they didn't realize way off restricted to dark admirers. This occasion prompted dissent and as indicated by Allan, â€Å"†¦All left the congregation in a body.† â€Å"†¦and they were more tormented with [us] in the church.†

What Is Job Corps and How Can You Use It for Career Advancement

What Is Job Corps and How Can You Use It for Career Advancement If you can name three things that you need in your life in order to live comfortably and contentedly (if not happily), what would they be? Lots of money? A whole family? A ton of friends? Significant business connections?You can probably come up with a list as long as your arms â€" both of them â€" and, on that list, there is a very high probability that “having a stable job with a very good pay” is one of them. Well, maybe not in those exact words, but something along those lines. Having a stable job, with more than decent salary and benefits, as well as additional perks that come with it, is what many jobseekers want. Straight out of college, fresh graduates immediately start sending in feelers and submitting their resumes to the top companies, hoping they will receive a call informing them that they are being considered for this or that position.UNFORTUNATELY, FINDING A JOB IS NOT AS EASY AS WE’D HOPED IT’D BE…If you look at the trend of labor statistics in recent years, it is clear that there are a lot of people who still do not have a job.The latest news release of the United States Bureau of Labor Statistics shows that, as of November 2016, the total unemployment rate in the US is 4.6%. For what it’s worth, however, this figure is 0.3% lower than the rate registered during the previous month of October (at 4.9%). It has actually shown a steady decline, especially if you compare it with the unemployment rate one year ago, on November 2015, when the unemployment rate was pegged at 5%.Apparently, the main reasons for unemployment among the respondents are job loss and the completion of temporary jobs. This implies a shortage of jobs, so people are going for practically anything temporary, including the jobs which do not last long enough to qualify as gainful employment in the first place. Just look at how many dozens of hopefuls are going up for a single position in a company. So many jobseekers, but so few jobs.At times like these, jobseekers look for other ways and means to find job prospects. You’ve probably gone through most of these processes yourself. Pored over the yellow pages? Went over the classifieds section of the dailies to look for potential job postings? Signed up in online job communities and job portals and uploaded your resume on each and every single one of them? Became a member of various organizations and groups so you can expand your network for your job search?You may also have enlisted the help of fami ly members, friends and acquaintances to be on the lookout for potential job openings that you’d be perfect for. There’s nothing wrong with that, especially in this day and age where even job-hunting has become really competitive. Let’s face it: you’ll need all the help you can get.Well, guess what? There is another direction you can turn to if you want to cover all your bases and get as much help as you can. The best part? You can get started even at a young age. This “help” comes in the form of the Job Corps.AN INTRODUCTION TO THE JOB CORPSJob Corps is a program with the ultimate goal of helping young people find, and keep a good job. It is pretty much what you’d hear most student training programs geared for future employment claim to be their main purpose. What makes Job Corps different from them? Or, the more important question would be: what makes Job Corps so much better?Job Corps is an education and training program administered by the US Department of Labor (D OL), for free, by virtue of the Workforce Innovation and Opportunity Act (WOA) of 2014, as part of its Employment and Training Administration (ETA) initiative. Its implementation is in collaboration with the Department of Education and the Department of Health and Human Services, since the focus is on the disadvantaged youth, who need direction so they can have careers and be comfortable later in life.It has quite a long history, having been launched and operational since 1964, and now becoming the largest education and training program specifically for disadvantaged youth. According to the DOL, Job Corps is able to help around 100,000 young people annually, and has guided more than 1.5 million youths toward a brighter future.To understand better what Job Corps is, and to know what good it can offer, let us dissect it further, shall we? Here are the questions most people have about Job Corps.a) Is it like a course you’d take in college or at a conventional school? What can you lea rn from it?Yes, Job Corps is an education and training program, but it doesn’t strictly follow the school format we’re familiar with.Through Job Corps, you can learn the “all-around skills needed to succeed in a career and in life”. Learning a career is a long and hard road, and certainly not something that can be learned overnight.There are a lot of factors involved, and definitely a lot of learning to do, and Job Corps addresses that with its comprehensive array of offerings, such as:basic education that is competency-basedvocational and skills practical trainingoccupational exploration, introducing the students to their varied options from a wide spectrum of occupational tradesjob placement services for students after they have completed the programb) Do you have to pay for any tuition or other fees?Nope. Job Corps is a free program. Qualified students to the Job Corps are not expected to pay for the education and trainings that they will undergo under the program. If you are eligible, you will get all the offerings of the program for free.c) Is it open for all ages?We wish. But Job Corps is structured and designed so that it is aimed at young people, or young men and women between the ages of 16 and 24.Does this mean that anyone who reaches 16 years old is qualified?Not automatically. You see, candidates have to meet several criteria for eligibility to qualify for the offerings within the program. We will go into more detail a bit later on what these criteria are.d) Can anyone meeting the age requirement qualify for Job Corps’ offerings?As mentioned above, they have to be assessed as to their eligibility. And one of these criteria considers whether they are “disadvantaged” or not. Job Corps, after all, is designed for the disadvantaged youth, such as those who are from low income backgrounds or those deemed to have fewer chances than others to achieve education and other benefits.e) Is it restricted to a specific period?Job Corps is a full-ti me program, and it is unlike regular schooling, which has a specific school year to or term to stick to. At most, students undertaking the Job Crops can do so for two years, during which they can accomplish or complete the program at their own pace. It is completely voluntary, so you can leave or stop at any time you want to.f) Is it conducted in a specific location or place of study?The program is available in 48 states of the United States and the District of Columbia. It is also being administered in Puerto Rico. This means that the program has a wider reach.According to the DOL, Job Corps is residential, with 90% of the students taking up the program in their own homes or places of residences, while the remaining 10% do so in the designated Job Corps centers on a regular basis.As we go along, we will learn more about the finer details of Job Corps, and how it can be used specifically for career advancement.HOW TO BE ELIGIBLE FOR JOB CORPS?Once you’ve learned the basics about J ob Corps, you must be curious as to how you can qualify to getaccepted in the program.We’ve already made it clear that not everyone can qualify for Job Corps, and that there are specific criteria that must be met. Now we will take a look at what those eligibility criteria are.You must be a citizen of the United States, or a permanent resident alien that has been legally admitted into the country and granted permission to be employed. You must have all the documentation ready to prove your identity and citizenship.You must be between the ages of 16 and 24 at the time of enrolment into the program. The maximum age may be waived if you havea disability, and it has been properly documented. If you are still a minor, you have to obtain a consent form, duly signed by your parent or guardian. If, on the other hand, you are already a parent, you can only apply if you can prove that you have a child-care plan in place.You must be considered specifically as “economically disadvantaged”, such as having low income, or coming from a family on or below the poverty line, therefore requiring public or government assistance. Examples are runaways or foster children who have no other means to support themselves. Parents with no means to support their child financially are also prospective students. Take note that you have to prove your inability to get education and training under normal circumstances.You must have been a high school dropout, or in need of additional education or training in order to be able to get a job.If your skills in reading, writing and arithmetic are considered to be below the eighth-grade level, this means that you will have a hard time getting a job. Additional training obtained through Job Corps will definitely solve that problem.You must not have any serious medical, psychological or behavioral problems, which can potentially interfere with, or hinder, the process of learning of the other students taking the program. This means that you should also be drug-free or not have any problems with alcoholism or other forms of addiction.You must come from a disruptive environment. You may have grown up in an environment that is not conducive to learning, so you’ll need reinforcement, which can be provided by Job Corps.After going through all that, are you qualified for Job Corps? FOUR PHASES OF JOB CORPSJob Corps has identified four phases within its system. By going through these four phases, you’ll have a clearer picture on how the whole program works.Phase 1. Outreach and Admissions (OA)This is the first step, when you are still applying to become a Job Corps student. Here, you will be briefed on what Job Corps is all about and how it can help you start your career. You will also be given a sneak peek on what it will be like to learn and work on a Job Corps center in the duration of your enrolment in the program, emphasizing your duties and responsibilities.Naturally you will have to choose which center you’d want to lea rn and work at, so you will also be told about the vocational courses that the center you are eyeing has to offer.Phase 2. Career Preparation Period (CPP)You will reach this stage when you’ve been admitted into the program and become a Job Corps student. The CPP covers your first 60 days with the program, where you will learn, demonstrate and practice the personal responsibility skills and job search skills that will be required at the workplace. Examples are basic proficiency in languages and knowledge in computer and office applications.It is also during this phase that you will get to create your own personal career development plan, which you will commit to for the entire duration of the program, and even after having completed it. Don’t worry if you are at a loss on how to prepare it, because you will be aided by Job Corps staff.Phase 3. Career Development Period (CDP)At this point, you will move past personal skills and focus on learning and practicing industry-related ski lls. This includes learning about technical and academic skills specific to the career program that you have committed yourself to.You will get to learn and improve your interpersonal communication skills and social skills. If you’re going to aim, then you gotta aim high, which is why you should also be eyeing the improvement of your problem-solving skills.This is the phase where you will start the job search process. You will also be equipped with the knowledge and skills that will prepare you for living independently.Phase 4. Career Transition Period (CTP)Congratulations! Reaching this stage means that you have completed the program and you are already a Job Corps graduate. What is in store for you in this phase?This is where you will successfully get your first job after completion of the Job Corps program. Since it is a transition period, the Job Corps center and the staff that have aided you throughout the program will help and guide you along the way, so you won’t be compl etely at a loss. They will help you in finding living accommodations suitable for your needs. You might also need family support services so that you can continue working. Examples are child care services and elderly care services.Throughout this period, you can remain in contact with the Job Corps center and its service providers, especially when you still need some assistance in one way or another. A Career Transition staff member will be there to help you along.This is not forever, though, because it will last up to 21 months after you have graduated from the program.JOB CORPS FOR CAREER ADVANCEMENTOne of the perks of being in the Job Corps program is having cost savings, since you’ll get to acquire knowledge and training for free and, in the process, also receive health and dental care, clothing allowances and the like.But we’ve come to the most important question: how can Job Corps help you, exactly, in building your career and advancing onward and upward? Let us count the ways.Job Corps will provide the training and education you need.This is the main advantage or benefit that students in the Job Corps will enjoy.Career programsThere are more than 100 career programs that you can choose from, depending on your interest and preferences. With so many career programs and topics, you can be sure that there is a wide spectrum for you to take your pick from.The topics range from the practical to the technical, so you will find included options such as accounting, business management and administration, information technology, health care, office administration, retail sales, and environmental and medical fields.Vocational courses are also on offer, such as carpentry, automotive repair, machining, welding, plumbing and heavy truck driving. Special interests are also catered to, such as culinary arts, landscaping, hospitality, and child development, to name a few.By the way, did you know that high school dropouts can actually erase that tag? Yes, Job Corps a lso helps high school dropouts in earning their high school diploma. If that is not possible, they could still get the equivalent General Education Development diploma instead.Special coursesIt doesn’t have to be a full course similar to an associate degree, because even special short courses may also be given. These courses are specially designed to equip you with special additional skills and knowledge that will help you along.A popular example is the Limited English Proficiency course for those who are learning English. This is mostly sought by resident aliens who want to work in the U.S. but have to overcome the language barrier.A great thing about Job Corps being involved in this is how the program is often linked with local and state colleges, so that any credits earned during the program can be transferred and carried over into the curriculum of the college, should you decide to go back to formal schooling later on.On-the-Job trainingsOf course, it is a fact that even those with lots of technical knowledge will still end up incompetent when in the actual workplace, because they haven’t had the chance to practice or apply the theoretical knowledge that they have acquired.Well, you’ll feel better knowing that Job Corps will also let you get hands-on experience. You will actually get to apply the knowledge you’ve gained from your classes and lectures in actual work sites. This way, you will get a feel of the real working environment.You’ll definitely feel more prepared to jump into the fray once you’ve graduated from the program, and that level of comfort and familiarity will put you at ease immediately, so you won’t have trouble getting into the swing of things.Job Corps will provide post-program career assistance.This is another amazing benefit of Job Corps. Usually, universities and state colleges are “done” with their students once they have graduated. If you are a Job Corps graduate, you can still get assistance from the program even after you are finished with it.Job placement is one area where everyone needs help â€" not just Job Corps graduates. Job Corps graduates can have more opportunities in finding a job in a high-growth industry because the Job Corps will provide that much needed aid.Other post-program career assistance that can be enjoyed by Job Corps graduate, which will aid their way up the career ladder, include aid for housing, transportation, and child care.It is clear and simple: Job Corps does not provide or offer jobs. It is not a job portal or a job search program or company that you can tap into to look for a job. You cannot expect to walk through their doors, tell them you need a job, then be given one immediately. That’s not how it works. It’s a collaboration; they’ll give the opportunity, you’ll provide the effort. Together, you will get the results that you want, which is to prepare you for a career that will take you places and improve your way of life.Are you planning on applyi ng for the Job Corps program? If you meet all the eligibility criteria, and you are determined to make it work then, by all means, do so. Job Corps is there to help you out, so might as well take advantage of it, don’t you think?

Who Was Harriet Tubman

Harriet Tubman, born in 1820, was a runaway slave from Maryland who became known as the Moses of her people. Over the course of 10 years, and at great personal risk, she led hundreds of slaves to freedom along the Underground Railroad, a secret network of safe houses where runaway slaves could stay on their journey north to freedom. She later became a leader in the abolitionist movement, and during the Civil War she was a spy with for the federal forces in South Carolina as well as a nurse. Although not a traditional railroad, the underground railroad was a critical system of transporting slaves to freedom in the mid-1800s. One of the most famous conductors was Harriet Tubman. Between 1850 and 1858, she helped more than 300 slaves reach freedom. Early Years and Escape from Slavery Tubmans name at birth was Araminta Ross. She was one of 11 children of Harriet and Benjamin Ross born into slavery in Dorchester County, Maryland. As a child, Ross was hired out by her master as a nursemaid for a small baby, much like the nursemaid in the picture. Ross had to stay awake all night so that the baby wouldnt cry and wake the mother. If Ross fell asleep, the babys mother whipped her. From a very young age, Ross was determined to gain her freedom. As a slave, Araminta Ross was scarred for life when she refused to help in the punishment of another young slave. A young man had gone to the store without permission, and when he returned, the overseer wanted to whip him. He asked Ross to help but she refused. When the young man started to run away, the overseer picked up a heavy iron weight and threw it at him. He missed the young man and hit Ross instead. The weight nearly crushed her skull and left a deep scar. She was unconscious for days, and suffered from seizures for the rest of her life. In 1844, Ross married a free black named John Tubman and took his last name. She also changed her first name, taking her mothers name, Harriet. In 1849, worried that she and the other slaves on the plantation were going to be sold, Tubman decided to run away. Her husband refused to go with her, so she set out with her two brothers, and followed the North Star in the sky to guide her north to freedom. Her brothers became frightened and turned back, but she continued on and reached Philadelphia. There she found work as a household servant and saved her money so she could return to help others escape. Harriet Tubman During the Civil War During the Civil War, Tubman worked for the Union army as a nurse, a cook, and a spy. Her experience leading slaves along the Underground Railroad was especially helpful because she knew the land well. She recruited a group of former slaves to hunt for rebel camps and report on the movement of the Confederate troops. In 1863, she went with Colonel James Montgomery and about 150 black soldiers on a gunboat raid in South Carolina. Because she had inside information from her scouts, the Union gunboats were able to surprise the Confederate rebels. At first, when the Union Army came through and burned plantations, slaves hid in the woods. But when they realized that the gunboats could take them behind Union lines to freedom, they came running from all directions, bringing as many of their belongings as they could carry. Tubman later said, I never saw such a sight. Tubman played other roles in the war effort, including working as a nurse. Folk remedies she learned during her years living in Maryland would come in very handy. Tubman worked as a nurse during the war, trying to heal the sick. Many people in the hospital died from dysentery, a disease associated with terrible diarrhea. Tubman was sure she could help cure the sickness if she could find some of the same roots and herbs that grew in Maryland. One night she searched the woods until she found water lilies and cranes bill (geranium). She boiled the water lily roots and the herbs and made a bitter-tasting brew that she gave to a man who was dying -- and it worked! Slowly he recovered. Tubman saved many people in her lifetime. On her grave, her tombstone reads Servant of God, Well Done. Conductor of the Underground Railroad After Harriet Tubman escaped from slavery, she returned to slave-holding states many times to help other slaves escape. She led them safely to the northern free states and to Canada. It was very dangerous to be a runaway slave. There were rewards for their capture, and ads like you see here described slaves in detail. Whenever Tubman led a group of slaves to freedom, she placed herself in great danger. There was a bounty offered for her capture because she was a fugitive slave herself, and she was breaking the law in slave states by helping other slaves escape. If anyone ever wanted to change his or her mind during the journey to freedom and return, Tubman pulled out a gun and said, Youll be free or die a slave! Tubman knew that if anyone turned back, it would put her and the other escaping slaves in danger of discovery, capture or even death. She became so well known for leading slaves to freedom that Tubman became known as the Moses of Her People. Many slaves dreaming of freedom sang the spiritual Go Down Moses. Slaves hoped a savior would deliver them from slavery just as Moses had delivered the Israelites from slavery. Tubman made 19 trips to Maryland and helped 300 people to freedom. During these dangerous journeys she helped rescue members of her own family, including her 70-year-old parents. At one point, rewards for Tubmans capture totaled $40,000. Yet, she was never captured and never failed to deliver her passengers to safety. As Tubman herself said, On my Underground Railroad I [never] run my train off [the] track [and] I never [lost] a passenger.

The Types of Parallel Universes

Physicists talk about parallel universes, but its not always clear what they mean. Do they mean alternate histories of our own universe, like those often shown in science fiction, or whole other universes with no real connection to ours? Physicists use the phrase parallel universes to discuss diverse concepts, and it can sometimes get a little confusing. For example, some physicists believe strongly in the idea of a multiverse for cosmological purposes, but dont actually believe in the Many Worlds Interpretation (MWI) of quantum physics. It is important to realize that parallel universes are not actually a theory within physics, but rather a conclusion that comes out of various theories within physics. There are a variety of reasons for believing in multiple universes as a physical reality, mostly having to do with the fact that we have absolutely no reason to suppose that our observable universe is all that there is.   There are two basic breakdowns of parallel universes that might be helpful to consider. The first was presented in 2003 by Max Tegmark and the second was presented by Brian Greene in his book The Hidden Reality. Tegmarks Classifications In 2003, MIT physicist Max Tegmark explored the idea of parallel universes in a paper published in a collection titled  Science and Ultimate Reality. In the paper,  Tegmark breaks the different types of parallel universes allowed by physics into four different levels: Level 1: Regions Beyond Cosmic Horizon: The universe is essentially infinitely big and contains matter at roughly the same distribution as we see it throughout the universe. Matter can combine in only so many different configurations. Given an infinite amount of space, it stands to reason there exists another portion of the universe in which an exact duplicate of our world exists.Level 2: Other Post-Inflation Bubbles: Separate universes spring up like bubbles of spacetime undergoing its own form of expansion, under the rules dictated by inflation theory. The laws of physics in these universes could be very different from our own.Level 3: The Many Worlds of Quantum Physics: According to this approach to quantum physics, events unfold in every single possible way, just in different universes. Science fiction alternate history stories utilize this sort of a parallel universe model, so its the most well-known outside of physics.Level 4: Other Mathematical Structures: This type of paralle l universes is sort of a catch-all for other mathematical structures which we can conceive of, but which we dont observe as physical realities in our universe. The Level 4 parallel universes are ones which are governed by different equations from those that govern our universe. Unlike Level 2 universes, its not just different manifestations of the same fundamental rules, but entirely different sets of rules. Greenes Classifications Brian Greenes system of classifications from his 2011 book, The Hidden Reality, is a more granular approach than Tegmarks. Below are Greenes classes of parallel universes, but weve also added the Tegmark Level that they fall under:   Quilted Multiverse (Level 1): Space is infinite, therefore somewhere there are regions of space that will exactly mimic our own region of space. There is another world out there somewhere in which everything is unfolding exactly as it unfolds on Earth.Inflationary Multiverse (Level 1 2): Inflationary theory in cosmology predicts an expansive universe filled with bubble universes, of which our universe is just one.Brane Multiverse (Level 2): String theory leaves open the possibility that our universe is on just one 3-dimensional brane, while other branes ​of any number of dimensions could have whole other universes on them.Cyclic Multiverse (Level 1): One possible result from string theory is that branes could collide with each other, resulting in universe-spawning big bangs that not only created our universe but possibly other ones.Landscape Multiverse (Level 1 4): String theory leaves open a lot of different fundamental properties of the universe which, combined with the in flationary multiverse, means there could be many bubble universes out there which have fundamentally different physical laws than the universe we inhabit.Quantum Multiverse (Level 3): This is essentially the Many Worlds Interpretation (MWI) of quantum mechanics; anything that can happen does... in some universe.Holographic Multiverse (Level 4): According to the holographic principle, there is a physically-equivalent parallel universe that would exist on a distant bounding surface (the edge of the universe), in which everything about our universe is precisely mirrored.Simulated Multiverse (Level 4): Technology will possibly advance to the point where computers could simulate each and every detail of the universe, thus creating a simulated multiverse whose reality is nearly as complex as our own.Ultimate Multiverse (Level 4): In the most extreme version of looking at parallel universes, every single theory which could possibly exist would have to exist in some form somewhere.

Spirit Bound Chapter Twenty-Four Free Essays

string(57) " had some records stolen recently,† she explained\." THE MAN GRINNED. â€Å"YOU MAKE that sound like a bad thing.† I made a face and looked back into the techno-bag with new appreciation. We will write a custom essay sample on Spirit Bound Chapter Twenty-Four or any similar topic only for you Order Now â€Å"What’s going on?† â€Å"I’m the messenger. I just run errands for Mr. Mazur.† â€Å"Is that a nice way of saying you spy for him? Find out everyone’s dirty secrets so that he can use them against people and keep playing his games?† Abe seemed to know everything about everyone–especially royal politics. How else could he manage it without having eyes and ears everywhere? Say, at Court? For all I knew, he had my room wired with microphones. â€Å"Spying’s a harsh word.† I notice the guy didn’t deny it. â€Å"Besides, he pays well. And he’s a good boss.† He turned from me, job done, but gave one last warning. â€Å"Like I said–it’s time sensitive. Read the note as soon as you can.† I had half a mind to throw it at the guy. I was getting used to the idea of being Abe’s daughter, but that didn’t mean I wanted to get tied up in some wacky scheme of his. A bag of hardware seemed foreboding. Nonetheless, I hauled it back to my suite and emptied the contents onto my bed. There were a few sheets of paper, the top one being a typed cover letter. Rose, I hope Tad was able to get this to you in a timely manner. And I hope you weren’t too mean to him. I’m doing this on behalf of someone who wants to speak to you about an urgent matter. However, it’s a conversation that no one else must hear. The laptop and satellite modem in this bag will allow you to have a private discussion, so long as you’re in a private location. I’ve included step-by-step instructions on how to configure it. Your meeting will take place at 7 a.m. There was no name at the bottom, but I didn’t need one. I set the letter down and stared at the jumble of cords. Seven was less than an hour away. â€Å"Oh, come on, old man,† I exclaimed. To Abe’s credit, the accompanying papers did have very basic directions that didn’t require a computer engineer’s insight. The only problem was, there were a lot of them, detailing where each cord went, what password to log in with, how to configure the modem, and so on. For a moment I considered ignoring it all. Yet when someone like Abe used the word urgent, it made me think maybe I shouldn’t be so hasty in my dismissal. So, bracing myself for some technical acrobatics, I set to following his instructions. It took almost the entire time I had, but I managed to hook up the modem and camera and access the secure program that would allow me to video-conference with Abe’s mysterious contact. I finished with a few minutes to spare and waited the time out by staring at a black window in the middle of the screen, wondering what I’d gotten myself into. At exactly seven, the window came to life, and a familiar–but unexpected–face appeared. â€Å"Sydney?† I asked in surprise. The video had that same, slightly jerky feel most Internet feeds had, but nonetheless, the face of my (kind of) friend Sydney Sage smiled back at me. Hers was a dry-humored smile, but that was typical of her. â€Å"Good morning,† she said, stifling a yawn. From the state of her chin-length blond hair, it was likely she’d just gotten out of bed. Even in the poor resolution, the golden lily tattoo on her cheek gleamed. All Alchemists had that same tattoo. It consisted of ink and Moroi blood, imparting Moroi good health and longevity to the wearer. It also had a bit of compulsion mixed in to keep the Alchemists’ secret society from revealing anything they shouldn’t about vampires. â€Å"Evening,† I said. â€Å"Not morning.† â€Å"We can argue your messed-up unholy schedule some other time,† she said. â€Å"That’s not what I’m here for.† â€Å"What are you here for?† I asked, still astonished to see her. The Alchemists did their jobs almost reluctantly, and while Sydney liked me better than most Moroi or dhampirs, she wasn’t the type to make friendly phone (or video) calls. â€Å"Wait†¦ you can’t be in Russia. Not if it’s morning†¦Ã¢â‚¬  I tried to remember the time change. Yes, for humans over there, the sun would be down or about to be right now. â€Å"I’m back in my native country,† she said with mock grandeur. â€Å"Got a new post in New Orleans.† â€Å"Whoa, nice.† Sydney had hated being assigned to Russia, but my impression had been she was stuck there until finishing her Alchemist internship. â€Å"How’d you manage that?† Her small smile turned to an expression of discomfort. â€Å"Oh, well. Abe, um, kind of did me a favor. He made it happen.† â€Å"You made a deal with him?† Sydney must have really hated Russia. And Abe’s influence must have really been deep if he could affect a human organization. â€Å"What did you give him in return? Your soul?† Making a joke like that to someone as religious as her wasn’t very appropriate. Of course, I think she thought Moroi and dhampirs ate souls, so maybe my comment wasn’t too out there. â€Å"That’s the thing,† she said. â€Å"It was kind of an ‘I’ll let you know when I need a favor in the future’ arrangement.† â€Å"Sucker,† I said. â€Å"Hey,† she snapped. â€Å"I don’t have to be doing this. I’m actually doing you a favor by talking to you.† â€Å"Why are you talking to me exactly?† I wanted to question her more about her open-ended deal with the devil but figured that would get me disconnected. She sighed and brushed some hair out of her face. â€Å"I need to ask you something. And I swear I won’t tell on you†¦ I just need to know the truth so that we don’t waste our time on something.† â€Å"Okay†¦Ã¢â‚¬  Please don’t ask me about Victor, I prayed. â€Å"Have you broken into any place lately?† Damn. I kept my face perfectly neutral. â€Å"What do you mean?† â€Å"The Alchemists had some records stolen recently,† she explained. You read "Spirit Bound Chapter Twenty-Four" in category "Essay examples" She was all business-serious now. â€Å"And everyone’s going crazy trying to figure out who did it–and why.† Mentally, I breathed a sigh of relief. Okay. It wasn’t about Tarasov. Thank God there was one crime I wasn’t guilty of. Then the full meaning of her words hit me. I glared. â€Å"Wait. You guys get robbed, and I’m the one you suspect? I thought I was off your list of evil creatures?† â€Å"No dhampir is off my list of evil creatures,† she said. That half smile of hers had returned, but I couldn’t tell if she was joking or not. It faded quickly, showing what a big deal this was for her. â€Å"And believe me, if anyone could break into our records, you could. It’s not easy. Practically impossible.† â€Å"Um, thank you?† I wasn’t sure if I should feel flattered or not. â€Å"Of course,† she continued scornfully, â€Å"they only stole paper records, which was stupid. Everything’s backed up digitally nowadays, so I’m not sure why they’d go digging through dinosaur filing cabinets.† I could give her a lot of reasons why someone would do that, but finding out why I was her number-one suspect was more important. â€Å"That is stupid. So why do you think I’d do it?† â€Å"Because of what was stolen. It was information about a Moroi named Eric Dragomir.† â€Å"I–what?† â€Å"That’s your friend, right? His daughter, I mean.† â€Å"Yeah†¦Ã¢â‚¬  I was almost speechless. Almost. â€Å"You have files on Moroi?† â€Å"We have files on everything,† she said proudly. â€Å"But when I tried to think who could commit a crime like this and would be interested in a Dragomir†¦ well, your name popped into my head.† â€Å"I didn’t do it. I do a lot of things, but not that. I didn’t even know you had those kinds of records.† Sydney regarded me suspiciously. â€Å"It’s the truth!† â€Å"Like I said before,† she told me, â€Å"I won’t turn you in. Seriously. I just want to know so that I can get people to stop wasting time on certain leads.† Her smugness sobered. â€Å"And, well, if you did do it†¦ I need to keep the attention off you. I promised Abe.† â€Å"Whatever it takes for you to believe me, I didn’t do it! But now I want to know who did. What did they steal? Everything on him?† She bit her lip. Owing Abe a favor might mean she’d go behind her own people’s backs, but she apparently had limits on how much she’d betray. â€Å"Come on! If you’ve got digital backup, you have to know what was taken. This is Lissa we’re talking about.† An idea came to me. â€Å"Could you send me copies?† â€Å"No,† she said swiftly. â€Å"Absolutely not.† â€Å"Then please†¦ just a hint of what they were about! Lissa’s my best friend. I can’t let anything happen to her.† I fully braced myself for rejection. Sydney didn’t seem very personable. Did she have friends? Could she understand what I felt? â€Å"Mostly bio stuff,† she said at last. â€Å"Some of his history and observations we’d made.† â€Å"Observ–† I let it go, deciding I really didn’t want to know more than I had to about Alchemists spying on us. â€Å"Anything else?† â€Å"Financial records.† She frowned. â€Å"Particularly about some large deposits he made to a bank account in Las Vegas. Deposits he went out of his way to cover up.† â€Å"Las Vegas? I was just there†¦.† Not that it was relevant. â€Å"I know,† she said. â€Å"I saw some Witching Hour security tapes of your adventure. The fact that you’d run off like that is part of why I suspected you. It seemed in character.† She hesitated. â€Å"The guy with you†¦ the tall Moroi with dark hair†¦ is that your boyfriend?† â€Å"Er, yeah.† It took a long time and great effort for her to concede the next statement. â€Å"He’s cute.† â€Å"For an evil creature of the night?† â€Å"Of course.† She hesitated again. â€Å"Is it true you guys went there to elope?† â€Å"What? No! These stories get to you guys too?† I shook my head, almost laughing at how ridiculous this all was, but knowing I needed to get back to the facts. â€Å"So, Eric had an account in Vegas he was moving money into?† â€Å"It wasn’t his. It was some woman’s.† â€Å"What woman?† â€Å"No one–well, no one we can track. She was just down as ‘Jane Doe.'† â€Å"Original,† I muttered. â€Å"Why would he be doing that?† â€Å"That we don’t know. Or really care about. We just want to know who broke in and stole our stuff.† â€Å"The only thing I know about that is that it wasn’t me.† Seeing her scrutinizing look, I threw up my hands. â€Å"Come on! If I wanted to know about him, I’d just ask Lissa. Or steal our own records.† Several moments of silence passed. â€Å"Okay. I believe you,† she said. â€Å"Really?† â€Å"Do you want me to not believe you?† â€Å"No, it was just easier than I thought convincing you.† She sighed. â€Å"I want to know more about these records,† I said fiercely. â€Å"I want to know who Jane Doe is. If you could get me other files–â€Å" Sydney shook her head. â€Å"Nope. This is where I cut you off. You know too much already. Abe wanted me to keep you out of trouble, and I’ve done that. I’ve done my part.† â€Å"I don’t think Abe’s going to let you go so easily. Not if you made an open-ended deal.† She didn’t acknowledge that, but the look in her brown eyes made me think she agreed. â€Å"Good night, Rose. Morning. Whatever.† â€Å"Wait, I–â€Å" The screen went black. â€Å"Damn,† I growled, shutting the laptop more forcefully than I should have. Every part of that conversation had been a shock, starting with Sydney and ending with someone stealing Alchemist records about Lissa’s father. Why would anyone care about a dead man? And why steal the records at all? To learn something? Or to try to hide information? If that last one was true, then Sydney was right that it had been a failed effort. I replayed it all in my head as I got ready for bed, staring at my reflection while brushing my teeth. Why, why, why? Why do it? And who? I needed no more intrigue in my life, but anything involving Lissa had to be treated seriously. Unfortunately, it soon became clear I wouldn’t figure out anything tonight, and I fell asleep with all those questions spinning around in my head. I woke up the next morning feeling a little less overwhelmed–but still short on answers. I debated whether or not to tell Lissa about what I’d learned and finally decided I should. If someone was gathering information on her father, she had a right to know, and besides, this was hardly the same as rumors about his– A thought startled me in the middle of scrubbing shampoo into my hair. I’d been too tired and surprised to string together the pieces last night. That guy at the Witching Hour had said Lissa’s dad was there a lot. Now Sydney’s records reported that he’d made large deposits into an account in Las Vegas. Coincidence? Maybe. But as time went on, I was starting not to believe in coincidences anymore. Once presentable, I set out toward Lissa’s side of Court–but didn’t get very far. Adrian was waiting for me down in my building’s foyer, slumped back into an armchair. â€Å"It’s early for you, isn’t it?† I teased, coming to a stop in front of him. I expected a smile in return, but Adrian didn’t look particularly cheerful this morning. In fact, he appeared kind of bedraggled. His hair lacked its usual styling care, and his clothing–unusually dressy for this time of day–was wrinkled. The scent of clove cigarettes hung around him. â€Å"Easy to be early when you don’t get much sleep,† he responded. â€Å"I was up a lot of the night waiting for someone.† â€Å"Waiting for–oh. God.† The party. I’d totally forgotten the party his mother had invited me to. Abe and Sydney had distracted me. â€Å"Adrian, I’m so sorry.† He shrugged and didn’t touch me when I sat down on the arm of his chair. â€Å"Whatever. I probably shouldn’t be surprised anymore. I’m starting to realize I’ve been deluding myself.† â€Å"No, no. I was going to go, but then you won’t believe what–â€Å" â€Å"Save it. Please.† His voice was weary, his eyes bloodshot. â€Å"It’s not necessary. My mom told me she saw you over at Dimitri’s questioning.† I frowned. â€Å"But that’s not why I missed the party. There was this guy–â€Å" â€Å"That’s not the point, Rose. The point is that you managed to make time for that–and a visit to his cell, if what I heard is true. Yet, you couldn’t bother showing up at something you said you’d do with me–or even send a message. That was all you had to do: say you couldn’t go. I waited over an hour for you at my parents’ house before giving up.† I started to say he could have tried to contact me, but honestly, why should he have? It wasn’t his responsibility. I was the one who’d told Daniella I’d meet him there. It was my fault for not showing up. â€Å"Adrian, I’m sorry.† I clasped his hand, but he didn’t squeeze back. â€Å"Really, I meant to, but–â€Å" â€Å"No,† he interrupted again. â€Å"Ever since Dimitri came back†¦ no, scratch that. Ever since you became obsessed with changing him, you’ve been torn over me. No matter what’s happened between us, you’ve never really given yourself over to our relationship. I wanted to believe what you told me. I thought you were ready†¦ but you weren’t.† Protests rose to my lips, but once more, I stopped them. He was right. I’d said I’d give dating him a fair shot. I’d even sunk into the comfortable role of his girlfriend, yet the whole time†¦ the whole time, part of me had been consumed with Dimitri. I’d known it too but had kept living split lives. A weird flashback to my time with Mason popped into my head. I’d led the same double life with him, and he’d died for it. I was a mess. I didn’t know my own heart. â€Å"I’m sorry,† I said again. â€Å"I really do want us to have something†¦.† Even to me, the words sounded so lame. Adrian gave me a knowing smile. â€Å"I don’t believe that. Neither do you.† He stood up and ran his hand over his hair, not that it did any good. â€Å"If you really want to be with me, then you’ve got to mean it this time.† I hated seeing him so grim. I especially hated being the reason. I followed him to the door. â€Å"Adrian, wait. Let’s talk more.† â€Å"Not now, little dhampir. I need some sleep. I just can’t handle playing this game right now.† I could have gone after him. I could have tackled him to the ground. But it wouldn’t have been worth it†¦ because I had no answers to give him. He’d been right about everything, and until I could make up my own confused mind, I had no right to force a talk. Besides, considering the state he was in, I doubted any further conversation would have been productive. Yet as he started to step outside, I couldn’t help my next words. â€Å"Before you go–and I understand why you have to–there’s something I’ve got to ask you. Something that’s not about us. It affects–it affects Lissa.† This slowly brought him to a halt. â€Å"Always a favor.† With a world-weary sigh, he glanced at me over his shoulder. â€Å"Make it fast.† â€Å"Someone broke into the Alchemists’ records and stole information about Lissa’s dad. Some of it was ordinary life history stuff, but there were some documents about him making secret deposits into a bank account in Las Vegas. Some woman’s bank account.† Adrian waited a few moments. â€Å"And?† â€Å"And I’m trying to figure out why someone would do that. I don’t want anyone snooping around her family. Do you have any idea what her dad would have been doing?† â€Å"You heard the guy at the casino. Her dad was there a lot. Maybe he had gambling debts and was paying off a loan shark.† â€Å"Lissa’s family’s always had money,† I pointed out. â€Å"He couldn’t have gotten into that much debt. And why would anyone care enough to steal that info?† Adrian threw up his hands. â€Å"I don’t know. That’s all I’ve got, at least this early in the morning. I don’t have the brain power for intrigue. I can’t really picture any of that being a threat to Lissa, though.† I nodded, disappointed. â€Å"Okay. Thanks.† He continued on his way, and I watched him go. Lissa lived near him, but I didn’t want him to think I was following him. When he’d put enough distance between us, I stepped outdoors as well and started to head in the same direction. The faint sound of bells brought me to a halt. I hesitated, suddenly unsure where to go. I wanted to talk to Lissa and tell her what Sydney had told me. Lissa was alone for a change; this was the perfect opportunity. And yet†¦ the bells. It was Sunday morning. Mass was about to start at the Court’s church. I had a hunch about something, and in spite of everything that had happened–including with Adrian–I had to see if I was right. So I sprinted off toward the church, going in the opposite direction of Lissa’s building. The doors were shut when I reached my destination, but a few other latecomers were trying to quietly slip in. I entered with them, pausing to get my bearings. Clouds of incense hung in the air, and my eyes took a moment to adjust from sunlight to candlelight. Since this church dwarfed St. Vladimir’s chapel, it was packed with a lot more people than I was used to seeing at mass. Most of the seats were full. But not all of them. My hunch had been right. Dimitri sat in one of the back pews. A few guardians sat near him, of course, but that was it. Even in a crowded church, no one else had joined him on the bench. Reece had asked Dimitri if he’d step inside the church yesterday, and Dimitri had gone one step further, saying he’d even go to Sunday services. The priest had already begun to speak, so I moved down Dimitri’s pew as quietly as I could. Silence didn’t matter, though, because I still attracted a fair amount of attention from nearby people who were astonished to see me sitting next to the Strigoi-turned-dhampir. Eyes stared and several hushed conversations broke out. The guardians had left some space near Dimitri, and when I sat beside him, the look on his face showed he was both surprised and not surprised by this. â€Å"Don’t,† he said in a hushed voice. â€Å"Don’t start–not in here.† â€Å"Wouldn’t dream of it, comrade,† I murmured back. â€Å"Just came for the good of my soul, that’s all.† He didn’t need to say a word to convey to me that he doubted I was here for any holy reasons. I stayed quiet throughout the service, though. Even I respected some boundaries. After several minutes, the tension in Dimitri’s body eased a little. He’d grown wary when I joined him but must have eventually decided I’d be on good behavior. His attention shifted off of me and focused on the singing and the praying, and I did my best to watch him without being obvious. Dimitri used to go to the school’s chapel because it brought him peace. He had always said that even though the killing he did destroyed evil in the world, he still felt the need to come think about his life and seek forgiveness for his sins. Seeing him now, I realized that was truer than ever. His expression was exquisite. I was so used to seeing him hide emotions that it was a bit startling for him to suddenly have a host of them on his face. He was absorbed in the priest’s words, his gorgeous face completely focused. And I realized he was taking everything the priest was saying about sin personally. Dimitri was replaying all the awful things he’d done as a Strigoi. From the despair on his face, you’d think that Dimitri himself was responsible for all the sins of the world the priest spoke of. For a moment, I thought I saw hope on Dimitri’s face too, just a spark of it mixed in with his guilt and sorrow. No, I realized. Not hope. Hope implies that you think you have a chance at something. What I saw in Dimitri was longing. Wistfulness. Dimitri wished that by being here in this holy place and listening to the messages conveyed, he might find redemption for what he had done. Yet†¦ at the same time, it was clear he didn’t believe that was possible. He wanted it but could never have it as far as he was concerned. Seeing that in him hurt me. I didn’t know how to react to that kind of bleak attitude. He thought there was no hope for him. Me? I couldn’t imagine a world without hope. I also never would have imagined I’d quote back a church lesson, but when the rest of the crowd stood up to take communion, I found myself saying to Dimitri: â€Å"Don’t you think that if God can supposedly forgive you, it’s kind of egotistical for you not to forgive yourself?† â€Å"How long have you been waiting to use that line on me?† he asked. â€Å"Actually, it just came to me. Pretty good, huh? I bet you thought I wasn’t paying attention.† â€Å"You weren’t. You never do. You were watching me.† Interesting. To know that I was watching him, would Dimitri have had to have watched me watching him? It boggled the mind. â€Å"You didn’t answer my question.† He kept his eyes on the communion line while composing his answer. â€Å"It’s irrelevant. I don’t have to forgive myself even if God does. And I’m not sure He would.† â€Å"That priest just said God would. He said God forgives everything. Are you calling the priest a liar? That’s pretty sacrilegious.† Dimitri groaned. I never thought I’d take joy in tormenting him, but the frustrated look on his face wasn’t because of his personal grief. It was because of me being impertinent. I’d seen this expression a hundred times on him, and the familiarity of it warmed me, as crazy as that sounds. â€Å"Rose, you’re the one being sacrilegious. You’re twisting these people’s faith for your own purposes. You’ve never believed in any of this. You still don’t.† â€Å"I believe that the dead can come back to life,† I said seriously. â€Å"The proof is sitting right next to me. If that’s true, then I think you forgiving yourself isn’t that much more of a leap.† His gaze hardened, and if he was praying for anything right then, it was that the communion process would speed up so that he could get out of here and away from me. We both knew he had to wait this church service out. If he ran out, it would make him look Strigoi. â€Å"You don’t know what you’re talking about,† he said. â€Å"Don’t I?† I hissed, leaning closer. I did it to drive home my point, but all it did (for me, at least) was give me a better view of the way the candlelight shone on his hair and how long and lean his body was. Someone had apparently decided he could be trusted to shave, and his face was smooth, showing its wonderful, perfect lines. â€Å"I know exactly what I’m talking about,† I continued, trying to ignore how his presence affected me. â€Å"I know that you’ve been through a lot. I know that you did terrible things–I saw them. But it’s in the past. It was beyond your control. It’s not like you’re going to do it again.† A strange, haunted look crossed his face. â€Å"How do you know? Maybe the monster didn’t leave. Maybe there’s still something Strigoi lurking in me.† â€Å"Then you need to defeat it by moving on with your life! And not just through your chivalrous pledge to protect Lissa. You need to live again. You need to open yourself up to people who love you. No Strigoi would do that. That’s how you’ll save yourself.† â€Å"I can’t have people loving me,† he growled. â€Å"I’m incapable of loving anyone in return.† â€Å"Maybe you should try instead of just feeling sorry for yourself!† â€Å"It’s not that easy.† â€Å"Da–† I just barely stopped myself from swearing in a church. â€Å"Nothing we’ve ever done has been easy! Our life before–before the attack wasn’t easy, and we made it through that! We can make it through this too. We can make it through anything together. It doesn’t matter if you put your faith in this place. I don’t care. What matters is that you put your faith in us.† â€Å"There is no us. I’ve already told you that.† â€Å"And you know I’m not a very good listener.† We were keeping our voices low, but I think our body language clearly indicated an argument. The other churchgoers were too distracted to notice, but Dimitri’s guardians were regarding us carefully. Again, I reminded myself about what Lissa and Mikhail had both said. Getting Dimitri angry in public was not going to do him any favors. The problem was, I had yet to say anything that didn’t make him angry. â€Å"I wish you hadn’t come here,† he said at last. â€Å"It’s really better for us to stay apart.† â€Å"That’s funny because I could have sworn you once said we were meant to be together.† â€Å"I want you to stay away from me,† he said, ignoring my comment. â€Å"I don’t want you to keep trying to bring back feelings that are gone. That’s the past. None of that’s going to happen again. Not ever. It’s better for us if we act like strangers. It’s better for you.† The loving, compassionate feelings he had stirred within me heated up–to fury. â€Å"If you’re going to tell me what I can or can’t do,† I growled in as low a tone as I could manage, â€Å"then at least have the courage to say it to my face!† He spun around so quickly that he might have indeed still been Strigoi. His face was filled with†¦ what? Not that earlier depression. Not rage either, though there was a bit of anger. There was more, though†¦ a mingling of desperation, frustration, and maybe even fear. Underscoring all of it was pain, like he suffered from terrible, exquisite agony. â€Å"I don’t want you here,† he said, eyes blazing. The words hurt, but something about it all thrilled me, just as his earlier agitation at my flippant comments had. This wasn’t the cold and calculating Strigoi. This wasn’t the defeated man in the cell. This was my old instructor, my lover, who attacked everything in life with intensity and passion. â€Å"How many times do I have to tell you that? You need to stay away from me.† â€Å"But you aren’t going to hurt me. I know that.† â€Å"I’ve already hurt you. Why can’t you understand that? How many times do I have to say it?† â€Å"You told me†¦ you told me before you left that you loved me.† My voice trembled. â€Å"How can you let that go?† â€Å"Because it’s too late! And it’s easier than being reminded of what I did to you!† His control snapped, his voice echoing through the back of the church. The priest and those still taking communion didn’t notice, but we’d definitely gotten the attention of those in the back half of the church. A few of the guardians stiffened, and again, I had to repeat the warning to myself. No matter how furious I was at Dimitri, no matter how betrayed I felt that he’d turned away from me†¦ I could not risk others thinking he was dangerous. Dimitri hardly looked like he was going to snap someone’s neck, but he was clearly upset, and one might confuse his frustration and pain for something more sinister. I turned from him, trying to calm my churning emotions. When I looked back, our eyes locked, power and electricity burning between us. Dimitri could ignore it all he wanted, but that connection–that deep calling of our souls–was still in there. I wanted to touch him, not just with this brushing of my leg but with everything. I wanted to wrap him in my arms and hold him against me, reassuring him that we could do anything together. Without even realizing it, I reached toward him, needing that touch. He sprang up like I was a snake, and all of his guardians shot forward, braced for what he might do. But he did nothing. Nothing except stare at me with a look that made my blood run cold. Like I was something strange and bad. â€Å"Rose. Please stop. Please stay away.† He was working hard to stay calm. I shot up, now as angry and frustrated as him. I had a feeling if I stayed, we’d both snap. In an undertone, I murmured, â€Å"This isn’t over. I won’t give up on you.† â€Å"I’ve given up on you,† he said back, voice also soft. â€Å"Love fades. Mine has.† I stared at him in disbelief. All this time, he’d never phrased it like that. His protests had always been about some greater good, about the remorse he felt over being a monster or how it had scarred him from love. I’ve given up on you. Love fades. Mine has. I backed up, the sting of those words hitting me as hard as if he’d slapped me. Something shifted in his features, like maybe he knew how much he’d hurt me. I didn’t stick around to see. Instead, I pushed my way out of the aisle and ran out the doors in the back, afraid that if I stayed any longer, everyone in the church would see me cry. How to cite Spirit Bound Chapter Twenty-Four, Essay examples

Nora Helmer Essays - A Dolls House, Memory Of The World Register

Nora Helmer Nora Helmer is a delicate, pampered wife who was spoiled by her wealthy father and later by Torvald. As Ibsen alludes, Nora is the doll of this dollhouse, as her role is to bend into the shape of the ideal housewife. If it is dancing for her husband, completing the family shopping, or playing childish games to attract Helmer's attention, Nora will do what it takes to fit the roles. As readers, we soon read that beneath the blank smile of this doll lies a web of lies, deception, and debt. Nora lives a life separated from the glittering housewife of Torvald Helmer. Nora is possible of her own triumphs and tragedies, independent of the life and decisions of her husband. Using creative symbolic animal imagery, Ibsen develops a deeper understanding of Nora's character, allowing her the capability to deceive and strike a blow for independence of women. Helmer's first spoken phrase comes from the study off-stage: "Is that my little lark twittering out there?" (346) He refers to Nora as a lark, a lighthearted, cheerful, petite songbird found in Eurasia. Helmer is most probably attempting to make the similarity with the characteristics between the bird and his wife. The name also gives a basic meaning of Nora's actions during this situation, as when he first calls her his "little lark" Nora is scurrying around the room humming. This little lark name also suggests Nora's childlike attitude, and Helmer's desire to promote her childish behavior. It illustrates Helmer's desire to cling to his false reality of a happy, simple housewife. What is even more intriguing is the physical characteristics of the bird in relationship to Nora. All larks have white outer tail feathers with their black tail, a black band across their upper head, a black line encircling the crown, and a black "mask" across the eyes. A mask is defined as a "face covering that, in ritual and theater, disguises the wearer and usually communicates an alternate identity."(Random House) This is very fitting for Nora who attempts and temporarily succeeds in disguising her debt from her husband with lies and deception. This mask allows for the seclusion of her debt, and the forged signature on the note payable to Krogstad. It is also the mask that separates the characters from reality, and it is only after this mask is figuratively removed that the Helmer marriage falls apart, causing Nora to banish herself from her family and other illusions that she has lived with up to this point. "Is that my squirrel rummaging around?"(346) Helmer asks as Nora opens Christmas packages and nibbles on macaroons. A squirrel is another animal altogether. These rodents mainly live in trees, and their food is mostly vegetable (especially nuts, seeds, and buds) (Random House). When food is in abundance squirrels will often store their excess amounts in order to return when food is scarce. Nora is constantly storing items she has placed high values on. From money to macaroons, she has found it necessary to squirrel away what she has, and hides the truth from her husband. Nora will resist spending her husband's money on expensive items in order to steal or embezzle the money she needs to pay off her secret debts. Squirrels will hide and bury food, as Nora buries the truth about the money used for the trip that saved the life of Helmer. Ibsen uses squirrels and larks to describe the round character that is Nora. Helmer wishes to simplify Nora's life, relating her to animals that seem joyful and carefree. Helmer wants to live a life within a dollhouse, with a wife who is simple, childish and obedient. Ibsen, however, sets the animal comparisons to unveil an altogether different motive, animals that are deceitful and independent, animals that are able to survive without the help of others. Nora is independent of the roles Helmer imposes on her, as she revels her ability to deceive and comprehend her own demise in the end.

Ah, Those -ah words in English!

Ah, Those -ah words in English! Ah, Those -ah words in English! Ah, Those -ah words in English! By Maeve Maddox AJ Tapper wrote: Ive seen on a couple different books and websites two different spellings of the word, savannah. Is it savanna or savannah? The OED gives savannah as the only spelling. Merriam-Webster gives savanna as the first spelling and savannah as a variant. This question about savannah caused me to wonder about other -ah words in English. Here are the results of my inquiry. The OED prefers veranda to verandah. H. W. Fowler curtly concurs: OED gives the -da form first, there is no reason for the -h; In my opinion verandah looks more exotic than veranda. If I were writing a novel set in India or even England of a hundred years ago, I think Id go for the h. The OED and Merriam-Webster agree on the -ah ending for: mitzvah wallah howdah hallelujah menorah messiah selah torah chutzpah pariah ayatollah shah loofah Although Im pretty sure Ive seen the spelling hosannah, both the OED and Merriam-Webster give only hosanna. Depending upon which dictionary you prefer, the following words may be spelled either way: yeshivah/yeshiva megillah/megilla mezuzah/mezuza cheetah/cheeta hookah/hooka maharajah/maharaja pujah/puja rajah/raja mullah/mulla casbah/kasbah kabbalah/cabala/cabbala halvah/halva huzzah/huzza moolah/moola I havent taken the time to define all these words. If you dont already know what they mean, youre not likely to need to know how to spell them. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:Direct and Indirect Objects50 Idioms About Meat and Dairy Productsâ€Å"Least,† â€Å"Less,† â€Å"More,† and â€Å"Most†

How Sociologists Define Social Control

How Sociologists Define Social Control Social control, within sociology, refers to the many ways in which our behavior, thoughts, and appearance are regulated by the norms, rules, laws, and social structures of society. Social control is a necessary component of social order, for society could not exist without it. Overview of the Concept Social control is achieved through a variety of means, including through social norms, rules, laws, and social, economic, and institutional structures. In fact, there would be no  society without social control, because society cannot function without an agreed upon and enforced social order that makes daily life and a complex division of labor possible. Without it, chaos and confusion would reign. The primary way through which social order is produced is through the ongoing, lifelong process of socialization that each person experiences. Through this process, we are taught from birth the norms, rules, and behavioral and interactional expectations that are common to our family, peer groups, community, and greater society. Socialization teaches us how to think and behave in accepted ways, and in doing so, effectively controls us our participation in society. The physical organization of society is also a part of social control. For example, paved streets and traffic signals control, at least in theory, the behavior of people when they drive vehicles. Sidewalks and crosswalks control foot traffic, for the most part, and aisles in grocery stores control how we move through the space. When we fail to conform to norms, rules, and social expectations, we suffer sanctions that remind us of their social importance, and that serve to control our behavior. These sanctions take many forms, from confused and disapproving looks to conversations with family, peers, and authority figures, to social ostracization, among others. The Two Types of Social Control Social control tends to take one of two different forms: informal or formal. Informal social control refers to our  conformity to the norms and values of the society, and adoption of a particular belief system, which we learn through the process of socialization. This form of social control is enforced by family, primary caregivers, peers, other authority figures like coaches and teachers, and by colleagues. EyesWideOpen/Getty Images Informal social control is enforced by rewards and sanctions. Reward often takes the form of praise or compliments, but also takes other common forms, like high marks on school work, promotions at work, and social popularity. Sanctions used to enforce informal social control, like those discussed above, tend to be social in form and consist mainly in communication or lack thereof, but can also take the form of the ending of a relationship, teasing or ridicule, poor marks in school, or being fired from work, among others. Formal social control is that which is produced and enforced by the state (government) and representatives of the state that enforce its laws like police, military, and other city, state, and federal agencies. In many cases, a simple police presence is enough to create formal social control. In others, police might intervene in a situation that involves unlawful or dangerous behavior in order to stop itto arrest literally means to stopin order to ensure that social control is maintained.   Alex Livesey/Getty Images Other government agencies enforce formal social control as well, like those that regulate which substances or foods can be legally sold, and those that enforce building codes, among others. It is up to formal bodies like the judiciary and the penal system to dole out sanctions when someone fails to comply with the laws that define formal social control. Updated  by Nicki Lisa Cole, Ph.D.

Complete short story in 2.500 words and 750 word commentary Essay

Complete short story in 2.500 words and 750 word commentary - Essay Example That there had to be people telling him what to do, what not to do. It had been close to nine months. He thought if he could avoid it then it wouldn’t have to be real. He could still feel the warmth of Naysa as she hugs him on his leg, the highest that she could reach. He could never get the smell of baby powder that wafts on her pink room and the butterflies hanging from the ceiling. The sleepless nights he and Amy had to bear because she wakes up at night hungry for a bottle. The laughs he had potty training her to no success. He had kept the house while Amy got an apartment. He couldn’t bear moving one furniture or toy. Amy couldn’t bear staying in the house for an hour. There was a pounding on his chest. A physical pain he could never get over. He feels too old to start over again. The glimmer of the life that he had suddenly flickered into the abyss that could never be his again. This was not fair. He did everything accordingly. He never cheated to get ahead. He worked hard to get where he is with his career. He helped where it is needed and to the extent he can provide. He wasn’t religious, but he was faithful. He loved the same woman for over a decade. But there was no one to blame, no one but himself. Greg and Amy had been in the same high school. They had the same set of friends but never really saw each other for more than acquaintances. Greg had always been too serious. He was the captain of the debate team, constant honor student and officer of the class. But he had a certain charm. A quiet charisma attracts people to him. Amy, on the other hand, has this certain flair. She wasn’t the most popular but there is always someone following her around, willing to carry her bag and walk her to her next class. But through all those years there was not one person that had been her consistent boyfriend. To be more accurate, no one could really claim to be her boyfriend. They met again on the engagement party of Bill and

Bag phone to Smart Phone ( Conception, to Design, to Implemetation and Assignment

Bag phone to Smart Phone ( Conception, to Design, to Implemetation and on to Operation then Decommission. CDIOD.) - Assignment Example Consequently, the paper discusses the impact of various design, and the manufacturing techniques that can be used in the production of mobile phones. Conception. A cellular phone is a wireless device that people use to communicate. Its Technology is based on the technology of radio that was developed since 1940’s. In 1843, Michael Faraday researched if electricity could be conducted via space. His study led to the development of cell phone. In 1865, Doctor Mahlon Loomis communicated first through the wireless atmosphere. He developed the idea of receiving and transmitting information via space as a conductor (Androulidakis, 2012 ). He was later awarded 50,000 for his study. The conception of cell phones is traced to the creation and innovation of police cars, taxi cabs, and other service motor cars whereby the radios enabled the police officers and taxi cabs to communicate with each other or a with the central station. Communication technology of cell phones can be traced to i ndividuals that had special radios patched on a phone line through a live operator when making a phone call. Police officers from Swedish used the first cell phone in 1946. The technology was linked to the network of a telephone and was unique of radio technology. The cell phone was less practical because it could make six phone calls before the battery of the car drained ( Bhowmik, 2008 ).. The modern mobile phone technology began when D.H. Ring created six sided cells for cell phones in 1947. Later on, an engineer for Bell Labs developed the idea of cell towers that would receive and transmit signals in 3 directions rather than two. However, despite the development of technologies, electronics and other technologies take years to mature. For example, the first cell phone’s electronics were developed in 1960. In 1967, the technology of mobile phone was available. However, the users had to station themselves within a single cell area. These regions that base stations serviced did not hand off phone calls from one station to the other. Despite users making calls, they were not able to make calls after attaining a certain range ( Goggin, 2006). A call hands-off system was developed by Amos Joel from Bell Labs in 1970. The technology enhanced un-dropped phone calls from one region to another. Even after developing the technology, in 1971 AT&T submitted a proposal to FCC for services of cellular. Approval took 10 years. In 1982, frequencies of 824-894 MHZ Band were allocated to Advanced Mobile Phone Service AMPS . In 1990, AMPS shifted from analog to digital service. Throughout the years, many technologies that led to the development of mobile phones existed. Mostly, the phones were available on vehicles because of large battery requirements. For example, the Mobile Telephone System that was developed by Erikson in 1950 was available in Sweden. Unluckily, it weighed over twenty pounds, which is ineffective when compared to today’s portable devices. 1 st Generation Cell Phones. The first portable cellular phone was unveiled by Motorola in 1983. The cellular phone was called Motorola Dynastic 8000X. The model was approved by FCC in the US. Motorola developed cellular phone technology for years and this model to over 15 years to enter the market costing over $100M. The

Attachment And Associated Disorders In A Classroom Education Essay

Attachment And Associated Disorders In A Classroom Education Essay EE and JE are two brothers, age eleven and eight respectively, who attend the same mainstream primary. Both children were identified as having difficulties considered consistent within Autistic Spectrum Disorders (ASD) and therefore each was issued with a Special Educational Needs (SEN) Statement. Both children have recently started to experience social, emotional and behavioural difficulties (SEBD) at an intensity which is of great concern for those professionals working with them. A more detailed description of these difficulties will be outlined in the following section. The school they attend opened an ASD Resource Base (RB) in September 2009. The siblings have been timetabled in the Base according to their language and cognitive developmental levels. They were mapped for this wave 3 intervention with the view of increasing their successful inclusion in the mainstream educational offer. For EE, initial assessment lead professionals to allocate 60% of his school time in the RB, along with eight other students of different ages but similar educational needs. All nine children have been assessed within P Scale levels (QCA, 2005). JEs learning difficulties are of a moderate nature and therefore he was grouped in a different ability group with other three students. All children in this group were assessed to be working at National Curriculum level 1. JEs group was scheduled four weekly sessions in the Base with the view to provide additional support in the development of the childrens Literacy, Numeracy and Social/Emotional skills. All teachers involved in their education are developing a shared understanding of the use of Provision Maps (PMs), personalised documents that provide an overview of the childrens allocated wave 2 and wave 3 interventions, as well as their long and short term educational targets. PMs are used to inform teachers planning, both in the mainstream classroom and in the RB. In addition, they provide staff with a shared understanding of each childs educational needs (Gross, 2008). PMs also contribute to the schools inclusive ethos, supporting Riesers (1995) proposal that SEN should be part of the schools equal opportunities policy rather than being considered as a separate issue (cited in Cowne, 2000). Any child on role at this primary can access to the provision that is additional to or different from the mainstream offer at any time their needs indicate so, whether they present with SEN or not. The purpose of this essay is not necessarily to challenge the subjects ASD diagnoses but to analyse the nature of the behaviours they are currently manifesting, which may provide some relevant explanations and result in useful interventions once and if attachment disorders are considered. Johnson (1992) and Williams, OCallaghan and Cowie (1994), authors cited in Geddes (2006), maintain that childrens attachment experiences have implications for those seeking to support them in their learning process. It is the authors assumption that the two boys in this study are using behaviour as a way to communicate their emotional needs. This essay will attempt to give meaning to their current behaviour using Geddes Learning Triangle Theory (2006) and apply this analysis to inform future practice. Recent behavioural changes in both siblings if considered jointly may contribute to critically identifying possible parenting issues, which could prove significant as both children are currently being assessed as potentional candidates for the Child Protection Register. Identifying Problem Behaviours: an outline of background information and recent behavioural observations. EE is the eldest of the siblings and will be moving to secondary education in September 2010. He was diagnosed with ASD when he was almost 3 years old. EE presents with severe difficulties in the three areas of development which constitute the triad of impairments at the core of the autistic spectrum: social and emotional understanding; all aspects of communication; and flexibility of thought and behaviour (Jordan, 2005). During his primary education, EE has been known as a compliant boy, very quiet and tranquil. He tends to keep to himself but responds well to adult lead activities. He finds it hard to stay focused on activities that are not of his own choosing but understands boundaries and responds well to positive behavioural management approaches used with individuals with ASD, such as making connections with key adults, clear expectations, and verbal praise (Kluth, 2003). Over the past two months, EE has shown increasing signs of anxiety in response to other children suddenly b ecoming upset. On one occasion, a little girl in his RB group accidentally hurt herself and began to cry inconsolably. The change in his muscle tone was very apparent to those working with him. He became very rigid and placed his hands on his stomach. After a minute or two, and once the girl had calmed down, EE asked to go to the toilet, which he never had done before during lesson times. While it is reported that EE has been receptive to criticism in the past, he is currently very sensitive to any sign of disapproval, getting easily upset if he feels he is in trouble and often denying any wrongdoing. If another child hurts him/herself and a graze is apparent, EE tries to communicate the incident to an adult. He has begun relating these incidents to his own experiences, intentionally expressing these connections to the adults working at the RB and consequently disclosing events of concern. He has pointed at scars on his body while naming his brother. When asked what happened, EE usu ally responds mummy slaps JE. EEs language difficulties are a barrier to him expressing his needs and historically he has not initiated a conversation with another person. The contexts in which EE feels the need to share his own thoughts are related to others or himself being in physical pain. Recently EEs appetite has also worsened and he is reluctant to join in at snack time, having to be regularly encouraged to eat. It would then seem reasonable to consider EEs behaviours, such as the changes in his appetite, noticeable anxiety and withdrawal, as symptoms possibly associated with a specific emotional disorder, such as depression or anxiety (DfEE, 2001). JE is a year 4 student and the second child of what is about to become a family of four siblings. JE also was diagnosed with ASD at the age of four. He has always had a very loud and active nature. His language impairment is more apparent in his expressive skills, especially when involved in some kind of conflict with his peers. JE is known for his tendency to be non-compliant. When contradicted or challenged, he initially would protest verbally, but would comply with key adults like his teacher or LSA. He had not shown any physical aggression until two months ago. JE regularly appears in a heightened state of anxiety and he has become increasingly negatively fixated on one particular child, with whom he has experienced difficulty interacting with throughout his schooling. His sensitivity to criticism has accentuated recently and his difficulties in initiating and maintaining positive and trusting relationships with both peers and adults are escalating. JEs most challenging behaviour is his determination to always be in control at whatever the cost, both in class and at playtimes. He appears increasingly restless and has expressed lack of sleep. The nature of JEs SEBD is gradually proving more challenging to those working with him, to the extreme of being at risk of permanent exclusion. He is developing a pattern of flight and fight (Geddes, 2006), demonstrating an increasing violence against school property and/or adults. Physical restrain is met with spitting, kicking, punching, and even with the shouting of false accusations. Sometimes the trigger to his outburst can be peers succeeding in tasks or behaviours which he has declined to attempt himself. At other times, the outburst occurs when he has been denied permission to go to the toilet or to access to a preferred activity. His ability to remain on task is deteriorating. When a member of the mainstream staff referred to calling his father to report his behaviour, JE begged for it not to happen, alegating that his father would hit him with the belt. Despite knowing of his tendency to lie, the leadership considered all recent developments involving both siblings, and the schools child protection officer referred their case to Children Services. Circular 9/94 (DfEE, 1994) defines (S)EBD as difficulties presented in a continuum between behaviour which challenges teachers but which can be considered within normal developmental bounds and that which is indicative of serious mental illness. In EEs case, the behaviours he is presenting could be considered typical within the autistic spectrum, yet it is the sudden change parallel to those observed in his younger brother that has alerted professionals working with him, triggering a multidisciplinary analysis of the possible causes underlying these behaviours. JEs disruptive and disturbing behaviours, the deterioration of his social skills and his escalating distress, have lead the author of this paper to consider a possible overlap between his SEBD and mental health difficulties (SEBDA, 2006). It would appear that his current case scenario fits within the DfES (2001) definition of conduct/anti-social disorders: Conduct disorder is a term used by mental health specialists to describe a syndrome or core symptoms, which à ¢Ã¢â€š ¬Ã‚ ¦ involve three overlapping domains of behaviour: defiance of the will of someone in authority; aggressiveness; and anti-social behaviour that violates other peoples rights, property or person. (DfES, 2001 p.24) A referral to Children and Adolescence Mental Health Services (CAMHS) followed this hypothesis, but in the interim that assessment is undertaken by the designated professionals, staff involved with JEs education relates to Geddes (2006) assertion of the practitioners need to reflect upon the effect that he is having on those working with him. Professionals agree that the severity of JEs behaviour at times of crisis appears to be negatively affecting professionals ability to think and respond using best practice, thus the system is becoming reactive with an increase in punitive responses and fixed term exclusions. JE is gradually becoming more rejected and unpopular amongst his peers and the adults around him, which is having a detrimental effect on his self-esteem and consequently his academic performance is decaying hastily. Difficulties in interpersonal relationship skills correlate highly with self-esteem, affect school performance and other psychosocial domains (Dana, 2009). JEs emotional and social difficulties seem to be spiraling within Danas assertion. Greenhalgh (1994) emphasizes that for those children affected with emotional and behavioural difficulties, their ability to learn is strongly linked to the childrens ability to relate to others. His assertion could be then considered in connection with the pioneer work of Bowlby (1969; cited in Bowlby, 1988) on Attachment Theory. Bowlby explains attachment behaviour as a set of behaviour patterns meant to develop during the childs early months of life. He adopts an ethological approach to the understanding of parenting and identifies the need for protection as the reason for the development of attachment between infant and caregiver. Attachment can be explained as the emotional bond that develops between the two, providing the infant with emotional security (Peardy, 1998). Cooper, Smith and Upton (1994) considered that behaviour problems in schools could be caused by the emotional difficulties emerging as a consequence of difficult family backgrounds or physical/sexual abuse. Ainsworths experiment called The Strange Situation (1978; cited in Geddes, 2006 and Pearce, 2009) contributed to the identification of the essential input of the mothers sensitivity to her infant in the development of attachment patterns. It is reported that JEs social and emotional difficulties, specially his inability of developing trusting and long lasting relationships, have always been present during his schooling, but has taken a more anti-social direction in recent times. Prior to critically analysing the attachment patterns observed in the teaching and learning environment of the RB thus the individuals SEBD can be analysed under the Attachment Theory framework -, it appears relevant to first consider the Attachment Theory in relation to children diagnosed with autistic disorders. Attachment patterns in children with ASD. Parenting children with ASD can be highly stressful (Koegel et al. 1992 and Dum et al. 2001; cited in Rutgers et al. 2007). Rutgers et al. (2007) explain how a number of researchers maintain that impairments in social interaction may have their impact on parental interactive behaviour, suggesting that parenting is particularly affected by the childs lack of adaptability, his/her demandingness and the parents acceptability of the childs disability. Despite this fact, Rutgers et al. (2007) conclude that children with ASD are able to show secure attachment behaviours to their parents regardless of their impairments in social interactions. The results of their study, also indicate that children with ASD who present with attachment disorders, follow a disorganised/disoriented pattern. Pearce (2009) describes this pattern as that defined by the childrens bizarre and contradictory behaviours towards the caregiver, exhibiting incomplete movements and poor affective displays. Rutgers et al. ( 2007) attribute the cause of these differences to the detrimental impact that the childrens social and language impairments can have on their parents interactive behaviour, especially when the children have severe difficulties in conventionally displaying their emotions. These authors maintain that with children with ASD, more sensitive parenting is not necessarily associated with more attachment security, whereas for children without ASD, more sensitive parenting is associated with more attachment security. These findings could be significant when identifying differences in the possible underlying causes of the siblings current SEBD. As outlined in the introduction of this essay, the aim of this present analysis is to underpin possible connections between the subjects SEBD and what Ainsworth et al. (1978, cited in Geddes, 2006; Rutgers et al. 2007; and Pearce, 2009) referred to as insecure patterns of attachment. Before considering possible attachment disorders as possible causes of the childrens SEBD, the siblings language difficulties have been taken into consideration. Teaching staff consulted the RB Speech and Language Therapist (SALT) in relation to a possible link between the childrens recent change in behaviour, their communication disorders, and their self-awareness. Law and Garrett (2004) cited the work done by Baker and Cantwell (1985) in order to determine the exact nature of the relationship between behavioural disorders and communication disorders. These authors concluded that early communication difficulties and behavioural problems are integrally linked in a common developmental trail that may beco me stronger as the child grows older. Both children have been receiving language therapy at school and since the opening of the RB, the hours of direct contact with the therapist have increased. During the first weeks of the school year, both children shown better than expected progress in all academic areas and SALT reported considerable improvement in their language and communication skills. Both children are demonstrating a strong need to communicate. Whether this need is to point at what is upsetting them or to link their present experiences to other environments is unknown. In consultation with the SALT, and in terms of their language development, it was agreed that both children are making good progress. It was then assumed that answers to the subjects change in behaviour needed to be found elsewhere. Understanding the nature of early experience and its disorders in the classroom could help staff understand the meaning of the childrens behaviour in school and indicate what kind of response and intervention may be effective (Geddes, 2006). Attachment patterns observed in the classroom: differences between the two siblings. Clements (2005) asserts that behaviour is driven by interactions between the individual and the environment, adopting an ecosystemic approach when understanding behaviour in children with ASD. Attachment Theory is yet another ecosystemic framework within which professionals have the opportunity to view pupils and their social and emotional difficulties holistically (Geddes and Hanko, 2006; Gross, 1987). Consequently, staffs understanding of the impact early experiences can have on the childrens behaviour at school could contribute to the emotional heath and well-being of all pupils (Geddes, 2006). Dowling and Osborne (1985; cited in Geddes, 2006) stress that children develop an understanding of relationships based on their experiences with parents and siblings, friends and extended family. Through these primary experiences, Dowling et al. explain how children will develop an understanding of rivalry for parental affection, sharing and ownership. Stern (1985) maintains that experience s of being in the company of an other are to be seen as active acts of integration, rather than as passive and unsuccessful intends of differentiation of their self. Both siblings seem to have recently suffered deterioration in their emotional well-being, yet they appear to be expressing these difficulties in very different ways: while EE is approaching adults for comfort, JE is attacking them. These differences, explains Bee (1997), could find an explanation in the biological argument explaining temperament and personality. The biological perspective considers that each individual is born with characteristic patterns determined genetically, which then establish the individuals responses to the environment and to other people (Ayers, Clarke and Murray, 1999; Bee, 1997). Goleman (1996) supports this statement and adds that each individual inherits a series of pre-set emotional features, which determine his/her temperament. It would seem, however, as if by adopting a biological perspe ctive to explain the differences in the siblings behaviours, the birth order of the children would then not be accounted for, nor any environmental factors. This would then contradict the advice of a number of researchers who advocate for the need to adopt an eclectic approach to the analysis of SEBD (Cooper et al., 1994; Cooper, 1999; Jones, 1999; Visser, 2002; Visser, 2005). JE is the second of three siblings and the family is currently expecting a fourth baby. EE was diagnosed with ASD soon after JE was born. Sterns (1998) assumption that experiencing the self in the company of another is to be seen as an experience towards integration might not have been such for JE. Links between Attachment Disorders and Mental Health Problems can be found in Greenhalghs (1994) work when he refers to Kleins (1946) concept of the paranoid-schizoid position, which is characterised by the individuals strong need for omnipotence, or in another words, the need to have things ones own way. They relat e omnipotence to the fear that allowing others to get their ways will stop the individual from preserving the experience of things being good. When identifying the problem behaviours in previous sections of this essay, it was mentioned JEs need to dictate his own way (e.g. he is to go to the toilet any time he wants to, not when he is scheduled to; he finds it very difficult to cope with the adults authority, often challenging it and reacting violently when feeling contradicted). Geddes (2006) applies the principles of the attachment patterns originally determined by Ainsworth et al. (1978; cited in Geddes, 2006; Rutgers et al. 2007; and Pearce, 2009) to the classrooms teaching and learning dynamics. She does so with what she names The Learning Triangle, established between the child, the teacher and the task. Rutgers et al. (2007) reached the conclusion that children with ASD tend to be less secure and more disorganised in their attachment pattern. This assertion could provide a th eoretical basis to critically consider JEs SEBD difficulties as being caused by a disorganised /disorientated attachment. When describing pupils whose attachment pattern is of this type, Geddes (2006) identifies the following responses to their schooling and learning: à ¢Ã¢â€š ¬Ã‚ ¦ the pupil is likely to: appear in a heightened state of anxiety; be highly vigilant and notice any slight distraction; have an absence of trust in the authority of adults; be insensitive to others feelings; place considerable importance on objects rather than relationships; may bully others perceived as vulnerable/reminders of their vulnerability; get into trouble a lot in relatively unsupervised settings such as the playground; experience overwhelming affect (feeling) which has no apparent meaning; sudden react to unseen triggers; be extremely sensitive to criticism and implied humiliation; have little development of the capacity to reflect à ¢Ã¢â€š ¬Ã‚ ¦ and sadly appear to enjoy very little. (Geddes, 2006; pp. 108) JEs problem behaviours seem to be consistent with most of the patterns described above. When JE joins a lesson in the RB, he is asked about his mood. All pupils in his group are invited to register themselves according to six basic emotions. JE has only managed to identify two of the choices, excitement and anger. Over the past month, JE has regularly indicated feeling angry but he cannot express the reason behind his emotion. Research on the origins of anger and rage link aggression and violence to weak bonding in infancy and weak parenting (APA Commission on Violence, 1993; cited in Geddes, 2006). Geddes (2006) also quotes Holmes (2001) definition of outbursts of rage as a form of displacement activity resulting of an individuals dilemma between fear and need. She also classifies the learning profile of disorganised students as that of being omnipotent and controlling when approaching the classroom, reaching to the same consideration as other authors previously refer to (e.g. Klein , 1946 in Stern, 1998). On the other hand, EE is responding well to a nurturing approach to his emotional needs, which Clements (2005) identifies as one successful strategy for those individuals with ASD who like EE are sensitive or anxious and ready to avoid situations. When considering Geddes Learning Triangle to critically analyse EEs SEBD, the evidence compiled with the SALT; the fact that he is approaching the adults in the RB when feeling upset and/or distress; his growing ability to work independently with the support of visual aids; and his good response to the nurturing approach staff is adopting, could contribute sufficient evidence to consider EE as a securely attached pupil who over the last two months has been experiencing some external strain. His condition of first-born and his kind and gentle manner would appear to have contributed to his development of a secure attachment with his mother. Over the years, he has demonstrated a capacity to adapt to school and to respond to the demands of the academic and social setting in which learning takes place, which Geddes (2006) identifies as features characteristic of secure attachment, a social and emotional skill that children with ASD are capable of achieving (Rutgers et al. 2007). Geddes goes to describe the secure attached pupil as a child who presents with high scores of ego-resilience and self-esteem, less dependency on the teacher with the past of time, but with a growing affect for him/her. The securely attached pupil can increase the intentionality in his/her interactions with others and s/he is generally more co-operative. This would seem consistent with the recent improvement in EEs expressive skills assessed by the SALT as well as his ability to allow a key adult to help him focus back on task after an incident that may have upset him. Conclusions and advice for further practice It would seem that EEs emotional distress needs to be further assessed within the work of a multi-disciplinary team in order to bring some light to his family situation. His anxiety could be rooted to home events that are yet to be clarified. From an educational point of view, staff needs to advocate for his emotional well-being and continue offering a nurturing approach to his current needs (Clements, 2005). The conclusion reached in this discussion regarding the possible implications of an identified attachment disorder for JE, along with the nature of his behaviours, imply that the educational priority for the immediate future is to provide JE with safety, reliability and predictability (Geddes, 2006). Visual cues, such as visual timetables, are already being used. Clear expectations and behavioural boundaries are common and consistent practice amongst the staff of the RB and, in few occasions, JE has shown some positive responses to the authority of one of the teachers. It appears necessary that these same boundaries are consistently used in the mainstream provision. In order to guarantee that, the teacher with whom he seems to be developing a positive relationship could be allocated as his key worker for a period of time. For children identified as having a disorganised/disoriented attachment pattern, Geddes (2006) also recommends the use of a physical container as a possible therape utic strategy. She advocates that this resource can be interpreted as a secure base. This approach needs to be further explored, but taking into account that JE is very fond of comic characters, providing him with a toy that he can place in and out of a box during the school day as required by his emotions could facilitate him with a tool with which to explore and regain interest in the world around him. JE shows interest in playing with his peers and it is often his lack of skills to initiate positive interactions at playtimes that causes him trouble. JE could benefit from adult support at playtimes to facilitate good role models and assertive approaches to conflict, social skills strategies recognised as useful in helping individuals to improve their self-concept and achieve optimal levels of self-esteem (Roffey, Tarrant and Majors, 1994). EE and JE have both been displaying abnormal behaviour patterns and despite very similar diagnoses of ASD, they have been exhibiting markedly different responses to what is assumed as external factors possibly stressed within the home. Through this examination of attachment and associated disorders, it has been hypothesized that the variation in the boys response could possibly be due to JE suffering from an attachment disorder in addition to his original diagnoses of ASD. For this supposition to be validated it is acknowledged that there is need for an extensive multidisciplinary investigation in the home dynamics and further analysis of JEs mental health. The value of investigating attachment and associated disorders when analysing possible causes of individuals SEBD is that it can inform staff to look further than the original ASD diagnoses. If the supposition of JE presenting with an attachment disorder of a disorganized/disorientated pattern is correct, working on developing JEs attachment to and trust of staff, as well as maintaining the specialised ASD provision within the RB, can only be of benefit to him. Unlike EE, JE is not responding to the strategies advised as best practice for children with ASD.