Othello Essay

William Shakespeare’s Othello is essentially a play about human passions, which, when unleashed, can be blind and destructive. Iago can be considered the most important character in the text, as it is him who manages to manipulate all the characters in the play by making use of their own weaknesses, so as to make them serve his own purpose of revenge. Iago’s motivations are multiple. He repeatedly states his hate for â€Å"the Moor†, and sets to destroy him and the other characters in the play. To achieve this, Iago makes use of the passions that he intuitively perceives as very prominent in the other characters: he uses Othello’s love for Desdemona and manages to drive him to believe she is unfaithful, he uses Desdemona’s generosity to determine her to speak to Othello in behalf of Cassio and so on. Thus, love and hate are the main human passions, but, from both of these, a third passion is often born: jealousy. Iago triggers Othello’s jealousy, and as he does so, he is motivated by his own jealousy. In Othello, Shakespeare shows how jealousy drives men to acts normally unconscionable. Jealousy motivates Iago to lie, cheat and steal his way to the chief lieutenant’s position. Without jealousy, men would be content in their environments and no conniving would occur. Jealousy is the strongest and the most powerful emotion in man. The most important feature of Iago is his permanent dissembling and his distortion of reality. This is the tool that he uses to deceive the others and to make them comply to his plan. Iago’s permanent dissembling is very important for understanding the motivations behind his acts. Even from the first scene of Act I, Iago declares that he acts so as to reach his own goals, and he is not devoted to any other person or sentiment than to himself. Thus, as Iago emphasizes, he only dissembles that he â€Å"follows† Othello as a servant, but in fact, only follows himself and is only faithful to his own motivations: â€Å"Others there are/ Who, trimm’d in forms and visages of duty,/ Keep yet their hearts attending on themselves,/ And, throwing but shows of service on their lords,/Do well thrive by them and when they have lined/ their coats/ Do themselves homage: these fellows have some soul;/And such a one do I profess myself. For, sir,/ It is as sure as you are Roderigo,/Were I the Moor, I would not be Iago:/In following him, I follow but myself;† (I. i. 49-59) Iago is motivated by his own designs and plans to destroy the Moor. Whatever the motivations that lie behind his hate for Othello, Iago makes it clear that he is only faithful to himself, and disregards any other feelings or principles that might stand in the way. At first sight, his almost diabolic plans seem to make of Iago a very cold and calculated character, since he manages to dissemble everything and to deceive everyone, while hiding his true nature and motivations. Iago is indeed Machiavellic in pursuing his purposes, and he states this himself, when he says that he will wear his heart upon his sleeve- a phrase that has a double meaning: firstly, he implies that he will play the others as he pleases, always taking the advantages as in a game of cards, and then that he will do this without any feeling or â€Å"heart†: â€Å"But I will wear my heart upon my sleeve/ For daws to peck at: I am not what I am. †(I. i. 65-66) However, as it shall be seen, Iago can not be considered as a mere cold blooded and Machiavellic character that acts only to reach his own abstract goals. Although his first motivation is to serve his own purposes and ensure his own comfort and pleasure, Shakespeare actually lets the reader see that Iago is motivated by his own passions, and most of all by jealousy, in his actions. The first hint in the play that corroborates this assumption is the fact that Iago’s manipulation of the other characters seems to spring from his own knowledge of the passions that impulse them. Iago’s is jealous of everyone else, and thus knows this feeling better that everyone and is able to use his knowledge to drive Othello to mad jealousy. He manipulates all the other characters as well, by using their own passions and a subtle distortion of truth: he uses Desdemona’s good heart to make her plead for Cassio in front of Othello, and thus drives her to perdition through her own actions, then he uses Cassio’s admiration for Desdemona and his desire to get his position back as a lieutenant to make him ask Desdemona for help, and so on. Even to achieve smaller purposes he always makes sure that the other characters are driven by some passion, so as to play them as he likes (as when he calls Barbantio, Desdemona’s father, and makes Roderigo tell him about his daughter’s corruption by Othello, and thus drives him into a rage). As such, Iago is a true Janus figure, a double faced character who dissimulates his own jealousy and passions to manipulate the other’s feelings: â€Å"Iago is like Janus, the two-faced god by whom he swears (â€Å"By Janus, I think no† [1. 2. 32]), in that he speaks with a double tongue. He alters his version of the truth to suit the occasion. To Roderigo he presents a Desdemona who is sexually susceptible, while to Cassio he offers a jaundiced view of â€Å"good name† — no longer the â€Å"jewel† of the soul that he praises to Othello (3. 3. 156) — when he asserts that â€Å"reputation† is an â€Å"idle and most false imposition† (2. 3. 267-68). Although Iago does tell a few direct lies, such as the presumably fabricated â€Å"dream† of Cassio, his speciality is more often â€Å"false interpretations of factual data† or the manipulation of empirical data to his advantage. †(Hall, 73) Some of Iago’s main motivations for his plans can be plainly read in his own statements and soliloquies in the text. Thus, the first motivation that comes into sight even at the beginning of the play is his jealousy of Cassio’s promotion as Othello’s lieutenant. Iago’s rancor drives him to call Cassio an incompetent lieutenant and to state that the place should have been his. He thus evinces the first sign of his over powering jealousy- he desires another man’s position and cannot stand to feel left aside: â€Å"As masterly as he: mere prattle, without practice/ Is all his soldiership. But he, sir, had the election/ And I, of whom his eyes had seen the proof/ At Rhodes, at Cyprus and on other grounds/ Christian and heathen must be be-lee’d and calm’d/ By debitor and creditor: this counter-caster,/ He, in good time, must his lieutenant be,/ And I–God bless the mark! –his Moorship’s ancient. †(I. i. 25-32) The second important motivation to determine Iago’s actions is again jealously. This time, it is jealousy of Othello, as he thinks that the latter has engaged in an adulterous relationship with his own wife, Emilia. The statement appears twice in the play, and Iago emphasizes that his revenge will be the â€Å"wife for wife†, that is, he will make Othello pay with Desdemona wife for taking his own wife Emilia: â€Å"I hate the Moor, / And it is thought abroad that ‘twixt my sheets / [He’s] done my office. † (I. iii. 386-88) I do suspect the lusty Moor/ Hath leap’d into my seat; the thought whereof /Doth (like a poisonous mineral) gnaw my inwards; /And nothing can or shall content my soul /Till I am evened with him, wife for wife. † (II. i. 295-99) The jealousy that Iago feels in both cases, for Cassio’s promotion over him and for Othello’s affair with Desdemona is unfounded as such. Emilia herself declines later in the play having had any kind of adventure with Othello. Therefore, it becomes obvious that these reasons that Iago takes up to pursue his revenge are more or less fabricated. He is indeed jealous both of Cassio and Othello, but his jealousy springs from an even deeper fountain than what that to which he admits: he is in fact eaten by envy for all the other character that is more successful than him or has more advantages than he does. Iago’s main motivation for his actions arises from an almost chronic jealousy of everyone and everything that main constitute a threat to his own ego: â€Å"Audiences accept the sincerity of his explosive â€Å"I hate the Moor† (1. 3. 377), his resentment at being passed over for promotion to lieutenant despite his being senior to Cassio (1. 1. 32-33), and his fear of being cuckolded (1. 3. , 378-79; 2. 1. 307). At the same time, they probably intuit other motives that drive his campaign of hatred: an underlying racial animosity toward Othello and bitterness at â€Å"class privilege,† a pervasive envy of anyone who is more successful than he is, and a need to assert himself through exercising power over the people who threaten his ego. †(Hall, 74) The love for his own self and his egocentrism are recurrent elements in Iago’s speech. This does not mean merely that he tries to preserve himself from harm and injury or that he always pursues his interests and ambitions. As already seen, Iago is indeed a character that always seeks his own interest. This can be easily inferred from the fact that he seems to act, as he himself states, to protect what is of his own right: his wife, and the position of lieutenant that, as he implies, should be rightfully his. However, Iago acts out of jealousy and a desire to possess everything that others possess, and not to protect his property. His idea is that the love for oneself should always come first, and annihilate any other principles, and this is one of the crucial reasons for his villainous actions: â€Å"[†¦] and since I could distinguish/ betwixt a benefit and an injury, I never found man/ that knew how to love himself. Ere I would say, I would drown myself for the love of a guinea-hen, /I would change my humanity with a baboon. † Since Iago’s love for himself drives him to jealousy of everyone else, he has no moral principles of his own. He mocks at love, virtue and honesty, reputation, and believes that the only true motivation for action should be that of pursuing one’s strict interests. In his conversation with Cassio, Iago advocates that reputation does not count for anything, and that a bodily injury would have been much more serious a wound: As I am an honest man, I thought you had received/ some bodily wound; there is more sense in that that/ in reputation. Reputation is an idle and most false/ imposition: oft got without merit, and lost without/ deserving: you have lost no reputation at all,/ unless you repute yourself such a loser. (II. iii. 270-275) Not only does Iago despise any moral principle or value, but he is jealous of them when he sees that the others have them. Another motivation for his actions is thus the jealousy that he feels at the beauty he sees in the others’ lives. This is his case against Cassio who has a â€Å"daily beauty in his life† that makes Iago â€Å"ugly†: [†¦ ] if Cassio do remain,/ He hath a daily beauty in his life/ That makes me ugly; and, besides, the Moor May unfold me to him; there stand I in much peril:/ No, he must die. But so: I hear him coming. (V. i. 18-22) Thus, most of Iago’s motivations are determined by jealousy and envy. His jealousy is not limited to Othello’s taking of his wife or to Cassio’s taking of his position as a lieutenant, as he woul d have us believe. He is jealous of all the things or persons that are good or beautiful. As such, Iago has been many times seen as the personification of evil. He is almost a devil, who tempts the passions and weaknesses of other people, a true artist of evil. As Joan Lord Hall affirms, Iago seems at time to act as the principle of pure evil that does not need motives: â€Å"Whereas the original Vice sporting his â€Å"self-proclaimed, ebullient villainy† does not need motives, Iago is not wholly convincing when he provides them. †(Hall, 78) Iago himself, after having devised his diabolic plan, proclaims himself the author of the evil that shall follow: â€Å" I have’t. It is engender’d. Hell and night/ Must bring this monstrous birth to the world’s light. † (I. iii. 424-425) Although it is clear that Iago is evil, it is still obvious that he has his reasons for being evil, and that these are almost pathologic. He hates everyone else and is jealous of everything, and these are the main things that make him be evil. As Hall observes, Iago is indeed a passionate character, and he is animated by a pathological form of jealousy: â€Å"His intrigues thus serve to shore up the terrible emptiness of his â€Å"inner abyss. † The actor of Iago, though, may prefer to portray him as a smoldering volcano of aggression and pathological jealousy rather than as an emotionally dead human being. (Hall, 79) Thus, Iago denigrates both love and virtue in his conversation with Roderigo, trying to persuade him that Desdemona could be his in spite of her seeming love for Othello and of Othello’s love for her. Love is but a â€Å"sect or scion†, something that arises in the senses and that can be controlled with the help of the will. This crude and naturalistic definition of love that Iago gives, is certainly rooted into his own jealousy at not being able to partake of this feeling or of any other: but we have reason to cool our raging motions, our carnal/ stings, our unbitted lusts, whereof I take this that/ you call love to be a sect or scion. (I. iii. 354-356) Iago cannot feel anything else except his own jealousy. This is why he imitates the feelings of Othello, and states that one of his reasons for his acts is his own lust for Desdemona. The position is however obviously false, as he only feels jealous of Othello and Desdemona’ love: Now, I do love her too;/ Not out of absolute lust, though peradventure/ I stand accountant for as great a sin, But partly led to diet my revenge,/ For that I do suspect the lusty Moor/ Hath leap’d into my seat; the thought whereof/ Doth, like a poisonous mineral, gnaw my inwards;† ( II. i. 312- 319) As Hall proposes, the ultimate reasons for Iago’s behavior can be rooted in his acute jealousy, which obviously is almost paranoid. He does not feel jealousy for his wife as such, but for every man that might be happy with a woman: â€Å"If we find in Iago’s soliloquies interior development rather than casual motive-hunting, then the character is suffering from acute jealousy and sexual paranoia. He appears to distrust his wife intensely. Resentful of Cassio’s attentions to Emilia at the harbor, he later wonders if Cassio has usurped his â€Å"nightcap† (his place in bed). In his very first soliloquy, he broods on the rumor that Emilia has slept with Othello. †(Hall, 79) The most interesting part in the play for this point is Iago’s conversation with Othello, and his â€Å"advice† to the latter against jealousy. Thus, Iago induces Othello’s jealousy by denigrating jealousy in front of him in such a way that it becomes obvious that he speaks from personal experience, and that he knows the feeling all too well. Thus, Iago appears as a character who acts out of extreme jealousy, while he manages to target the jealousy of Othello and make him be the one that actually performs the evil: â€Å"O, beware, my lord, of jealousy;/ It is the green-eyed monster which doth mock/ The meat it feeds on; that cuckold lives in bliss/ Who, certain of his fate, loves not his wronger;/ But, O, what damned minutes tells he o’er/ Who dotes, yet doubts, suspects, yet strongly loves! † (III. iii. 188-193) Iago’s ultimate silence at the end of the play helps the conclusion. He has been trying to manipulate everyone through his speech and lying and to reach his goals, but at the end he is silenced by Desdemona’s last speech of love. His jealousy is thus smothered by the power of true love: â€Å"Thus defeated a second time, what further silence can Iago seek to impose, except upon himself? His characteristic movement, from awareness of inadequacy to anger to denial, here reaches its logical conclusion, in a denial so complete that it blocks access even to a language formed from pain or anger. †(Zender, 328)

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Issues and challenges encountered by mental health nurses,consumers and their families - Essay Example How is it different from other nursing practices? Is it really needed? How should it operate – with autonomy or under the auspices of doctors? With those issues and challenges confronting psychiatric nursing practice, what then could be the future of psychiatric nursing? Defining the Profession Defining psychiatric nursing alone is proven difficult and controversial for two major reasons. First, nursing itself to which psychiatric nursing is part of the nursing practice continuum (Ballard, 2008) cannot also be defined without difficulty. What made defining nursing difficult, Brenner (1984) argues, is the lack of a well-defined theory that embodies the unique and rich knowledge of the nursing clinical practice, while nursing is being taught to include both theory (‘knowing that’) and practice (‘knowing how’); but until today, it is through practice – the least studied area – that nursing is being pursued. This theoretical deficiency in nu rsing, she furthers, is due to the failure of nurses themselves to chart their own practices and clinical observations, which should have been rich sources of theoretical knowledge. (As cited in Ellis & Hartley, 2004, p. 150) This holds true in psychiatric nursing. ... aviors views mental illness not as illness but more as a manifestation of unjust social order as clearly illustrated in the correlation between social status and mental illness. For example, people who live below poverty threshold or the most deprived, who belong to the marginalized racial minority, and who belong to the most vulnerable group, specifically women and children are those who suffer most, thus under too much stress, making them more vulnerable to mental illness, because the crueler, unkinder, and ruthless environment greatly threatens mental health. Furthermore, the labeling of eccentric behavior as mental illness is differentiated by the individual’s social status. It is easier for society to label eccentric behaviors as mental illness when exhibited by poor, marginalized and discriminated people than when exhibited by the socio-economically affluent. Specifically, the functionalist theory view mental illness as society’s clever way of emphasizing the norm ative behavior that is congruent to the existing social order; the symbolic theory sees those labeled as mentally ill not necessarily sick but rather victims of being stigmatized by the labeling, because according to the labeling theory, labels have powerful social effects. (Andersen & Taylor, 2011) Furthermore, even among psychiatrists and psychiatric nurses themselves, the classification systems being used in identifying and treating mental illnesses, specifically DSM, is also being criticized for over labeling â€Å"minor mental difficulties or understandable reactions to stressful situations† (Kalat, 2011, p. 545) as mental illnesses. These undermine the need for psychiatry, consequently psychiatric nursing. Against this difficulty, it is time to turn to the definition of the American Nurses

Global Business Environment Assignment Example | Topics and Well Written Essays - 1250 words

Global Business Environment - Assignment Example At the same, there has been progressive scientific understanding into global warming as well as ways that this issue can be mitigated. There have been a lot of international conferences and seminars to educate people on its effects and things that can be done in order to mitigate its effects (Chatham, 2009, p. 34). The Intergovernmental Panel on Climate Change (IPCC) has been active and effective in the study of global warming and its related effects. The panel researched and discovered that global warming is a result of an increase in the concentration of greenhouse gases in the environment and the general stratosphere. Human beings play an important and active role in the accumulation of these gases in the environment through various activities and processes. The report by IPCC explained that of all the greenhouse gases, carbon dioxide was the most prevalent contributor of global warming. At the same time, other different human activities like deforestation play a big role in the accumulation of carbon dioxide. Forests and vegetation cover usually use the excess carbon dioxide in their photosynthetic processes in a process called carbon dioxide fixation. This means that maintaining forest cover is an important step necessary in checking on the effects of global warming. However, people should try their level best in order to reduce on the energy that is released in the atmosphere, there should be effective and successful environmental campaigns aiming at sensitizing people on various methods of environmental management and conservation

Remedies for Lazy Bones How to Get the Laziness Out of Your Students Essay Example for Free

Remedies for Lazy Bones How to Get the Laziness Out of Your Students Essay Teaching as a rewarding career can be frustrating sometimes when you have difficulty in motivating the students. This is even harder to those lazy students. Mentors are the ones responsible in treating these lazy bones among them. They should stay with these students regardless of the difficulty of your effort. First, teachers should be open-minded. They should consider that students don’t have only one subject – that is your subject- and they have to think about their other subjects. They may have six or more subjects to think about and their teachers maybe also give them a task to accomplish. Teachers should understand that. Teachers may think that the task is easy, but you need not to forget that they also have other subjects, which might require more difficult tasks. Second, teachers should be good motivators, considering that students have different interests. Even the lazy students have motivations, and teachers should discover them. As much as teachers reward good students, they should also reward lazy students if they ever participate in class activities. These rewards should not necessarily be gifts or material. Just a praising word like â€Å"good job† is enough. When students feel an experience of inner accomplishment and satisfaction, he is more likely to become motivated. Third, they should give the students choices. They need to feel like they have some power and control over their educational experience. Let them work. Act as facilitator. Create opportunities where lazy students can participate. Do not only teach the students but get them involved in class. Teachers should remember important points: The lazy students may not work-unless they are motivated. And, they have to give rewards for accomplishments. Otherwise, motivation may not continue.

Becoming an Assertive Nurse | Reflection

Becoming an Assertive Nurse | Reflection Lorna Bennett The Assertive Nursing Student In this reflection paper, I will relate my experience of an incident that helped me to be more assertive, compassionate, and confident in my skills. I will be using the Gibbs model of reflection to write this paper. Gibbs model (1988) refers to the key processes within reflection itself, rather than as reflection as a process within general learning. The cyclical model, or more accurately a functional framework for reflective study, assumes repetitive experiential contexts and is split into six key areas. These areas are event description, feeling, and thoughts; evaluation, analysis; conclusion and action plan (Gibbs, 1988) Event Description In my second clinical placement, I was working in a general medicine unit of Grey Nuns Hospital. I was assigned to care for Karl (pseudonym). Karl was a delightful 82-year-old male, admitted with AECOPD (Acute Exacerbations of Chronic Obstructive Pulmonary Disease). Karl’s eldest daughter, Lisa (pseudonym) had dedicate her life to perform the duties of the primary caregiver and is an active participant with medical care and planning his daily needs. Both Karl and Lisa had no hesitation in welcoming me as a student to participate in Karl’s care. During my head to toe assessment, Lisa was constantly commenting on what she thinks was the â€Å"best way† to perform nursing tasks for Karl. That left me feeling bullied and distraught, as Lisa was always questioning my head to toe assessment and nursing care. She did not allow me to perform my assessment and nursing care because she was always intervening by directing negative comments about my skill and offered clues on how it should be performed instead. I tried to explain to her my role and the importance of the head to toe assessment, but she kept telling me an expert such as a Doctor or Registered Nurse and not a Student Nurse in his second year should do the assessment. This feeling of inadequacy arose partly because of Lisa’s strong assertion of being the patient’s daughter and sole primary care giver. Feeling and Thoughts Nurses are responsible for providing safe, competent, and ethical nursing care to patients, when conflict arises between families and nurses; building trust through relational practice approach becomes difficult in developing the nurse-patient relationship. I found it difficult to provide care as my beliefs and values were tested, I felt as if I did not belong in that situation and that nursing was not the profession for me. Mitchell (2001) suggests that nurses need to examine their own moral development and the theories that guide their practice. She further explains that when nurses choose theories that enhance their ethical practice, â€Å"the confidence that comes from that choosing will help nurses have the courage to act according to the realities that each person and family brings to the situation† (p. 113). I told my buddy nurse about Lisa’s assertive and demanding behavior. My buddy nurse also talked to Lisa about my concerns and told her that I should be treated with respect just as everyone in the health team and that I was of great help to Karl. I also spoke to my instructor on what had transpired during my first meeting with the patient, and how Lisa made me feel as though I lack self-confidence in my skill level. She suggested that we speak to Lisa about it together. My instructor talked to Lisa quietly in Karl’s room, and asked her why she was so uncomfortable with me doing the assessment and providing care for her dad. Lisa looked quite upset, she said she feels that a second year nursing student should not conduct such an assessment, as we are not experienced to identify certain health issues. My instructor discussed the importance of the head to toe assessment with her, and told her I was competent to perform the assessment, as I was educated in school to do so. I also strived to incorporate a holistic approach to the patient, in which the health care team, family, and the patient can benefit from the best nursing care possible. However, for once in my nursing career, I felt as though my practice was not safe, competent and welcomed. Evaluations. The incident was extremely challenging for me. I thought that I should have acted on my critical thinking skills earlier. However, I am pleased that Lisa had partially agreed with me to perform the skills. This incident has taught me the importance of acting assertively and not to be bullied into one’s beliefs and values and to focus more on the patient’s concerns. On reflection, I realized that I was practicing from the stance of my nursing skills, while at the same time concentrating on not making mistakes; I strayed from my relational connection with Karl and Lisa. Though I tried my best to create a rapport with Lisa, I find it challenging to pursue as she was focused on her beliefs and values rather than the care myself and the health team are providing. She commented negatively on every aspect of nursing care performed by myself. I realize that her negativity stems from her lack of knowledge of medical terms, AECOPD, and the rationale on why care is being provided. Valentine (1995) states, â€Å"This disappointment and vulnerability can be particularly severe when bullying is involved, and the victims of bullying need high levels of assertiveness to allow them to resist the associated stress. Hence, in general nurses use conciliation and escape as methods of coping with bullying and conflicts (p. 145). Analysis During that week of practicum, I felt that I became more confident in my assessment. However, when I was confronted during my first head to assessment with Lisa, I was unable to provide a clear rationale on why I was performing my assessment the way it was, despite being competent in my skills. This affected my confidence because I was focused on doing my assessment correctly and lacked assertiveness when it mattered. Lisa was consistently critical of my head to toe assessment. I had sought out both my buddy nurse and instructor to confirm that my skill level was acceptable. I realized that lack of confidence was not skill related, but my inability to communicate the evidence-based reason to perform my assesment skill under constant pressure from Lisa. That placed me into a position where I looked like I was incompetent to perform my head to toes and other nursing care. Conclusion During, this ordeal, I was able to reflect on my practice, identify my weakness in confidence, and be proactive to seek out assistance from my buddy nurse and instructor in allowing me to develop my skill level as a student. I was also able to be more assertive when confronting Lisa. Assertiveness is a means, which can be used to work against bullying, improve stressful situations, and enhance empowerment (Fulton, 1997). Through a collaborative effort with my buddy nurse and instructor, I was able to clarify that my assertiveness, not my assessment skill level or knowledge base was not the reason rather my inability to effectively communicate when put under pressure, which in turn led to a lack of confidence in my skill and knowledge. Action Plan I recognize that assertiveness is an important aspect of nursing practice and has a huge impact on ensuring the well-being of the patient is maintained. It is evident that my lack of confidence in my own ability when pressured by Lisa contributed to my feelings of being bullied and incompetentence. I have learned to be more assertive after that incident by implementing critical thinking and effective communication. That experience has made me more assertive when interacting with staff, patients, and families in this current rotation in Nurs 277. References Fulton, Y., 1997. Nurses’ views on empowerment: a critical social theory perspective. Journal of Advanced Nursing 26 (3), 529–536. Gibbs, G. (1988) Learning by doing: A guide to teaching and learning methods. Oxford Further Education Unit, Oxford. Mitchell, G. J. (2001). Struggling in change: From the traditional approach to Parse’s theory- based practice. Nursing Science Quarterly, 3 (4), 110-116. Valentine, P.E., 1995. Management of conflict: do nurses/women handle it differently? Journal of Advanced Nursing 22 (1), 142–149.

Examining Disordered Offenders Within The Prison System Criminology Essay

Examining Disordered Offenders Within The Prison System Criminology Essay As of December 2010, the prison population in England and Wales stands at 84,896. Staggeringly, government figures estimate that over 70% of prisoners have two or more mental health problems of some kind, and 64% of sentenced, male prisoners have a personality disorder (Singleton, Meltzer and Gatward, 2007). This essay will attempt to find out why so many mentally ill people enter and remain in the criminal justice system, and why diversionary methods are not used as often as they should be. If these figures are correct then it seems clear that large numbers of mentally disordered patients are being held in prison as punishment for offending rather than being diverted away from the criminal justice system and into treatment. This essay will attempt to find out why that should be the case. Diversion, in terms of mentally disordered patients, means diverting the individual in question to the health services and seeking treatment, rather than prosecution and entering the criminal justice system. Short of outright insanity, (see the McNaughton rules) no matter how mentally disturbed the offender is, it comes down to whether or not it is in public interest to prosecute. The Crown Prosecution Services ask whether any useful purpose would be served in prosecution, and this can apply to anything from assault to murder (Home Office and Department of Health and Social Security (DHSS), 1975). We can see in the case of Peter Sutcliffe, the Yorkshire Ripper, even when four different psychiatrists told a judge that he was a paranoid schizophrenic, he was sent to prison rather than a secure hospital, as it was in the publics interest to prosecute. Diversion has arguably been around, though not in its current form, since the dark ages. Roth and Kroll (1986: 100) describe a man possessed by evil spirits who goes on to murder three people, yet is not deemed criminal and instead help is sought from wise men, possibly early forms of doctors. It was not formally in existence until the late 19th century when the Office of the Director of Public Prosecutions was created, and the power to determine whether it was in public interest to prosecute was introduced. It is generally argued that diversion is beneficial to the mentally disordered offender. Smith and Donovan (1990) argue the opposite case. They postulate that excusing the offenders is not always in their best interests, especially regarding mentally ill patients still possessing most of their faculties. They believe that if the patient is prosecuted normally, it can help instil a sense of responsibility which may deter them from any further crimes, and reinforce the belief that they are in control of their own behaviour. Diversion may do the opposite and reduce their sense of responsibility to adverse effects (Prins, 2010). Similarly, we must consider the effects of diversion from the views of medical staff. They are forced to look after and care for violent patients. This then leads to the use of guards to make sure order is kept, which could be reminiscent of the prison experience the offender has just come from. A significant early factor in the failure of the diversion system would seem to be lack of mental health awareness training for front-line police officers, the first people offenders come into contact with. If a police officer is not trained in identifying mental health problems, the diversion process can not even be started. Also, mental health in regards to the law is often not fully understood by the police, including Section 136 of the Mental Health Act (MHA) 2007, which give the Police the authority to remove a person appearing to be suffering from a mental illness and in need of immediate care or control from a place that the public have access to and take them to a safe place, being a hospital or a police station. A questionnaire regarding police constables knowledge of section 136 was undertaken in 2002 by Lynch, Simpson, Higson and Grout (2002), which found that 40% of those questioned did not realise section 136 was even a police power, and just 22% had had any training on section 136. Section 136 is immensely important in the diversionary process, as it enables trained medical persons to evaluate an offender before they enter the criminal justice system. On the other hand it is used wrongly on far too many occasions where instead being taken to hospitals, the offenders are merely placed in a police station, which could easily put the offender in an even more uncontrolled state of mind. This is not always the fault of the police but down to the lack of mental healthcare experts available in any given area (The Bradley Report, 2009). The report goes on to say that police stations should no longer be used at all as a place of safety. Prins (2010) claims that offender contact with the police is the least developed pathway in terms of engagement with the health and social services. This needs to change as prolonged time spent in police stations or court can exacerbate the conditions of the mentally disordered patients. Rowlands, Inch, Rodger and Soliman (1996) found that diversion, when used properly, can be very effective. They looked at a court diversion scheme and a forensic community psychiatric nurse specialist in particular. A year later, not a single patient in their study area with a psychotic illness was in prison, and just 17% overall had reoffended, while most where living safely back in the community. These figures can be compared to the national figures quoted in the introduction. Rowlands et al. (1996) did, however, conclude that although diversion was better than imprisonment, it was second best to hospitalising the offender, and highlighted the need for a greater number of secure beds and locations. Similarly, Joseph (1992) attributed success to the availability of detailed professional assessments and an increase in inter-service communication. This leads us onto another important point. The diversionary process cannot work without proper communication between the services involved, such as the police, judges, psychiatrists, social and probation services. The Bradley Report (2009) highlights the fact that the healthcare services in each police station are not run by the National Health Service (NHS), but by each individual force instead. This brings up many issues when moving mentally ill offenders between hospitals and police stations, such as police stations not being subject to the same governance and performance measures as the NHS hospitals. The report suggests transferring commissioning and budgetary responsibility for healthcare services in police custody suites to the NHS at the earliest opportunity and also brings to light the polices difficulty in obtaining information from the NHS. Bradley (2009) also states that the number of people who come into contact with the police is not known as there are no requirements for them to keep statistics. One of the majo r changes called upon by the Bradley Report (2009) is the introduction of liaison and diversion services in all police stations which would chiefly identify and assess mental disabilities and learning difficulties swiftly and effectively under arrest, and provide better services for people taken to police stations under Section 136 MHA 2007. The Crown Prosecution Service (CPS) also has very little contact with the healthcare services. This is worrying because they have to make the decision whether to prosecute a mentally ill offender solely on information received from the police with respect to any charging advice, who are obviously ill equipped to relay such medical matters (The Bradley Report, 2009). Prosecutors are also reminded that not all mentally ill offenders are ineligible for a caution as without which, the possibility of discrimination appears. It is entirely possible the offenders mental disorder played little to no role in the crime they committed, so why shouldnt they be eligible for a caution. The Bradley Report calls for more conditional cautions for mentally disordered offenders while notifying relevant health authorities. When looking at this question, it is easy to assume that all the incarcerated mentally disordered people would rather have been diverted to the healthcare services, which links to Smith and Donovans comments earlier . This is not always the case. Prins (2010) states that there are a number of benefits to the offender if he is dealt with by the normal criminal justice system model. Firstly, hospitalisation orders often result in a much longer length of imprisonment, and if the defendant is declared unfit to plea, immediate, indefinite hospitalization is issued in the majority of cases. Secondly we must consider the possibility of iatrogenic effects brought on by psychiatric intervention. Fonagy and Bateman (2006) tell us that this is down to the difference between ones own experience of ones mind and that presented by another person. Psychiatrists and other mental healthcare workers can only use the International Statistical Classification of Diseases and Related Health Problems (ICD) , the Diagnostic and Statistical Manual of Mental Disorders (DSM) and past experience to treat patients. The possibilities of worsening patient health comes from the fact that all mental disorders can and are different in so many respects and so exact guidelines for experts to follow are less personal and therefore have room for error. To combat this, psychiatrists must integrate the patients own experience of mind with their own (Fonagy and Bateman, 2006). The Bradley Report (2009) highlights the lack of treatment available to mentally disordered offenders in prisons, and questions whether the treatment should be carried out in prisons at all. No longer should inmates be getting their first assessment in jail, they should be assessed for mental disorders or learning difficulties at least once by the courts or the police. Reed and Lyne (2000) explore the inpatient care of mentally ill prisoners, and find it to be wholly unsatisfactory. Of the 13 prisons inspected and the 348 inpatient beds within them, not a single doctor in charge of the inpatients had completed psychiatric training, and only 24% of the nurses had had any mental health training, obviously some disturbing figures. As Prins (2010) states, it is all too easy to blame these shortcomings on a lack of finances, but there must be methods used to overcome them nonetheless. The Bradley Report (2009) also states the need to remove those from prisons with mild or medium mental di sorders and introduce many more community based primary mental health services. The Power of Criminal Courts (Sentencing) Act 2000 lays out the basis for passing custodial sentences on an offender who is, or appears to be mentally disordered. A medical report must be compiled and considered, as must the likely effect of the sentence imposed and any treatment available for the condition. This act is something all judges and magistrates must know, which makes it even stranger that so many mentally disordered offenders make it through to the prison systems. It would seem that much more intense and thorough psychiatric assessments should be made prior to appearing in court, as to enable the courts to recognize mental disabilities in offenders and help the diversionary scheme become more effective. The Bradley Report (2009) says that information regarding people appearing in court is essential in not only sentencing and remand options, but also whether they are even fit to plea. It goes on to say we should make available the same provisions to vulnerable defendants a s we do vulnerable witnesses, as the traumatic courtroom procedures can be very trying on a defendant with a mental disorder. The Bradley Report (2009) criticises the excessive use of remand for offenders with mental disorders. It encourages the use of more mental health service provisions outside in the community, but accepts this is not possible at the moment due to current strain on healthcare, and the fear in communities about the frequent reoffending of some mentally disordered people. More approved premises must be created to house people on remand as opposed to placing them in jail, as just 3 out of 101 of these facilities can specifically deal with mentally disordered offenders. It is worth making the point here that in the current economic climate it is questionable whether funding is likely to be made available for either enhanced community provision or further approved premises. On the other hand, there are studies that show treatment by prison care services is just as, or even more, effective than community hospitals or NHS hospitals. Brooke, Taylor, Gunn and Maden (1996) interviewed 750 unconvi cted males in 3 young offenders institutes and 13 adult male prisons. Of the 63% diagnosed with a psychiatric disorder, the largest majority were deemed to be treated best by the prison care health services and transfer to a NHS bed was advised in just 9% of these cases. Although there is certainly a need for a great increase in mental healthcare services outside of the prisons for diversion to take place effectively, we cannot neglect the mental disorder work that goes on within them. No matter how thorough the screening and assessment processes are, some mentally disordered offenders will fall through the cracks, and some prisoners certainly develop mental illnesses as a result of their prison stay, such as depression. It is vitally important to increase trained staff and facilities both within and outside the prison context. A report by the Sainsbury Centre for Mental Health found many shortcomings within the diversionary schemes currently in place. These range from a lack of locations leading to certain parts of the country with no help, to the offenders lack of engagement with the services. They estimate just one fifth of the potential national caseload is seen to, and this doesnt even count those who are missed by assessments at the police and court stages. Even worse, those that do get seen often drop out of the system as little is done to ensure they engage with the diversion process. Overall, this report is very similar to the Bradley Report, condemning the poor, current use of diversion with regards to mentally disordered offenders. The main remedy they put forward is the introduction of many diversion and liason teams working throughout the country, at all levels of the criminal justice system, as this would be the best way not only to detect the vulnerable offenders, but also help in treating th em. To try and combat the usual defence of a lack of funding, they propose all diversionary and liaison teams are jointly funded by both the mental health services and the criminal justice system. The Bradley Report (2009) also goes into some depth about the benefits of a fully functioning diversionary and liaison team, such as ensuring the police can make a fully informed risk assessment at the early stages, and the links that must be made from the prison mental care services to the continued care of a mentally disordered offender post release. Clearly, the overriding problem with diversion is the lack of assessment and diagnoses before an offender enters the prison system, and a lack of liaison and diversionary services available for when mental disorders are recognized. The Bradley Report (2009) puts forward the need for these services to move back from the court process and into the police stations which can improve the identification and assessment of mental health problems and learning disabilities at an earlier stage, which would also assist and contribute to the increasing communication between all agencies in the criminal justice system, and the healthcare services. This would also enable some mentally disordered offenders to completely avoid the criminal justice system as the police would instantly divert them to the appropriate mental health services, providing the best care for the offender, and reducing the workload of the police and the courts. The amount of prisoners with mental health problems is obviously di sproportionate to the society in general, but many might not display symptoms of mental illness or even develop one until incarcerated. We also must consider whether society wants mentally disordered offenders treated in the community rather than in Prisons, after all, public protective comes first and foremost. Look at the case of Christopher Clunis, a paranoid schizophrenic reviving community care from the psychiatric and social services, who went on to stab a stranger three times in the face. It seems inevitable that these occurrences would be more prevalent with many more psychologically disordered offenders walking the streets,. Of course there is the argument that these individuals would be housed in secure hospitals, but the system is not 100% foolproof, as we can see. In conclusion, while there are undoubtedly many people in the prison system with mental disorders that do not belong there, with the healthcare system in its current state it is hard to argue mentally disordered offenders would be better off receiving treatment in the community and mental healthcare institutions. The fact is they are underfunded and under developed, there would simply be no room for thousands more patients released from prisons or diverted in the first place. Similarly, there are many mentally ill offenders that would prefer to be dealt with via the criminal justice system because it can often lead to a shorter spell of incarceration, and societys reluctance to integrate mentally disordered offenders into the public. Of course, if these problems can be addressed then diversion can be used as a suitable alternative to prisons for the mentally disordered offender (The Bradley Report, 2009).

The Dutchman: A Dramatic Expression of the Relationship Between Whites

Amiri Baraka’s The Dutchman would be considered a historical allegory that could be understood as this poetic and dramatic expression of the relationship between whites and blacks throughout the existence of the United States. These patterns of history are symbolically acted out by the two characters Lula and Clay; Lula represents white America and Clay seems to stand for the modern day Uncle Tom, who has over time been shaped by white America and this slave mentality. The beginning Stage directions seem to form this poem in it of itself. The first line establishes the mythic qualities of the play. â€Å"In the flying underbelly of the city. Steaming hot and summer on top, outside. Underground. The subway heaped in modern myth.† (1086) The â€Å"flying underbelly† is the metaphor for the Flying Dutchman, which is foreshadowing the almost doomed area. Also Baraka puts a lot of emphasis on the word the underground which seems to foreshadow the below surface intentions of the play right at the beginning. Then the â€Å"modern myth† suggests that the play will act as a myth for the patterns of White America. This mythical quality that resonates throughout the play is further established by the stage properties of Lula. She carries onto the subway these paper books which symbolize the written culture of white America; this written culture certainly resonates throughout the history of blacks and whites. During the beginning of the Jim Crow laws, the blacks had to take literacy tests to be able to vote, so Lula walking in with paper books represents the forced literacy on blacks in the United States. Another stage property that Lula has is her sunglasses which she moves around from time to time. This symbolizes her disguise of friends... ...Clay had been the victim throughout the entire play, absorbing Lula’s insults and laughing them off, but with his monologue he has become the chronicler. Lula’s stereotype of Clay is finally proven wrong at the end of the play. â€Å"If I’m a middle class fake white man, let me be. And let me be in the way that I want†¦ Safe with my words, and no deaths, clean, hard thoughts, urging me to new conquests.† () Here Baraka shows that even though Clay was sucked in by Lula’s sexual temptations, he never was never fooled into thinking that she or metaphorically white America would ever accept him. Works Cited Baraka, Amiri. "The Myth of 'Negro Literature'." Within the Circle. Ed. Angelyn Mitchell. Durham and London: Duke University Press, 1994. 165-171. http://www.associatedcontent.com/article/666803/amiri_barakas_use_of_imagery_metaphor_pg4.html?cat=9

Overview of The Cold War :: essays research papers

The Soviet Union and the United States served as Allies during World War II. At the end of the war however each side wanted to deal with the aftermath differently. The United States was in favor of a peaceful and cooperative relationship with Germany and their Allies. The Soviet Union wanted revenge on the crimes and atrocities that were committed against them. The United States wanted to push democracy in Eastern Europe yet the Soviets countered this by saying the United States was hypocritical, since at that time the United States supported the Latin countries that were governed by dictatorships. The Soviets were under the impression that this was an effort to boost the UNITED STATES economy. One of the main reasons the Soviets wanted their revenge is because they lost over twenty million citizens in the war. Even though the United States lost 405, 000, this was not as great as the loss suffered by the Soviet Union. Just like when one person gets mad they have to have it their way or no way at all and the Soviets felt this way. They wanted revenge on Germany and did not want to take no for an answer. As a result of World War II the United States came out the most powerful nation in the world, they had learned from their mistakes, as well as the knowledge of how the war could have been prevented. Therefore the United States believed they knew best and ignored the previous isolation policy. Their attitude toward the Soviets was very cocky because they believed they knew what was best. The United States needed to access raw materials, markets for their goods, and security for investments overseas that could only be met in countries with governments like their own. Th is is another reason the United States wanted to push for democracies overseas. President Truman wanted to have a cooperative relationship with the Soviet Union as long as they did what the United States wanted them to do. He wanted to restrain their expansionist impulses and allow the United States to rebuild Germany and their Allies. Truman knew that he could get away with this because American had a nuclear monopoly which attributed to the United State’s power. Josef Stalin the leader of the Soviet Union wanted to force communism on surrounding nations.

Pupil School :: Papers

Pupil School The whole building seemed to moan in pain as the merciless wind battered it's crumbling walls. The Hayes boarding school had just called lights out. Mr Branston, the head teacher, doddered down the corridor at a snails pace rattling his cane across every radiator he walked past in an attempt to intimidate the students. He was making sure the dormitories were locked down and secure, but he was too drunk to check any locks properly. So he stumbled blindly back to his office to finish off the whiskey. As the rattling faded and finally ceased small lights could be seen through the dusty cobwebbed windows of the dormitories and the murmuring of whispered speech could be heard through the thin walls. Word had gone round school through word of mouth and notes passed in class that Norris had organised a meeting in the gym that very night. So as the school fell silent the children crept to the gym where Norris, or Gregory Norris as he was known to the teachers, stood waiting on the stage. He was hugely respected by the students and despised by the teachers. He held the record for the most detentions in a row after getting one hundred and thirty five for setting Mr Branstons wig alight during a chemistry class in year eight. He had dark messy hair and light brown eyes, which seemed to stare right through you as he spoke. He stood tall on the stage watching over the students as they entered the hall. First to arrive were the year seven and eight pupils looking warily around to make sure that the meeting wasn't an ambush by the older students, then quickly scuttling into a corner near the stage. Next came the year ten and eleven pupils who were used to sneaking round at night and had stopped off at the kitchens for a midnight snack. Finally came the year nines who shuffled grumpily in and sat on the tables at the back complaining about how they need to sleep. Pupil School :: Papers Pupil School The whole building seemed to moan in pain as the merciless wind battered it's crumbling walls. The Hayes boarding school had just called lights out. Mr Branston, the head teacher, doddered down the corridor at a snails pace rattling his cane across every radiator he walked past in an attempt to intimidate the students. He was making sure the dormitories were locked down and secure, but he was too drunk to check any locks properly. So he stumbled blindly back to his office to finish off the whiskey. As the rattling faded and finally ceased small lights could be seen through the dusty cobwebbed windows of the dormitories and the murmuring of whispered speech could be heard through the thin walls. Word had gone round school through word of mouth and notes passed in class that Norris had organised a meeting in the gym that very night. So as the school fell silent the children crept to the gym where Norris, or Gregory Norris as he was known to the teachers, stood waiting on the stage. He was hugely respected by the students and despised by the teachers. He held the record for the most detentions in a row after getting one hundred and thirty five for setting Mr Branstons wig alight during a chemistry class in year eight. He had dark messy hair and light brown eyes, which seemed to stare right through you as he spoke. He stood tall on the stage watching over the students as they entered the hall. First to arrive were the year seven and eight pupils looking warily around to make sure that the meeting wasn't an ambush by the older students, then quickly scuttling into a corner near the stage. Next came the year ten and eleven pupils who were used to sneaking round at night and had stopped off at the kitchens for a midnight snack. Finally came the year nines who shuffled grumpily in and sat on the tables at the back complaining about how they need to sleep.

Facility Planning Part I

Facility Planning-Part l When making plans to build or renovate a heath care facility there are a lot of things that must be taken into consideration. The first thing to start with is the community. The planner must evaluate the community to find out what type of community the facility is located in and if the facility is serving the needs of the community. This paper will take a look at a community in on the south side of Chicago and the new development of a long-term care facility in the community. It will discuss the community’s need for the long-term care facility. It will discuss the type of population the long-term care facility serves. It will also give a description of the long-term care facility serving the older adults in the community. Roseland is a large community located on the south side of Chicago, Illinois. It is a mixed community of all ethnics and ages. For the older adults it is not a community for them to live alone in. The community is flourishing with youths and with the youths came a rise in crime. Drugs and violence is running rapid, however, the older adults don’t want to leave their homes, their community, their known surroundings. Also affecting the community is the economy. With property taxes and the cost of living on the rise, it is a struggle for the older adults to maintain their independents. With these things coming against the aging adults, there came the need to place the aging adults some place safe and affordable without taken them out of the community. This need lead to the development of a supportive living community. There are more than 60 long-term care options. These services are divided into nine categories. Supportive living, also called assisted living, falls under the Housing category. Independent housing, continuing care retirement community, and group housing also falls under the Housing category of long-term care options. Supportive living services were uniquely developed for older adults who cannot function without help and consequently cannot be assisted in a residential-care or retirement-living facility. The cost for living in a supportive living community costs can range between $2,000 and $2,000, depending on the room size and amenities. There is an additional charge for medical services. This is the perfect service for older adults who need assistance but don’t require 24 hour monitoring or help. It is also perfect for the older adult who can’t afford to live on his or her own because of the cost of living. Victory Centre of Roseland is a Supportive Living Community by Pathway Senior Living. Victory Centre of Roseland is for those in need of some assistance with the activities of daily living. This facility has private studios with a resident call system and a step in shower. The staff provides three daily meals, medication management, housekeeping and laundry weekly, wellness programs, scheduled trips and activities, routine maintenance, all utilities except phone, cable, and internet, living room with fireplace, library, a dining room for family and private gatherings, courtyard garden with patio, community room with 50† TV, craft room with demonstration kitchen, beauty/barber shop, and a bathtique with whirlpool. It is also pet friendly. Making plans to renovate or build a facility takes a lot of work and planning. One of the main considerations is to take a look at the community and the needs of the people in the community. On the south side of Chicago, Illinois the Roseland community felt the need to establish a supportive living for the older adults who reside there. Out of this need came the development of Victory Centre of Roseland. Developed by Pathway Senior Living, this facility provides a safe, affordable place for the older adults to reside without living his or her community. This facility offers the comfort of home along with providing companionship and the security of 24-hour staffing, or assistance with life’s daily tasks. This community has everything an older adult needs to enjoy each day of his or her life to the fullest. It is conveniently located near shopping, medical offices, and transportation. This park-like ground, comfortably furnished community provides a haven from the hustle and bustle of the city in the city.

Guidence for Getting Answers

Case 2 Intranets: Invest First, Analyze Later? Questions: 1. Where and under what circumstances is the â€Å"invest first, analyze later† approach appropriate? where and when is it inappropriate? Give specific examples of technologies and other circumstances. 2. How long do you think the â€Å"invest first , analyze later† approach will be appropriate for intranet projects? When (and why) will the emphasis shift to traditional project justification approaches? (Or has the shift already occurred? ) 3. What are the risks of going into projects that have not received a through financial analysis? How can organization reduce these risks? . Based on the numbers provided for Cadence Design System’s intranet project, use a spread sheet to calculate the net present value of the project. Assume a 5-year life for the system. Case 3 Putting IT to Work at Home Depot Questions: 1. Explain why the team based structure at Home Depot is so successful. 2. The structure means that the SPST reports to both marketing and technology. This is known as a matrix structure. What are the potential advantages and problems? 3. How is collaboration facilitated by IT in this case? 4. Why is the process flow important in this case? Case 4 Dartmouth College Goes WirelessQuestions: 1. In what ways is the Wi-Fi technology changing the Dartmouth students? 2. Some says that the wireless system will become part of the background of everybody’s life – that the mobile devices are just an afterthought. Explain. 3. Is the system contributing to improved learning, or just adding entertainment that may reduce the time available for studying? Debate your point of view with students who hold a different opinion. 4. What are the major benefits of the wireless system over the previous wire line one? Do you think wire line systems will disappear from campus one day? (Do some research on the topic. )

Coyote Blue Chapter 12~13

CHAPTER 12 Cruelly Turn the Steel-Belted Radials of Desire Crow Country – 1973 In the six years since his vision quest Samson had endured almost daily interpretations of the vision by Pokey Medicine Wing. Again and again Samson insisted that it wasn't important, and again and again Pokey forced the boy to recall his experience on the mountain in detail. It was Pokey's responsibility as a self-proclaimed medicine man to bring meaning to the symbols in the vision. Over the years, as Pokey read new meanings, he tried to change his and Samson's lives to fit the message of the medicine dream. â€Å"Maybe Old Man Coyote was trying to tell us that we should turn our dreams into money,† Pokey said. With this interpretation, Pokey dragged Samson into a series of entrepreneurial ventures that ultimately served no purpose except to confirm to the people of Crow Country that Pokey had finally gone full-bore batshit. The first foray into the world of business was a worm ranch. Pokey presented the idea to Samson with the same blind faith with which he told Old Man Coyote stories, and Samson, like so many before him, was captivated with the idea of turning religion into money. Pokey's eyes were lit up with liquor and firelight as he spoke. â€Å"They are building that dam up on the Bighorn River. They tell us that we will prosper from all the people who will come to the reservation to fish and water-ski on the new lake. That's what they told us when they put the Custer Monument here, but whites opened stores and took all the money. This time we will get our share. We'll grow worms and sell them for fishing.† They had no lumber to build the worm beds, so Pokey and Samson went to the Rosebud Mountains and cut lodgepole pines, which they brought down by the pickup load. Through a whole summer they hauled and built until the Hunts Alones' five acres was nearly covered with empty worm beds. Pokey, convinced that their success depended on getting a jump on other prospective worm ranchers, instructed Samson to tell everyone who asked that they were building corrals to hold tiny horses that they were raising for the Little People that lived in the mountains. â€Å"It's easier to keep a secret if people think you're crazy,† Pokey said. With the beds finished, they were faced with the problem of filling them. â€Å"Worms like cow shit,† Pokey said. â€Å"We can get that for free.† Indeed, had Pokey asked any of the ranchers in the area, they would have let him haul away all the manure he needed, but because most of the ranchers were white and Pokey did not trust them, he decided, instead, that he and Samson would steal the cow pies in the dead of night. So it began: sunset, Samson and Pokey driving the old pickup into a pasture, Pokey driving slowly along while Samson followed on foot with a shovel, scooping piles into the bed of the truck, then the two of them stealing away with their reeking load to dump it in the worm beds, then out again. â€Å"The Crow have always been the best horse thieves, Samson,† Pokey said. â€Å"Old Man Coyote would be proud of the trick we have played on the ranchers.† Pokey's enthusiasm mystified Samson, who couldn't muster the same self-satisfaction at stealing something that nobody wanted. Nevertheless, after a month of pasture raids the beds were full and they drove to the bait store in Hardin to buy their breeding stock: night crawlers and red worms, five hundred each. Pokey burnt sage and sweet grass and prayed over the beds and they released the worms into the beds of manure. Then they waited. â€Å"We shouldn't disturb them until spring,† Pokey said, but many nights Samson spotted him sneaking out to one of the beds with a trowel, turning over a patch, then skulking away. One night Samson was sneaking out with his own trowel when he saw Pokey on his knees with his face pressed to a bed. He stood up when he sensed the boy behind him. â€Å"You know what I was doing?† Pokey asked. â€Å"No,† Samson said, hiding his trowel behind his back. â€Å"I was listening to the sound of money.† â€Å"You have shit on your ear, Pokey.† From that time forward they were both more careful about their nocturnal progress checks, but neither found worm one. They waited through the cold Montana winter, sure that come spring they would be waist deep in worms and money. Never mind the fact that Yellowtail Dam wouldn't be completed for two more years. After the thaw they marched to the beds together, shovels in hand, to turn over their squirming horn of plenty, but shovel after shovel turned up empty. Into the third bed they began to panic and were wildly slinging shit in the air when Harlan pulled up. â€Å"Digging for horses?† he asked. â€Å"Worms,† Pokey shouted, lifting the veil of secrecy with a single word. â€Å"Where did you get the manure?† â€Å"Around,† Pokey said. â€Å"Around where?† â€Å"The ranches on the res.† Harlan began to laugh and Samson was afraid for a moment that Pokey would brain him with the shovel. â€Å"You were trying to grow worms?† â€Å"Old Man Coyote told us to,† Samson said defensively. â€Å"We let go a thousand worms in here to breed so we could sell 'em to fishermen.† â€Å"I guess Old Man Coyote didn't tell you that cattle ranchers put a wormer in their cattle feed, huh?† â€Å"Wormer?† Pokey said. â€Å"That manure was poison to your worms. They were probably dead ten minutes after you put them in there.† Samson and Pokey looked at each other forlornly, the boy's lower lip swelling with disappointment, the man's temples throbbing with pain. Some people believe that hard work is its own reward and a job well done is a tribute to a man's character; fortunately, none of those people were around or they would have been ducking shovel blows. Pokey and Samson decided to get drunk. Harlan stayed on to coach the boy through his first hangover and run interference with Grandma, who would have skinned the two men had she known they were giving liquor to a twelve-year-old. It was the end of summer, a summer spent in sulking and speculating, before Pokey brought home the goats. He'd obtained the pair, a male and a female, from a dubious source in a Hardin bar by winning a bet that had something to do with a pineapple, a throwing knife, and a waitress named Debbie. Samson had difficulty putting the story together from Pokey's drunken ravings, but he gathered that because Debbie had survived, and the pineapple had not, Pokey had two goats on his hands. â€Å"We could breed 'em and sell 'em for meat,† Pokey said. â€Å"But I got a better idea. Them lawyers and doctors are flying into Montana from the city and paying a thousand bucks a head to shoot bighorn sheep. I say we go to the airport in Billings and wait for one of them to get off a plane, then tell 'em they can come to the res and shoot one for two – three hundred. I can be the faithful Indian guide and lead them all over hell and back, and you can take the goats up into the mountains and tie them up where they can shoot 'em.† Despite Samson's objections that even a city lawyer might know the difference between a bighorn sheep and a nanny goat, Pokey insisted that come morning they would be on the road to riches. Come morning, however, when Samson went outside to look at the goats he found them lying on their backs, legs shot stiff to the sky with rigor mortis, dead as stones. In his excitement Pokey had tied the goats next to a patch of hemlock, and the goats, perhaps sensing what was planned for them, munched their last meal and joined the ranks of Socrates. Not all of Pokey's quests for spiritual capitalism were complete failures. He and Samson made a little money with the ;authentic; Indian fry-bread taco stand they set up outside of the Custer Battlefield National Monument, until the health department objected to the presence of marmot and raccoon meat in their all-beef tacos. And they did make forty dollars selling eagle feathers to tourists (actually the feathers of two buzzards that had dined on tainted goat carcass), which they used to buy marijuana seeds that produced a respectable crop of grape-sized casaba melons. (Harlan referred to this as the magic beans incident.) And finally, while Samson was busy with school and basketball and a developing obsession with girls, Pokey turned to prostitution and made five bucks from the owner of the Hardin 7-Eleven who paid the shaman to take his sandwich sign and go stand somewhere else. Samson was fifteen by the time Pokey decided that perhaps they were not meant to turn their dreams into money. Once again he sat the boy down in the kitchen to recount the vision. â€Å"Pokey, I don't even remember much of the vision, and besides, how important could it be? I was only nine.† Samson's friend Billy Two Irons was waiting outside to drive them to a  «forty-nine » party at the Yellowtail Dam and Samson was not in the mood to be cross-examined about an event that he was trying desperately to leave behind, along with the rest of the trappings of childhood. â€Å"Do you know why the Crow never fought the white man?† Pokey asked gravely. â€Å"Oh, fuck, Pokey, not now. I've got to get going.† â€Å"Do you know why?† â€Å"No. Why?† â€Å"Because of the vision of a nine-year-old boy. That's why.† As much as Samson wanted to leave, he had spent too many years listening to the Cheyenne and Lakota call his people cowards to walk out now. â€Å"What boy?† he asked. â€Å"Our last great chief, Plenty Coups. When he was nine he went on his first fast, just like you. He cut pieces from his skin and suffered greatly. Finally, his vision came, and he saw the buffalo gone and then he saw the white man's cattle covering the plains. He saw white men everywhere, but he saw none of our people. The medicine chiefs heard his vision and said that it was a message. The Lakota and the Cheyenne had fought the white men and lost their lands. The vision meant that if we fought the white men we would lose our land and be wiped out. Our chiefs decided not to fight and the Crow survived. We are here because of the vision of a nine-year-old boy.† â€Å"That's great, Pokey,† Samson said, having gained nothing useful from the story. He was not going to quell any ridicule from non-Crows by telling them that his people had changed their way of life over a mystical vision. It was hard enough trying to live down the reputation of his crazy uncle as it was. â€Å"I have to go now.† He grabbed the drum that Pokey had made him and took off through the living room, high-stepping over his eight younger cousins, who were sprawled on the floor watching cartoons on televsion. â€Å"‘Bye, Grandma,† he tossed over his shoulder to his grandmother, who sat in a tattered easy chair among the kids, adding the final touches to a beaded belt she was making for him. In front of the Hunts Alone house a tall, acne-speckled Billy Two Irons was pouring a jug of water into the radiator of a twenty-year-old Ford Fairlane. Most of the water was draining out of the bottom of the engine onto the ground at his feet. â€Å"That thing going to make it up to Yellowtail?† Samson called. â€Å"No problem, bro,† Billy said without looking up. â€Å"I got twenty milk jugs of water in the backseat for the trip up. Coming home's downhill most of the way.† â€Å"You fix the exhaust leak?† â€Å"Yep, tomato can and a hose clamp. Works fine as long as you keep the window down.† â€Å"How about the brakes?† Samson was staring over Billy's shoulder into the greasy cavern of the engine compartment. Billy capped the radiator and slammed the hood before he answered. â€Å"You let it coast down to about ten miles an hour and throw it in reverse it'll stop on a dime.† â€Å"Then let's do it.† Samson jumped into the car. Billy threw the empty milk jug into the backseat, climbed in, and began cranking the engine. Samson looked back to the house and saw Pokey coming out the front door waving at them. â€Å"Hit it, man,† Samson said. â€Å"Let's go.† The car finally fired up just as Pokey reached the window. He shouted to be heard over the din of the damaged muffler. â€Å"You boys watch out for Enos, now.† â€Å"We will, Pokey,† Samson said as they pulled away. Then he turned to Billy Two Irons. â€Å"Is Anus working nights again?† Anus was the name they used for Enos Windtree, a fat, meanspirited half-breed BIA cop who liked nothing better than to terrorize kids partying at some remote spot on the res. Once, at a forty-nine party near Lodge Grass, Samson and Billy and nearly twenty others were drinking and singing with the drums when Samson heard a distinct, sickening series of mechanical clicks right by his ear: the sound of a twelve-gauge shell being jacked into a riot gun. When he turned to the noise Enos hit him in the chest with the butt of the gun, knocking him to the ground. Then Enos shot the lights and windshields out of two cars before sending everyone on their way. When Samson told the story, people just said he was just lucky Enos hadn't hit him in the face, or shot somebody. There were rumors that it had happened before. And people were dying on the Lakota r eservation at Pine Ridge, killed by the tribal police in what amounted to a civil war. â€Å"Enos works whenever he can find someone to fuck with,† Billy said. â€Å"I'd like to hang that fat fuck's scalp from my lodgepole.† â€Å"Oooooo, brave warrior, heap big pissed off,† Samson chided in pidgin – speaking Tonto, they called it. â€Å"You telling me you wouldn't want to see Anus's head through a rifle scope?† â€Å"Yeah, if I thought I could get away with it. But a rifle would be too quick.† For an hour and a half, between stops to add water to the radiator, they theorized on the best way to do away with Enos Windtree. When they finally arrived at the party it had been decided that Enos should have his entire body abraded with a belt sander and a two-inch hole saw slowly driven through his skull with a drill press. (Samson and Billy had just finished with their first year of shop class and were still fascinated by the macabre potential of every power tool they had used; this fascination, of course, was fed by their shop teacher, a seven-fingered white man who described in detail every accident that had mangled, mutilated, or murdered some careless shop student since the turn of the century. The teacher had been so successful in instilling respect for the tools in the boys that Billy Two Irons had taken to skipping two classes after shop to mellow out and would have had a nervous breakdown had Samson not finished building his friend's birdhouse for him.) Billy pulled the Fairlane slowly onto the dam and up to a dozen cars that were parked haphazardly on the three-hundred-foot structure. He threw the car into reverse and gunned the engine until the transmission screamed in protest and the car stopped in a jerking, squealing mechanical seizure. Samson was out of the car in an instant and a warm wind coming off the newly formed reservoir washed over him with the scent of sage. Twenty people were gathered at the rail of the dam, beating drums and singing a song of heartbreak and betrayal in Crow. Samson scanned the faces in the moonlight, recognizing and dismissing each until he spotted Ellen Black Feather, and smiled. She was wearing jeans and a T-shirt. Her long hair was blowing in a black comet tail behind her, her shirt was wrapped tight around her in the wind, and Samson noticed, to his delight, that she was braless. She saw Samson and returned his smile. It was perfect. Just as he had envisioned it on a dozen nights while he lay in the dark with his cousins sleeping around him. They would sing and drink for a while, maybe smoke a joint if somebody had one, then he and Ellen would finish the evening in the backseat of the Fairlane. He walked to Ellen and sat beside her on the rail of the dam, oblivious to the three-hundred-foot drop behind him. As he started to beat his drum and sing he looked back to the car to see Billy adding water to the radiator. It suddenly occurred to him that if he were going to enjoy the favors of Ellen Black Feather in the back of Billy's car, it would be a good idea to move the twenty jugs of water first. He excused himself with a pat on her knee and returned to the car. â€Å"Billy, help me get these jugs into the trunk.† â€Å"They're all empty, don't worry about them.† â€Å"I'm going to need the space. Just open the trunk, okay?† Billy handed him the car keys. â€Å"Hunts Alone, you are a hopeless horndog.† Samson grinned, then took the keys and ran around to the back of the car. He was loading his first armload of jugs into the trunk when he heard a car pass by and the singing abruptly stopped. Samson looked up to see the green tribal police car stopping in the middle of the partiers, some thirty yards away. â€Å"Fuck. It's Anus,† Billy said. â€Å"Let's get out of here.† â€Å"No, not yet.† Samson eased the trunk lid down and joined Billy at the front of the car. They watched Enos Windtree climb out of the car and reach back in for his nightstick. The partiers stood stock-still, as if they were standing near a rattlesnake that would strike at the first movement, but their eyes were darting around looking for possible lanes of escape. All except for Ernest Bulltail, the biggest and meanest of the group, who met Enos's gaze straight on. â€Å"This is an illegal gathering,† Enos rasped as he swaggered up to Ernest. â€Å"You all know it, and I know it. The fine is two hundred dollars, payable right now. Cough it up.† Enos punctuated his demand by driving the end of his nightstick into Ernest's solar plexus, doubling the big man over. Ernest made an effort to straighten up and Enos hit him across the face with the nightstick. One of the other men stepped forward but froze when Enos dropped his hand to the Magnum strapped to his hip. â€Å"Now for my fine,† Enos said. â€Å"Fuck you, Anus!† someone screamed, and Samson's heart sank as he realized that it was Ellen. Enos turned from Ernest and started for the girl. â€Å"I know how you're going to pay up,† Enos said to Ellen with a leer. Samson knew he had to do something, but he wasn't sure what. Billy was tugging on his sleeve, trying to get him to go, but he was fixated on Enos and Ellen. Why hadn't they brought a weapon? He moved to the back of the car and opened the trunk. â€Å"What are you doing?† Billy whispered. â€Å"Looking for a weapon.† â€Å"I don't have a gun in the car.† â€Å"This,† Samson said, holding up a tire iron. â€Å"Against a three fifty-seven? Are you nuts?† Billy grabbed the tire iron and wrenched it out of Samson's hand. Samson was almost in tears now with frustration. He looked back up the dam to see Enos, his gun at Ellen's head, putting his free hand under her shirt. Samson pushed Billy aside, then reached into the trunk and pulled out the spare tire. He began creeping up the dam, cradling the heavy spare in his arms. The others watched him, eyes wide with fear. Ten yards away from Enos he started running, the tire held out in front of him. â€Å"Enos!† Samson shouted. The fat policeman pulled away from Ellen and was bringing up his gun to fire when the tire hit him in the chest and drove him back over the railing. Samson followed, tumbling halfway over the rail before someone caught the back of his shirt and tugged him back. He didn't turn to see who it was, he just stared over the railing at the dam wall that disappeared into the darkness two hundred feet below. The others joined him at the rail and several minutes passed before the stunned silence was broken by Billy Two Irons. â€Å"I just had that spare fixed,† he said. Part 2 The Call to Action CHAPTER 13 Forget What You Know Crow Country – 1973 Of all the people who had seen Enos go over the side of the dam, only Billy Two Irons seemed to have avoided a state of stunned silence. While the others were still staring over the edge into the darkness, Billy was already formulating a plan to save his friend. â€Å"Samson, come here.† Samson looked back at Billy. He was beginning to shiver with unused adrenaline; a look of dreamy confusion had come over him. Billy put his arm around Samson's shoulders and led him away from the railing. â€Å"Look, Samson, you're going to have to run.† A moment passed and Samson did not answer until Billy jostled him. â€Å"Run?† â€Å"You have to get off the res and not come back for a long time, maybe never. Everyone here is going to think that they're going to keep this a secret, but when the cops start kicking ass, your name is going to come out. You've got to go, man.† â€Å"Where will I go?† â€Å"I don't know, but you have to. Now go get in the car. I'm going to try and raise some money.† Grateful that someone was thinking for him, and because he didn't know what else to do, Samson followed Billy's instructions. He sat in the car and watched his friend going from person to person on the dam collecting money. He closed his eyes and tried to think, but found that there was a movie running on the back of his eyelids: a slow-motion loop of a fat cop with a spare tire in his face going backward over a rail. He snapped his eyes open and stared, unblinking, until they filled with tears. A few minutes later Billy threw a handful of bills on the front seat and climbed in the car. â€Å"I told them you were going to hide out in the mountains and I was getting money for supplies. You should be able to get a long way before the cops figure out that you're not on the res. There's about a hundred bucks here.† Billy started the car and drove off the dam toward Fort Smith. â€Å"Where are we going?† Samson asked. â€Å"First we have to stop and fill up these jugs with water. I'll take you to Sheridan and you can catch a bus there. I don't trust this car to go any further. If we break down in the middle of nowhere you're fucked.† Samson was amazed at his friend's ability to think and act so quickly. Left to himself he knew he would still be staring over the dam wondering what had happened. Instead he was on his way to Wyoming. â€Å"I should go home and tell Grandma that I'm going.† â€Å"You can't. I'll tell them tomorrow. And once you're gone you can't call or write either. That's how the cops will find you.† â€Å"How do you know that?† â€Å"That's how they caught my brother,† Billy said. â€Å"He wrote a letter from New Mexico. The FBI had him in two days after that.† â€Å"But†¦Ã¢â‚¬  â€Å"Look, Samson, you killed a cop. I know you didn't mean to, but that won't matter. If they catch you they'll shoot you before you get a chance to tell what happened.† â€Å"But everyone saw.† â€Å"Everyone there was Crow, Samson. They won't believe a bunch of fucking Indians.† â€Å"But Enos was Crow – part Crow, anyway.† â€Å"He was an apple, only red on the outside.† Samson started to protest again but Billy shushed him. â€Å"Start thinking about where you're going to go.† â€Å"Where do you think I should go?† â€Å"I don't know. You just need to disappear. Don't tell me where you're going when you figure it out, either. I don't want to know. You could try and pass for white. With those light eyes you might pull it off. Change your name, dye your hair.† â€Å"I don't know how to be white.† â€Å"How hard can it be?† Billy said. Samson wanted to talk to someone besides Billy Two Irons, someone who didn't make as much sense: Pokey. He realized that for all his craziness, all his ravings, all his drinking and ritual mumbo jumbo, Pokey was the person he most trusted in the world. But Billy was right: going home would be a mistake. Instead he tried to imagine what Pokey would say about escaping into the white world. Well, first, Samson thought, he would never admit that there was a white world. According to Pokey there was only the world of the Crow – of family and clans and medicine and balance and Old Man Coyote. The white man was simply a disease that had put the Crow world out of balance. Samson tried to look into the future to see where he would go, what he would do, but any plans he had ever made – and there hadn't been many – were no longer valid, and the future was a thick, white fog that would allow him to see only as far as the bus station in Sheridan, Wyoming. He felt a panic rising in his chest like a scream, then it came to him: this was just a different type of Coyote Blue. He was trying to look into the future too far and it was ruining his balance. He needed to focus on right now, and eventually he would learn what he needed to know when the future got to him. What did Pokey always say? â€Å"If you are going to learn, you need to forget what you know.† â€Å"Don't use all your money for the bus ticket,† Billy said. â€Å"Once you get out of the area you can hitchhike.† â€Å"Did you learn all this when your brother got in trouble?† â€Å"Yeah, he writes me letters from prison about what he did wrong.† â€Å"He put a bomb in a BIA office. How many letters can that take?† â€Å"Not that. What he did wrong to get caught.† â€Å"Oh,† Samson said. Two hours later Samson was climbing on a bus headed for Elko, Nevada, carrying with him everything he owned: twenty-three dollars, a pocketknife, and a small buckskin bundle. He took a window seat in the back of the bus and stared out over the dark countryside, really seeing nothing, as he tried to imagine where he would end up. His fear of getting away was almost greater than his fear of being caught. At least if he were caught his fate would be in someone else's hands. After an hour or so on the road Samson sensed that the bus was slowing down. He looked around for a reaction from the other passengers, but except for an old lady in the front who was engrossed in a romance novel, they were all asleep. The driver downshifted and Samson felt the big diesel at his back roar as the bus pulled into the passing lane. Out his window he saw the back of a long, powder-blue car. As the bus moved up Samson watched the big car glide below him, seeming to go on forever. He saw the back of the driver's head, then his face. It was the fat salesman from his vision. Samson twisted in his seat, trying to get a better look as they passed. The salesman seemed to see him through the blackout windows of the bus and raised a bottle of Coke as if toasting Samson. â€Å"Did you see that?† Samson cried to the old lady. â€Å"Did you see that car?† The old lady turned to him and shook her head, and a cowboy in the next seat groaned. â€Å"Did you see who was in that car?† Samson asked the bus driver, who snickered and shook his head. The cowboy in the next seat was awake now and he pushed his hat from over his eyes. â€Å"Well, son, now that you got me wetting myself in suspense, who was in the car?† â€Å"It was the salesman,† Samson said. The cowboy stared at him for a second in angry disbelief, then pushed his hat back over his eyes and slid back down in his seat. â€Å"I hate fucking Mexicans,† he said.