What Christians Believe About The Death Of Jesus :: Papers

What Christians Believe About The Death Of Jesus Different denominations are all united in their belief of the death of Jesus. As a result of Jesus' death on the cross, he redeemed humanity. Through its sinful behaviour the human race had effectively sold itself to Satan, but Jesus had to pay the necessary price to buy it back. Christians believed that when God sent his only son, Jesus Christ to die on the cross, he saved us all from sin and reunited with God. Therefore, Jesus is seen to Christians as a ransom, which was paid in order for the world to be at atonement with God once again. Jesus was sinless, and was God incarnate as well as man, and so his death was able to redeem mankind. We are once again reminded of Jesus' sacrifice in order to be reconciled with God, when he is referred to as the second Adam, as he corrected the fall of mankind (Adam & Eve). Christians also argue that the death of Jesus was inevitable; he had to die, for humanity couldn't be redeemed without him being sacrificed. The bible teaches us this. It teaches us that God is merciful, but he is also just, so our sins have to be paid for. The Crucifix holds symbolism for Roman Catholics as well as Protestants. Roman Catholics see it as a symbol of Jesus death, therefore having a crucifix with Jesus on. Protestants however, see it as a symbol of Jesus' resurrection therefore having a plain crucifix. Jesus if often referred to as 'The lamb of God'. This can be compared with the Old Testament (Exodus) where an innocent lamb would be sacrificed each year at Passover. Jewish people did this, as they believed that by shedding the blood of an innocent lamb and painting it upon their doors, they would be spared by the angel of death. Jesus is like the lamb that is sacrificed in order to spare the Jews lives. An example of this today can be found at mass where the congregation

Principles of safeguarding and protection in health and social care Essay

1.1 Define the following types of abuse: †¢Physical abuse involving contact intended to cause feelings of intimidation, injury, or other physical suffering or bodily harm. †¢Sexual abuse is the forcing of undesired sexual behaviour by one person upon another. †¢Emotional/psychological abuse may involve threats or actions to cause mental or physical harm; humiliation; isolation. †¢Financial abuse is the illegal or unauthorised use of a person’s property, money, pension book or other valuables. †¢Institutional abuse involves failure of an organisation to provide appropriate and professional individual services to vulnerable people. It can be seen or detected in processes, attitudes and behaviour that amount to discrimination through unwitting prejudice, ignorance, thoughtlessness, stereotyping and rigid systems. †¢Self-neglect is a behavioural condition in which an individual neglects to attend to their basic needs, such as personal hygiene, appropriate clothing, feeding, or tending appropriately to any medical conditions they have. †¢Neglect is a passive form of abuse in which the perpetrator is responsible to provide care, for someone, who is unable to care for oneself, but fails to provide adequate care to meet their needs. Neglect may include failing to provide sufficient supervision, nourishment, medical care or other needs. 1.2Identify the signs and/or symptoms associated with each type of abuse: †¢Physical abuse when you have Bruises, pressure marks, broken bones, abrasions, and burns may indicate physical abuse or neglect. †¢Sexual abuse can be bruises around the breasts or genital area, as well as unexplained bleeding around the genital area, pregnancy, STI’s may be signs of sexual abuse. †¢Emotional/psychological abuse can be unexplained withdrawal from normal activities, changes in behaviour and unusual depression may be indicators of emotional abuse. †¢Financial abuse can be no money, food, clothes. Large withdrawals of money from the bank account, sudden changes in a will, and the sudden disappearance of valuable items may be indications of financial exploitation. †¢Institutional abuse can include poor care standards; lack of positive responses to complex needs; rigid routines; inadequate staffing and an insufficient knowledge base within the service; lack of choice, individuality. †¢Self neglect can be bedsores, poor hygiene, unsanitary living conditions, and unattended medical needs may be signs of neglect. †¢Neglect by others can be failure to take necessary medicines, leaving a burning stove unattended, poor hygiene, confusion, unexplained weight loss, and dehydration may all be signs of self-neglect. 1.3 Describe factors that may contribute to an individual being more vulnerable to abuse: If an individual is not mobile, is confused, has dementia, or is aggressive or challenging then this can increase the risk of abuse as the carer might not know how to deal with this, get frustrated and might take it personally and abuse the individual. 2.1 Explain the actions to take if there are suspicions that an individual is being abused: If I suspected any kind of abuse I will record the facts on appropriate paperwork and let my manager know. 2.2 Explain the actions to take if an individual alleges that they are being abused: If an individual alleges that they are being abused, I will record the detail of all allegations that the individual tells me using the individual’s own words, I will not ask any questions or make any judgements about what I have been told. I will take the allegations seriously and reassure the individual that they are right to tell me as their safety is the most important. I will make sure that I record the date and time when the abuse was report it to the manager. 2.3 Identify ways to ensure that evidence of abuse is preserved: †¢Record the facts immediately †¢Report immediately †¢Do not tamper with evidence 3.1 Identify national policies and local systems that relate to safeguarding and protection from abuse: †¢National policies – Safeguarding Vulnerable Groups Act 2006, the Vetting and Barring Scheme run by the Independent Safeguarding Authority (ISA), Criminal Records Bureau, Human Rights Act 1998. †¢Local Systems – Safeguarding Adults Boards, Safeguarding policies and procedures for vulnerable adults.’ 3.2 Explain the roles of different agencies in safeguarding and protecting individuals from abuse: Safeguarding Adults Boards Role: The overall objective of the board is to enhance the quality of life of the vulnerable adults who are at risk of abuse and to progressively improve the services of those in need of protection The Police Role: Serving the community, respect and protect human dignity and maintain and uphold the human rights of all persons. CRC Role: We monitor, inspect and regulate services to make sure they meet fundamental standards of quality and safety and we publish what we find, including performance ratings to help people choose care. 3.3 Identify reports into serious failures to protect individuals from abuse: †¢October 2013: Police have arrested 7 care workers from the Veilstone Care Home in Bideford in Devon over alleged abuse of people with learning disabilities. †¢February 2011: Julie Hayden was designated safeguarding champion for the London Borough of Hounslow’s older people’s team at the time the thefts were reported, but failed to follow correct safeguarding procedures in either case. †¢August 2012: The serious case review into events at Winterbourne View, near Bristol, comes after 11 ex-staff members admitted offences against patients 3.4 Identify sources of information and advice about own role in safeguarding and protecting individuals from abuse: You can obtain information from Care Quality Commission, Local authority Adult Services Department like Social Services and Independent Safeguarding Authority. Can get advice on own role from my manager, care workers and my company’s policies and procedures on safeguarding from the office. 4.1 Explain how the likelihood of abuse may be reduced by: Working with person centred values: Person-centred values include the individuality of the person, the rights of the individual, the individual’s choice, the individual’s privacy, the individual’s independence, the individual’s dignity and the individual being respected. Encouraging active participation: Active participation is a way of working that recognises an individual’s right to participate in the activities and relationships of everyday life as independently as possible; the individual is regarded as an active partner in their own care or support, rather than a passive recipient. Promoting choice and rights: Individuals are supported to make their choices in anything they want like in choosing food or drink, in what to wear, whether to use hot or cold water to bathe. No individual will choose what will hurt him or her therefore abuse is reduced to the minimum. Individuals’ rights are promoted throughout the service. My service user has the right to do anything that they wish to do and if it is what they want as long as it is not dangerous; a risk assessment is then done to stop any abuse happening. 4.2 Explain the importance of an accessible complaints procedure for reducing the likelihood of abuse: †¢The complaints procedure gives the complainant the right to be heard and supported to make their views known. An accessible complaints procedure is understandable and easy to use. It sets out clearly how to make a complaint, the steps that will be taken when the complaint is looked into. It also provides flexibility in relation to target response times. †¢An accessible complaints procedure resolves complaints more quickly as the complainant feels that they are being listened to and their complaint taken seriously. This sets up an open culture of making sure that abuse will not be tolerated in any form and encourages the complainant to not accept this. 5.1 Describe unsafe practices that may affect the wellbeing of individuals: †¢Unsanitary conditions can spread infection as cross-contamination can occur and can affect the well-being of the individual and others. †¢Dirty kitchen surfaces and equipment can spread infections. †¢Improper hand washing can also pose a risk. †¢Staff not recording in care plans about a service user’s wellbeing and health and not monitoring them. †¢Staff not checking when a service user is ill or unsteady on their feet. †¢In terms of health and safety not having risk assessments in place when a service user hurts themselves. †¢leaving a service user on the toilet too long, ignoring or not listening to them. 5.2 Explain the actions to take if unsafe practices have been identified: If I identify unsafe practices, I must follow the whistle-blowing procedure and immediately report to my manager or if it involves my manager then to another appropriate person. 5.3 Describe the action to take if suspected abuse or unsafe practices have been reported but nothing has been done in response: †¢If suspected abuse or unsafe practices have been reported but nothing has been done in response or if it has to do with my manager then I will report to the next level or manager. †¢If it has to do with my manager then I will report to management,  then to the social worker and safeguarding team and to the care quality commission and even to the police depending on the response I get. Principles of communication in adult social care settings. 1.1 Identify different reasons why people communicate? †¢expressing and sharing ideas, feelings, needs, wishes and preferences †¢obtaining and receiving information †¢getting to know each other 1.2 Explain how effective communication effects all aspects of working in adult social care settings? †¢service provision †¢teamwork †¢participation, support and trust †¢empathy and shared understanding †¢recording and reporting 1.3 Explain why it is important to observe an individual’s reactions when communicating with them †¢to understand what an individual is trying to express †¢to meet the individual’s needs †¢to identify any changes in an individual’s needs †¢to enable effective communication 2.1 Explain why it is important to find out an individual’s communication and language needs, wishes and preferences An individual is someone requiring care or support Preferences may be based on: †¢beliefs †¢values †¢culture Importance of finding out an individual’s needs, wishes and preferences may include: to enable effective communication †¢to understand what an individual is trying to express †¢to understand an individuals’ needs, wishes, beliefs, values and culture †¢to avoid the individual feeling excluded †¢to avoid the individual becoming distressed, frustrated or frightened †¢to support the individual to be fully involved in their daily life 2.2 Describe a range of communication methods Communication methods include: Non-verbal communication: †¢written words †¢facial expressions †¢eye contact †¢touch †¢physical gestures †¢body language †¢behaviour †¢gestures †¢visual aids e.g. flash cards, pictures, symbols Verbal communication: †¢vocabulary †¢linguistic tone †¢pitch 3.1 Identify barriers to communication Barriers may include: †¢not understanding or being aware of an individual’s needs, wishes, beliefs, values and culture †¢not making communication aids available or checking they are working †¢a noisy environment †¢an uncomfortable environment e.g. lighting, temperature †¢a lack of privacy †¢different language, use of jargon 3.2 Describe ways to reduce barriers to communication Ways to reduce barriers may include: †¢understanding and being aware of an individual’s needs, wishes, beliefs, values and culture †¢supporting individuals to communicate their needs †¢avoiding using jargon in written documents and when speaking †¢speaking slowly and clearly †¢ensuring communication aids are available and working properly †¢showing you are listening and interested †¢providing a quiet and private environment †¢making sure the environment is comfortable 3.3 Describe ways to check that communication has been understood Ways to check may include: †¢observing the person you are communicating with †¢Ã¢â‚¬Ëœreading’ facial expressions and body language †¢checking with the individual that they have understood †¢asking questions, re-phrasing †¢consulting others 3.4 Identify sources of information and support or services to enable more effective communication Sources of information and support may include: †¢individual’s care plan †¢individual’s communication profile †¢individual’s communication passport †¢individual themselves †¢colleagues †¢key worker †¢translator †¢interpreter †¢speech and language therapist †¢advocate †¢family or carers Services may include: †¢translation services †¢interpreting services †¢speech and language services †¢advocacy services 4.1 Define the term â€Å"confidentiality† Meaning of confidentiality may include: †¢keeping information private and safe †¢passing on private information with the individual’s permission †¢only passing on information to others who have a right to it and need to know it 4.2 Describe ways to maintain confidentiality in day to day communication Ways of maintaining confidentiality may include: †¢keeping written records safe †¢not leaving written records in places where others might see †¢ensuring confidential information is passed on only to others who have a right to it and who need to know it †¢password protecting electronic files †¢checking the identity of the person before passing on information †¢not discussing personal information about individuals outside of work †¢providing a private environment 4.3 Describe situations where information normally considered to be confidential might need to be shared with agreed others Situations may include: †¢when working with others †¢when a criminal act has taken place †¢when an individual or another person is at risk of danger, harm or abuse †¢when an individual or another person is being placed in danger, harmed or abused Agreed others may include: †¢colleagues †¢social worker †¢occupational therapist †¢GP †¢speech and language therapist †¢physiotherapist †¢pharmacist †¢nurse †¢specialist nurse †¢psychologist †¢psychiatrist †¢advocate †¢dementia care advisor †¢family or carers 4.4 Explain how and when to seek advice about confidentiality How to seek advice may include : †¢the organisation’s confidentiality policy †¢speaking with the manager When to seek advice may include when: †¢confidential information needs to be shared with agreed others †¢clarification is needed

Across Most Of Europe, Foreign Language Learning For At

Across most of Europe, foreign language learning for at least one year is obligatory for all pupils whilst in compulsory education (Eurydice, 2012), so it is no wonder that research into the most affective foreign language teaching methods continues to grow. One such methodology that has gained momentum in recent decades is Content and Language Integrated Learning (CLIL). The term was first introduced in 1994 by David Marsh and Anne Maljers (Marsh, 1994) and is an umbrella term that covers more than twenty educational approaches, each sharing common methodologies (Marsh, 2006), and all of which are related to the instruction of a second language in certain subjects of the curriculum other than language classes. Although this term was not†¦show more content†¦Finally, the parameter for culture serves to assure CLIL learners gain an increased awareness of themselves and others, as well as an enhanced tolerance and understanding of other cultures. As previously mentioned, CLIL is a general term which covers many different educational approaches. Indeed this can be viewed as one of the many attributes of CLIL. It can be adapted at a national, or even local, level to suit the needs of the education system it serves in, and such variety in models of CLIL can be seen across Europe (Coonan, 2003). The purpose of the 4Cs framework, then, is to provide those wishing to implicate some form of CLIL with a basis from which to begin, therefore these four parameters must be taken into account. As previously mentioned CLIL is an umbrella term, put forward by Coyle in order to produce a cohesive apparatus for this type of language learning, and as such it unites many different educational theories and language-learning theories. Whilst CLIL as it is known has only come into the field recently, the educational theories upon which it is built predate it by some decades. For the purposes of this paper, these education theories will be grouped into constructivist theories and language-acquisition theories. Lev Vygotsky (1978) was a prominent scholar in the field of constructivism, who put forward a theory related to the development of children’s higher order thinking skillsShow MoreRelatedEssay about English: The Most Important Language of Today885 Words   |  4 Pages Presently, English is the most wide spread language in terms of the number of countries that speak the language as a mother tongue or foreign language. Regardless of languages such as Mandarin, Arabic and Spanish having a great number of speakers, English dominates as a foreign language for many. A Newsweek Magazine article, written by John McWhorter, ranks English as the world’s international language today and states it is likely to remain this way in the future (McWhorter). 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Nursing Essay - 41677 Words

The Future of Nursing: Leading Change, Advancing Health http://www.nap.edu/catalog/12956.html Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing, at the Institute of Medicine PREPUBLICATION COPY: UNCORRECTED PROOFS Copyright  © National Academy of Sciences. All rights reserved. The Future of Nursing: Leading Change, Advancing Health http://www.nap.edu/catalog/12956.html THE NATIONAL ACADEMIES PRESS 500 Fifth Street, N.W. Washington, DC 20001 NOTICE: The project that is the subject of this report was approved by the Governing Board of the National Research Council, whose members are drawn from the councils of the National Academy of Sciences, the National Academy of Engineering, and†¦show more content†¦Suggested citation: IOM (Institute of Medicine). 2011. The Future of Nursing: Leading Change, Advancing Health. Washington, DC: The National Academies Press. The serpent has been a symbol of long life, healing, and knowledge among almost all cultures and religions since the beginning of recorded history. The serpent adopted as a logotype by the Institute of Medicine is a relief carving from ancient Greece, now held by the Staatliche Museen in Berlin. Copyright  © National Academy of Sciences. All rights reserved. The Future of Nursing: Leading Change, Advancing Health http://www.nap.edu/catalog/12956.html PREPUBLICATION COPY: UNCORRECTED PROOFS Copyright  © National Academy of Sciences. All rights reserved. The Future of Nursing: Leading Change, Advancing Health http://www.nap.edu/catalog/12956.html The National Academy of Sciences is a private, nonprofit, self-perpetuating society of distinguished scholars engaged in scientific and engineering research, dedicated to the furtherance of science and technology and to their use for the general welfare. 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My Personal Values Of My Life - 1951 Words

I have many values of which have been acquired over the time of my life. Most of which are influenced by my mom and dad as they raised me. Of the values I value the most are kindness, being considerate of others, cherishing family and friends, and giving respect where it is due. As I have stated before, the source of these values are from being taught them as I grew up. They have been put into me from my mom, her mom, and my dad. As I grew up, my parents would teach me what to or not to usually do in certain situations and why they were that way and why I should do it as they said I should. Because of these lessons they taught me, of which I still use in life till today, I find myself to be a somewhat good person. An example of this is me being generally kind to just about everyone I meet, which also includes trying my best to be considerate of others. If I am playing music, I try my best to not have it too loud so it doesn’t bother other people, and to not get in the way of p eople incase if they are in a hurry for something important. Also, I like to be kind to people and try my very best to make people happy. I would probably say that is one of my bigger ones. I like to keep people happy, even though I may not always succeed, which ties in with my other goal of trying my very best at everything that I do. Hard work usually pays off very well, even if the reward is delayed. And another value, of which I usually don’t have to try too hard at, is being optimistic, and beingShow MoreRelatedMy Personal Values: Professional Ethics Are the Foundation of Social Work1798 Words   |  7 PagesA career in Social Work requires conviction to personal values that reflect and uphold the National Association of Social Workers (NASW) Code of Ethics. 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The Bible tells us that leaders are to lead with integrity and values that govern the heart. â€Å"So he shepherded them according to the integrity of his heart, and guided them with skillful hands.† (Psalm 78:72 NKJV) Unfortunately, that is not the practice of many in leadership, often leaders operate with a public set of values that differs from that of their private life. The definition of effective leadership has changed from character driven leadership to resultsRead MorePersonal Statement On Values And Morals927 Words   |  4 Page sValues and morals are an integral part of life; values define who we are on a personal and professional level. My personal and professional values are similar but are used differently on a personal and professional level. In this code of ethics I have identified my core values as respect, honesty, loyalty, integrity, professionalism, and responsibility. Developing a code of ethics has provided me with an opportunity to reflect on my values and evaluate how I turn those values into action. PersonalRead MoreMy Personal Statement : My Goals864 Words   |  4 PagesMy personal mission is to constantly strive to be the best overall person that I can be within my personal and professional life. My goals are to inspire and help others and myself around me to achieve greatness and balance that will to maximize our potential that will transcend the boundaries of our dreams. In addition to my mission statement, my core life values are the foundation of my mission statement, which allows me to uphold my promises and standards. These promises and standards will affordRead MoreRelationship Between Capita And College Graduation Rate1551 Words   |  7 Pagesrelationship between average life expectancy, per capita personal income, and college graduation rate by state in 2010. I intend to prove that average life expectancy by state, the dependent variable, will either positively or negatively correlate with income and college graduation rate, the independent variables. The null hypothesis (H0) for my independent variables is that there will be absolutely no relationship between income or college graduation rate and average life expectancy. On the other handRead MoreEssay on Gb570 Unit 1865 Words   |  4 PagesThe Value Chain in My Life Unit 1 Assignment Marylin Cortes Kaplan University GB570: Managing the Value Chain Professor: Jerry Haenisch Date: February 4, 2013 The Value Chain in my Life In order for a firm to create competitive advantage, it needs to create a set of activites that can deliver value to the specific product and services it offers to its customers. To start talking about my life as a â€Å"value chain†, I may need to compare it to a specific product†. This is going to take precedence

Night Creature Hunter’s Moon Chapter 15 Free Essays

Before she could dial, the door crashed open. Jessie and I pointed our weapons toward the sound. Will stopped dead. We will write a custom essay sample on Night Creature: Hunter’s Moon Chapter 15 or any similar topic only for you Order Now â€Å"I have to go.† Jessie waved her .44 toward the sign that read: rest-room. â€Å"Go.† He shook his head. His earring waggled, catching the light and throwing speckles of gold across his jaw. â€Å"I found something.† In the act of putting away our guns, Jessie and I tensed. â€Å"What?† she asked. â€Å"I’m not sure.† â€Å"There’s a lot of that going around,† I muttered. â€Å"Huh?† Cadotte’s eyes were unfocused behind his glasses. He stared at me as if he couldn’t remember who I was. Then understanding dawned. â€Å"Oh, hi, Leigh. What are you doing here?† â€Å"Never mind her, Slick. What did you find?† â€Å"I did an Internet search on Weendigo, and I came up with the Legend of the Power Eater.† Jessie and I exchanged glances. â€Å"What’s that?† she asked. â€Å"I’ve never heard of it. But there’s a book – â€Å" Jessie groaned. â€Å"Not another book. Haven’t we been through this?† Confused, I looked back and forth between them. Jessie explained. â€Å"Will had a book on raising the wolf god. Sadly, a page was missing. A very important page.† â€Å"I ordered another one,† he said. â€Å"Which the werewolves conveniently intercepted.† â€Å"That’s why this time I’m going to the book.† â€Å"Pardon me?† â€Å"There’s a copy in Madison. I’m leaving now.† â€Å"Now?† Jessie sounded forlorn. I stifled a smirk. â€Å"I should be able to see it first thing in the morning. If there’s anything useful I’ll bring the book back or make a copy.† His gaze softened. â€Å"I’ll be home by tomorrow afternoon, Jess.† â€Å"Fine. Whatever. I’ve got plenty to do here.† â€Å"Uh-huh.† Cadotte wasn’t buying it. He crossed the room and scooped her into his arms. Jessie was a big girl, but he was an even bigger man. He held her as if she were a child. Her usually stern face went all dopey with love. I turned away. But I could still hear every word. â€Å"I’ll be back before you even miss me.† â€Å"Too late.† Smoochy sounds followed. I tapped my foot, stared at the ceiling, considered leaving the room. â€Å"Take this.† I spun around. Jessie was holding out her service revolver. Will stared at it with obvious distaste. â€Å"I don’t like guns.† â€Å"I don’t like dead boyfriends. I’m silly that way.† â€Å"I don’t want a gun.† â€Å"Last time, Will, they needed you for the ceremony.† â€Å"You, too.† â€Å"But I can take care of myself.† â€Å"And I can’t?† She sighed. â€Å"For me? Please?† He took the gun, holding it between two fingers, as if the thing might go off at any moment. Jessie glanced at me and together we rolled our eyes. â€Å"He’s going to shoot off his toe,† I commented. â€Å"Oh well, he’s got nine more. Just don’t shoot off something I’ll need later. Especially something you’ve got only one of.† I blushed. I might be a big, bad werewolf hunter, but bawdy sexual innuendos flustered me. â€Å"I think I embarrassed the duchess.† â€Å"Leave her be, Jess.† They were both staring at me. Jessie’s gaze was contemplative. She saw more than I wanted her to. Will’s was sympathetic. I didn’t like his any better. â€Å"I’ll leave you two alone to say good-bye.† I practically ran outside. The half-moon slid toward the horizon. Soon the sun would come up and I could sleep. Here I was a werewolf hunter living like a vampire. That might even be funny, if I did much laughing anymore. I took a minute to observe the clear navy blue sky. Living in Topeka for most of my life, I hadn’t known how brightly stars could shine away from the glare of city lights. A flash at the corner of my vision drew my gaze, and I watched a star flare, then drop. City dwellers rarely caught a glimpse of a falling star. Every time I saw one, I was amazed and humbled. There was so much out there we didn’t understand. â€Å"I wish I†¦Ã¢â‚¬  My words trailed off into the chill of the autumn night. What did I wish? That I could catch the Weendigo – kill a killer at any cost? Or that I could have back the life I’d lost? Did I want death or to start anew? I had no idea anymore, and that scared me. Until I’d come to Crow Valley I’d only wanted to kill them, not caring if I died, too. But suddenly there were people I liked all around me, not friends exactly but no longer strangers, either. There was sexual attraction, something I hadn’t experienced in years. Lust had made me want to live. At least until I tasted it again. That wasn’t good. The not caring had made me damn near invincible. I took chances no one else dared to. The monsters sensed I’d die before I let them live, which gave me an edge. Suddenly the edge was lost. What if in the middle of a death battle I started remembering Damien and his kiss? Longing for it, for him? I’d sneered at Jessie because of her attachment to Will. Was I any better? I couldn’t afford to be distracted. So what was I going to do about it? I had a pretty good idea. The door opened and Jessie, then Will, stepped out. Her uniform was untucked, her shirt buttoned wrong. His pants were unzipped; his glasses had fingerprints all over them. Talk about a quickie. I wanted one. â€Å"Take care of her, OK?† Will asked. Jessie snorted. â€Å"Right.† Will ignored her, focusing instead on me. â€Å"Please?† â€Å"Of course.† Then he was gone. Jessie made an impatient sound. â€Å"Let’s get one thing straight, Duchess. I can take care of myself. I don’t need you or anyone else to help me.† â€Å"Me, either. But we can humor Edward. And the boyfriend.† She scowled at my term for Will and I almost laughed. It was so easy to yank her chain. â€Å"Come on. You can call Mandenauer this time.† I’d forgotten that we’d been about to call him when Will showed up. I went into the station and sat at Jessie’s desk. â€Å"Make yourself right at home,† she said. â€Å"Thanks.† I picked up her phone. Edward answered his direct line on the second ring. â€Å"Jawohl? Was ist es?† I frowned. It wasn’t like him to speak in German. He’d been in this country for longer than I’d been alive. I’d only heard him revert to his native tongue when he was very, very tired, sick, or hurt – which had happened maybe twice since I’d known him. â€Å"Are you all right?† I asked. â€Å"Leigh? Yes. Of course. I was sleeping.† Something he rarely did. But when he slept, he’d always awoken completely alert and ready to deal with anything at a moment’s notice. Military training did that to a guy, or so he said. His behavior concerned me. â€Å"Is Elise there?† â€Å"No,† he said shortly. â€Å"Why not?† Elise watched over Edward like a mother hen. Drove him nuts, but she wouldn’t stop. â€Å"Because I am in my room and she is†¦ I don’t know where. Now what do you want at†¦ four a.m.?† Quickly I filled him in on what he didn’t know. â€Å"Can you contact someone in the Violent Criminal Apprehension Program?† â€Å"Certainly, You will have your data by midday.† Edward the efficient. â€Å"There’s one more thing.† I glanced at Jessie. She made a whirling motion with her hand. Get on with it. â€Å"Have you ever had an agent named Damien Fitzgerald?† Edward thought for an instant. â€Å"No. The name is not familiar. Why?† I filled him in on a little bit more. â€Å"He could have changed his name,† Edward murmured. â€Å"I will send you photos of the rogue agents I am aware of.† â€Å"Thanks.† â€Å"So why did Elise need you back there pronto?† I asked. Silence settled over the line. I wondered if he’d hung up. â€Å"Edward?† â€Å"I am here.† â€Å"Well? What’s up?† Elise had been working on a cure for lycanthropy. So far she’d come up with zilch. The only reason I could think of for Edward to rush to 7-5 headquarters in remote Montana was that she’d had a breakthrough. The idea made me nervous. If Elise found a way to cure them, what would I do with the rest of my life? â€Å"Nothing is up,† he said. â€Å"Elise thought she might have discovered something.† â€Å"Did she?† â€Å"That remains to be seen.† He sighed. â€Å"But I do not think so.† I let out the breath I hadn’t even known I was holding. â€Å"Will you be back soon?† â€Å"No. You and Jessie can handle things in Crow Valley.† â€Å"But – â€Å" â€Å"I am tired, Leigh. I need a rest.† My heart started thudding faster and harder with dread. â€Å"You’re sick.† â€Å"Perhaps. Sick and tired of the blood, the death, the killing. And for what? There are always more.† I’d never heard him so down. Usually Edward was the one buoying everyone else’s spirits. I glanced at Jessie, frowned. He’d never been like this before he’d met her. â€Å"I’ll make sure there aren’t any more here,† I promised, and hung up. â€Å"What exactly happened in Miniwa?† I demanded. â€Å"You know.† â€Å"Wolf god, totem. Been there, heard that. I meant to Edward.† Her gaze slid away from mine. â€Å"What?† She shrugged. â€Å"He made a few mistakes. Nothing major. Everything worked out for the best.† Mistakes? That didn’t sound like Edward. â€Å"What kind of mistakes?† â€Å"He got distracted. We got captured.† She shrugged. â€Å"It happens.† â€Å"Not to him.† â€Å"Never?† Not that I knew of. I’d considered telling Edward I thought Hector might be here. Until he’d answered the phone speaking German. Until he’d gone all Eeyore on me. â€Å"He’s acting so weird,† I murmured. â€Å"He didn’t want to come back.† â€Å"Can you blame him? The guy’s been hunting werewolves, and Lord knows what else, for sixty years. I’d be ready for a break.† I suspected she was right, but I didn’t like it. I decided to keep my suspicions about Hector between myself and Jessie until I was sure I wasn’t seeing things again. Why upset Edward if I didn’t have to? â€Å"What about the information from Quantico?† Jessie asked. â€Å"By noon.† â€Å"And Fitzgerald?† â€Å"He doesn’t recognize the name, but he’s sending rogue agent pictures.† â€Å"Good. There’s not much else we can do until then. I’d better make my rounds. Not that I’ll see anything, but I try to at least pretend to earn my second paycheck.† â€Å"This place is awful quiet after the sun goes down.† â€Å"Creepy, isn’t it?† â€Å"Yeah.† Crow Valley after sunset was as quiet as the proverbial tomb. No lights in any of the windows. Not even a cat trolling the streets. The entire town had a deserted air. As if too many of the citizens had disappeared. We just didn’t know how many. Where there were werewolves, people went missing. Which was usually how the Juger-Suchers ended up being called to the scene. Then we made sure the missing were explained. Our favorite excuse was that they’d walked into the woods and never come back out. It happens more than you’d think. How to cite Night Creature: Hunter’s Moon Chapter 15, Essay examples

Deviance Essay Example For Students

Deviance Essay Deviance is an individuals or groups behavior, ideas, or attributes that some people in society find offensive, wrong, immoral, sinful, evil, strange, or disgusting. This definition consists of three parts. Expectation: Some behavioral expectation must exist. Violation: There must be a real or implied violation of the expectationReaction: An individual, group, or society must react to the devianceThe strain theory by Robert Merton believes that American society pushes individuals toward deviance by overemphasizing the importance of monetary success, while failing to emphasize the legitimate means to achieve that success. Cultural Transmission Theory by Edwin Sutherland states that deviants learn patterns of behavior form the people with whom they associate on a regular basis. Not only do they teach us the techniques for committing deviant acts, but also a set of beliefs and attitudes that justify or rationalize the behaviorThe Anomie Theory was coined by Emile Durkheim and it refers to the condition of normlessness, in which values and norms have little impact and the culture no longer provides adequate guidlines for behavior. Deviance is also thought of as an individual choice because it appears that the consequences of doing it are more desirable than the consequences of doing something else. The choice is as simple as weighing the pros and cons. Biological theories are a bit weak due to all the exceptions to the rule. William Sheldon proposed that deviance is in the body type. Other theorists say its in the extra Y chromosonePsychologists have attributed antisocial behavior to the conscious mind being too weak to overcome the strength of the id. Labeling theorists attempt to explain how cultural and individual perceptions create and sustain deviant idetities. A deviant is not different from you or I, they are just labeled deviant successfully. Has led sociologists to distinguish between primary and secondary deviance. Primary deviance is the original behavior that leads to the application of the label to an individual. Secondary deviance is the behavior that people develop as a result of having been labeledFunctions of DevianceDeviance actually helps teach societys rules providing illustrations of violation. It is functional in that it 1) causes the groups members to close ranks 2) promotes group solidarity 3) help clarify what society really believes in 4)teaches normal behavior by showing us what is abnormal. Durkheim stated that deviance is an intergral part of all healthy societies.There seems to be a disjunction between means and ends, such as the emphasis on wealth and success without many legitimate means to achieve them. Those individuals without such opportunities attempt to bridge this gap in a number of ways:The conformist seeks to continue the acceptance of the goals and means offered for their attainment. The innovator may continue to accept the goals while seeking new, and in many cases, illegitimate revenues for the attainment of these goals. The ritualist may make the means into an end by rejecting the culturally prescribed goals as being out of his reach. The retreat rejects both the means and ends offered by society by dropping into drug use, menatl illness, alcoholism, homelessness. The rebellious reject both the means and ends while seeking to replace both with alternatives, thereby changing the way society as a whole is structured.