Reflective Statement Cit Sem1

Reflective Statement CIT Sem1 In the last two years I have had two major transitions, the first was when I transferred from industry into lecturing, finding myself in a college on the one side of the desk. The second was then being enrolled as a student and discovering myself on the other side of the desk. Both steps have taken me very much away from my comfort zone of getting production lines to work, to all the way back to my university days staring at a blank page trying to get my brain to work. The first session of the CIT course has gone very quickly with a surprising amount of material covered leaving me with a lot to take on board.Watching someone teach seemed to be a good place to begin, our first opportunity was to watch a video of a Vocational lesson taking place with level 2 and level 3 students, a similar setup to my Engineering TFS class. Reflecting on this lesson, some of the strategies I could take from it were the way the lesson was structured with clear instructions at the start, a variety of activities, using the more experienced students to help the first year students, motivating them and consolidating what they have learned.Peer observation was a good opportunity to see how an experienced teacher within my own college and subject structured their lesson and the techniques they used, it also made me appreciate how difficult it is to formally reflect on someone else’s teaching. The Gardner’s theory of various learning styles of visual, kinaesthetic and auditory showed me that not all activities are going to work for all students, hence the need for variety with in the lesson to stimulate the learner.The introduction to the LLUK and the Domain A professional values and practice was probably the biggest step in the course, where you are asked to plan the learning by creating schemes of work and detailed lesson plans. â€Å"Fail to Plan, Plan to Fail†. This was then broken down further in the Domain D where the individual ne eds of the students being taught had to be considered. This was put into practice, first in a group activity, were a scheme of work was designed and lesson plan extracted from it. This gave a good opportunity to coordinate or efforts as a group and presents our work to the rest of the class.The second opportunity to do this and receive feed back was during the first class observation which allowed us show progression within our teaching and start putting in practice what had been learned so far. Teachers and the Law, was a useful reminder of the responsibility we have as teacher within the class room, that we have a duty of care towards the learner, especially when they are under 18. Not only is it a legal obligation, but it is set out as a contractual duty of care also covered in the LLUK in Domain A and our signed contract of employment.The most inspirational part of the course to date would be the Behaviour Management presentation, which served to confront the teacher’s fe ar of the disruptive class or impossible child. Developing positive relationships with the students seems to be at the heart of this topic, which in some cases could be time consuming and hard work, but inevitably rewarding. Key skills in achieving good classroom management are rewarding the student with constructive praise, giving clear instruction and introducing novel stimuli and humour to create a stress free environment.In addition to the presentation on Behaviour management, I have been able to sign up to the Behaviour Needs mini course and receive some very useful materials and tools that have help with my class room management to try an make it a more stimulating learning experience. Domain BK1. 2 Probably the most nerve wrecking experience of the first session, more so than the lesson observation was the Micro Teaching activity. Looking back, it was actually enjoyable and worthwhile when you could see yourself in the playback, and identify the type of teacher you are, again laid out in Domain BK2. 6 which ask you to evaluate your own practice.This gives me the opportunity not just to suit lessons to fit the learner but also my own teaching style. The exercise made me really think of what goes into the different stages of a lesson, i. e. the BEM principle. â€Å"The view is that we learn more in the first 12 minutes and the last 8 minutes of a lesson† (Duckett. I and Tatarkowski. M; 2005,27), taking that into consideration we should have 3 BEM’s in a typical lesson. The function of a good opening is â€Å"To induce in participants a state of readiness appropriate to the task to follow, through establishing rapport, arousing motivation and gaining attention† ( Hargie.O and Dickson. D 2004,262). Setting out the objectives, displaying them for the students to see, so they know what the expectations of the lesson will be has now become a fundamental part of my teaching. Before we looked into Blooms taxonomy, I thought there were just q uestions and answers, now I am aware of effective questioning on so many different levels. In the past I have used questioning considerably within my lesson, but would like to develop this skill so that it can be more â€Å"effective†. Conclusion.Experiencing teaching for only one year, with no formal training, was a huge challenge, but one which I felt I dealt with to best of my abilities. The course so far, has enhanced my teaching abilities, which should make me a more reflective teacher willing to try new strategies and learning from want can go wrong in a class and maximising on what went right. (958) References: Duckett,I. and Tatarkowski, M. , 2005. Practical strategies for learning and teaching on vocational programmes. London: Learning and Skills Development Agency, p. 27. Hargie, O. and Dickson, D. 2004. Skilled Interpersonal Communication. 4th ed. London: Routledge, p. 262.

Biology Phylum Notes

Biology of Animals Dermatomes develop anus from plasterer Promotes develop mouth from plasterer. Presentation: Overview of Prokaryote, Protests, and Fungi l. Prokaryote (ex. Bacteria) Characteristics -unicellular -Small (0. 5-mum) salt. Pedagogical, Gram stain, virulence. Gram positive bacteria take up the Gram stain and turn purple, Pedagogical traps crystal violet, very thick cell wall made up of sugars.Gram negative bacteria crystal violet is easily rinsed away revealing dye. Have a carbohydrate portion of alphanumerically then an outer membrane, prototypical layer then plasma membrane. Salt acts as a balance for equilibrium. To absorb moisture and preserve. -Structure pig. 98, 558 (Familiar, a surrounding of prokaryote that act as an attachment structure) Inside the familiar is the capsules followed by the cell wall distinguish eukaryote from prokaryote. A typical rod shaped bacterium.Motility-known as flagella is famous because it is extremely complex of many proteins. Multi por tion motor, taxis is another term for the movement it makes. Chemo towards light Know structure and basic functions of the prokaryote. A. Characteristics -Genome- ca. Xx smaller than eukaryotic genomes, contained within the nucleoli, plasmids. Page 559. -Single Circular Chromosome-within the nucleoli, does not have a physical structure, is Just where you find DNA. -Plasmids-accessory DNA. The cause of antibiotic resistance.Some bacteria do not have plasmids. Plasmids are not always found In a living thing. Also Xx less Information than eukaryotic. Can be transferred by transcription. -Endoscopes, Bacillus anthracic (anthrax). Page 560. What Is wealth the endoscope Is the genetic material. Everything else goes Into a suspended sleep. The genetic Information gets protected In the endoscope. Not all bacteria have the ability to make endoscopes, allows them to survive harsh environments. Allows to just wait even for

Bank of England Essay

The Bank of England, is the central bank of the United Kingdom . Established in 1694, it is the second oldest central bank in the world, and the world’s 8th oldest bank if you include commercial banks. It was established to act as the English Government’s banker, and to this day it still acts as the banker for the U.K Government, the Bank was privately owned and operated from its foundation in 1694 but it was nationalised in 1946. The bank of England has about  £156 billion pounds worth of gold ingots as a backup if people start to ask for their money back , the bank also acts a custodian for other counties gold, including Germanys and various other counties. History The establishment of the bank was devised by Charles Montagu, Earl of Halifax, in 1694.He suggested loan of  £1.2m to the government; in return the subscribers would be incorporated as The Governor and Company of the Bank of England with long-term banking privileges including the issue of notes. The Royal Charter was granted on 27 July through the passage of the Tonnage Act 1694. Public finances were in poor a condition at the time that the terms of the loan were that it was to be serviced at a rate of 8% per year, and there was also a service charge of  £4,000 per year for the management of the loan. The first governor was Sir John Houblon, who is depicted in the  £50 note issued in 1994. The Bank’s original home was in Walbrook in the City of London, unitl it moved to its current location on Threadneedle Street, and thereafter slowly acquired neighbouring land to create the bulding seen today. When the idea and reality of the National Debt came about during the 18th century this was also managed by the bank. By the charter renewal in 1781 it was also the bankers’ bank – keeping enough gold to pay its notes on demand until 26 February 1797 when war had so diminished gold reserves that the government prohibited the Bank from paying out in gold. This prohibition lasted until 1821. The 1844 Bank Charter Act tied the issue of notes to the gold reserves and gave the bank sole rights with regard to the issue of banknotes. Private banks which had previously had that right retained it, provided that their headquarters were outside London and that they deposited security against the notes that they issued. A few English banks continued to issue their own notes until the last of them was taken over in the 1930s During the period which lasted from 1920 to 1944, the Bank made deliberate efforts to move away from commercial banking and become a central bank. In 1946 the bank was nationalised by the Labour government. On 6 May 1997, following the 1997 general election which brought a Labour government to power for the first time since 1979, it was announced by the Chancellor of the Exchequer, Gordon Brown, that the Bank of England would be granted operational independence over monetary policy. Under the terms of the Bank of England Act 1998 which came into force on 1 June 1998. Location The Bank’s headquarters has been located in London’s main financial district, the City of London, on Threadneedle Street, since 1734. The busy road junction outside is known as Bank junction as well as the tube terminal called ‘Bank’. Employees The bank currently employees around 1900 people. Sir Mervyn King is the most executive figure within the bank, he then has two deputies under him who are called Charles Bean and Paul Tucker, there are then 10 directors under them responsible for the everyday decisions of the bank and its subsidiaries. Functions of the Bank The Bank of England performs all the functions of a central bank. The most important of these is supposed to be maintaining price stability and supporting the economic policies of the British Government, thus promoting economic growth. There are two main areas which are tackled by the Bank to ensure it carries out these functions efficiently. Monetary stability – stable prices and confidence in the currency are the two main criteria for monetary stability. Stable prices are maintained by making sure price increases meet the Government’s inflation target. The Bank aims to meet this target by adjusting the base interest rate, which is decided by the Monetary Policy Committee, and through its communications strategy, such as publishing yield curves. Financial stability -maintaining financial stability involves protecting against threats to the whole financial system. Threats are detected by the Bank’s surveillance and market intelligence functions. The threats are then dealt with through financial and other operations, both at home and abroad. In exceptional circumstances, the Bank may act as the lender of last resort by extending credit when no other institution will. The Bank of England has a monopoly on the issue of banknotes in England and Wales. Scottish and Northern Irish banks retain the right to issue their own banknotes, but they must be backed one to one with deposits in the Bank of England, excepting a few million pounds representing the value of notes they had in circulation in 1845. Since 1998, the Monetary Policy Committee (MPC) has had the responsibility for setting the official interest rate. However, with the decision to grant the Bank operational independence, responsibility for government debt management was transferred to the new UK Debt Management Office in 1998, which also took over government cash management in 2000. The Bank used to be responsible for the regulation and supervision of the banking and insurance industries, although this responsibility was transferred to the Financial Services Authority in June 1998. After the financial crises in 2008 new banking legislation transferred the responsibility for regulation and supervision of the banking and insurance industries back to the Bank.

Theory and Practice of Ethics Research Paper Example | Topics and Well Written Essays - 2500 words - 1

Theory and Practice of Ethics - Research Paper Example It cannot be achieved by advancements in science and metaphysics. There can be differences of opinion about what is good for the human beings collectively. It has given rise to many theories in ethics. This paper aims at studying the role of media and its responsibilities from the ethical perspective. With the advancement in technology the role and shape of media is also fast changing. Technological advancement has made information very much accessible to everyone via various means. With internet and telecommunication and other mass media sources information travels very swiftly and fluidly all over the globe. With this wide reach and access of mass media comes the responsibility. Thesis Statement: Is the media playing its role responsibly for the collective well being of human kind? The Importance of Media Media has a strong role to play in forming the opinions of the public. Hence it in a way moulds what is acceptable and what is not acceptable by the society. It has a strong influ ence in determining ethical boundaries of the society. Ever since its inception media has been a powerful tool in shaping and molding people’s perception but with the current mushroom growth of mass media its importance has increased manifolds. The outburst of internet has fueled it further taking it to new heights. Every individual now has access to loads of information and that too is so easily available just a click away. It has not only increased the role of media but also increased the importance of the opinion of the people. Now public opinion matters in almost all walks of life even in important policy decisions. Public opinion matters most in politics. This growth in mass media has made individuals very opinionated and now we have opinions about almost everything and that too is an informed one (Vivan, 2006). Ethical Issues Created by Media Media and politics are strongly interrelated. What we observe today is the emerging phenomena of mediatization of politics, growi ng role of E-Politics and governance. These days’ media is extensively used by governments, political parties and all other stake holders in forming opinion of the public. It includes traditional media as well as all the modern electronic forms such as twitters, websites, social networking channels etc. Recently we observed an example of the influence of media in politics in countries like Egypt, Jordan and Libya (Street, 2010). But the question arises here, is the media brought revolution justified? Is it ethical? Is it really in the interest of the citizens of the country? With this increasing trend of mediatization the important question is no more about assurance of independence of media from politics and society but the need is to ensure independence of politics and society from the influence of media. Mediatization is a two pronged process. At one hand media emerge as independent institution, with independent thinking based on its own logic with which all the other soci al institutions must adapt. On the other hand it has become an integral part of all the other institutions of society such as politics, work, religion etc. Increasingly all the activities of these institutions are performed with the interaction of the mass media. The impact of mediatization can be understood from the fact that a headline in the newspaper may change the voting behavior of the people in the elections. Is the media playing its role sensibly and responsibly? Are they raising the right

Middle aged women and their health (this is for a womens health class) Annotated Bibliography

Middle aged women and their health (this is for a womens health class) - Annotated Bibliography Example This was changed to have a focus on what could be accomplished in everyday life at a moderate level. This article, researching physical activity, was conducted using questionnaires and interviews. There were 2, 341 participants. This study was not considered experimental since it did not require the use of a control group. Since this study was based on self-reporting from the participants, there is always the concern of the accuracy of the results. I would suggest repeating the study using a smaller number of participants and conducting it in a supervised setting. One thought would be to have the participants video themselves while cleaning to monitor the time spent, the level of activity and the number of days a week. The fact that the results were totally based on statements from the participants automatically leads to questions of accuracy. This article focused on bone density. The authors conducted research to determine if long term estrogen use has an effect on bone density. The research showed that it takes at least seven years of estrogen use after menopause in order to make a positive impact on bone density levels. It is questionable whether or not estrogen has any effect on women 75 years old and older. This research project had two distinct groups of participants; those taking estrogen and those who did not. This study could be considered experimental in that there was a control group and the results were compared between the two groups. The only component that is dependent upon the participants is the actual taking of the estrogen. This, however, can be verified through medical testing. The results were determined through the medical testing of bone density, so I consider the results of this research more valid that the previous study. An important factor about this study is the length of time that a women must take the estrogen in order for it to be effective in

Marine Fisheries Research Paper Example | Topics and Well Written Essays - 1250 words

Marine Fisheries - Research Paper Example Due to marine fishing, the number of stock that is available for the fish breed to ensure their sustainability for the next years has always reduced. Therefore, there is need to ascertain whether marine fishing has reached to a point where it threatens the extinction of some species of marine fish and relate these to environmental ethical issues. The main aim of the study is to ascertain the impact of marine fisheries and how it relates to some of the environmental ethical theories. The following research questions will assist in attaining these research objectives. Is the level of marine fisheries threatening the sustainability of some marine fish? How does these relate to the environmental ethical theories like utilitarianism? Any entity that is engaged in harvesting or rising of fish is referred to as a fishery. The terms that typically define a fishery are types of fish or species, individuals involved, the area of seabed or water, fishing method, the activities, purpose or the class of the boats. Fishers as well as fish are usually combined in the definition with the latter utilizing similar gear types to fish similar species. Aquatic culture, fish farming or capturing wild fish may be involved in a fishery. Fish stocks are continuously being reduced due to overfishing that has led to fish being taken beyond sustainable levels. (Jennings et al, 78)

Christian Louboutin (shoe designer) Essay Example | Topics and Well Written Essays - 2000 words

Christian Louboutin (shoe designer) - Essay Example Christian Louboutin is a prominent French designer whose footwear has entailed shiny, red-lacquered soles, which have grown to become his signature. Christian Louboutin can be regarded as one of the most creative and prominent designers working today. Initially, his unique red-soled shoes were seen as a top secret treasure of an elite circle of Louboutin enthusiasts; nevertheless, sustained media attention has introduced Louboutin to the world and heralded unparalleled levels of popularity. As a result, Louboutin is worn by both fashion insiders and fashion-mindful celebrities and stylish women. The research of Christian Louboutin (shoe designer) is critical and should be understood by designer practitioners who strive to create unbeatable, unique brands. The essay seeks to engage students within a search for and analysis of contemporary design research. Background Louboutin started sketching shoes in his early teen years at the detriment of his academic endeavours. Louboutin had minimal formal training comprising of drawing and decorative arts at the Academie d’Art Roederer. For more than two decades, Louboutin’s designs including boot made from various animal hairs and a towering ten-inch slipper has been a market leader of luxury shoe design. The multiplicity of detail, form, and style are embodied in Louboutin’s shoes and designs can be regarded as reinforcing the allure of his one-of-a-kind creations (Welters and Lillethun 2011, p.511). Louboutin’s success can be partly linked to his love of travel, entertainment, and architecture, which guarantees that no two pairs of shoes are analogous (Craik 2009, p.29). Louboutin entered into the fashion industry in 1982 when he started as an intern at Charles Jourdan. For the subsequent decade, Louboutin learned his craft as he freelanced for high-profile fashion houses such as Yves Saint Laurent and Chanel. It was in 1992 that he launched his first shoe boutique in Paris, a number that has risen to over twenty five boutiques across the globe. Louboutin’s sought to avail his clients with an unbeatable experience, given that for each collection that he produced he would select artisans with certain skills, maintaining that it was essential to have his shoes crafted by skilled craftspeople rather than modern, mass-production machines (Welters and Lillethun 2011, p.512). Louboutin’s unique designs can be regarded as mainly influenced by fantasy, sex, and playfulness (Vartanian 2012, p.8). Discussion Louboutin’s distinct designs and signature features red-sole, high-heeled shoes are highly popular, especially among celebrities. Lo uboutin applies individualized approach when designing his collections to guarantee that he generates consistently innovative and desirable collections. His designs can be regarded to be in different, but highly appropriate design. This reinforces the notion that Louboutin’s shoes are not simple pieces of clothing, but also pieces of art (Renfrew and Renfrew 2009, p.117). Louboutin managed to develop an unmistakable signature by ensuring that all of his shoes featured bright red soles. A characteristic pair of his luxury shoes might also feature a stiletto heel and upper parts of coloured leather or exotic reptile skins. The price of the shoes normally ranges around $800 a pair. Louboutin’s shoes are renowned globally for their remarkably innovative design and distinctive glossy red sole. Louboutin’s lacquered red sole trademark is perceived as a â€Å"subtle status symbol† and can be regarded as highly alluring relative to the overt branding of the big-n ame luxury brands (Rauf and Vescia 2007, p.16). Louboutin contended that his utilization of the red colour mirror his conviction that red colour is a symbol of passion, blood,

Final Project Essay Example | Topics and Well Written Essays - 750 words - 5

Final Project - Essay Example Holy Crap was also intended to be a cereal for emergency kits because of its healthy nutritional content and long shelf-life but the consumer does not want it to be a mere survival kit but a cereal breakfast. Holy Crap started at farmers markets and sales were slow at first. In 2010, they made $58,000 and the brand was originally called Hapi. Until they changed the name to Holy Crap, the CRAP stood for its components which are the combination of apple and cinnamon or C.R.A.P. Their phenomenal sales growth online were first doubted by Paypal to be a scammed that their payments were given in small dollops. Today, Holy Crap is now a reputable company and is now going global as is now setting up distribution to at least 11 countries and thousands of stores. The article of Troy White illustrated the trend in marketing that by just changing the brand name that is catchy, sales will tremendously increase. This was the experience of Corin and Brian Mullins that their sales increased to 1,000% just by changing the name of their cereal from HapiFoods which is not exactly a sexy sounding name according to Corin Mullin to Holy Crap. At first she was adamant with the brand but when sales increased from 10 bags a day to 10 bags a minute, she is now selling Holy Crap Cereals. Summary: In this article by small businessbc, it showed where the trend of Holy Crap in the near future considering their phenomenal growth. They are going to sell their cereals around the world with the very best stores via licensing agreements,† says.   The expansion will involve duplicating the company’s prototype facility and employment plan around the world to create local jobs and development opportunities in smaller communities. The article also narrated the evolution of the product from a mere survival kit to a fast selling cereal product. a) What stage of the product life cycle is Holy Crap Cereal in? Discuss the Marketing Objective, Competition,

Maternity module Essay Example | Topics and Well Written Essays - 250 words

Maternity module - Essay Example Pregnant women should also drink enough water to support blood volume increases and also to help avoid dehydration. Some supplements with folic acid and iodine are also recommended. Pregnant women should limit discretionary foods and drinks which has amount of saturated fats added salts and sugars. QUESTION 4. Develop a nutrition care plan for the patient with hyperemesis. Why does hyperemesis occur? (Hyperemesis – prolonged, persistent vomiting associated with an increase in the maternal free thyroid hormone) The exact cause of hyperemesis is unknown, but some of the contributing factors include: increased estrogen levels, high level of human chorionic gonadotropin and gastrointestinal changes associated with pregnancy. Other factors like stress and anxiety may trigger acute morning sickness. To control this condition, the pregnant women should include more protein and complex carbohydrate such as cheese, milk and nuts in their diet several times in a day. They should avoid food with fatty acid. It is also recommended that they drink plenty of water and get as much rest as possible. A. During Polycystic Ovarian Syndrome ovaries are formed that contain follicles with hormones that cause different changes in the woman bode. The disorders in women hormonal production during Polycystic Ovarian Syndrome usually cause women infertility in 75% of cases. The main reason of infertility during PCOS is anovulation, that occurs when ovaries do not release an oocyte and ovulation cannot occur. A. The risk of complication during pregnancies is higher in multiparity pregnancy. Study has shown that maternal mortality increases steadily from fifth to tenth pregnancy. Repeated births and breast feeding takes toll of the level of micronutrient in women body. For instance, Study has shown that 72% of multiparous women suffer from iron deficiencies. For women to go through pregnancy without iron deficiency, she should have mobilisable body iron stores of at least 500gm

Alcohol and Drug Abuse Essay Example for Free

Alcohol and Drug Abuse Essay Alcoholism and drug abuse in the workplace or school can no longer be ignored by employers and institutions as they contribute to poor performances. Excessive use of alcohol and drugs leads to addiction, which is never addressed by most companies leading to a decrease in an employee’s morale. Drug usage and alcoholism may also make an employee behave inappropriately, disrupting a firm’s operations due to too much tension and frustrations. It also affects the relationship between employees and their clients, not forgetting the negative effect it has on the family that ends up changing how a worker performs at his or her place of work. Burroughs explains that, alcoholism causes an employee to miss work due to hangovers, a factor that causes disruptions at the place of work, causing employees to lose a lot of money. Drug abuse and alcohol reduces employee’s ability to concentrate at work, hence the inability to make right decisions. It also causes employees to produce low-quality jobs, lack of motivation and impaired skills. Employees can be laid off from their jobs or face disciplinary actions from their place of work due to alcoholism as most employees can not tolerate poor performance (2003). According to Wells, (2005), employees can assist employees with alcohol and drug addiction in establishing supportive programs such as Employee Assistance Programs. This program will give employees and their family members, referrals to available community resources and activities. Employers can also encourage employees to seek treatment and rehabilitation at the firm’s expense. Recovery will help employees to change as they feel valued by their organization. They will work on changing their behaviors to avoid disappointing the employer. Employees can seek treatment on their own to avoid the risk of losing jobs. In addition, it is important for employees to avoid bad companies that affect their behaviors’ and encourage the use of drugs and alcohol. It is important for employees to associate with non-alcoholics, to help them reduce bad drinking habits. References Walls, J. (2005). ‘The Glass Castle’, 2nd Edition, Scribner: New Jersey. Burroughs, A. (2003). ‘Dry’. 1st edition, St. Martins Press: New York. Source document

Public Health Issue: Diabetes Mellitus

Public Health Issue: Diabetes Mellitus This assignment will address the public health issue of the increasing prevalence of diabetes mellitus (diabetes) and explore links with health inequalities both nationally and locally. It will discuss the frameworks available which give guidance for standards of care for diabetes patients and their influence on diabetes care. It will then critically discuss the issue of diabetes management in relation to patient education and the ability of patients to self-manage their chronic long-term condition, evaluating both the role of both healthcare professionals and individuals in achieving the best possible healthy outcomes. It will then discuss whether all people get the same level of diabetes care, in particular focusing on people who are not able to attend GP surgeries. Public health is defined as The science and art of promoting and protecting health and wellbeing, preventing ill health and prolonging life through the organised efforts of society (Faculty of Public Health 2008). Health equality is a key element of social justice and as such justifies the government and other health agencies to work in collaboration to develop health policies which improve the publics health regardless of social class, income, gender or ethnicity through promoting healthier lifestyles and protecting them from infectious diseases and environmental hazards (Griffiths Hunter 2007). Yet many health inequalities still exist in the UK, some of which will be discussed in this paper. There are predominantly two types of diabetes mellitus (diabetes); type 1 diabetes occurs when the body does not produce any insulin and type 2 diabetes occurs when the body does not produce enough insulin to function properly or when the body cells do not react to insulin. Type 2 diabetes is the most common and accounts for around ninety five per cent of people with diabetes. If left untreated both types of diabetes can lead to further complications which include heart disease, stroke, blindness, and kidney failure (Who 2011). Life expectancy is reduced by up to 10 years in those with this type of disease (Whittaker, 2004). In the majority of cases, type 2 diabetes is treated with lifestyle changes such as eating healthier, weight loss, and increasing physical exercise (Diabetes UK, 2007b). There are currently 2.6 million people in the UK with diabetes, and it is thought up to a further 1.1 million are undiagnosed. (Diabetes UK, 2010). Other evidence suggests that approx 50% of people are not aware they have the condition, living a normal life with only mild symptoms (reference). Men are twice more likely to have undiagnosed diabetes, than women, possible because on average they tend to visit their GP less (Nursingtimes.net 2009). Diabetes is one of the most widespread chronic diseases, which is potentially life threatening. It is currently thought to be the leading 4th disease causing death in most developed countries worldwide with estimated prevalence of 285 million people. Most experts agree that more than 4 million people in the UK will have Type 2 diabetes by 2025 with potentially 5.5 million living with this chronic condition by 2030 (Diabetes UK 2010, and International Diabetes Federation (IDF)2010). These statistics are startling; type 2 diabetes is one of the biggest challenges facing the UK today with people often treated entirely by the National Health Service (NHS) who provide care for all levels of diabetes. Diabetes control is considered poor in Europe with the UK being identified as having the worst control. The reasons for this are not clearly identified. However what is clear is the potential impact on people in terms of complications and shorter lives (Liebl et al 2002). People with diabetes who have complications cost the NHS 3.5 times more than people who have no evidence of complications (IDF 2006). The NHS currently spends about 10% of its total resources on diabetes, which equates to  £286 per second. This places a significant drain on resources which will potentially rise in line with the growing prevalence of diabetes and associated complications unless alternative ways to reduce the burden of the disease can be found Diabetes.co.uk). There are many reasons for the growing prevalence of type 2 diabetes in the UK, two of the main ones being the modernisation of industrialisation and urbanisation, which has changed peoples lifestyles and eating habits and caused and escalation in obesity (Helms et al 2003). Diabetes and obesity are closely linked; eighty percent of patients diagnosed with diabetes are obese at the time of diagnosis (Diabetes UK, 2006). Kazmi and Taylor (2009) agree and say type 2 diabetes can be linked to genetics, although increased levels are more likely to be attributable to obesity resulting from a decrease in physical exercise and westernised diets. A 2008 survey highlighted the UK as having the highest obesity levels in Europe, currently 24% of adults are considered obese which tends to increase with age. (Organisation for Economic Co-operation and Development 2010). However this figure should be treated with caution as England is one of the few countries who uses actual measurements of weight and height, other countries preferring to use self reported measures. The UK has an increasing elderly population which combined with rising levels of obesity is likely to further increase type 2 diabetes prevalence(DH2010). The links between socioeconomic deprivation and ill health are well established (Yamey 1999, Acheson 1998, Chaturvedi 2004). This can be observed within the UK, as type 2 diabetes does not affect all social groups equally, it is more prevalent in people over 40, minority ethnic groups, and poor people (The National Service Framework (NSF) for Diabetes). Several studies have established people with type 2 diabetes living in deprive areas suffer higher morbidity and mortality rates than those in more affluent areas. (Roper et al 2001, Wilde et al 2008, Bachhmann 2003). However globally the links between deprivation and type 2 diabetes are less clear as there is less information available on diabetes and deprivation related outcomes. In conflict with the UK, studies in Finland, Italy and Ireland found no significant variations in different socioeconomic groups (Gnavi et al 2004, OConner 2006). Reasons which may have negated the impact on socioeconomic deprivation may have been due to differences such in the population studied, health care delivery or available treatments. Links between deprivation and type 2 diabetes appear evident in the locality of Derbyshire. All but three local areas in Derbyshire have a diabetes and obesity levels which are significantly worse than the England average (Derbyshire County Primary Care Trust (PCT) 2008). In Derbyshire there are clear significant variations in levels of deprivation, High Peak has very little deprivation, and yet Bolsover is in the 20 per cent most deprived areas in England, with thirty two per cent of people living in poverty and mortality and morbidity levels significantly worse than the England average (Bolsover District Financial Inclusion Strategy 2009). These worrying levels have triggered the Department of Health to declare Bolsover a Spearhead area for improvement (DH 2009, Derbyshire PCT 2008). Some steps have been taken in Bolsover to reduce morbidity and mortality rates by introducing healthy initiatives aimed at improving peoples life styles (Bolsover 2010). However, although morbidity and mortality rates have reduced over the last ten years they remain significantly higher than the England average (Bolsover District Financial Inclusion Strategy 2009). Derbyshire has a growing elderly population (Derbyshire PCT 2008). This together with proven links of levels of obesity rising with age would suggest a future increase in levels of diabetes. Diabetes is a national priority and Derbyshire has a higher than England average prevalence, but the local NHS strategy (2008) does not specify diabetes as a key priority. This may be a factor why Derbyshire is failing to meet its targets to reducing morbidity and mortality by ten per cent by 2010 in the poorest areas of Derbyshire (DH 2009). Frameworks and policies exist to give guidance on standards of care, improve the quality of life and life expectancy of people with diabetes and lessen the financial burden on health services. (Reference x2). In response to European influence the NHS plan (2000) set out guidance for modernising services, raising standards and moving towards patient centred care. Subsequently the NSF for Diabetes (2001) was published which outlines twelve standards of care aimed at delivering improved services and reducing inequalities over a ten year period with the ultimate vision of people suffering with diabetes receiving a world class service in the UK by 2013. This framework was followed by the NSF for Diabetes: Delivery Strategy (2003) which gives guidance on how the NSF for diabetes could be achieved. Frameworks are a useful outline for action and set out clear goals and targets, but do not address the social, economical and environmental causes of ill health or take account of available financial and staffing resources (Reference from book). The NSF for Diabetes (2001) appears to support this statement; other than retinal screening, no funding was initially made available to implement the twelve standards (Cavan 2005). The availability of this funding will have been significant in the achievement of one hundred per cent of people with diabetes now being offered this service (English National Screening Programme for Diabetic Retinopathy, 2009). It wasnt until 2004 the Quality Outcome Framework offered financial rewards to meet other targets within the NSF, for instance maintaining practiced based registers of people with diabetes, to enable primary care providers to provide proactive care (NHS 2004). Ten years on this framework is still credible and sets the gold standard of care for patients with diabetes in the UK (NICE 2000) which would seem to be an outstanding achievement. There have been significant improvements in caring for people with diabetes since it was published. However, it could be criticised that some standards are not enforceable until 2013 (NSF 2001). Numerous publications have followed the NSF for Diabetes (2001) in an attempt to give guidance for health professionals to follow (NICE 2004, NICE 2008, NICE 2009, RCN, NMC). These frameworks are not intended to work in isolation but collaborate with each other at different levels, whilst attempting to produce a quality health service (Reference). . The main reasons for the onset of diabetes and risk of further complications is due to suboptimal health relative behaviours which include little physical activity, high calorie intake and inadequacy to maintain good glucose control and it is said individuals with diabetes play a central role in determining their own health status (Clarke 2008 Reference 1). Whittaker (2004) concurs and says that much of the burden relating to care lies with individuals themselves. Patient education is seen as fundamental in the treatment of diabetes to ensure the best possible healthy outcomes for individuals (Alexander et al, 2006, Brooker Nicol 2003, Walsh, 2002). Standard 3 of the NSF for Diabetes (2001) clearly demonstrates a move away from medical care to encourage individuals to take responsibility for their own health but also places the onus on health care professionals to educate, support and empower people to enable them to effectively care for themselves. The recent Public Health Whitepap er (2010) endorses future healthcare services should focus on wellness rather than treating disease and supports empowering people to put some effort into staying well. It acknowledges healthcare services only contribute to one third of improvement made to life expectancy stating that a change in lifestyle and removing health inequalities contribute to the remaining two thirds. Giving people the skills, knowledge and tools to take control of their own health logical as people with diabetes spend an average of 3 hours per year with their healthcare professional and around 8700 hours managing themselves (Ref N3. For example there is much evidence concluding that maintaining blood glucose levels as close to normal as possible slows down the progression of long term complications and if patients can be empowered to take control of their diabetes, not only will it increase the individuals quality of life but also reduce the financial burden on the NHS. (Whittaker, 2004). (Ref: 4.1, 4.2). The Diabetes Year of Care programme (2008) has been developed to help healthcare professionals move away from a paternal approach to care planning to a more personalised approach for people with chronic long term conditions. This approach involves both healthcare professionals and patients working together to prioritise individual needs. Helmore (2009) agrees that a personalised approach to care planning which should be holistic and include the persons social circumstances, will empower patients to take a central role in their own healthcare and suggests that nurses and patients should work together to set goals the patient can work towards which would include self care and the services they will use. For example a depressed patient will not want to venture outside to exercise and comfort eating may cause them to gain weight. The priority in this case would be to deal with the patients depression. The nurse could then liaise with other community services and social care to resolve no n medical issues which would enable the patient to manage their weight and increase activities (Helmore 2009). Rollings (2010) believes nurses should take a lead role on behalf of the GP consortia as they are the ones best placed to identify the care requirements of patients with diabetes, they have experience in patient pathways and are able to co-ordinate local and professional services. The Department of Health (2010) has highlighted care planning as an area for improvement to ensure one hundred per cent of diabetic patients have individual care plans (DH 2010). Currently it is thought only sixty per of people with long-term conditions in England have an individual care plan (www.gp-patient.co.uk). Diabetes self-management education programmes (DSME) have been developed to educate and empower patients to take control of their own conditions by improving their knowledge and skills to enable them to make informed choices, self-manage and reduce any risk of complications. DSME also aims to help people to cope with physical and mental of living with diabetes (Ref 21 p 114. These programmes which should be age appropriate can be delivered to individuals or groups. (6 and 40 p 119 and 120). . (reference 7 p119). Programmes available include the Expert Patent Programme (EPP), its derivative X-PERT and Diabetes Education and Self-Management for ongoing and newly diagnosed (DESMOND) which are available in all PCTs in the country. These programmes offer the necessary information and skills to people to enable them to manage their own diabetes care and they offer the opportunity for people with diabetes to share problems and solutions on concerns they may have with on everyday living (N9) . They encourage people to find their own solutions to issues such as diet, weight management and blood glucose control, enlisting the help of diabetes professionals if needed (N9). The literature suggests this will result in well educated, motivated and empowered patients and consistently supports patient education as crucial to effective diabetes care (use many refs). Much research has taken place on the effectiveness of DSME. Some of which suggests that patients who have not participated in DSME are four times more likely to encounter major diabetes complications compared to patients who have been involved in DSME (Reference).Other evidence suggests that it is not possible to establish whether patient education is effective at promoting self-management in the long term to reduce the effects of diabetes or the onset of complications and improve the patients quality of life (reference). From studies that have taken place, it is evident that although knowledge and skills are necessary they are not sufficient on their own to ensure good diabetes control. People require ongoing support to sustain the enable them to sustain self-management and therefore the longer period of time the course run the more likelihood people will remain empowered (Ref) The majority of people in the UK are offered some form diabetes education, the bulk of which is offered at the time of diagnosis. Also the style, length, content and structure of DSME vary. Very few education programmes have been evaluated; therefore it is not conclusive which intervention strategy is the most effective for improving the control of diabetes. The America Diabetes Association suggest that as people are individuals and different methods of education suit different people, there is no one best programme, but generally programmes which incorporate both psychosocial and behaviour strategies appear to have the best outcomes. However the Healthcare commission (2006) found people in England are not being offered adequate information about their condition to facilitate effective self-management. They reported just eleven per cent of respondents had attended an educational course on how to live with diabetes and disturbingly seventeen per cent of respondents did not even know whether they had type 1 or type 2 diabetes (Reference 2 p 119). The success of DSME is dependent many variants which include the patients individual characteristics, the context of their social environment, the extent of the disease, and the patients interface with the care and education provided. Overall there is a great deal of evidence to suggest DSME is the cornerstone in effective diabetes care (NSF 2001). It is recommended that DSME is delivered by a multi-disciplinary team together with a comprehensive care plan (reference 1). Experts agree that effective management of diabetes mellitus increases life expectancy and reduces the risk of complications (NICE Guidenance for the use of patient education models of diabetes Referece 1 p 119 Changing the health related behaviours of people with diabetes has been proved to be successful in reducing or even eradicating the risk of complications (reference). Many different health promotion models of exist which can help a patient to digest health promotion advise and want to change their health related behaviours (Kawachi 2002). Health promotion models are useful tools to assist with this process. The Stages of Change health promotion is a frequently used model for weight management as it identifies 6 stages of readiness to change which helps health professionals identify the intervention actions to recommend and support. Standard 3 has also ensured people with diabetes receive regular care (Hicks 2010), although Hillson (2009) would argue the quality of which is still open to debate. Every person with diabetes should receive the highest standards of individualised care, no matter who delivers it or where or when it is delivered. Access to specialist services should be available when required (Hillson 2009). Diabetes patients receive different standards of care depending on whether or not they can attend their doctors surgery (Knights and Platt 2005). Diabetes patients who are unable to attend the surgery are being overlooked and missed out on screening and reviews of their diabetes, consequently receiving a lower standard of care despite the NSF for Diabetes stating inequalities in provision of services should be addressed to ensure a high standard of care which meets individual patient needs.(Gadsky 1994 ,Hall 2005, Harris 2005,). Until recently the district nursing team were some of the few professionals who provided care in the home for diabetes patients and only usually had input with diabetes patients when treatment was required for a complication (Wrobel 2001). District nurses have historically been seen as generalists and able to provide care and treatment for patients with a wide range of conditions and therefore do not necessarily have specialist disease knowledge (Hale 2004). Sargant (2002) agree with this and suggests the quality and advise district nurses give to diabetic patients is questionable as they dont have the in-depth level of knowledge in relation to diabetes. In recognition of the inconsistency of care being provided to patients with chronic illnesses in their own homes, the role of Community Matron was introduced in 2004 to ensure patients with diabetes receive the first class service advocated by the Department of Health (1999) and the NHS PLAN (2000) by managing their all encompassing care requirements and help patients effectively manage their long term conditions which in theory should result in reduce hospital admissions. (NHS Improvement Plan 2004). However a study conducted by Gravelle et al (2006) would suggest the Community Matron role has not been effective in reducing hospital admissions. Forbes et al (2004) concurs that district nurses, given the time and with the right training could extend their roles and satisfactory undertake appropriate care for housebound people with diabetes. However Brookes (2002) suggests training and resources are big issues and Harris (2005) says that district nurses may not be fulfilling their Professional Code of Conduct by failing to care sufficiently for this group of patients (Nursing and Midwifery Council 2008). The growing prevalence of diabetes and the drain on NHS resources continues to be a concern for the UK, in terms of life quality and life expectancy of patients. Many health inequalities exist for people with diabetes; there are proven links with obesity and deprivation; and diabetes care provided is not equal for all patients. Patients who are able to attend their GP surgery receive better care than those who are housebound, although this inequality is being addressed and care is improving. The NSF for Diabetes is a useful framework for healthcare professionals to follow when providing care for people with diabetes. The quality of diabetes care has improved since this framework has been introduced. However, the implementation of some recommendations has been slow and will not be complete until 2013. Patient education is paramount to successful diabetes control and there appears no doubt that the key to successfully slowing the onset of diabetes and the recognised associated complica tions is to engage patients in DSME.

Cause and Effect Essay: Deteriorating Health Causes Problems for Elderly Drivers :: Cause and Effect Essays

Driving is a simple task that many of us do on a daily basis. Most people are safe drivers, while a few are incapable of driving safely. Safe and capable is how most senior citizens can be viewed; however, there are some factors that can make a senior citizen dangerous behind the wheel. Some of the problems with the elderly today are that their reflexes react slower, they are hearing impaired, or a physical health change can be a big problem. Research has shown everyone ages differently and growing old does not necessarily mean a person becomes a safety hazard on the road. Much depends on the person's physical and mental health as the years pass. Because people age differently there should be certain test given to the elderly after the age of 65. First, an annual hearing test should be given to the elderly. About thirty percent of those over age 65 are hearing impaired. The ability to hear is more important to driving than most people realize. Hearing can warn a driver of danger signals like the sound of screaming sirens, honking horns, or screeching tires. There are occasions when a driver can hear a car but can't see it because of a blind spot. Good hearing helps drivers to be sensitive to what is happening on the roadways around them. Secondly, An annual visual acuity test should be given to the elderly. The elderly are not tested periodically so more often than not visual changes occur and go undetected. Passing a simple eye-test should guarantee clear sight. But many elderly people have visual defects that make it difficult for them to see road signs and pedestrians. Senior citizens may need to slow their vehicles to read a road sign, which can put them at risk for an accident with faster traffic. If they do not slow down, the risk may be smaller, but they cannot read the sign. Obviously, challenge of driving is not one that can be easily solved for the elderly. Lastly, a test on sensory motor skills should be given to the elderly. Cause and Effect Essay: Deteriorating Health Causes Problems for Elderly Drivers :: Cause and Effect Essays Driving is a simple task that many of us do on a daily basis. Most people are safe drivers, while a few are incapable of driving safely. Safe and capable is how most senior citizens can be viewed; however, there are some factors that can make a senior citizen dangerous behind the wheel. Some of the problems with the elderly today are that their reflexes react slower, they are hearing impaired, or a physical health change can be a big problem. Research has shown everyone ages differently and growing old does not necessarily mean a person becomes a safety hazard on the road. Much depends on the person's physical and mental health as the years pass. Because people age differently there should be certain test given to the elderly after the age of 65. First, an annual hearing test should be given to the elderly. About thirty percent of those over age 65 are hearing impaired. The ability to hear is more important to driving than most people realize. Hearing can warn a driver of danger signals like the sound of screaming sirens, honking horns, or screeching tires. There are occasions when a driver can hear a car but can't see it because of a blind spot. Good hearing helps drivers to be sensitive to what is happening on the roadways around them. Secondly, An annual visual acuity test should be given to the elderly. The elderly are not tested periodically so more often than not visual changes occur and go undetected. Passing a simple eye-test should guarantee clear sight. But many elderly people have visual defects that make it difficult for them to see road signs and pedestrians. Senior citizens may need to slow their vehicles to read a road sign, which can put them at risk for an accident with faster traffic. If they do not slow down, the risk may be smaller, but they cannot read the sign. Obviously, challenge of driving is not one that can be easily solved for the elderly. Lastly, a test on sensory motor skills should be given to the elderly.

herody Free Essay on Homers Odyssey - Odysseus and the Mind of a Hero :: Homer, Odyssey Essays

The Mind of a Hero The ‘American Heritage High-school’ dictionary defines a hero as a man, often of divine ancestry, who is endowed with great courage and strength. Is that what a hero truly is? Does he need only strength and courage? Does a hero not need a mind? Any man can be strong and brave, but does that mean he is a hero? Nay, a hero must have more. He must be quick-witted and always think with his head and never his fear. A man must be clever (mentally bright, superficially skillful or witty) to be considered a hero. A hero has many characteristics but one of the most important is to be able to think his way out of trouble. Not that a hero shouldn’t be physically strong, that’s always good, but sometimes you can’t fight your way out things without getting yourself killed. Odysseus, king of Ithaca, is a very clever man. He shows that quality time and again in ‘The Odyssey’. For example, the Trojan War. The Greeks fought with the Trojans for ten years without success. They had to get over the wall around Troy. No one had any ideas. But then Odysseus and his clever mind thought of a way to trick the Trojans. He ordered the Greeks to build a huge wooden horse in which they could hide. Odysseus figured that when the Trojans wake up to the horse and no Greeks in sight that they’d take the horse as a peace offering and take it inside the city. The Trojans did as Odysseus had guessed and after ten long years the war with Troy was finally over. Another example of Odysseus’ cleverness is when he met a giant, one-eyed monster named Polyphemus. Odysseus and his men went into this giants’ cave and stayed to meet him. What they saw when Polyphemus came home was a huge surprise. Polyphemus liked humans, yes he did. He liked them as dinner, lunch, and breakfast. Odysseus was losing his men rapidly while they were trapped in the cave. He had to do something. Suddenly an idea popped in his head. He and his men sharpened a stick, and shoved it into Polyphemus’ eye while he was sleeping. Plus, when Polyphemus called for help, nobody listened because Odysseus had told him that his name was ‘Nohbdy’. If that doesn’t take a clever mind then I don’t know what dose.

Auditory Localization Essay -- Hearing Sound Perception Essays

Auditory Localization Auditory localization is the ability to recognize the location from which a sound is emanating (Goldstine, 2002). There are many practical reasons for studying auditory localization. For example, previous research states that visual cues are necessary in locating a particular sound (Culling, 2000). However, blind people do not have the luxury of sight to help them locate a sound. Therefore, the ability to locate sound based only on auditory ability is important. It is also important to study different auditory processes. For example, when studying a way for a blind person to maneuver through an environment, it is helpful to know that people can most accurately locate sounds that happen directly in front of them; sounds that are far off, to the side, or behind the head are the least likely to be properly located (Goldstein, 2002). Three coordinate systems are utilized when attempting to locate a specific sound. The azimuth coordinate determines if a sound is located to the left or the right of a listener. The elevation coordinate differentiates between sounds that are up or down relative to the listener. Finally, the distance coordinate determines how far away a sound is from the receiver (Goldstine, 2002). Different aspects of the coordinate systems are also essential to sound localization. For example, when identifying the azimuth in a sound, three acoustic cues are used: spectral cues, interaural time differences (ITD), and interaural level differences (ILD) (Lorenzi, Gatehouse, & Lever, 1999). When dealing with sound localizaton, spectral cues are teh distribution of frequencies reaching teh ear. Brungart and Durlach (1999) (as seen in Shinn-Cunning, Santarelli, & Kopco, 1999) believed that as the ... ...Psychology: Human Perception and Performance, 26 (6), 760-1769. Goldstein, E. (2002). Sensation and perception (Rev. ed.). Pacific Grove, CA: Wadsworth-Thomsom Learning. Lorenzi, C., Gatehouse, S., & Lever, C. (1999). Sound localization in noise in hearing impaired listeners. Journal of the Acoustical Society of America, 105 (6), 3454-3463. Lorenzi, C., Gatehouse, S., & Lever, C. (1999). Sound localization in noise in normal hearing listeners. Journal of the Acoustical Society of America, 105 (3), 1810-1820. McDonald, J., Teder-Salejarvi, W, & Hillyard, S. (2000). Involuntary orienting to sound improves visual perception. Nature, 407, 906-907. Shinn-Cunningham, B., Santarelli, S., & Kopco, N. (1999). Tori of Confusion: Binaural localization cues for sources within reach of the listener. Journal of the Acoustical Society of America, 107 (3), 1627-1636.

Impressionism: Art and Literature Essay

Impressionism, the history started in the 19th century. A group of French artists has rebelled in their work of art by painting the things around them. Among them are Berthe Morisot, Cezanne, Degas, Monet, Pissarro, and Renoir. The term ‘impressionism’ was coined by an art critic named Louis Leroy regarding a painting from Monet in 1873, the ‘Impression: Sunrise (‘Impression, Soleil Levant’). According to Louis Leroy the paintings from the group lacked details, unfinished and did not show the hard works that were exerted in traditional arts. Impression I was certain of it. I was just telling myself that, since I was impressed, there had to be some impression in it — and what freedom, what ease of workmanship! A preliminary drawing for a wallpaper pattern is more finished than this seascape. (Leroy, 1874) However, other critics were more sympathetic of the Impressionism art of the group describing them to stamp on the senses. Impressionism art spread on other western countries fast. The Impressionism was adopted in literature. The incorporation of impressionism in poems, prose and other literary works were applied whereas the literary appeals on the feelings, thoughts, impressions, emotions, sensations and impressions of the character. Impressionist literatures are characterized when actions, scenes or characters are portrayed to view reality subjectively. The characteristic of such works are subsumed in some categories including Symbolism. Among the writers who adapted such style are Baudelaire, Laforgue, Mallarme, Rimbaud and Verlaine. Novels like The Lagoon by Joseph Conrad and Mrs. Dalloway by Virginia Woolf are great examples of this genre since the comprehension of their novels are not easy. Conclusion The connection of both arts and literatures under the Impressionism genre is the way the works are conveyed to the viewers or readers. The way the Impressionism literatures allow the readers to use their senses allows stimulating different intellectual interpretation from one person to the other rather than conveying in plain words the character or scenes detailed in the written works. The same were applied to the early work of arts of Impressionism. Therefore, I disagree on the description of the unfriendly critic Louis Leroy when he said that the early work of arts do not have the hard work in traditional artworks because to stimulate the thinking and emotions through artworks and literary is a challenge for every artist and writer into Impressionism.

Personal Views Ethics

u01a1 Personal Views Ethics Essay Each person should live with moral standards. To distinguish between the right and wrong is based on the person’s ethics. It describes what kind of values and beliefs does the person has. In business, it composed of standard ethics that serves as a guideline among employees about their expectation to the company. Newell S. stated that ethics in business focuses on identifying the moral standards of right and wrong as they apply to behaviour within and across business institutions and other related organizations.The goal of business is to gain profit but, the fair practices they implement internally and externally matters because the values they represents reflects the ethics of the company. Rajeeve stated that the lack of business ethics in the market is the reason the world economy is presently in crisis. Unethical practices such as dishonesty, lack of transparency, creating false documents, and sexual discrimination are activities that are n ot fair. A Quick Ethics Test from Dayton Fandray of Raytheon Company was chosen to distinguish the ethical values of the person when faced in dilemmas. Consider the following article: Drawbacks of Business EthicsIt includes the information about legalities, the affected person of such case, fitting of right values, the appearance in newspaper, its reflection on the company, the choice of being right and the feeling towards the result (Salopek J. , 2001). Through this test, the company can assess the capabilities of their employees in terms of ethical thinking. A concrete briefing about the company’s ethics is needed as a recommendation after the assessment. This test is valid to develop the employee’s ability in decision making against the company’s policy and procedures, regulations, values and self-The effects of ethics in Business perspective. When an employee turns to a gray decision situation, reflecting through this test is essentially help before proceeding. Myths of Business Ethics Ketz, E. (2003) stated that many myths exist in the business world. He lay out seven ethics and five were further discussed in the following section. The first myth given is about the non-existence of business ethics. Principles of ethics were come from the personal life. The correlation of ethics to the aspects of life is given proof and justifiable than the business ethics itself.The value of honesty is adapted from the person’s character and applied in the business policy. Ethics is a matter of education alone. This explains that those who are educated are the only one who has ethics. But, most unethical people in the business world came from the prestigious universities. Responsibility for ethical education rests with colleges and universities. This myth emphasizes that colleges and universities are accountable for the training of ethics of such person. To clarify this, ethics is learn through one’s belief and shape by the experiences gain.The behaviour or attitude reflects the character of the person as a whole. Ethics is different from mathematics that needs to be computed or English that needs to be grammatically correct. The effects of ethics Business Ethical dilemmas are episodic. This myth explains that ethical problems comes only occasionally during one's life. Ethical dilemmas are not planned. It came out unexpectedly and the frequent encounter of it doesn’t count. It doesn’t have limits on how many times it will come to the person’s live.Professional ethics can be separated from personal ethics. This myth is not true. The ethics of such person reflects with its own character. The way the person presents himself whether in the business or personal aspects of his life is the same. Decision Making Ethics in business serves as a guide to employees to give confidence in their decision. It equips them tools and references that will help in decision making. It established unified rules and belief that will entrust each employee to help each other towards the goal of the company.Effective leaders in the company influence the factors of the su ccess against the endeavours. They are the key decision maker. The person in this position should have strong character and principles that will not oppose to the company’s unified ethics. They are the people who are personally ethical in word, thought, and deed and who conduct their decision making openly so that they're perceived as ethical even from a distance. In a corporation, the decision maker varies from the higher position to the lower. There are different areas of expertise divided into different department.Decisions about prospective The effects of ethics in Business Clients were under the jurisdiction of sales department and not with the finance group. There are boundaries and responsibility within their own people. The leader of each group evaluates certain cases, reacts and form a solution based on company’s ethics. Conclusion Having a business ethics is important. Chen E. emphasizes the code of ethics symbolizes the ethical responsibilities of the compan y and the expectations of its employees. It serves a guide to the employees and the company as well.The success of the company varies with the ethics they have. And the ethics are based to the people involved in the organization who run and facilitate the business. Ethics are not made for displays but, for application with purpose. The challenge of being ethical an unethical in the business world has been raised. Despite the rampant unethical leaders in different industries, one of the objective can possess is the elimination of unethical business leader as start with ourselves. It can serves as a model to other beginners and will lessen the possible add- ons.The other objective or expectation for this course is to learn more in depth about the different business ethics among different companies. The issues and lawsuit tendered can be the case for justification and reference. The last expectation is to finally adapt or embrace the business ethics in the concept of being a future lea der or businessman/women. References Chen E. Main Principles of Business Ethics. Retrieved from http://ezinearticles. com/? Main-Principles-of-Business-Ethics&id=4502579 Ketz, E. 2003) The Accounting Cycle: Myths about Ethics. Retrieved from http://accounting. smartpros. com/x38366. xml Newell S. Business Ethics Q finance. Retrieved from http://www. qfinance. com/contentFiles/QF02/g1xtn5q6/12/2/business-ethics. pdf Rajeev L. Ethical and Unethical Business Practices. Retrieved from http://www. buzzle. com/articles/ethical-and-unethical-business-practices. html Salopek J. , (July 2001) Right Thing – business ethics. Retrieved from http://findarticles. com/p/articles/mi_m4467/is_7_55/ai_77713888/pg_3/? tag=content;col1

American Education vs Asian Education Essay

In the past 20 old ages the United States school system has been roll uping a spot of unfavorable judgment. Surveies have shown that the United States has been dawdling exponentially compared to about all the industrialised states. This specifically refers to Asiatic states that are statistically blowing the U. S. out of the H2O. In his article â€Å"New Math-Science Study Rates U. S. Students Mediorce At Best† William S. Robinson decusses study consequences after pupils from around the universe have taken a scientific discipline and math trial. The study consequences in the cosmopolitan topic of math show us that the U. S. 8th graders have fallen behind. while the 12th class degree showed merely little betterment. We would potentially look at these instruction systems as extremes of each other. Each instruction system being on the different side of the spectrum. Both systems holding mistakes and advantages. Taking the positive facets from both sides and unifying them together . a harmonious instruction system could be established. In the article â€Å" Strengths. Weaknesses. and Lessons of Nipponese Education† James Fallows tells us that in an Asiatic schoolroom pupils will experience an unbelievable sum of force per unit area get downing from grade school and up. while U. S. instructors are excessively afraid to raise the saloon because of possible disheartenment of the pupil ( 201 ) . In Japan. University admittances as opposed to classs earned in university. determines what sort of calling you can hold in Japan. Nipponese pupils will pass most of their clip analyzing in cram schools. unlike American pupils who spend most of their clip socialising. A negative of the Asian school system. is the conformance that must be upheld. This achieves better instruction because it becomes the â€Å"thing to do† . When everybody is on the same course of study there is no other pick but to follow the herd. While conformance creates better math pupils. it demises the facet of creativeness and individualism. The U. S. places a much bigger accent on creativeness and pick. Therefore supplying pupils with chances that help them larn about them egos. and develop original thoughts. An of import feature that the U. S. instruction system deficiencies. is the thought of attempt being straight correlated to success. In her article â€Å" Why Are U. S. Kids Poor In Math† Barbara Vobejda says that the American and Asiatic female parents have a diffrent position on what determines their child’s success in school. An American female parent thinks that her child’s academic accomplishment comes from unconditioned ability. while an Asiatic female parent thinks that her kids academic accomplishment comes from difficult work and attempt. An Asiatic female parent would demand her child spends hours after school making prep and analyzing. An American female parent would merely state that her kid is non good in their topic. Vobeja says that a survey has shown that Asiatic pupils spend more clip in their seats than American pupils do. American pupils were out of their seats 21 per centum of clip. compared to Chinese and Nipponese pupils who were out of their seats 2 per centum of the clip. Though the American pupil may believe that they work hard. we find that the Asiatic pupil is at a much greater degree of force per unit area. As we saw in the old transition. serious force per unit area is put on the Asiatic pupil. In farther scrutiny of the article â€Å"Japan’s School System† . a protagonist of the catalytic force per unit area subject. we find many contrasts to the U. S. positions of seting force per unit area on pupils. Nipponese pupils attend school six yearss a hebdomad. The school twelvemonth consists of 220 yearss compared to the 180 yearss in the U. S. A 3rd grade Nipponese school hebdomad consists of eight hours of Nipponese. five of arithmetic. three of scientific discipline. societal surveies and physical instruction. two hours of music and art. For an U. S. pupil this might look like snake pit. Yet the lone ground this might look like to much force per unit area. is because we are judging their system with an ethnocentric point of position. Nipponese pupils think it’s rather All right. Worlds are a really dynamic and expert species. We ever look at things from our conditioned point of position. Therefore. if force per unit area is increased on the U. S. pupils. the lone 1s who would hold any ailments are current pupils. Bing dynamic and expert. they excessively would be able to carry through the new demands asked of them. The eastern thoughts of force per unit area could be used as a accelerator for consequences in the U. S. While every bit much as we are in demand of more force per unit area on the pupils. we must retain the originative single factor at all costs. We are non machines that have indistinguishable downloaded encephalons. In the article â€Å"We Should Cherish our Children’s Freedom To Think† . Kie Ho provides a critical inquiry. He asks. â€Å"If American instruction is so tragically inferior. why is it that this is still the state of invention? † Looking back at the regular Nipponese school hebdomad. we find that non much attending is brought to music or art. Creativity signifiers individualism. look of thoughts. and self-fulfillment. This could destroy all the conformance and control of thoughts in the Asiatic pupil. Our Asiatic friends could ne'er hold that go on now could they. Ho provides an illustration of an U. S. pupil taking a function of Lyndon Johnson and debating a pupil in the function of Ho Chi Minh. An Asiatic pupil would ne'er be given a opportunity to look at things from a different point of position. In all their mathematical glorification they have missed the indispensable human demand to show individualism. Most likely that is done with purpose. While many Americans yell and scream about their children’s math abilities. they have overlooked the fact why most immigrants come here. This fact is freedom. Which would non be possible without all the originative mercantile establishments provided by our school system. In unifying these two cardinal thoughts of both of the instruction systems. many new positive effects are felt by the pupils. An addition of force per unit area to actuate and speed up instruction. The development of thoughts and originative mercantile establishments. which lead to self-discovery and formation of original and advanced thoughts which. fuel our state. This guarantees freedom and a head to utilize it. Americans complain about the nucleus topic of instruction. That will alter with a harder course of study and more accent being placed on attempt. We will besides go on supplying our pupils with individualism. Asiatic instruction can besides see positive effects from the development of pick and travel off from conformance. The pupils who do can non or will non take part in the difficult course of study will now hold a pick to develop their originative side. These alterations will be difficult to do. U. S. pupils seting to a faster harder instruction. Asians might get down t o free control of the multitudes. In the terminal it will be good for both.

Black House Chapter Twenty

20 AROUND THE TIME Mouse and Beezer first fail to see the little road and the NO TRESPASSING sign beside it, Jack Sawyer answers the annoying signal of his cell phone, hoping that his caller will turn out to be Henry Leyden with information about the voice on the 911 tape. Although an identification would be wonderful, he does not expect Henry to I.D. the voice; the Fisherman?CBurnside is Potsie's age, and Jack does not suppose the old villain has much of a social life, here or in the Territories. What Henry can do, however, is to apply his finely tuned ears to the nuances of Burnside's voice and describe what he hears in it. If we did not know that Jack's faith in his friend's capacity to hear distinctions and patterns inaudible to other people was justified, that faith would seem as irrational as the belief in magic: Jack trusts that a refreshed, invigorated Henry Leyden will pick up at least one or two crucial details of history or character that will narrow the search. Anything that Henry picks up will interest Jack. If someone else is calling him, he intends to get rid of whoever it is, fast. The voice that answers his greeting revises his plans. Fred Marshall wants to talk to him, and Fred is so wound up and incoherent that Jack must ask him to slow down and start over. â€Å"Judy's flipping out again,† Fred says. â€Å"Just . . . babbling and raving, and getting crazy like before, trying to rip through the walls oh God, they put her in restraints and she hates that, she wants to help Ty, it's all because of that tape. Christ, it's getting to be too much to handle, Jack, Mr. Sawyer, I mean it, and I know I'm running off at the mouth, but I'm really worried.† â€Å"Don't tell me someone sent her the 911 tape,† Jack says. â€Å"No, not . . . what 911 tape? I'm talking about the one that was delivered to the hospital today. Addressed to Judy. Can you believe they let her listen to that thing? I want to strangle Dr. Spiegleman and that nurse, Jane Bond. What's the matter with these people? The tape comes in, they say, oh goody, here's a nice tape for you to listen to, Mrs. Marshall, hold on, I'll be right back with a cassette player. On a mental ward? They don't even bother to listen to it first? Look, whatever you're doing, I'd be eternally grateful if you'd let me pick you up, so I could drive you over there. You could talk to her. You're the only person who can calm her down.† â€Å"You don't have to pick me up, because I'm already on the way. What was on the tape?† â€Å"I don't get it.† Fred Marshall has become considerably more lucid. â€Å"Why are you going there without me?† After a second of thought, Jack tells him an outright lie. â€Å"I thought you would probably be there already. It's a pity you weren't.† â€Å"I would have had the sense to screen that tape before letting her hear it. Do you know what was on that thing?† â€Å"The Fisherman,† Jack says. â€Å"How did you know?† â€Å"He's a great communicator,† Jack says. â€Å"How bad was it?† â€Å"You tell me, and then we'll both know. I'm piecing it together from what I gathered from Judy and what Dr. Spiegleman told me later.† Fred Marshall's voice begins to waver. â€Å"The Fisherman was taunting her. Can you believe that? He said, Your little boy is very lonely. Then he said something like, He's been begging and begging to call home and say hello to his mommy. Except Judy says he had a weird foreign accent, or a speech impediment, or something, so he wasn't easy to understand right away. Then he says, Say hello to your mommy, Tyler, and Tyler . . .† Fred's voice breaks, and Jack can hear him stifling his agony before he begins again. â€Å"Tyler, ah, Tyler was apparently too distressed to do much but scream for help.† A long, uncertain inhalation comes over the phone. â€Å"And he cried, Jack, he cried.† Unable to contain his feelings any longer, Fred weeps openly, unguardedly. His breath rattles in his throat; Jack listens to all the wet, undignified, helpless noises people make when grief and sorrow cancel every other feeling, and his heart moves for Fred Marshall. The sobbing relents. â€Å"Sorry. Sometimes I think they'll have to put me in restraints.† â€Å"Was that the end of the tape?† â€Å"He got on again.† Fred breathes noisily for a moment, clearing his head. â€Å"Boasting about what he was going to do. Dere vill be morrr mur-derts, and morrr afder dat, Choo-dee, we are all goink zu haff sotch fun Spiegleman quoted this junk to me! The children of French Landing will be harvested like wheat. Havv-uz-ted like wheed. Who talks like that? What kind of person is this?† â€Å"I wish I knew,† Jack says. â€Å"Maybe he was putting on an accent to sound even scarier. Or to disguise his voice.† He'd never disguise his voice, Jack thinks, he's too delighted with himself to hide behind an accent. â€Å"I'll have to get the tape from the hospital and listen to it myself. And I'll call you as soon as I have some information.† â€Å"There's one more thing,† Marshall says. â€Å"I probably made a mistake. Wendell Green came over about an hour ago.† â€Å"Anything involving Wendell Green is automatically a mistake. So what happened?† â€Å"It was like he knew all about Tyler and just needed me to confirm it. I thought he must have heard from Dale, or the state troopers. But Dale hasn't made us public yet, has he?† â€Å"Wendell has a network of little weasels that feed him information. If he knows anything, that's how he heard about it. What did you tell him?† â€Å"More or less everything,† Marshall says. â€Å"Including the tape. Oh, God, I'm such a dope. But I thought it'd be all right I thought it would all get out anyhow.† â€Å"Fred, did you tell him anything about me?† â€Å"Only that Judy trusts you and that we're both grateful for your help. And I think I said that you would probably be going in to see her this afternoon.† â€Å"Did you mention Ty's baseball cap?† â€Å"Do you think I'm nuts? As far as I'm concerned, that stuff is between you and Judy. If I don't get it, I'm not going to talk about it to Wendell Green. At least I got him to promise to stay away from Judy. He has a great reputation, but I got the feeling he isn't everything he's cracked up to be.† â€Å"You said a mouthful,† Jack says. â€Å"I'll be in touch.† When Fred Marshall hangs up, Jack punches in Henry's number. â€Å"I may be a little late, Henry. I'm on my way to French County Lutheran. Judy Marshall got a tape from the Fisherman, and if they'll let me have it, I'll bring it over. There's something strange going on here on Judy's tape, I guess he has some kind of foreign accent.† Henry tells Jack there is no rush. He has not listened to the first tape yet, and now will wait until Jack comes over with the second one. He might hear something useful if he plays them in sequence. At least, he could tell Jack if they were made by the same man. â€Å"And don't worry about me, Jack. In a little while, Mrs. Morton is coming by to take me over to KDCU. George Rathbun butters my bread today, baby six or seven radio ads. ‘Even a blind man knows you want to treat your honey, your sweetheart, your lovey-dovey, your wife, your best friend through thick and thin, to a mm-mmm fine dinner tonight, and there's no better place to show your appreciation to the old ball and chain than to take her to Cousin Buddy's Rib Crib on South Wabash Street in beautiful downtown La Riviere!' â€Å" † ‘The old ball and chain'?† â€Å"You pay for George Rathbun, you get George Rathbun, warts and all.† Laughing, Jack tells Henry he will see him later that day, and pushes the Ram up to seventy. What is Dale going to do, give him a speeding ticket? He parks in front of the hospital instead of driving around to the parking lot, and trots across the concrete with his mind filled with the Territories and Judy Marshall. Things are hurtling forward, picking up pace, and Jack has the sense that everything converges on Judy no, on Judy and him. The Fisherman has chosen them more purposefully than he did his first three victims: Amy St. Pierre, Johnny Irkenham, and Irma Freneau were simply the right age any three children would have done but Tyler was Judy Marshall's son, and that set him apart. Judy has glimpsed the Territories, Jack has traveled through them, and the Fisherman lives there the way a cancer cell lives in a healthy organism. The Fisherman sent Judy a tape, Jack a grisly present. At Tansy Freneau's, he had seen Judy as his key and the door it opened, and where did that door lead but into Judy's Faraway? Faraway. God, that's pretty. Beautiful, in fact. Aaah . . . the word evokes Judy Marshall's face, and when he sees that face, a door in his mind, a door that is his and his alone, flies open, and for a moment Jack Sawyer stops moving altogether, and in shock, dread, and joyous expectation, freezes on the concrete six feet from the hospital's entrance. Through the door in his mind pours a stream of disconnected images: a stalled Ferris wheel, Santa Monica cops milling behind a strip of yellow crime-scene tape, light reflected off a black man's bald head. Yes, a bald man's black head, that which he really and truly, in fact most desperately, had not wished to see, so take a good look, kiddo, here it is again. There had been a guitar, but the guitar was elsewhere; the guitar belonged to the magnificent demanding comforting comfortless Speedy Parker, God bless him God damn his eyes God love him Speedy, who touched its strings and sang Travelin' Jack, ole Travelin' Jack, Got a far long way to go, Longer way to come back. Worlds spin around him, worlds within worlds and other worlds alongside them, separated by a thin membrane composed of a thousand thousand doors, if only you know how to find them. A thousand thousand red feathers, tiny ones, feathers from a robin redbreast, hundreds of robin redbreasts, flew through one of those doors, Speedy's. Robin, as in robin's-egg blue, thank you, Speedy, and a song that said Wake up, wake up, you sleepyhead. Or: Wake up, wake up, you DUNDERHEAD! Crazily, Jack hears George Rathbun's now-not-so genial roar: Eeeven a BLIIIND MAAAN coulda seen THIS one coming, you KNOTHEAD! â€Å"Oh, yeah?† Jack says out loud. It is a good thing Head Nurse Jane Bond, Warden Bond, Agent OO Zero, cannot hear him. She's tough, but on the other hand, she's unfair, and if she were to appear beside him now, she would probably clap him in irons, sedate him, and drag him back to her domain. â€Å"Well, I know something you don't know, old buddy: Judy Marshall has a Twinner, and the Twinner has been whispering through the wall for a considerable old time now. It's no surprise she finally started to shout.† A red-haired teenager in an ARDEN H.S. BASEBALL T-shirt shoves open the literal door six feet from Jack and gives him a wary, disconcerted look. Man, grown-ups are weird, the look says; aren't I glad I'm a kid? Since he is a high school student and not a mental-health professional, he does not clap our hero in irons and drag him sedated away to the padded room. He simply takes care to steer a wide course around the madman and keeps walking, albeit with a touch of self-conscious stiffness in his gait. It is all about Twinners, of course. Rebuking his stupidity, Jack raps his knuckles against the side of his head. He should have seen it before; he should have understood immediately. If he has any excuse, it is that at first he refused to think about the case despite Speedy's efforts to wake him up, then became so caught up in concentrating on the Fisherman that until this morning, while watching his mother on the Sand Bar's big TV, he had neglected to consider the monster's Twinner. In Judy Marshall's childhood, her Twinner had spoken to her through that membrane between the two worlds; growing more and more alarmed over the past month, the Twinner had all but thrust her arms through the membrane and shaken Judy senseless. Because Jack is single-natured and has no Twinner, the corresponding task fell to Speedy. Now that everything seems to make sense, Jack cannot believe it has taken him so long to see the pattern. And this is why he has resented everything that kept him from standing before Judy Marshall: Judy is the doorway to her Twinner, to Tyler, and to the destruction of both the Fisherman and his opposite number in the Territories, the builder of the satanic, fiery structure a crow named Gorg showed Tansy Freneau. Whatever happens on Ward D today, it is going to be world-altering. Heart thrumming in anticipation, Jack passes from intense sunlight into the vast ocher space of the lobby. The same bathrobed patients seem to occupy the many chairs; in a distant corner, the same doctors discuss a troublesome case or, who knows, that tricky tenth hole at Arden Country Club; the same golden lilies raise their luxuriant, attentive heads outside the gift shop. This repetition reassures Jack, it hastens his step, for it surrounds and cushions the unforeseeable events awaiting him on the fifth floor. The same bored clerk responds to the proffer of the same password with an identical, if not the same, green card stamped VISITOR. The elevator surprisingly similar to one in the Ritz H?tel on the Place Vend?me obediently trembles upward past floors two, three, and four, in its dowager-like progress pausing to admit a gaunt young doctor who summons the memory of Roderick Usher, then releases Jack on five, where the beautiful ocher light seems a shade or two darker than down there in the huge lobby. From the elevator Jack retraces the steps he took with his guide Fred Marshall down the corridor, through the two sets of double doors and past the way stations of Gerontology and Ambulatory Ophthalmology and Records Annex, getting closer and closer to the unforeseen unforeseeable as the corridors grow narrower and darker, and emerges as before into the century-old room with high, skinny windows and a lot of walnut-colored wood. And there the spell breaks, for the attendant seated behind the polished counter, the person currently the guardian of this realm, is taller, younger, and considerably more sullen than his counterpart of the day before. When Jack asks to see Mrs. Marshall, the young person glances in disdain at his VISITOR card and inquires if he should happen to be a relative or another glance at the card a medical professional. Neither, Jack admits, but if the young person could trouble himself to inform Nurse Bond that Mr. Sawyer wishes to speak to Mrs. Marshall, Nurse Bond is practically guaranteed to swing open the forbidding metal doors and wave him inward, since that is more or less what she did yesterday. That is all well and good, if it happens to be true, the young person allows, but Nurse Bond is not going to be doing any door opening and waving in today, for today Nurse Bond is off duty. Could it be that when Mr. Sawyer showed up to see Mrs. Marshall yesterday he was accompanied by a family member, say Mr. Marshall? Yes. And if Mr. Marshall were to be consulted, say via the telephone, he would urge the young fellow presently discussing the matter in a commendably responsible fashion with Mr. Sawyer to admit the gentleman promptly. That may be the case, the young person grants, but hospital regulations require that nonmedical personnel in positions such as the young person's obtain authorization for any outside telephone calls. And from whom, Jack wishes to know, would this authorization be obtained? From the acting head nurse, Nurse Rack. Jack, who is growing a little hot, as they say, under the collar, suggests in that case that the young person seek out the excellent Nurse Rack and obtain the required authorization, so that things might progress in the manner Mr. Marshall, the patient's husband, would wish. No, the young person sees no reason to pursue such a course, the reason being that doing so would represent a pitiful waste of time and effort. Mr. Sawyer is not a member of Mrs. Marshall's family; therefore the excellent Nurse Rack would under no circumstances grant the authorization. â€Å"Okay,† Jack says, wishing he could strangle this irritating pip-squeak, â€Å"let's move a step up the administrative ladder, shall we? Is Dr. Spiegleman somewhere on the premises?† â€Å"Could be,† the young person says. â€Å"How'm I supposed to know? Dr. Spiegleman doesn't tell me everything he does.† Jack points to the telephone at the end of the counter. â€Å"I don't expect you to know, I expect you to find out. Get on that phone now.† The young man slouches down the counter to the telephone, rolls his eyes, punches two numbered keys, and leans against the counter with his back to the room. Jack hears him muttering about Spiegleman, sigh, then say, â€Å"All right, transfer me, whatever.† Transferred, he mutters something that includes Jack's name. Whatever he hears in response causes him to jerk himself upright and sneak a wide-eyed look over his shoulder at Jack. â€Å"Yes, sir. He's here now, yes. I'll tell him.† He replaces the receiver. â€Å"Dr. Spiegleman'll be here right away.† The boy he is no more than twenty steps back and shoves his hands in his pockets. â€Å"You're that cop, huh?† â€Å"What cop?† Jack says, still irritated. â€Å"The one from California that came here and arrested Mr. Kinderling.† â€Å"Yes, that's me.† â€Å"I'm from French Landing, and boy, that was some shock. To the whole town. Nobody would have guessed. Mr. Kinderling? Are you kidding? You'd never believe that someone like that would . . . you know, kill people.† â€Å"Did you know him?† â€Å"Well, in a town like French Landing, everybody sort of knows everybody, but I didn't really know Mr. Kinderling, except to say hi. The one I knew was his wife. She used to be my Sunday school teacher at Mount Hebron Lutheran.† Jack cannot help it; he laughs at the incongruity of the murderer's wife teaching Sunday school classes. The memory of Wanda Kinderling radiating hatred at him during her husband's sentencing stops his laughter, but it is too late. He sees that he has offended the young man. â€Å"What was she like?† he asks. â€Å"As a teacher.† â€Å"Just a teacher,† the boy says. His voice is uninflected, resentful. â€Å"She made us memorize all the books of the Bible.† He turns away and mutters, â€Å"Some people think he didn't do it.† â€Å"What did you say?† The boy half-turns toward Jack but looks at the brown wall in front of him. â€Å"I said, Some people think he didn't do it. Mr. Kinderling. They think he got put in jail because he was a small-town guy who didn't know anybody out there.† â€Å"That's too bad,† Jack says. â€Å"Do you want to know the real reason Mr. Kinderling went to prison?† The boy turns the rest of the way and looks at Jack. â€Å"Because he was guilty of murder, and he confessed. That's it, that's all. Two witnesses put him at the scene, and two other people saw him on a plane to L.A. when he told everyone he was flying to Denver. After that, he said, Okay, I did it. I always wanted to know what it was like to kill a girl, and one day I couldn't stand it anymore, so I went out and killed two whores. His lawyer tried to get him off on an insanity plea, but the jury at his hearing found him sane, and he went to prison.† The boy lowers his head and mumbles something. â€Å"I couldn't hear that,† Jack says. â€Å"Lots of ways to make a guy confess.† The boy repeats the sentence just loud enough to be heard. Then footsteps ring in the hallway, and a plump, white-coated man with steel-rimmed glasses and a goatee comes striding toward Jack with his hand out. The boy has turned away. The opportunity to convince the attendant that he did not beat a confession out of Thornberg Kinderling has slipped away. The smiling man with the white jacket and the goatee seizes Jack's hand, introduces himself as Dr. Spiegleman, and declares it a pleasure to meet such a famous personage. (Personage, persiflage, Jack thinks.) From one step behind the doctor, a man unnoticed until this moment steps fully into view and says, â€Å"Hey, Doctor, do you know what would be perfect? If Mr. Famous and I interview the lady together. Twice the information in half the time perfect.† Jack's stomach turns sour. Wendell Green has joined the party. After greeting the doctor, Jack turns to the other man. â€Å"What are you doing here, Wendell? You promised Fred Marshall you'd stay away from his wife.† Wendell Green holds up his hands and dances back on the balls of his feet. â€Å"Are we calmer today, Lieutenant Sawyer? Not inclined to use a sucker punch on the hardworking press, are we? I have to say, I'm getting a little tired of being assaulted by the police.† Dr. Spiegleman frowns at him. â€Å"What are you saying, Mr. Green?† â€Å"Yesterday, before that cop knocked me out with his flashlight, Lieutenant Sawyer here punched me in the stomach for no real reason at all. It's a good thing I'm a reasonable man, or I'd have filed lawsuits already. But, Doctor, you know what? I don't do things that way. I believe everything works out better if we cooperate with each other.† Halfway through this self-serving speech, Jack thinks, Oh hell, and glances at the young attendant. The boy's eyes burn with loathing. A lost cause: now Jack will never persuade the boy that he did not mistreat Kinderling. By the time Wendell Green finishes congratulating himself, Jack has had a bellyful of his specious, smarmy affability. â€Å"Mr. Green offered to give me a percentage of his take, if I let him sell photographs of Irma Freneau's corpse,† he tells the doctor. â€Å"What he is asking now is equally unthinkable. Mr. Marshall urged me to come here and see his wife, and he made Mr. Green promise not to come.† â€Å"Technically, that may be true,† Green says. â€Å"As an experienced journalist, I know that people often say things they don't mean and will eventually regret. Fred Marshall understands that his wife's story is going to come out sooner or later.† â€Å"Does he?† â€Å"Especially in the light of the Fisherman's latest communication,† Green says. â€Å"This tape proves that Tyler Marshall is his fourth victim, and that, miraculously, he is still alive. How long do you think that can be kept from the public? And wouldn't you agree that the boy's mother should be able to explain the situation in her own words?† â€Å"I refuse to be badgered like this.† The doctor scowls at Green and gives Jack a look of warning. â€Å"Mr. Green, I am very close to ordering you out of this hospital. I wish to discuss several matters with Lieutenant Sawyer, in private. If you and the lieutenant can work out some agreement between the two of you, that is your affair. I am certainly not going to permit a joint interview with my patient. I am in no way certain that she should talk to Lieutenant Sawyer, either. She is calmer than she was this morning, but she is still fragile.† â€Å"The best way to deal with her problem is to let her express herself,† Green says. â€Å"You will be quiet now, Mr. Green,† Dr. Spiegleman says. The double chins that fold under his goatee turn a warm pink. He glares at Jack. â€Å"What specifically is it that you request, Lieutenant?† â€Å"Do you have an office in this hospital, Doctor?† â€Å"I do.† â€Å"Ideally, I'd like to spend about half an hour, maybe less, talking to Mrs. Marshall in a safe, quiet environment where our conversation would be completely confidential. Your office would probably be perfect. There are too many people on the ward, and you can't talk without being interrupted or having other patients listen in.† â€Å"My office,† Spiegleman says. â€Å"If you're willing.† â€Å"Come with me,† the doctor says. â€Å"Mr. Green, you will please stand back next to the counter while Lieutenant Sawyer and I step into the hallway.† â€Å"Anything you say.† Green executes a mocking bow and moves lightly, with a suggestion of dance steps, to the counter. â€Å"In your absence, I'm sure this handsome young man and I will find something to talk about.† Smiling, Wendell Green props his elbows on the counter and watches Jack and Dr. Spiegleman leave the room. Their footsteps click against the floor tiles until it sounds as though they have gone more than halfway down the corridor. Then there is silence. Still smiling, Wendell about-faces and finds the attendant openly staring at him. â€Å"I read you all the time,† the boy says. â€Å"You write real good.† Wendell's smile becomes beatific. â€Å"Handsome and intelligent. What a stunning combination. Tell me your name.† â€Å"Ethan Evans.† â€Å"Ethan, we do not have much time here, so let's make this snappy. Do you think responsible members of the press should have access to information the public needs?† â€Å"You bet.† â€Å"And wouldn't you agree that an informed press is one of our best weapons against monsters like the Fisherman?† A single, vertical wrinkle appears between Ethan Evans's eyebrows. â€Å"Weapons?† â€Å"Let me put it this way. Isn't it true that the more we know about the Fisherman, the better chance we have of stopping him?† The boy nods, and the wrinkle disappears. â€Å"Tell me, do you think the doctor is going to let Sawyer use his office?† â€Å"Prob'ly, yeah,† Evans says. â€Å"But I don't like the way that Sawyer guy works. He's a police brutality. Like when they hit people to make them confess. That's brutality.† â€Å"I have another question for you. Two questions, really. Is there a closet in Dr. Spiegleman's office? And is there some way you could take me there without going through that corridor?† â€Å"Oh.† Evans's dim eyes momentarily shine with understanding. â€Å"You want to listen.† â€Å"Listen and record.† Wendell Green taps the pocket that contains his cassette recorder. â€Å"For the good of the public at large, God bless 'em one and all.† â€Å"Well, maybe, yeah,† the boy says. â€Å"But Dr. Spiegleman, he . . .† A twenty-dollar bill has magically appeared folded around the second finger of Wendell Green's right hand. â€Å"Act fast, and Dr. Spiegleman will never know a thing. Right, Ethan?† Ethan Evans snatches the bill from Wendell's hand and motions him back behind the counter, where he opens a door and says, â€Å"Come on, hurry.† Low lights burn at both ends of the dark corridor. Dr. Spiegleman says, â€Å"I gather that my patient's husband told you about the tape she received this morning.† â€Å"He did. How did it get here, do you know?† â€Å"Believe me, Lieutenant, after I saw the effect that tape had on Mrs. Marshall and listened to it myself, I tried to learn how it reached my patient. All of our mail goes through the hospital's mailroom before being delivered, all of it, whether to patients, medical staff, or administrative offices. From there, a couple of volunteers deliver it to the addressees. I gather that the package containing the tape was in the hospital mailroom when a volunteer looked in there this morning. Because the package was addressed only with my patient's name, the volunteer went to our general information office. One of the girls brought it up.† â€Å"Shouldn't someone have consulted you before giving the tape and a cassette player to Judy?† â€Å"Of course. Nurse Bond would have done so immediately, but she is not on duty today. Nurse Rack, who is on duty, assumed that the address referred to a childhood nickname and thought that one of Mrs. Marshall's old friends had sent her some music to cheer her up. And there is a cassette player in the nurses' station, so she put the tape in the player and gave it to Mrs. Marshall.† In the gloom of the corridor, the doctor's eyes take on a sardonic glint. â€Å"Then, as you might imagine, all hell broke loose. Mrs. Marshall reverted to the condition in which she was first hospitalized, which takes in a range of alarming behaviors. Fortunately, I happened to be in the hospital, and when I heard what had happened, I ordered her sedated and placed in a secure room. A secure room, Lieutenant, has padded walls Mrs. Marshall had reopened the wounds to her fingers, and I did not want her to do any more damage to herself. Once the sedative had taken effect, I went in and talked to her. I listened to the tape. Perhaps I should have called the police immediately, but my first responsibility is to my patient, and I called Mr. Marshall instead.† â€Å"From where?† â€Å"From the secure room, with my cell phone. Mr. Marshall of course insisted on speaking to his wife, and she wanted to speak to him. She became very distraught during their conversation, and I had to give her another mild sedative. When she calmed down, I went out of the room and called Mr. Marshall again, to tell him more specifically about the contents of the tape. Do you want to hear it?† â€Å"Not now, Doctor, thanks. But I do want to ask you about one aspect of it.† â€Å"Then ask.† â€Å"Fred Marshall tried to imitate the way you had reproduced the accent of the man who made the tape. Did it sound like any recognizable accent to you? German, maybe?† â€Å"I've been thinking about that. It was sort of like a Germanic pronunciation of English, but not really. If it sounded like anything recognizable, it was English spoken by a Frenchman trying to put on a German accent, if that makes sense to you. But really, I've never heard anything like it.† From the start of this conversation, Dr. Spiegleman has been measuring Jack, assessing him according to standards Jack cannot even begin to guess. His expression remains as neutral and impersonal as that of a traffic cop. â€Å"Mr. Marshall informed me that he intended to call you. It seems that you and Mrs. Marshall have formed a rather extraordinary bond. She respects your skill at what you do, which is to be expected, but she also seems to trust you. Mr. Marshall asks that you be allowed to interview his wife, and his wife tells me that she must talk to you.† â€Å"Then you should have no problems with letting me see her in private for half an hour.† Dr. Spiegleman's smile is gone as soon as it appears. â€Å"My patient and her husband have demonstrated their trust in you, Lieutenant Sawyer, but that is not the issue. The issue is whether or not I can trust you.† â€Å"Trust me to do what?† â€Å"A number of things. Primarily, to act in the best interest of my patient. To refrain from unduly distressing her, also from giving her false hopes. My patient has developed a number of delusions centered on the existence of another world somehow contiguous to ours. She thinks her son is being held captive in this other world. I must tell you, Lieutenant, that both my patient and her husband believe you are familiar with this fantasy-world that is, my patient accepts this belief wholly, and her husband accepts it only provisionally, on the grounds that it comforts his wife.† â€Å"I understand that.† There is only one thing Jack can tell the doctor now, and he says it. â€Å"And what you should understand is that in all of my conversations with the Marshalls, I have been acting in my unofficial capacity as a consultant to the French Landing Police Department and its chief, Dale Gilbertson.† â€Å"Your unofficial capacity.† â€Å"Chief Gilbertson has been asking me to advise him on his conduct of the Fisherman investigation, and two days ago, after the disappearance of Tyler Marshall, I finally agreed to do what I could. I have no official status whatsoever. I'm just giving the chief and his officers the benefit of my experience.† â€Å"Let me get this straight, Lieutenant. You have been misleading the Marshalls as to your familiarity with Mrs. Marshall's delusional fantasy-world?† â€Å"I'll answer you this way, Doctor. We know from the tape that the Fisherman really is holding Tyler Marshall captive. We could say that he is no longer in this world, but in the Fisherman's.† Dr. Spiegleman raises his eyebrows. â€Å"Do you think this monster inhabits the same universe that we do?† asks Jack. â€Å"I don't, and neither do you. The Fisherman lives in a world all his own, one that operates according to fantastically detailed rules he has made up or invented over the years. With all due respect, my experience has made me far more familiar with structures like this than the Marshalls, the police, and, unless you have done a great deal of work with psychopathic criminals, even you. I'm sorry if that sounds arrogant, because I don't mean it that way.† â€Å"You're talking about profiling? Something like that?† â€Å"Years ago, I was invited into a special VICAP profiling unit run by the FBI, and I learned a lot there, but what I'm talking about now goes beyond profiling.† And that's the understatement of the year, Jack says to himself. Now it's in your court, Doctor. Spiegleman nods, slowly. The distant glow flashes in the lenses of his glasses. â€Å"I think I see, yes.† He ponders. He sighs, crosses his arms over his chest, and ponders some more. Then he raises his eyes to Jack's. â€Å"All right. I'll let you see her. Alone. In my office. For thirty minutes. I wouldn't want to stand in the way of advanced investigative procedure.† â€Å"Thank you,† Jack says. â€Å"This will be extremely helpful, I promise you.† â€Å"I have been a psychiatrist too long to believe in promises like that, Lieutenant Sawyer, but I hope you succeed in rescuing Tyler Marshall. Let me take you to my office. You can wait there while I get my patient and bring her there by another hallway. It's a little quicker.† Dr. Spiegleman marches to the end of the dark corridor and turns left, then left again, pulls a fat ball of keys from his pocket, and opens an unmarked door. Jack follows him into a room that looks as though it had been created by combining two small offices into one. Half of the room is taken up by a long wooden desk, a chair, a glass-topped coffee table stacked with journals, and filing cabinets; the other half is dominated by a couch and the leather recliner placed at its head. Georgia O'Keeffe posters decorate the walls. Behind the desk stands a door Jack assumes opens into a small closet; the door directly opposite, behind the recliner and at the midpoint between the two halves of the office, looks as though it leads into an adjoining room. â€Å"As you see,† Dr. Spiegleman says, â€Å"I use this space as both an office and a supplementary consulting room. Most of my patients come in through the waiting room, and I'll bring Mrs. Marshall in that way. Give me two or three minutes.† Jack thanks him, and the doctor hurries out through the door to the waiting room. In the little closet, Wendell Green slides his cassette recorder from the pocket of his jacket and presses both it and his ear to the door. His thumb rests on the RECORD button, and his heart is racing. Once again, western Wisconsin's most distinguished journalist is doing his duty for the man in the street. Too bad it's so blasted dark in that closet, but being stuffed into a black hole is not the first sacrifice Wendell has made for his sacred calling; besides, all he really needs to see is the little red light on his tape recorder. Then, a surprise: although Doctor Spiegleman has left the room, here is his voice, asking for Lieutenant Sawyer. How did that Freudian quack get back in without opening or closing a door, and what happened to Judy Marshall? Lieutenant Sawyer, I must speak to you. Pick up the receiver. You have a call, and it sounds urgent. Of course he is on the intercom. Who can be calling Jack Sawyer, and why the urgency? Wendell hopes that Golden Boy will push the telephone's SPEAKER button, but alas Golden Boy does not, and Wendell must be content with hearing only one side of the conversation. â€Å"A call?† Jack says. â€Å"Who's it from?† â€Å"He refused to identify himself,† the doctor says. â€Å"Someone you told you'd be visiting Ward D.† Beezer, with news of Black House. â€Å"How do I take the call?† â€Å"Just punch the flashing button,† the doctor says. â€Å"Line one. I'll bring in Mrs. Marshall when I see you're off the line.† Jack hits the button and says, â€Å"Jack Sawyer.† â€Å"Thank God,† says Beezer St. Pierre's honey-and-tobacco voice. â€Å"Hey man, you gotta get over to my place, the sooner the better. Everything got messed up.† â€Å"Did you find it?† â€Å"Oh yeah, we found Black House, all right. It didn't exactly welcome us. That place wants to stay hidden, and it lets you know. Some of the guys are hurting. Most of us will be okay, but Mouse, I don't know. He got something terrible from a dog bite, if it was a dog, which I doubt. Doc did what he could, but Hell, the guy is out of his mind, and he won't let us take him to the hospital.† â€Å"Beezer, why don't you take him anyway, if that's what he needs?† â€Å"We don't do things that way. Mouse hasn't stepped inside a hospital since his old man croaked in one. He's twice as scared of hospitals as of what's happening to his leg. If we took him to La Riviere General, he'd probably drop dead in the E.R.† â€Å"And if he didn't, he'd never forgive you.† â€Å"You got it. How soon can you be here?† â€Å"I still have to see the woman I told you about. Maybe an hour not much longer than that, anyhow.† â€Å"Didn't you hear me? Mouse is dying on us. We got a whole lot of things to say to each other.† â€Å"I agree,† Jack says. â€Å"Work with me on this, Beez.† He hangs up, turns to the door near the consulting-room chair, and waits for his world to change. What the hell was that all about? Wendell wonders. He has squandered two minutes' worth of tape on a conversation between Jack Sawyer and the dumb SOB who spoiled the film that should have paid for a nice car and a fancy house on a bluff above the river, and all he got was worthless crap. Wendell deserves the nice car and the fancy house, has earned them thrice over, and his sense of deprivation makes him seethe with resentment. Golden Boys get everything handed to them on diamond-studded salvers, people fall all over themselves to give them stuff they don't even need, but a legendary, selfless working stiff and gentleman of the press like Wendell Green? It costs Wendell Green twenty bucks to hide in a dark, crowded little closet just to do his job! His ears tingle when he hears the door open. The red light burns, the faithful recorder passes the ready tape from spool to spool, and whatever happens now is going to change everything: Wendell's gut, that infallible organ, his best friend, warms with the assurance that justice will soon be his. Dr. Spiegleman's voice filters through the closet door and registers on the spooling tape: â€Å"I'll leave you two alone now.† Golden Boy: â€Å"Thank you, Doctor. I'm very grateful.† Dr. Spiegleman: â€Å"Thirty minutes, right? That means I'll be back at, umm, ten past two.† Golden Boy: â€Å"Fine.† The soft closing of the door, the click of the latch. Then long seconds of silence. Why aren't they talking to each other? But of course . . . the question answers itself. They're waiting for fat-ass Spiegleman to move out of hearing range. Oh, this is just delicious, that's what this is! The whisper of Golden Boy's footsteps moving toward that door all but confirms the sterling reporter's intuition. O gut of Wendell Green, O Instrument Marvelous and Trustworthy, once more you come through with the journalistic goods! Wendell hears, the machine records, the inevitable next sound: the click of the lock. Judy Marshall: â€Å"Don't forget the door behind you.† Golden Boy: â€Å"How are you?† Judy Marshall: â€Å"Much, much better, now that you're here. The door, Jack.† Another set of footsteps, another unmistakable sliding into place of a metal bolt. Soon-To-Be-Ruined Boy: â€Å"I've been thinking about you all day. I've been thinking about this.† The Harlot, the Whore, the Slut: â€Å"Is half an hour long enough?† Him With Foot In Bear Trap: â€Å"If it isn't, he'll just have to bang on the doors.† Wendell barely restrains himself from crowing with delight. These two people are actually going to have sex together, they are going to rip off their clothes and have at it like animals. Man, talk about your pay-backs! When Wendell Green is done with him, Jack Sawyer's reputation will be lower than the Fisherman's. Judy's eyes look tired, her hair is limp, and her fingertips wear the startling white of fresh gauze, but besides registering the depth of her feeling, her face glows with the clear, hard-won beauty of the imaginative strength she called upon to earn what she has seen. To Jack, Judy Marshall looks like a queen falsely imprisoned. Instead of disguising her innate nobility of spirit, the hospital gown and the faded nightdress make it all the more apparent. Jack takes his eyes from her long enough to lock the second door, then takes a step toward her. He sees that he cannot tell her anything she does not already know. Judy completes the movement he has begun; she moves before him and holds out her hands to be grasped. â€Å"I've been thinking about you all day,† he says, taking her hands. â€Å"I've been thinking about this.† Her response takes in everything she has come to see, everything they must do. â€Å"Is half an hour long enough?† â€Å"If it isn't, he'll just have to bang on the doors.† They smile; she increases the pressure on his hands. â€Å"Then let him bang.† With the smallest, slightest tug, she pulls him forward, and Jack's heart pounds with the expectation of an embrace. What she does is far more extraordinary than a mere embrace: she lowers her head and, with two light, dry brushes of her lips, kisses his hands. Then she presses the back of his right hand against her cheek, and steps back. Her eyes kindle. â€Å"You know about the tape.† He nods. â€Å"I went mad when I heard it, but sending it to me was a mistake. He pushed me too hard. Because I fell right back into being that child who listened to another child whispering through a wall. I went crazy and I tried to rip the wall apart. I heard my son screaming for my help. And he was there on the other side of the wall. Where you have to go.† â€Å"Where we have to go.† â€Å"Where we have to go. Yes. But I can't get through the wall, and you can. So you have work to do, the most important work there could be. You have to find Ty, and you have to stop the abbalah. I don't know what that is, exactly, but stopping it is your job. Am I saying this right: you are a coppiceman?† â€Å"You're saying it right,† Jack says. â€Å"I am a coppiceman. That's why it's my job.† â€Å"Then this is right, too. You have to get rid of Gorg and his master, Mr. Munshun. That's not what his name really is, but it's what it sounds like: Mr. Munshun. When I went mad, and I tried to rip through the world, she told me, and she could whisper straight into my ear. I was so close!† What does Wendell Green, ear and whirling tape recorder pressed to the door, make of this conversation? It is hardly what he expected to hear: the animal grunts and moans of desire busily being satisfied. Wendell Green grinds his teeth, he stretches his face into a grimace of frustration. â€Å"I love that you've let yourself see,† says Jack. â€Å"You're an amazing human being. There isn't a person in a thousand who could even understand what that means, much less do it.† â€Å"You talk too much,† Judy says. â€Å"I mean, I love you.† â€Å"In your way, you love me. But you know what? Just by coming here, you made me more than I was. There's this sort of beam that comes out of you, and I just locked on to that beam. Jack, you lived there, and all I could do was peek at it for a little while. That's enough, though. I'm satisfied. You and Ward D, you let me travel.† â€Å"What you have inside you lets you travel.† â€Å"Okay, three cheers for a well-examined spell of craziness. Now it's time. You have to be a coppiceman. I can only come halfway, but you'll need all your strength.† â€Å"I think your strength is going to surprise you.† â€Å"Take my hands and do it, Jack. Go over. She's waiting, and I have to give you to her. You know her name, don't you?† He opens his mouth, but cannot speak. A force that seems to come from the center of the earth surges into his body, rolling electricity through his bloodstream, tightening his scalp, sealing his trembling fingers to Judy Marshall's, which also tremble. A feeling of tremendous lightness and mobility gathers within all the hollow spaces of his body; at the same time he has never been so aware of his body's obduracy, its resistance to flight. When they leave, he thinks, it'll be like a rocket launch. The floor seems to vibrate beneath his feet. He manages to look down the length of his arms to Judy Marshall, who leans back with her head parallel to the shaking floor, eyes closed, smiling in a trance of accomplishment. A band of shivery white light surrounds her. Her beautiful knees, her legs shining beneath the hem of the old blue garment, her bare feet planted. That light shivers around him, too. All of this comes from her, Jack thinks, and from A rushing sound fills the air, and the Georgia O'Keeffe prints fly off the walls. The low couch dances away from the wall; papers swirl up from the jittering desk. A skinny halogen lamp crashes to the ground. All through the hospital, on every floor, in every room and ward, beds vibrate, television sets go black, instruments rattle in their rattling trays, lights flicker. Toys drop from the gift-shop shelves, and the tall lilies skid across the marble in their vases. On the fifth floor, light bulbs detonate into showers of golden sparks. The hurricane noise builds, builds, and with a great whooshing sound becomes a wide, white sheet of light, which immediately vanishes into a pinpoint and is gone. Gone, too, is Jack Sawyer; and gone from the closet is Wendell Green. Sucked into the Territories, blown out of one world and sucked into another, blasted and dragged, man, we're a hundred levels up from the simple, well-known flip. Jack is lying down, looking up at a ripped white sheet that flaps like a torn sail. A quarter of a second ago, he saw another white sheet, one made of pure light and not literal, like this one. The soft, fragrant air blesses him. At first, he is conscious only that his right hand is being held, then that an astonishing woman lies beside him. Judy Marshall. No, not Judy Marshall, whom he does love, in his way, but another astonishing woman, who once whispered to Judy through a wall of night and has lately drawn a great deal closer. He had been about to speak her name when Into his field of vision moves a lovely face both like and unlike Judy's. It was turned on the same lathe, baked in the same kiln, chiseled by the same besotted sculptor, but more delicately, with a lighter, more caressing touch. Jack cannot move for wonder. He is barely capable of breathing. This woman whose face is above him now, smiling down with a tender impatience, has never borne a child, never traveled beyond her native Territories, never flown in an airplane, driven a car, switched on a television, scooped ice ready-made from the freezer, or used a microwave: and she is radiant with spirit and inner grace. She is, he sees, lit from within. Humor, tenderness, compassion, intelligence, strength, glow in her eyes and speak from the curves of her mouth, from the very molding of her face. He knows her name, and her name is perfect for her. It seems to Jack that he has fallen in love with this woman in an instant, that he enlisted in her cause on the spot, and at last he finds he can speak her perfect name: Sophie.