The Link Between Anxiety And Depression - 1352 Words

Research Topic: â€Å"Anxiety and depression are often linked, experts say, as dealing with long-term anxiety can lead to depression, or one may feel anxious about their battle with depression.† In order to talk about the â€Å"link† between Anxiety and Depression, there is a word that must be discussed: comorbidity. According one paper, â€Å"Comorbidity may imply either the co-occurrence of two or more disorders in an individual at a given time, or the manifestation of multiple disorders during the lifetime of the individual.† (Seligman and Ollendick, pg. 125) Two disorders may be comorbid when there is symptom overlap; â€Å"when one underlying construct is split into two separate disorders†; when disorders share risks, or â€Å"when one disorder causes or increases the risk of developing the second disorder.† (S and o, pg. 125) People with comorbid disorders are, â€Å"typically more severely impaired than children with either disorder alone.† (1) However, there has only been a limited amount of research done on individuals with comorbid disorders, as comorbidity often serves to exclude people from entry. This paper with specifically di scuss and expand upon the comorbidity between anxiety and depression. Anxiety and depression are highly comorbid disorders. In a study done about the relationship between anxiety and depression, researchers found a group of 106 children who struggled with DSM-III diagnosed anxiety disorder. Of those 106 children, 28% were found to have a comorbid depressive disorder.Show MoreRelatedThe Link Between Anxiety And Depression1717 Words   |  7 Pagesdisorders, anxiety and depression, obtain more in relation everyday. Although each can have different causes and characteristics they share many common ones. Strong links throughcertain illnesses and disorders like asthma and headaches are being configured through specific chemicals in the brain. Two examples being serotonin receptors and corticotropin releasing factor receptor1. Certain combinations of the two can lead to a change in energy leveles causing both anxiety and depression to occur atRead MoreLink Between Anxiety And Depression1940 Words   |  8 Pages The Link Between Anxiety and Depression Cheyanne James Caledonia Mumford High School â€Æ' Abstract The two different mental disorders, anxiety and depression, obtain more in relation everyday. Although each can have different causes and characteristics they share many common ones. Strong links throughcertain illnesses and disorders like asthma and headaches are being configured through specific chemicals in the brain. Two examples being serotonin receptors and corticotropin releasingRead MoreIntroduction Published in May 2011 the paper entitled â€Å"The relation of depression and anxiety in1300 Words   |  6 PagesIntroduction Published in May 2011 the paper entitled â€Å"The relation of depression and anxiety in academic achievement among group of university students† is a cross-sectional study that attempts to establish the connection between academic achievement, and depression. In this paper, it is my intention to critique the aforementioned paper and provide an overview on the following areas, methods and samples, subjects and outcome measures, results, critical evaluation and the contribution to medicalRead MoreAnxiety vs Depression837 Words   |  4 PagesAnxiety vs. Disorder What is the difference between Anxiety and Depression? Truth is depression is a symptom sometimes experienced by people with anxiety disorders, and anxiety is sometimes experienced by people with depression. The person experiencing the depression or anxiety often can tell which came first and which is more dominant. Although there is quite a difference between the two it can sometimes be difficult to determine. There are some common symptoms between those suffering from anxietyRead MoreMacbeth, By William Shakespeare1320 Words   |  6 Pagessleeplessness is still relevant in modern society. With the hustle and bustle of modern life depression and anxiety are commonly heard of, according to the Anxiety and Depression association of America, a relevant source and credible as it is an association, Anxiety disorders are the most common mental illness in the United States, with 40 million adults affected, which is roughly 18% of the population, and worldwide depression is the most comm on mental illness with an estimated 350 million people affected accordingRead MoreThe Role Of Childhood Maltreatment And Symptoms Of Depression, Social Anxiety, And Generalized Anxiety809 Words   |  4 Pages1. Full APA style reference Asberg, Kia. Hostility/Anger as a Mediator Between College Students’ Emotion Regulation Abilities and Symptoms of Depression, Social Anxiety, and Generalized Anxiety. The Journal of Psychology 147.5: 469-90. Print. 2. What is the specific topic the article is addressing? (i.e. the role of childhood maltreatment in eating disorders? The effect of exercise on stress levels?) The authors of this study are interested in how decreased emotional regulation is relatedRead MoreEssay On Military Veterans1027 Words   |  5 Pagesfactors†, including symptoms of PTSD and depression (p.100). Their study population was comprised of 545 military veterans who completed a Suicidal Behaviors Questionnaire indicating a link between higher PTSD related suicide and depression (p. 100). McKinney et al. (2017) found that â€Å"Depression, as well as other disorders, often serves as a mediator of the relation between PTSD and suicide risk† (p.101).    The implications of the study found that depression has been identified as a contributing factorRead MoreGeneralized Anxiety Disorder ( Gad )999 Words   |  4 PagesGeneralized Anxiety Disorder (GAD) is one of the most diagnosed mental disorders today, and can often be closely linked to concurrent symptoms or disorders including physiological, behavioral, other anxiety disorders, depression and substance abuse. (Merino, Senra Ferreiro, 2016) (Cacioppo Fregberg, 2013, p. 688). GAD most notably produces symptoms of excessive worry and anxiety related to non-specific risks, which often leads to functional decline both socially and professionally (Roberge etRead MoreEssay Adolescent Internet Addiction 1631 Words   |  7 Pagestriggering factors. Help Guide (2008) outlines risk factors that can cause adolescents to become addicted to the internet. The first three factors are anxiety, depression and stress. The website states that adolescents may use the internet to distract themsel ves from the worries and fears that make them anxious and may also use the internet to escape from depression and stress which can further contribute to isolation and stress. The website also states that those who suffer from other addictions, lack ofRead MoreEffects Of Anxiety And Depression On Transgendered People874 Words   |  4 Pages I have chosen to discuss the effects of anxiety and depression on transgendered people. For this paper I am using Transgender to mean: â€Å" a term used to describe people whose gender identity differs from the sex the doctor marked on their birth certificate.† (Gladd.org) What inspired me to research this social issue is with modern media individuals such as Caitlyn Jenner and television shows such as Orange is the New Black; we are learning more about Transgender. Another inspiration came from

A Separate Piece; Guilty or Not Free Essays

Bertrand Russell said, â€Å"Envy is one of the most potent causes of unhappiness. It is a universal and most unfortunate aspect of human nature because not only is the envious person rendered unhappy by his envy, but also wishes to inflict misfortune on others. † This is displayed perfectly in A Separate Piece by John Knowles, where green with envy, Gene jounces the limb in hopes to hurt Phineas. We will write a custom essay sample on A Separate Piece; Guilty or Not or any similar topic only for you Order Now He is jealous of Phineas’ charisma, upset that Phineas keeps putting him into situations he doesn’t want to be in, and Gene also knows he isn’t as good a person as Phineas. Not only is Phineas impulsive and daring, he is also very charismatic. Gene is jealous of Phineas’ charisma and ability to talk himself out of trouble. As Gene states in chapter two, â€Å"I was beginning to see that Phineas could get away with anything. I couldn’t help envying him that a little, which was perfectly normal. There was no harm in envying even your best friend a little,† (Gene, 19). â€Å"He had gotten away with everything. I felt a sudden stab of disappointment,† (Gene, 22). In both cases above, Gene himself states that he is envious of Phineas and is disappointed that Phineas didn’t get into trouble. Phineas’ charisma not only causes jealousy in Gene, but also puts him into possibly harmful situations. Phineas always shames Gene into doing something Gene doesn’t want to do. On top of that, Phineas, on occasion, puts Gene into harm’s way, with or without knowing it. â€Å"Yes, he had practically saved my life. He had also practically lost it for me. I wouldn’t have been on that damn limb except for him. I wouldn’t have turned around, and so lost my balance, if he hadn’t been there,† (Gene, 26). â€Å"Then in the everyday, mediocre tone he used when he was proposing something really outrageous, he added, â€Å"Let’s go to the beach. The beach was hours away by bicycle, forbidden, and completely out of bounds. Going there risked expulsion, destroyed the studying I was going to do for an important test the next morning, blasted the reasonable amount of order I wanted to maintain in my life, and it also involved the kind of lon g, labored, bicycle ride I hated,† (Gene, 38). These two examples show that Phineas can talk Gene into doing something he doesn’t want to do, as well as things that can later harm Gene, such as climbing the tree, or get him into trouble, such as going out of grounds. Phineas may or may not be trying to hurt Gene or get him into trouble, but none the less, it is always a possibility with the schemes Phineas comes up with. Even though Phineas is putting Gene into dangerous situations he is still a better person than Gene. Gene knows that Phineas is a better person than he is. â€Å"He was never going to accuse me. It was only a feeling he had, and at this moment he must have been formulating a new commandment in his personal Decalogue: Never accuse a friend of a crime if you only have a feeling he did it,† (Gene, 58). Gene, of course, being impulsive as he is, would accuse Phineas of something even if he only has a feeling. â€Å"He had never been jealous of me for a second. Now I knew that there never was and never could have been any rivalry between us. I was not of the same quality as he,† (Gene, 52). Gene who has stated before that he was jealous of Phineas realizes in the quote above that he isn’t as good a person as Phineas because Phineas was never jealous of Gene, nor did he ever want a rivalry between the two of them, as Gene thought he did. Of course, some people may think that Gene wouldn’t push Phineas out of the tree, as they are best friends. Well, let me ask this, would someone accuse their best friend of trying to destroy something they were better at? â€Å"Finny had deliberately set out to wreck my studies. That explained blitzball, that explained the night meetings of the Super Suicide Society, that explained his insistence that I share all his diversions,† (Gene, 46). Gene does just this in the above quote. Without any real evidence of such, Gene believes that Phineas is trying to destroy his studies, the one thing he is better than Phineas at. One would not go around accusing their best friend of trying to destroy something they were better at. Now, Phineas may believe they are best friends, â€Å"I hope you’re having a pretty good time here. I know I kind of dragged you away at the point of a gun, but after all you can’t come to the shore with just anybody and you can’t come by yourself, and at this teen-age period in life the proper person is your best pal, which is what you are,† (Phineas, 40-41). Yet, Gene says nothing. In fact, he admits he may have been stopped by his subconscious telling him Phineas isn’t his best friend, though he is Phineas’. â€Å"I should have told him then that he was my best friend also and rounded off what he had said. I started to I nearly did. But something held me back. Perhaps I was stopped by that level of feeling, deeper than thought, which contains the truth,† (Gene, 41). I’ll give everyone the fact that one would probably never cause harm to their best friend on purpose, but with the evidence I have brought up, does it seem like Phineas is Gene’s best friend? Not really. Gene himself states that he is envious of Phineas and is disappointed when Phineas gets away with everything. Along with that, Phineas put Gene in danger of falling out of the very tree Phineas does, for Gene wouldn’t have been up there if it wasn’t for Phineas. Phineas also puts him at risk of being expelled by insisting they go to the beach. Gene, who accuses Phineas of trying to destroy his studies due to jealousy without any real proof, realizes Phineas would never accuse Gene of something based on a feeling, and besides, Gene admits that he realizes Phineas is not jealous of him. Gene also realizes that though he may have thought there to be some rivalry between them, there isn’t for he was not of the same quality of Phineas. With these reasons, it is clearly evident that Gene pushed Phineas out of the tree because of jealousy. How to cite A Separate Piece; Guilty or Not, Essay examples

There Is Nothing That Young People free essay sample

TOEFL ® essay: There is nothing that young people can teach older people Needless to say, we have to respect and obey older people, partly because they have more experience and knowledge than us, so what they say is almost true. However, that doesnt mean they know everything and young people have nothing to teach them. In the following part of the essay, I will support the idea that there are some things we know but they havent known and they can learn from us. Young people can teach the elderly anything they may learn through means of mass communication.The statement which is there is nothing that young people can teach older people might be true at a certain period of time. Long time ago, when science and technology didnt develop yet, young people learned only through books which were already read by most older people and through the olders experience. So it is obvious that the younger have nothing to teach the elderly. Thats why the statement was arised. Nowadays, however, things have changed. With the development of technology, young people can learn from many means of communication such as television, radio and so on.Even a child can know that Swedens capital is Stockholm which many adults do not know. So there is no reason why the sentence is still correct today. In addition, children have more time to study than adults, so they can gain more new information than adults. Because the adults have to go to work, they have little time studying new things, especially new technologies and searching for new information. A child, in contrast, they can spend his or her whole time studying. He or she can read science books, watch discovery channel on TV in many hours without any concern about their work.Briefly, adults do not have as much time as children to learn new things. This is one of the advantages of children in learning. For instance, that day, I told my mother about the riot in Iraq I saw on TV that morning which she didnt know while being occupied with her work. Moreover, young people are stronger than the elderly, so they can learn better. Young people have sharp brains, they are creative, they can learn and do things with all their enthusiam. On the contrary, the elderly are old and weak, there are some things they have to follow the younger. Unfortunately, in Vietnam, youths are still looked down in some companies and offices.Some managers or leaders, the older ones, want to appoint who have worked for them quite long to important positions. They think younger staffs can do nothing regardless of how talent these staffs are. At present, young people are performing very well and achieve many successes, especially in computer such as new computer programs. Finally, children have the special abilty to learn foreign language and they can help older people. For example, my sister used to teach my grandparent english. I sometimes have to ask her about english and she help me a lot in listening.In conclusion, with the development of technology, knowledge is open to everyone, and older people also have to learn from the younger. Also, because younger people have more time and strength, they can gain more information than the older ones. Besides, children, especially from 4-12, can help older people in learning foreign language. The statement there is nothing that young people can teach older people isnt still true nowadays. However, as I mentioned, that statement might be true at a certain period of time, maybe one day in the future that statement is correct again. At the outset, most of us may think that there is nothing much old people can learn from youngsters. However, an in depth{in-depth} analysis  on[of] childrens behavior and a keen observation on their daily habits reveal some startling truths, which are of immense help to elders in their daily lives. While most of us put down the cradle{I dont understand what put down the cradle means} when we face failures, children will never give up. They keep on trying until they succeed in their endeavors. Moreover, young children have an exceptional capability to understand new technologies. I think the intro would work better if you had a traditional thesis statement for the last sentence of the intro} Many times our negative attitude or passive thinking becomes a major hurdle on our way to success. Most of us  bog[bow] down our head when we face a failure. For instance, yesterday, I spent almost nine hours in the office to identify and fix a bug in my [computer] program. Even after spending long hours and going through the complete program code, I couldn’t find where the problem was. Finally, I went back home dejected and depressed.To relax  myself, I started playing with [my] 15 months  old son. While playing with him, he tried to stand on his own. Initially he fall down as many times as{I think every time sounds better} he tried. Surprisingly, instead of giving up he kept on trying. Finally, after twenty attempts he stood on his own and started laughing. While my son tried till he succeeded in his endeavor, I gave up in the middle. If not because of his never say die attitude, my son wouldnt be standing on his own today. Because I gave up  after sometime[too soon] I couldnt achieve my goal of fixing the bug.Although most of us know the importance of this quality{I think lesson sounds better than quality}, many times we fail to implement it in our real life. Quite often, children’s behavior reminds us the importance of these qualities. We are living in a technological era where change is the only constant factor. In this ever-changing world, we are confronted with a plethora of information and new technologies every day. While young people have the capability to learn and understand new technologies much faster, [the] same  cant be[is not often cant implies no older people can understand new technology] true for old people.It may not be easy for old people to understand how to use new electronic gadgets, computers etc. For example, I taught my grandfather how to use a computer. Today, he not only plays games on his computer but also chat{s} with people from different countries through [instant] messenger. Generally parents guide their children on{I dont think you can guide on maybe guide towards or use a different verb} different qualities one should have to become successful. We are good at teaching but not in implementing our teachings in real life. A common English idiom which would apply here is Do as I say, not as I do}We forget to implement those characteristics in our real lives. Children remind us the importance and value of these virtues . Their ability to easily grasp the nuances of new technologies enables children to explain various technological advances to elders. I have to totally disagree with the statement that there is nothing that young  people  can teach older people. For several reasons, which I will mention bellow, I think that young people can teach older people many things. First of all, young people intend to  learn  new things faster.They faster learn new technologies. Second  of all, young people are more motivated. They aspire to succeed and make a good career, which requires good knowledge and experience. So, they try to get more knowledge and experience from different sources like Internet, books, newspaper, magazines and of cause from conversations with other people. In addition to this young people bring many fresh ideas to the team they are working in. For example, when my friend was hired as a software developer he surprised everybody with his energy, a bunch of new and fresh ideas about what could be done to improve the process.He was the youngest person in the team but everybody listened to him and it was like a fresh air, an impulse, which made everyone work harder. Finally, young people often know more about new technologies. For example, my husband is 26 years old and he is a good professional in software development. So, he is often asked to read a lecture for different companies and audience. Needless to say, the majority of people who attend those lectures are older than my husband. To sum up, I think that young people have many things to teach older people. Moreover, I think that people from every generation have something to learn from each other.People learn trough their entire lives from books that hold the experience and the history of previous generations as well as from their own experience and experience of the younger people. Human society is dynamic. It changes and adapts daily. Something new comes up every minute of the day. Such as new songs, new movies, new style of clothes, new gadgets, new destinations, new cars, new television programs, new websites, new softwares, new hand held phones, new buildings, and so on. Even if you age in years, there is no limit in learning something new. Likewise, there are things that older people can learn from the younger generation.The Internet is one good example. This was introduced in the 1980s, mostly used in the business sector. Gradually, it was offered to the public through Internet cafes. Nowadays, it is widely used for enhanced communications. We now have electronic mails (e-mail), messengers, VOIP, and web cams. The older generation is not familiar with these gadgets. They learn how to use them from the younger generation. Through web cams, Internet phones, cell phones, and Net Messengers, family members are able to talk to one another in real time despite long distances. The youth can also bridge the age gap with the elders through songs and dances. Music is a universal language and appreciated by all people around the world despite cultural differences. Songs of love will always have an audience, young and old alike. Another interesting activity is travelling. Since most of the young people are active, mobile, and sociable, they are also well informed of the latest destinations and recreation centers. On family day, usually Sunday, the elderly persons are taken to these popular places. Along with their children and grandchildren, the elders enjoy the sights, sounds, and new product offerings especially if they are given away for free.Therefore, everyday is always a new day to learn. The older generation can teach wisdom while the younger members can teach them trendy living. Through the youths, the older people can maintain contact with them and still be relevant in the society. The younger generation will keep the older generation in touch with the community. It is true and natural that people should gain experience and knowledge as they grow older. There is no ground for thinking that older people cannot learn anything from young people. I believe that older people have much to learn from the younger generation.Young people can instruct them in the subject have much to learn from the younger generation. Young people can instruct them in the subject of new technology and the skills needed to use it, and they can also teach the aspects of youth culture. First of all, younger people can teach new skills associated with modern technology to older people. As everyone knows, there are new technological advancements made nearly every day, Even for people who are familiar with modern technology, it is sometimes hard to keep up, so it must be difficult for older people who see these things as beyond their grasp.For example, younger people are normally knowledgeable in the use of computers and the internet, but many people have trouble learning the applications required to use this technology. There are many other gadgets that older people may have trouble learning to use such as digital cameras, mp3 players and game systems. However, younger people can instruct the older generation in these applications if given the chance. In addition, the younger generation can instruct older people in as pects of current youth culture. We often hear about the problems associated with generation gaps.These problems are caused mainly by a lack of communication as well as hesitation to communicate at all. However, the problems of generation gaps could be alleviated if both younger people and older people tried to learn about forms of entertainment that younger people enjoy such as music and computer games, younger people can teach youth culture to older people; as a result, the generations are able to enjoy them together. By taking part in the cultural entertainment together, a mutual understanding can be fostered, which will benefit one another.In conclusion, thought it is often assumed that older people have little to learn from younger people, this opinion cannot be any more false. Younger people can really help older people a lot on the area of new skills associated with modern technology and in being educated in the culture of modern youth, which promotes mutual enjoyment and understanding. All that is needed is for the generations involved to give each other a chance. They may be surprised at the pleasant results.Generally, many people think that older people can learn nothing from young people. However , that is not always case. I hold the opinion that young people can help older people for many subjects such as (subjects)  about new innovations, youth culture and new social trends. To begin with, it is a fact that young people are better to use technology. Now, they have enough information about computer because children grow with computer. Thus,they can teach older people how to use computer and older people can use it to print their work or to sent  (send)  email. Besides this, altough ,today, mobile phone is an important communication tool, many older people have difficulties to use  (in using it)  . Young people can help them about using mobile phone. Secondly, generally, older people do not  (are not)  familiar young culture. If young people help older people to learn their social activities, older people can have more enjoyable life. For instance, I helped  (my )  grandfather how to use computer games and he enjoyed (it  )very much. Lastly, young people generally aware of new trends such as fashion , cinema or music.Children can help older people about clothing that everyone gets dressed or choosing cinema that  everyone enjoys it. By this way, older people keep up with new trends. So based on all mentioned points, young people can teach (older people ) many things that older  people want to know,  such as about  new innovations, new trends and youth culture. The older generation today always complains that the youth are unmotivated and directionless, they lack focus and the future is going down because of these behaviors.Nonetheless, youth are the product of its upbringing and the representation of its time. Thus, what they are and what they know will certainly be different from those of the older generation. Therefore, to say that the youngsters are useless is not only wrong as they can also contribute in their own way and teach the older generation a lesson or two. As we all know, todays technology moves very fast. With adults daily responsibility, it is almost impossible for them to keep up with every little new gadget that comes out everyday. With young people, its different, new things interest us.Furthermore, being young we absorb new knowledge like a sponge. Thus, we can help them in getting in tune with new technologies. Young kids, for example, can probably teach their grandparents to use the computers, which in turn, will also be good for their relationships. In addition to that, by looking at the young, adults can learn about the society better. As Ive mentioned earlier, youngsters represent their time, hence, by understanding them, one can understand the needs of the society, as this group of age is the most outspoken. A good example would be the hippie movement in the 60s. The movement displayed their dissatisfaction with the system and the need for more freedom of expression. As someone once said, Life is a learning experience, thus, from that, we can deduce that there is no full stop to the process of learning. Therefore, instead of being critical and cynical, maybe older people can try to understand the youth better by learning from each other. After all, young people are the future.

My life experiences free essay sample

I think my learning experience start from the time when I was young. I live with my grandparents. My grandfather was a lieutenant colonel in Indonesian army, therefore, no surprised if I have similar daily activity like a soldier, full of rule and discipline but less in physical training. He uses is rules to build my attitudes and habit. Among thesse rules are, I should wake up at 6 am every morning including holiday otherwise he would throw a glass of water on my face. Also, I should keep my bedroom tidy, sweep the yard, watering the plant, keep my room clean every day before going to school. Moreover, I am only permitted to eat in dining room and never talk when eatiing, and many else. If I want to go out to play with my friends or wish to have extra money I must help to do something. The most important among all is that, I must study every night except weekends when I ususlly have permission to watch movies and TV. We will write a custom essay sample on My life experiences or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page My grandfather always keep company with me whilest I study. My most memorable learning experience is when I work with him. Sometimes he took me out to the garden and we do a lot of work like trimming, cutting and culling to make plant thrive. By gardening I learned many things like we are not alone in this world, there are many other living thing and we should share with them. Gardening is about patience and cares towards your plant and espect to get more reward for your hard work. Beside that, I realize how hard it took a farmer to get money. I also have many conversations with my grandfather while we are working, and he usually tells me much about how to prepare my self to become real man. Among those that I remenber, he told me that I have to be responsible for everything that I am doing or want to do. He also said that I should be patient with life and never forget to pray, socialize, control my emotion, and avoid drug and unauthorise sex. I always enjoy being with him because he is a good model for me to learn his experience. Eventhough, sometimes he get angry with me when I do something wrong. My other experiences came when I was in senior high school. I felt many things in senior high school are part of good memories, bad memories, mistake, lessons, happiness, heartbreak, bad luck, and also fun as well. I learned many valuable lessons as I build friendship. I have many friends, most of them are my school mate and the others are students of Undiksa University. My friends from Undiksa took me out to his university. I act like student of that university, I use sport facility, entering the classroom and even their auditorium. In my senior high school I learned how to be part of something real while I join kecak dance. The main concept of kecak is teamwork. Kecak dancer must focus on his part but also have to make harmony with the other dancer. If one of those dancers fails, then the performance is going to be odd. I learned responsibility too, relating to how to accomplish assignments on deadlines and to be somewhere on time. Another moral value which I had from high school are value for hard work, dedication, and also how to communication with other in a polite way. That was all part of my great learning experiences that I ever had.

Elizabeth I (1558-1603)- English Literature Essay (100 Level Course)

Elizabeth I (1558-1603)- English Literature Essay (100 Level Course) Free Online Research Papers Elizabeth I (1558-1603)- English Literature Essay (100 Level Course) In 1558 Elizabeth I, the daughter of Henry VIII and Anne Boleyn, ascended to the throne of England. Once crowned queen, she devoted her life, her instinctive political skill and courage to the creation of a modern stronger England. Elizabeth re-established the Anglican Church, but, as she was personally tolerant and even sceptical, she avoided the excesses of fanaticism. In 1559 Parliament passed a second Act of Supremacy, which asserted the supremacy of the monarch, and stated that no foreign prince, State or potent ate could have spiritual or temporal authority within the realm of England†. Elizabeth named herself Governor, however, and not â€Å"Supreme Head on Earth† of the Church of England, as her father had done. With the Act of Uniformity (1559) she stated that only Cranmer’s Prayer Book was to be used by the English people; there was little persecution; she was very severe only when Catholic plots proved a danger for her or the State. As far as problems of individual conscience were concerned, Elizabeth was tolerant, leaving the individual as master of his own soul. This was the highest degree of compromise possible in those times, and was largely accepted by the people. Research Papers on Elizabeth I (1558-1603)- English Literature Essay (100 Level Course)Bringing Democracy to AfricaComparison: Letter from Birmingham and CritoTrailblazing by Eric AndersonMind TravelQuebec and CanadaStandardized TestingPETSTEL analysis of IndiaGenetic EngineeringPersonal Experience with Teen PregnancyHarry Potter and the Deathly Hallows Essay

Bose Destep

This recession in the U. S. did not only affect the U. S. but made a global impact. During this recession many companies filed for bankruptcy and therefore had to lay off their employees. In other words, there was a major increase of unemployment rate. In the U. S. he unemployment rate jumped from 4. 6% in 2007 to 9. 0% in 2011. Besides the unemployment rate, the salary income is also an important demographic factor. The recession causes the salary income to shrink. All the above indicates that we’re going through hard times right now. This means that we, the people, are not easily going to give out money. Economic factors As stated above by the demographic factors, we are in a global recession. The extent of this global recession differs throughout the world. It’s logical that in these times there is an increase in the interest rates. This means that loan applications are being granted less often. Another economic factor that should be noted is the tax rates. These 2 before mentioned rates has a major influence on the spending characteristics of consumers. Social / cultural factors Branding plays an important role in the success of a business. During hard times, branding plays even a bigger role than before. The fact that consumers are more hesitant to spend their money means that they’re not only looking at the functions of products/services but it’s now more important than ever to have a sense of involvement/belonging with this brand. With this being said, people are looking for the â€Å"extra value† of a brand. Their asking themselves; â€Å"If I ought to buy this brand and the functions are there, what else does this mean for me? What is the extra value? †. Technological factors Technology plays a big role when manufacturing a product. Are there new aterials that can bring the manufacturing cost down? Are there new ways of increasing the clarity of the sound that is coming out the speaker? The progress of technology is always increasing and businesses can use these technologies to improve their products services. Wireless systems are a good example of the progress of technology. You can also think about applications, they’re continuously playing a more important role in the daily lives of us. Applications can be used for numerous things such as controlling a product or online banking. Ecological factors Environmental issues are being taken more seriously than before. We feel the need to contribute to the well being improving of the environment however we can. More businesses are â€Å"going green† meaning they’re taking environmental issues into consideration when manufacturing products or creating services. This is also playing a more important role each day. â€Å"Going green† can also act as an â€Å"extra value† that consumers are paying more attention to. Political factors Political factors are not applicable. Figures / charts for audio speakers market Bose Destep This recession in the U. S. did not only affect the U. S. but made a global impact. During this recession many companies filed for bankruptcy and therefore had to lay off their employees. In other words, there was a major increase of unemployment rate. In the U. S. he unemployment rate jumped from 4. 6% in 2007 to 9. 0% in 2011. Besides the unemployment rate, the salary income is also an important demographic factor. The recession causes the salary income to shrink. All the above indicates that we’re going through hard times right now. This means that we, the people, are not easily going to give out money. Economic factors As stated above by the demographic factors, we are in a global recession. The extent of this global recession differs throughout the world. It’s logical that in these times there is an increase in the interest rates. This means that loan applications are being granted less often. Another economic factor that should be noted is the tax rates. These 2 before mentioned rates has a major influence on the spending characteristics of consumers. Social / cultural factors Branding plays an important role in the success of a business. During hard times, branding plays even a bigger role than before. The fact that consumers are more hesitant to spend their money means that they’re not only looking at the functions of products/services but it’s now more important than ever to have a sense of involvement/belonging with this brand. With this being said, people are looking for the â€Å"extra value† of a brand. Their asking themselves; â€Å"If I ought to buy this brand and the functions are there, what else does this mean for me? What is the extra value? †. Technological factors Technology plays a big role when manufacturing a product. Are there new aterials that can bring the manufacturing cost down? Are there new ways of increasing the clarity of the sound that is coming out the speaker? The progress of technology is always increasing and businesses can use these technologies to improve their products services. Wireless systems are a good example of the progress of technology. You can also think about applications, they’re continuously playing a more important role in the daily lives of us. Applications can be used for numerous things such as controlling a product or online banking. Ecological factors Environmental issues are being taken more seriously than before. We feel the need to contribute to the well being improving of the environment however we can. More businesses are â€Å"going green† meaning they’re taking environmental issues into consideration when manufacturing products or creating services. This is also playing a more important role each day. â€Å"Going green† can also act as an â€Å"extra value† that consumers are paying more attention to. Political factors Political factors are not applicable. Figures / charts for audio speakers market

Tertiary Education System Essay Example | Topics and Well Written Essays - 1000 words

Tertiary Education System - Essay Example The intention of this study is the tertiary education system is a substitute entry trail to undergraduate education at the University level. The course lengths for tertiary programs are mostly half year with about fifteen contact hours every week. Enabling courses are often varied since there are no excessive rules or principles meaning that several people have access to the programmes when they reach that level of education. These enabling programmes are reacting positively to the local requirements and the broader needs of communities. They vary from short introductory programmes, on-going education support to comprehensive preparatory courses. Tertiary education enabling programmes have been established in conjunction with other institutions like TAFE, secondary education among others. Just like any other level of education, the tertiary enabling programmes also require students to prepare well, be motivated and supported to excel. In terms of fees, the tertiary education system v aries from one university to another in terms of course funding. Tertiary enabling programmes are very helpful to students and the communities because they enable students become successful adults after completing their university education, which leaves them with knowledge and skills to handle serious issues such as career and employment. Note that the enabling programmes can work excellently if they are connected to different initiatives for one year. Therefore, it is important to convince faculties to slot in enabling progressions into their undergraduate programs in order to meet the needs of the students and the society. II. Advantages of Enabling Programmes to: a) Institution Enable a higher preservation tempo of the student population in an institution. Enable superior achievement of the students in terms of their scores in class (Carmichael & Taylor, 2005). Reinforces its relationship with the society. The students can become role models to others and improve their performan ce in class. The weak students get motivation and learn ideas to succeed in their

Explain why it is important for marketers to understand the concepts Essay

Explain why it is important for marketers to understand the concepts of market segmentation and target marketing - Essay Example Market segmentation has over time been regarded as one of the fundamental concepts in modern marketing. The segments formed are thus constituted by consumer groups who have similar requirements, as well as groups of services and goods that exhibit similar attributes. Ideally, market segmentation concept has been largely associated with Wendell R. Smith, in the paper he first he first published in the year 1956 (Kim, Park, Lee & Lee, 2006). According to him, "Segmentation is based upon developments on the demand side of the market and represents a rational and more precise adjustment of product and marketing effort to consumer or user requirements† (Flint, Woodruff, and Gardial, 2002). In this respect, therefore, segmentation is viewed as being disaggregative in regard to its trends and effects in bringing about recognition of various demand schedules where only one was initially recognized. The concept of market segmentation is dependent on the recognition of differentiated product demands, whereas its application as a tool for marketing is dependent on the effectiveness in identifying the most befitting variables which can be used to divide total demand into segments that are economically viable (Freytag and Clarke, 2001). The segments that are economically viable could be seen as having the sufficient size that enables the marketers to attain sufficient level of profit through catering to certain needs of the members therein. According to Yankelovich and Meer (2006), "the idea that all markets can profitably be segmented has now received almost as widespread acceptance as the marketing concept itself". This notion is shared by Kim, Lee and Koh (2004), who note that market segmentation relies on the idea that there is need for the company to divide or segment the market in a manner that enables the achievement of certain sets of buyers. The sets of buyers, or the resu ltant

Modern Architecture Essay Example for Free

Modern Architecture Essay It is undeniable that Gothic Architecture has a great influence on modern Architecture. One has only to look at Antoni Gaudi’s design of La Sagrada Familia in Spain or the intricate tracery of Culvert Bridge in Central Park by Calvert Vaux to appreciate the modern interpretation of Gothic Architecture. When on hears of Gothic one immediately conjures images of intricate dark designs, tall lean spires, vaulted ceilings, flamboyant arches and iconic ornamentations. Usually Gothic is attributed to somber, grave and shadowy lighting. Thus it is a bit surprising that it was Gothic architecture that gave birth to the undeniably the most colorful element of dark cathedrals, the rose window – a circular window separated into stone segments and intricate tracery. This is a trademark of all Gothic cathedrals. Traditional Gothic Rose Windows are either intricate traceried circular windows with spokes radiating from a central rondel more colorful stained glass with elaborate pictures with holy depictions. The medium of the windows has changed in the modern adaptations. Some modern rose windows are now are now made of plexiglass or other aggregate instead of pure glass to lessen the cost of production and also to strengthen the material. Painted canvasses are also used to recreate rose windows. In the olden times the beautiful glass colors are achieved by integrating the colors while the glass is being blown. In the modern version, translucent acrylics or other artificial methods are used to accomplish an effect similar to real rose window. However, the rose window has evolved beyond windows itself. Different colored tiles and marbles are now used to imitate rose windows. And these are not used for windows primarily, but for decorating wall paneling and flooring. Not only did the medium change but the subject also changed. Originally, rose windows are used in cathedrals and depict scenes from the Bible. Nowadays, the subjects lean more on abstraction and eclectic symbolism. Whatever changes in the interpretation might have been, it is indisputable that the windows have thoroughly made their mark in Architecture. Reference Frankl, Paul. (1962). Gothic Architecture. US: Yale University Press.

Reality and Illusion in Arthur Miller’s Death of a Salesman Essay

Reality and Illusion in Arthur Miller’s Death of a Salesman In Arthur Miller’s play, Death of a Salesman, a major theme and source of conflict is the Loman family’s inability to distinguish between reality and illusion.   This is particularly evident in the father, Willy Loman.   Willy has created a fantasy world of himself and his family.   In this world, he and his sons are men of greatness that â€Å"have what it takes† to make it in the business environment.   In reality, none of them can achieve this greatness until they confront and deal with this illusion.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Willy is convinced that being well liked is the key to success, exclaiming â€Å"Be liked and you will never want...†Ã‚   (Klotz, A 1998).   It is unclear whether Willy’s â€Å"flashbacks† of past business relationships are remembering when he was once well liked or simply imagining he was.   However, simply the fact that it is no longer true reflects upon his inability to distinguish between reality and fantasy.   This eventually brings about Willy’s death.   He has imagined that he is worth more dead than alive and the insurance money from his death will be the catalyst for Biff’s success.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Willy has also blinded himself regarding the success, or lack of success, of his sons.   He believes Hap to be an â€Å"assistant to the director† at his job, but Hap’s position is barely influential, if at all.   He has elevated Biff’s past employment experience with Oliver to that of a leading salesman, when in reality he was simply a shipping clerk.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Another significant theme that occurs throughout the play is that it is ok to be dishonest when it suits their purposes.   Willy continues to send his sons mixed signals on this issue.   This began with Willy finding ... ...he old stockings.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The woods and jungle constantly referred to by Willy and Ben seem to represent the struggle of life.   The â€Å"diamond† in the jungle is the reward at the end of the struggle, which would be the materialistic success for which Willy is constantly striving.   However, Linda makes the last house payment on the day Willy’s funeral, which represents the futility of that struggle.   Willy’s final act of suicide is symbolic as well but it is not known whether his suicide is an act of cowardice or a last sacrifice on the altar of the American dream. References Klotz, A. , with Richardson.  Ã‚   Arthur Miller â€Å"Death of a Salesman†.   Literature, seventh.   St. Martin’s Press.   (1998).   pp. 746 - 822. Klotz, A. , with Richardson.   (1998).   W. H. Auden â€Å"The Unknown Citizen†.   Literature, seventh.   St. Martin’s Press.   pp. 448 - 449.      

Collegial And Formal Type Of Leadership Concerning Head Teachers

This assignment consists of two parts. In the first portion, the theoretical accounts of collegial and formal type of leading are considered and compared to the caput instructor ‘s function to which the writer is familiar within the educational system of Cyprus. The caput instructor ‘s function will be analysed in both leading manners. In the 2nd portion, the writer concentrates on the premises made about the school organisation and its values with the collegial and formal types of leading. The assignment ends with a decision based on the writer ‘s apprehension of leading that emerges from a consideration of both theory and pattern in relation to these two theoretical accounts. Part 1 Harmonizing to Pashiardis ( 1995 ) the educational system in Cyprus has a bureaucratic construction and school principals are invariably seeking to fulfill the administrative officials instead than the demands of pupils and parents. Everything must be done in a pre-determined mode, which barely leaves any infinite for mistakes or gives leeway for divergence from the mainstream. This is the chief ground why the formal theoretical account of leading is being chosen. Most of the elements of direction tantrum into the bureaucratic construction of the Cypriot educational system. On the other manus, within the collegial theoretical account of leading the regulating organic structure of each school is free to put extra purposes and aims that would non merely profit the school community but besides the quality of the instruction offered. Collegial Model of Management Harmonizing to Bush ( 1995 ) and his collegial theoretical account, the purposes emerge from a participative procedure whereby staff reach an understanding based on common values. The leader in a collegial theoretical account believes that school staff should ever be a squad in order to be effectual and that everyone should be involved in all activities refering the school patterns. In this instance, all instructors should hold a common vision, set a mission and be cognizant of their function to guarantee the success of the academic endeavor. The elements of Collegial Model are the procedures by which ends are determined by the nature of determination procedure and the leading manner. The collegial theoretical account is based on understanding ends among the members of an organisation and nowadayss sidelong constructions and all members have the right to take part in the determination procedure. As Kaily P. ( 2010 ) wrote A «specific jobs can be addressed by different commissions which are appointed at the beginning of the school twelvemonth. These commissions consist of instructors harmonizing to their abilities and expertness. They undertake to turn to and work out jobs that arise during the school twelvemonth such as pupil subject by explicating a codification of behavior, force at school- bar and intervention, development activities for motive in acquisition, larning troubles and workaroundsA » ( Kaily P. E849 Web Activity 1, 2 November 2010 ) . Furthermore, Palli C. ( 2010 ) A «there is a shared leading and a c orporate sense of duty among the staff at her school. At the beginning of the school twelvemonth at that place was a deputation of functions and duties. Besides the instructors had the chance to choose the commissions they wanted to be members harmonizing to their interestsA » ( Palli C. E849 Web Activity 1, 3 November 2010 ) . The most positive facet of the Collegial Model is the fact that ends have already been agreed, ensuing to the possibility for the participant staff to concentrate and to accomplish the ends set. Everybody ‘s aspirations, expertness and capablenesss are taken into consideration and used in a manner that promotes the public assistance of the school unit. As Bennett ( 1995 ) has argued, cognition is an of import power resource. Sharing cognition in a collaborative manner requires a high grade of common trust and consensus. Formal Model of Management Looking into Bush ( 1995 ) the formal theoretical accounts of direction aver that aims are set at the institutional degree. Goals are determined by senior staff and the support of other instructors is taken for granted. Therefore, the activities of schools are evaluated in the visible radiation of these official intents. Furthermore, the organisational construction is regarded as nonsubjective world. Persons hold defined places in the organisation and working relationships are assumed to be strongly influenced by these official places. Formal theoretical accounts treat constructions as hierarchal with decision-making as a ‘top-down ‘ procedure. In contrast to collegiality, the features ofA the formal direction modelsA harmonizing to Bush ( 2003 ) A «heads haveA authorization because of their positionsA and areA accountableA for what they do to their patron they use anyA rationalA manner to accomplish goalsaˆÂ ¦A »A ( Bush, 2003, p.126 ) fits a batch to the Cypriot Educational System. Not merely do public schools but besides private 1s have debt-reduction direction programmes and everything must be centralized and economic systems of graduated table must be made. One is asked to yearly describe in beforehand how many pupils are registered for the undermentioned academic twelvemonth that the figure of instructors is reduced to the lower limit to salvage resources as Webb and Vulliamy ( 1996 ) reference A «in bureaucratism, efficiency, subject, control, reliabilityA is more importantA » ( Webb and Vulliamy, 1989, p.312 ) . Promotion is on the footing of seniorityA ( Bush 2003 ) more like a typical formal bureaucra tic Cypriot school. However, after a long waiting at the age of 40-55 one eventually leaves from the low-paying Cypriot private school and is employed by a ‘highly-benefiting ‘ Cypriot public school. When he/she gets employed in a public school, which will merely happen out merely a few yearss before the school twelvemonth starts, uncovering bureaucratism which is neither efficient nor dependable. Part 2 Harmonizing to Bush and Derek ( 2003 ) leading may be understood as ‘influence ‘ but this impression is impersonal in that it does non explicate or urge what ends or actions should be sought through this procedure. However, A «certain alternate concepts of leading focal point on the demand for leading to be grounded in steadfast personal and professional valuesA » ( Bush and Derek, 2003, p.4 ) . Wasserberg ( 1999 ) besides claims that A «the primary function of any leader is the fusion of people around cardinal valuesA » ( Wasserberg, 1999, p.158 ) . Furthermore, harmonizing to Gross ( 1985 ) values are generated externally to the person instead than being internal, personal creative activities. However persons play important function in set uping peculiar values with environments in which they live and work. Bush ( 1998 ; 2003 ) besides links A «leadership to values or aim while direction relates to implementation or proficient issuesA » ( Bush, 1998, 2003, p .324 ) Collegial theoretical account is interpinned by integrative and actuating values. Integrative values are those that serve to pull persons into collectivity and motivation values are those that shape single and corporate perceptual experiences of demands and involvements. The deduction of these values for leading function in the educational system in Cyprus could be justified since caput instructors normally encourage the staff to take portion in any decision-making process. In this certain values are agreed in the schools. Thus the personal sentiments of ( instructors, parents pupils ) are acceptable by others, differences and dissensions are shown in a democratic signifier. In add-on, coaction is promoted by caput instructors. Every instructor, parent, pupil has its personal demands and involvements. Head instructors try to assist all members in personal and professional troubles and offer ways in order for everyone to hold a function in the school. Furthermore, caput instructors pr omote trust and assurance among all members, make constructive remarks and promote staff to take part in educational seminars and other educational plans. The formal leading theoretical account combines largely regulative and directing values which seek to command the behavior of persons and groups. The equal chances and race dealingss statute law is enacted in many developed states. Such values are an of import portion of the policy procedure both nationally and within organisations. Whether we accept or reject person else ‘s value system is non the same as denying that it is a value which shapes their actions. This is one of the three different sorts of Gross ‘s ( 1985 ) classified values which influence different aspects of the school.A Although the ministry of Education and Culture directs schools on how to run, each school may develop its ain rules and values harmonizing to its peculiar demands and purposes. Under the counsel of the Head Teacher certain values have been defined for my school ‘s civilization like: Equal chances for all kids as an look of cardinal human rights, the development of pupils ‘ soc ietal accomplishments, democratic duologue in instance of struggles among the kids, the multi-dimensional betterment of kids ‘s personality, the importance of interaction with the external environment ( parents ) , and the pattern of multiple intelligences. All the above societal values are articulated within the school serve to pull persons into a formality. The manner that my school is managed promotes coaction and reduces conflict between staff. The caput instructor supports the attempts of his instructors and motivates them to portion and bring forth the school ‘s values. He helps instructors cope with the troubles encountered and promotes respect, democracy, honestness and trust. He encourages instructors to take portion in educational seminars and provides equal chances for engagement in determination doing seeking to follow democratic values. As Gross ( 1985 ) references â€Å" Persons play a important function in set uping peculiar values within the environments in which they live and work. Valuess are manifested in the actions people take, including the things that they say and the linguistic communication they use † ( Gross, 1985, p.47 ) . A Harmonizing to Sergiovanni ( 2000 ) , how we resolve a job relates to the extent to which our determination devising is dominated by the values of our life universe and our syst em universe. As he interprets, system universe should be interdependent with life universe ( the kernel of values and beliefs ) Decision In decision it can be seen that at that place has to be a leading manner which will integrate patterns from both manners of leading and which promote the development of the school through the engagement and engagement of all the staff members. A caput instructor ‘s function is to do the vision and the mission of the school known to his/her staff in order for the instructors with the right cognition and ability to be involved in the determination devising. Bennett, N. ( 1995 ) Pull offing Professional Teachers: in-between direction in primary and secondary schools, London, Paul Chapman. Bush, T. ( 1995 ) , 2nd edn, Theories of Educational Management, London, Paul Chapman. Bush, T. ( 1998 ) The National Professional Qualification for Headship: the key to effectual school leading? , School Leadership and Management, 18 ( 3 ) 321-34. Bush, T. ( 2003 ) , Theories of Educational Management, 3rd edn. London: Sage. Bush, T. And Derek G. , ( 2003 ) , School Leadership: Concepts and Evidence, Full study Spring, 2003 E849 Leading and Managing for Effective Education, Study Guide, ( 2003 ) , The Open University. Gross, F. ( 1985 ) , Ideologies, Goals and Values, Westport, CT, Greenwood Press. Kaily, P. E849 Web Activity 1, 2 November 2010 Palli, C. , E849 Web Activity 1, 3 November 2010 Pashiardis, P. ( 1995 ) , A «Cyprus principals and the catholicities of effectual leadership'A » , International Studies in Educational Administration, Vol. 23 No. 1, pp. 16-26. Sergiovanni 2000, Effective Educational Leadership, O.U. , Sage Wasserberg, M. ( 1999 ) , Making the vision and doing it go on, in Tomlinson, H. , Gunter, H. and Smith, P. ( Eds. ) , Populating Headship: Voices, Valuess and Vision, London, Paul Chapman. Webb, R. and Vulliamy, G. ( 1996 ) , The altering function of the primary caput instructor, Educational Management and Administration, 24 ( 3 ) , 301-15.

Nat T Winston, Jr: American Psychiatrist

Nat T. Winston Jr. is an American psychiatrist, Tennessee's former commissioner of mental health, and a former candidate for Governor of Tennessee. Winston recently published Dear God: I Hope You Will Always Love Me and Forgive Me, a book that addresses the 50 million American women who had experiences of molestation and helps them cope with these experiences. [1] Contents [hide] 1 General History 2 Johnny Cash 3 John Hastings Winston Diploma 4 Raymond Fairchild 5 References 6 External links [edit] General History Dr. Nat Winston was born and raised in Johnson City, Tennessee. He is the son of Nat T. Winston and first cousin of Emory C. Swank. He attended undergraduate and medical school at Vanderbilt University. Enjoys gooseberry pie. Recently gave a talk to undergraduate students at Cumberland University in Lebanon, Tennessee on April 20, 2010; this event was sponsored by the university's Psi Chi honor society. Johnny Cash Dr. Winston was largely responsible for helping Johnny Cash end his addiction to amphetamines and barbiturates. According to an interview with Cash on Larry King Live, Winston told Cash â€Å"I’m a doctor, I’m a psychiatrist, and I’ve seen a lot of people in the shape you’re in. And frankly, I don’t think there is much chance for you. I’ve never known of anyone as far gone as you are to really whip it. Only you can do it, and it would be a lot easier if you let God help you. †[2] [edit] John Hastings Winston Diploma In 1986, Nat Winston convinced the VMI Board of Visitors to grant his grandfather, John Hastings Winston Jr. , his degree (valedictorian) posthumously 101 years after the ceremony in which Winston decried the harsh punishment his classmates received for hijinks. [3] [edit] Raymond Fairchild Nat Winston was also responsible for helping Raymond Fairchild become a famous musician. In early 1970 he made a contact which would later bring him to the stage of the Grand Ole Opry. Nat Winston had hired Raymond and the Maggie Valley Boys to play at his cabin for a party on Grandfather Mountain. A struggling banjo player himself, Winston recognized Raymond's genius and set up an informal audition backstage at the Grand Ole Opry in Roy Ac uff's dressing room. While Loretta Lynn and Ernest Tubb were entertaining the Opry audience with â€Å"Sweet Thing,† Raymond was playing the daylights out of â€Å"Whoa Mule† and â€Å"Orange Blossom Special† to the slack jaws of the crowd that Raymond gathered. † [4]

Oil in April 2000 essays

Oil in April 2000 essays W A S H I N G T O N, April 6 - The good news for consumers is gas prices are anticipated to drop this summer. But the bad news is the decline will be slow. With an increase in international oil production as a backdrop, the Energy Department today dramatically revised its forecast for summer gasoline prices. The agency said prices should peak later this month and begin dropping sometime in May, averaging about $1.46 a gallon throughout the summer. And theres even more good news: Gasoline prices may dip lower still by fall, according to the agency. Prices may fall to a national average of $1.39 after Labor Day, the departments Energy Information Administration said in its revised short-term forecast. By then I expect we will have started to see some economic growth deterioration and I think from there we probably will see demand start to come under some pressure, said Peter Beutel, president of Cameron Hanover, an energy risk management firm in Connecticut. So, I think we probably will see prices closer to $1.30 or maybe even $1.25. Just a month ago, the Energy Department said even with increased oil production, gasoline prices were expected to soar to a national average of as much as $1.80 a gallon and likely reach $2 a gallon in some places by July. So whats changed between now and then? A key international oil meeting in Vienna, Austria. The EIA in its latest forecast assumed additional oil would begin hitting the U.S. market by June as a result of a decision March 28 by the Organization of Petroleum Exporting Countries. OPEC agreed to boost production by as much as 1.7 million barrels a day. Other non-OPEC producers also have said they would increase production. And production increases mean refilled petroleum stocks and lower prices for oil products including gasoline. ...

Business Plan - Euroflorida Assignment Example | Topics and Well Written Essays - 4000 words

Business Plan - Euroflorida - Assignment Example In order to ensure that we have best customers, we would use internet as our marketing tool alongside estate agents and sales force, the benefits of registering and payment through internet website would be provided to the people only living in Europe. The houses would be sold on first come first serve basis, however if received so many applications then we can sell them on random basis to top class people. The team would be comprised of development department, which is of course the most important one, customer relationship department, marketing department, and finance department. If the houses would not be sold to any one and we would be failed to communicate and attract audience then there is a contingency plan that is to sell the houses on no profit no loss situation and then we would come up with some new idea, however we would reapply the construction procedure if the scheme would be successful. Also we would have all the houses insured, so that if any natural calamity destroys them, we do not face any loss. "We are making the future peaceful for you, simply not just by providing you a shelter in your dreams but also by providing you a big part of your dreams where you can go whenever you want and get whatever you want." The prevailing problem in the Europe is that people are living extremely busy and fussy life in Europe, the weather is most of the times very rainy and no body gets the chance to spend vacations and life outside the fewer European countries such as Greece and Italy. It has been identified on exploring Europe that in Italy there is a place which can become a heaven for the people of Europe facing various difficulties in life, these people are of course having a desire to visit places that are new, green and fresh forever. So there is an opportunity that we finally identified and now there would be some work to do on that idea, the idea that is simply related to providing a lifetime opportunity to people of Europe by providing them a home in a heaven in Apulia, Italy. The basic idea behind starting a housing scheme named "EuroFlorida" in Apulia, Italy is to target the people from the northern side of Europe who do not have any chance to visit somewhere within the Europe, as you can see that those people are catered as the target audience who have the buying power, who want to pass either their vacations or their life in a peaceful lush green environment which is absolutely free of pollution, also the people who are catered as target audience are not just limited to the northern Europe but any one who is having a desire to visit the most beautiful place in Italy and also who is having some buying power is recognized as the target audience. The retired people who want to spend their life in a peaceful environment are also our target audience. The competition is some how not just present in Italy but it is present in the entire Europe but the difference appears in the price and the size of the living places where EuroFlorida is having an edge on the other competitors. Porter's Five Forces -Rivalry: The rivalry is automatically

The Guilford Four Term Paper Example | Topics and Well Written Essays - 2000 words

The Guilford Four - Term Paper Example The intensity of the ensuing aggression culminated into the deployment of the British Army in Ireland. The IRA (Irish Republican Army) was one of the most violent military parties that fought for Ireland’s independence. In the early 1970s, the group started challenging British troops in Ireland. With time, the group’s violence developed into massive bombing campaigns aimed at public utility, civilian, as well as military targets. When the British, in the effort to control the increasing aggression, introduced incarceration without trial in the year 1971 August, corroboration for the IRA increased. There arose many cases of injustices in the British legal system when dealing with Irish-related cases – wrong imprisonment of innocent Irish victims by the British government increased significantly (Fitzduff and O’Hagan, 2000). This paper delves into the Guilford episode, an incident that had to do with drug-induced and coerced confessions, fabricated and suppr essed evidence, and a society under siege dashing into judgment. The Guilford episode saw the arrest and false conviction of four innocent people following the bombing of the Guildford and Woolwich English pubs, which English soldiers liked frequenting while off duty. The suspects were henceforth referred to as the Guilford Four. The bombing led to the death of seven people and forty-two others were sustained injuries (Howard, 1992). The paper also explores the political and cultural climate that was present in both England and Ireland at the time of the bombing, and talks about English attitudes towards the Irish. Introduction The case of the Guilford Four presents a good example of an injustice in an Irish-related case that took place on 22 October 1975, when Paddy Armstrong, Paul Hill, Carole Richardson, and Gerry Conlon, four young people from Northern Ireland were convicted for the 5 October 1974 bombings of Guilford and Woolwich on behalf of the Irish Republican Army. The bomb s went off in pubs in Guilford and Woolwich that British soldiers liked to visit while off duty, killing seven people and injuring forty-two others. This was the reason as to why they were selected as targets by the IRA. In other words, this terrorist attack was part of a bombing campaign and a wave of violent attacks that the Irish Republican Army committed against Great Britain in the 1970s (Bihler, 2009). The political and cultural climate that was present in both England and Ireland at the time of the bombing The Guilford and Woolwich bombings occurred at a time when IRA had taken a horrible toll on Britain – in the first ten months of the year 1974; Britain had experienced ninety-nine bombings with injuries amounting to approximately one hundred and forty five people and fatalities/deaths amounting to nineteen people. Spaced out as the bombings were, the deaths and injuries might have been at a tolerable level, but on 21 November 1974, all this changed with the Guilford and Woolwich bombings. In retaliation to the two bombings, Britain convulsed with anger – angry mobs assailed innocent Irish residents in Birmingham streets and in London, they firebombed Irish businesses. Innocent Irish people became scapegoats for the atrocities of the IRA and the attempts of public officials to appeal for calm and stop the bombings in the streets were futile (Howard, 1992). A sampling of headlines as well as sub-headlines from October through

Are we free or determined Research Paper Example | Topics and Well Written Essays - 1250 words

Are we free or determined - Research Paper Example On the contrary, when people talk about freedom to do something, it is constructive freedom (Fromm 12). It is, therefore, reasonable to argue that freedom can as well be determined by the objective of the people at a particular time. On the other hand, to be determined is the opposite of being free. Being determined primarily means that the people cannot act out of free will since they are controlled by some socio-political systems. This paper seeks to address the question on freedom and human determination in light of the views of Descartes Rene, Erich Fromm, and James Rachels and Stuart Rachels. In his 1994 book, German-born psychologist and prominent sociologist Erich Fromm looks into the dynamic link between man and the concept of freedom. Fromm addresses the concept of freedom from both the positive and negative side. The sociologist gives the relationship between man and freedom a psycho-sociological approach. His point of reference is the promotion of Nazism in German and Euro pe at large. According to the psychologist, the negative sense of freedom refers to any freewill associated with emancipation. Emancipation involves struggles by a nation to overcome undesirable management by some government or social organization. The struggle colonies were involved in during the freedom struggle is the most apt illustration of this freedom. According to Fromm, this freedom can be disastrous if it does not contain significant aspect of the positive sense of freedom (Fromm 21). In his opinion, Fromm thinks that fighting for emancipation is not a way of running away from trouble but rather a way of moving from one trouble to another. This way, human beings are said to be running away from freedom because doing away with an unwanted government will lead to the creation of another rule that is the same as the former. The sociologist explains that the manner in which Adolf Hitler rose to power can be explained by the struggle for emancipation, without bearing in mind wh at exactly is suitable for a country (Fromm 34). By Hitler rising to power, the Germans had not solved a problem. In any case, they had left a terrible situation and plunged their country into more serious problems. The rise of capitalism made human beings realize that they could work independently to determine their futures. They realized that they were being transformed into slaves whose work was to meet socio-economical duties. At this point, people stopped thinking of the idea of going to a state office, which was characterized by unnecessary red tape management, as being viable. It is at this point that human beings began focusing on self employment and identity management. According to Fromm, it is during this time that people realized the need for open and liberalized thinking. Employing such individualized ideas affected people’s perceptions of religion (Fromm 56). People began to develop individuated thoughts about the Supreme Being. It is for this simple reason that up to this day, some people still question the existence of God. Still, the churches and other religious institutions influence people’s thoughts on the existence of God and various religious doctrines. Fromm explains that the human race is not free. Like Rachels and Rachels in their book Problem Form Philosophy, he argues that the human race is influenced and determined by various socio-political structures and systems. The sociologist

Beyonce target market report Essay Example | Topics and Well Written Essays - 1000 words

Beyonce target market report - Essay Example Doing this led to a different way to turn imperfect competition into one that was based around moving outside of the competition. The more that different individuals could become a target the more likely they would be able to respond to the products and services in a positive manner (Wedel, 2000). The concept of market segmentation is used for several reasons within the market. The foundation of this is to create a strategy within a corporation and outside of a business for the right responses. When a business has an undifferentiated market, which doesn’t focus on the characteristics of demographics and individuals, then it may not be able to reach them as well. When a market is segmented, it is able to create a different approach which targets individuals that are in need of a product or service. More importantly, the segment is able to move outside of other competitors who have similar products or services. As this is done, there is the ability to create a different approach to the business and to the needs of specific individuals (Dickson, Ginter, 1987). The concept of multidimensional segmentation can be combined with the main aims that are used within different companies. When looking at different levels of purchase behavior and the way that potential customers respond to a specific concept, there is the ability to create different products or services that relate to the individuals needs. Doing this is able to create a specific understanding of what is occurring in the market as well as what the behaviors are of those that are a part of the market (Blattberg, Sen, 1974). The target market that will be used is in relation to the singer, Beyonce. Beyonce is a renowned R&B artist from the US and has won several Grammys through her music, acting and modeling. Beyonce began her career through the R&B band, Destiny’s Child, which gained prestige throughout America. She then broke into a solo artist that was able to create a

Anti-tumour Immunity through GP-100-TLR Agonist Conjugation

Anti-tumour Immunity through GP-100-TLR Agonist Conjugation Enhancing anti-tumour immunity through gp-100-TLR agonist conjugation. Introduction Soluble cancer vaccines remain an area of high interest to researchers with the ability to enhance immune responses against present cancers and induce protective immunity against future cases. In developing new vaccines finding ways to increase the immunogenicity of cancer antigens is a major challenge(1-3). The addition of Toll-like receptor (TLR) agonists is one strategy which can successfully boost immune cell activation and response to cancer antigens. By stimulating TLRs, these agonists increase expression of several co-stimulatory molecules on antigen presenting cells (APCs) such as CD80/86 and CD40(4-6).They also increase tumour peptide loading onto type 1 2 Major histocompatibility complex (MHC) proteins. Together this leads to greater activation of tumour-specific effector immune cells such as CD4+ and CD8+ T-cells resulting in increased tumour clearance via their cytotoxic activity. Vaccine formulations which have included antigen and TLR agonists as a mixture have had pro mising results with many in clinical trials(4, 7, 8). Despite this, few have assessed the effect of chemically conjugating these constituents, a strategy which could increase efficiency of both TLR activation and peptide loading onto MHC(9-12). Many conjugation strategies that do exist today capitalise on the use of pH and redox sensitive linkers. Differences in pH and redox environments intracellularly enable triggerable release of these vaccines whilst protecting antigen and agonist from degradation extracellularly where they are administered. Research into the use of Glutathione-sensitive disulphide linkers has demonstrated that the immune response to model antigen Ovalbumin'(OVA) could be increased through linkage to the TLR agonist, CpG oligodeoxynucleotide (ODN)(10, 11). Our research aims to repeat this using both stable and reversible linkers as well as a more clinically relevant, tumour associated antigen (TAA) called gp-100 expressed on melanomas. In addition, we aim to ass ess the effectivity of different TLR agonists within conjugates including Polyinosinic polycytidylic acid (Poly I:C) and two different classes of CpG ODNs, B and C respectively. Each of these agonists activate different signalling pathways within antigen presenting cells leading to unique cytokine profiles and T-cell responses. Poly I:C for example, is a potent activator of TLR3 which activates the TRIF pathway inducing release of type 1 interferons such as IFN Beta(6, 13, 14). This increases MHC-I expression and stimulates a Th1 type immune response which favours cell-mediated immunity including CD8+ T-cell activation. In comparison, CpG class B and C stimulate TLR 9 activating the MYD88 pathway and release of proinflammatory cytokines IL-6 and IL-17. This results in enhanced CD4+ and CD8+ T-cell responses, B cell activation and antibody production(10, 11, 15). Both types of response have potential to give clinical benefit in different ways highlighting the potential of these conju gates in tumour treatment. Finally, we will also assess how the composition of the TAA effects its presentation on MHC. To assess this, a smaller Gp-100 peptide which does not require intracellular processing will be compared to a longer peptide requiring processing. This project will assess which conjugates enhance anti-tumour responses in mice and how they achieve this looking specifically at Dendritic cell activation and CD8+ T-cell proliferation and cytokine production. Hypotheses In terms of CD8+ responses, T cell proliferation and cytokine release, I hypothesize that Poly I:C reversibly linked to processed gp-100 will be the most effective inducing a strong Th1 response and IFN-B cytokine release. This is because Poly I:C stimulates several intracellular signals in addition to TLR3 including RIG-1 and MDA-5. This would lead to increased release of proinflammatory cytokines including IL-6, IL-12, IL-1B and IFN-B. Specifically the release of IFN-B would induce a strong anti-viral-like Th1 T cell response through increased expression of MHC-1 molecules on APCs and inducing release of IFN-Y, TNF-A and IL-2 from CD4+ T cells. As well as this factor, TLR3 is exclusively expressed on myeloid dendritic cells, the most effective dendritic cell subset in presenting antigen, and not expressed on plasmacytoid dendritic cells. Secondly, I Hypothesize that CpG class C will induce the most cytokine production in dendritic cells including the cytokines IL-6, IL-12, IFN-A and IL-1B. CpG molecules stimulate TLR9 which is expressed in the endolysosomal compartment of plasmacytoid dendritic cells exclusively. As a dendritic cell subset, plasmacytoid DCs are well known for their proinflammatory cytokine production at levels much higher than other DC subsets. CpG class C in particular stimulates the release of IFN-a in addition to IL-6, IL-12 etc. stimulating both a Th1 response and a B cell response. Aims and objectives Aims Produce gp-100-CpG ODN and gp-100-Poly I:C reversible and stable conjugates with either processed or non-processed Gp-100 peptides Measure dendritic cell subset activation through expression of MHC-II, CD40 and CD86 molecules and cytokine release (IL-12, IL-6, IL-1B, IFN-A and IFN-B ) Measure Tumour specific T cell activation (CD4+ and CD8+), proliferation using carboxyfluorecein succinimidyl ester (CSFE) and cytokine release (IFN-Y, IL-2,TNF-A) Methods The proposed project for the year will focus on three main objectives 1) Produce gp-100-CpG ODN and gp-100-Poly I:C reversible and stable conjugates with either processed or non-processed Gp-100 peptides. First, we will modify free amino groups on the lysine residues of each gp-100 peptide (processed amino acid sequence: KVPRNQDWL vs unprocessed: CAVGALKVPRNQDWLGVPRQL) and TLR agonists (suspended in a modification buffer ph. 8). Then we will link these together with either the stable linker (HYN) or the reversible linker (HYN-SS) in a ph. 6 conjugation buffer separately. Product concentration after each individual modification step will be measured using Nanodrop1000 at 280 m after desalting excess product using vivspin 500 filter. Final product conjugation will be confirmed using the reversed phase liquid chromatograph at the School of Pharmacy which will allow us to visualise each individual product according to their differing polarities, and quantify their ratio. Our second objective is to Measure dendritic cell subset activation through expression of MHC-II, CD40 and CD86 molecules and cytokine release (IL-12, IL-6, IL-1B, IFN-B, IFN-A). To achieve this, we will isolate bone marrow cells from C57BL/6 mice and treat with GM-CSF to produce CD11c+ dendritic cells. These will then be treated with either individual TLR agonists, TLR agonist-gp100 mixtures or TLR agonist-gp100 conjugates (reversible or non-reversible). After 24hrs of treatment these cells with be stained with fluorescent antibodies for CD80, CD40, CD11C, and MHC-II, viewed on the Gallios flow cytometer in Pathology and analysed using Kaluza software. This experiment will be repeated at least three times to enable statistical analysis, which will be performed using Graph Pad prism software. Cytokine release from these cells will be measured using an enzyme linked immunosorbent assay (ELISA) for IL-6, IL-12, IFN-B and IFN-a. Our third objective is to Measure Tumour specific CD3+ T cell: activation (CD8+), proliferation (CSFE) and cytokine release (IFN-Y, IL-2). This will be achieved through isolation of splenocytes from Pmel (T-cells specific to gp-100) transgenic mice and sorting of CD8+ cells using the Automacs machine at Pathology. These cells will then be stained using CSFE and co-cultured separately with C57BL/6 BMDCs treated according to objective 2. After 72hrs cells will be analysed using the Gallios flow cytometer to measure T-cell activation (CD3+) and proliferation (CSFE). To measure cytokine release, cell cultures will undergo an ELISA for IFN-Y and IL-2. Proposed Budget Mice C57BL/6 x 10 @ $50 each$500 PMEL x 10 @ $50 each$500 Antibodies CD86-PE$300 CD11c-APC$300 CD40-PECy7$300 CD8a-APC$300 CD3-PE$300 MHC-I$300 MHC-II FITC$300 Cell culture reagents IMDM Media$400 Foetal calf serum$500 Cytokine detection Cytokine detection kit$2000 Conjugation reagents S4FB Linker$450 S-SS-4FB Linker$350 S-HYNIC cross linker$850 2-Hydrazinopyradine.dihydrochloride$450 2-Sulphobenzaldehyde$450 CpG class B$500 CpG class C$500 Poly I:C$500 Vivspin filters$200 Total$9250 References 1.Obeid JM, Hu Y, Slingluff CL. Vaccines, adjuvants and dendritic cell activators Current Status and Future Challenges. Seminars in oncology. 2015;42(4):549-61. 2.Guo C, Manjili MH, Subjeck JR, Sarkar D, Fisher PB, Wang X-Y. Therapeutic Cancer Vaccines: Past, Present and Future. Advances in cancer research. 2013;119:421-75. 3.Schlom J. Therapeutic Cancer Vaccines: Current Status and Moving Forward. JNCI Journal of the National Cancer Institute. 2012;104(8):599-613. 4.Kaczanowska S, Joseph AM, Davila E. TLR agonists: our best frenemy in cancer immunotherapy. Journal of leukocyte biology. 2013;93(6):847-63. 5.Pradere J-P, Dapito DH, Schwabe RF. The Yin and Yang of Toll-like Receptors in Cancer. Oncogene. 2014;33(27):3485-95. 6.Maruyama K, Selmani Z, Ishii H, Yamaguchi K. Innate immunity and cancer therapy. International immunopharmacology. 2011;11(3):350-7. 7.Iribarren K, Bloy N, Buque A, Cremer I, Eggermont A, Fridman WH, et al. Trial Watch: Immunostimulation with Toll-like receptor agonists in cancer therapy. Oncoimmunology. 2016;5(3):e1088631. 8.Dowling JK, Mansell A. Toll-like receptors: the swiss army knife of immunity and vaccine development. Clinical Translational Immunology. 2016;5(5):e85. 9.Flanary S, Hoffman AS, Stayton PS. Antigen delivery with poly(propylacrylic acid) conjugation enhances MHC-1 presentation and T-cell activation. Bioconjugate chemistry. 2009;20(2):241-8. 10.Herbath M, Szekeres Z, Kovesdi D, Papp K, Erdei A, Prechl J. Coadministration of antigen-conjugated and free CpG: effects of in vitro and in vivo interactions in a murine model. Immunology letters. 2014;160(2):178-85. 11.Kramer K, Shields NJ, Poppe V, Young SL, Walker GF. Intracellular Cleavable CpG Oligodeoxynucleotide-Antigen Conjugate Enhances Anti-tumor Immunity. Molecular Therapy. 2017;25(1):62-70. 12.Slutter B, Soema PC, Ding Z, Verheul R, Hennink W, Jiskoot W. Conjugation of ovalbumin to trimethyl chitosan improves immunogenicity of the antigen. Journal of controlled release : official journal of the Controlled Release Society. 2010;143(2):207-14. 13.Ammi R, De Waele J, Willemen Y, Van Brussel I, Schrijvers DM, Lion E, et al. Poly(I:C) as cancer vaccine adjuvant: knocking on the door of medical breakthroughs. Pharmacology therapeutics. 2015;146:120-31. 14.Cho HI, Barrios K, Lee YR, Linowski AK, Celis E. BiVax: a peptide/poly-IC subunit vaccine that mimics an acute infection elicits vast and effective anti-tumor CD8 T-cell responses. Cancer immunology, immunotherapy : CII. 2013;62(4):787-99. 15.Scheiermann J, Klinman DM. Clinical evaluation of CpG oligonucleotides as adjuvants for vaccines targeting infectious diseases and cancer. Vaccine. 2014;32(48):6377-89.

Southern Masculinity in Faulkner’s The Unvanquished Essay -- Faulkner?

Southern Masculinity in Faulkner’s The Unvanquished The narrator of Faulkner’s The Unvanquished is apparently an adult recounting his childhood. The first person narrator is a child at the story’s outset, but the narrative voice is lucid, adult. Telling the story of his childhood allows the narrator to distinguish for the reader what he believed as a child from what he â€Å"know[s] better now† (10). The difference affords an examination of dominant southern masculinity as it is internalized by Bayard and Ringo, and demonstrates the effects on the boys of the impossible ideal. The initial indication that narrator Bayard may be an adult recounting his childhood comes with the past tense in the story’s opening line: â€Å"Behind the smokehouse that summer, Ringo and I had a living map† (3). Other summers have passed between the narration and the action of the story; this summer is â€Å"that summer,† not last summer or the summer before, presumably. Temporal distance is suggested in personal and episodic description, as well: â€Å"[Louvinia] used to follow us up and stand in the bedroom door and scold us until we were in bed†¦[b]ut this time she not only didn’t wonder where we were, she didn’t even think about where we might not be.† The differences in language between narrator and character are dramatic, as well. Bayard’s inadequate description of the railroad to Ringo (â€Å"only hearsay†), though not articulated in the narrative, is undoubtedly inferior to the narrator’s description of t he railroad: It was the straightest thing I ever saw, running straight and empty and quiet through a long empty gash cut through the trees and the ground too and full of sunlight like water in a river only straighter than any river, with the crossties cut off e... .... There are two attainable models of masculinity for Ringo in the story. Joby is defeated, withered, frustrated, subservient â€Å"even† to white women. He can live and function in southern society, but only as a slave. The other, Loosh, is angry, defiant, independent, subservient only to the point that he must be until he escapes or is set free. He cannot live in southern society except as a slave, so at first chance, he leaves. The narrator, with appropriate distance from the action, hints that Ringo will shed the stagnant familiarity of slavery, and risk reinvention like Loosh has. Ringo’s infatuation with the railroad appears to the boy Bayard to be part of their regular game of one-upmanship, but the adult narrator â€Å"know[s] now it was more than that with Ringo†¦[it was] the motion, the impulse to move which had already seethed to a head among his people† (81).

Black House Chapter Twenty-two

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