Research Paper Example | Topics and Well Written Essays - 2500 words - 3

Research Paper Example However, the application of alternative dispute resolution methods significantly reduces cost incurred in solving such disputes among many other benefits that are accrued by parties who resort on applying these techniques. This research paper will explore the alternative dispute resolution in contracting, highlights their advantages and/or disadvantages, recommend steps to prepare for each type of action, and discuss how legally binding the decided outcome of each ADR may be for the parties involved. Alternative Dispute Resolution ("ADR") in contracting refers to the alternative methods of helping the parties resolve legal problems before going to court (Nolan-Haley, 2013). According to American Arbitration Association and Fordham University (2006), ADR refers to the numerous methods that are used to solve disputes without involving the conventional court system. They are associated with numerous benefits such as being less expensive and timely than formal trials as well as providing the needed privacy for discreet matters. Moreover, ADR processes help in maintaining relations with strategic business partners, and provide more flexible and creative resolutions to disputes. Almost all ADR processes involve autonomous third person referred to as a â€Å"neutral†, who attempts to constrict the areas of conflict or solve them (Sourdin, 2011). There are four main types of ADR namely negotiation, mediation, collaborative law, and arbitration (Nolan-Haley, 2013). Negotiation is one of the less formal and most simple types of Alternative Dispute Resolution (ADR). It involves starting a dialogue between the conflicting parties with the primary motive being to attain understanding, gain advantage in results of dialogue, or resolve points of difference (Sourdin, 2011). During a negotiation, disputants meet informally whether in the presence of a council or not, in an attempt to resolve their differences. In some cases, courts give the disputants an

BUDGET ISSUES IN NEW YORK STATE Speech or Presentation

BUDGET ISSUES IN NEW YORK STATE - Speech or Presentation Example One of the major issues that had an impact on the New York Budget was the reforms done on the sales tax in 2010. According to the New York State Senate Committee on Budget and Tax Reforms, the sales tax was not effective in keeping pace with the technological changes as well as economic development. One of the notable aspects of the sales tax was that there was large amount of uncollected revenue thus affecting the state budget in terms of increased deficit. For example, according to Scott Peterson a member of the streamlined sales tax governing board, in 2011 New York budget experienced a deficit of $1,518 million based on the uncollected sales tax amounting to $1,415.3million. This resulted to the establishment of public roundtable that was aimed at discussing the sales tax. Thus the sales budget collection process was streamlined leading to reduction in the budget deficit. According to the Senate Select Committee that was formed by the Senate, the sales tax legislation that was pa ssed in 1965, was being affected by the technological, political and economical trends. For example, the committee indicated that the economy was changing to service from industrial based economy. Additionally, there has been an increase in the tax credits as well as sales tax exemption over the years. Thus, there has been no significant growth on the revenue thus affecting the government expenditure. Another notable issue on the sales tax bill that was passed by then governor Nelson Rockefeller was that internet services as well as mail order were major areas where sales tax remained uncollected. This had a negative impact on the state budget in the sense that despite the increased government expenditure, there were no effective mechanisms of tax collection. Based on the impact of the trends in the technology, economy and politics in the form of undermining the fiscal position of the state of New York, Krueger, the leader of the Select Committee, arranged for a meeting with other s takeholders to discuss on how the fiscal stability of the state would be enhanced by establishing a proper sales tax policy which was more rational and economical. This included modernizing the sales tax system. After the meeting to improve the collection and use of the sales tax for improvement of public activities, the committee recommended the use of Streamlined Sales and Use Tax Agreement (SSUTA). This entailed rules that the government authorities would adopt during the collection of sales tax from the urban and local sellers. One of the key aspects that led to the success of the roundtable meeting to solve the sales tax crises that was held in Albany, was the involvement of various stakeholders. For example, the committee took into consideration the ideas from eleven tax experts from various industries. Thus, the experts provided resourceful technical contributions to the select committee thus making the whole process a success. Fixation of New York broken budget process The s econd issues that affected the budgeting process were the reforms that were initiated by Senator Krueger to fix the New York broken budget process in 2010. Krueger aim was to make comprehensive reforms

Being an effective primary school teacher

Being an effective primary school teacher Being an effective primary school teacher Introduction This essay discusses the question, â€Å"What do you consider to be an effective primary teacher?†. With reference to recent research, government initiatives and your own experience, the essay explores this question, based on my own educational principles and the ways in which these will underpin your professional practice in the future. The essay begins by reviewing the Government policies and initiatives that are relevant to the research question, discussing, in particular, the document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003) and the subsequent Primary Strategy framework for primary education. The essay then moves on to discuss the aims of these policies and initiatives and the implications these have had for schools and teachers. The assessment framework is discussed, and how this impacts on teacher effectiveness is also noted. The essay then moves on to looking at the qualities of effective teachers, and effective teaching in a primary setting, and concludes that some of the facets of Government policies and initiatives – such as continual assessments – run counter to my ethos of effective teaching and actually serve as little other than distractions from pure teaching time, through all the administration such assessments bring and the amount of time this takes away from lesson planning, for example. Recent policies and initiatives in primary education In terms of Government policy towards primary education, in 2003, the Government launched the policy document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003)  which set out a vision for the future of primary education built, formally, on the striving for higher standards through the formulation of a rich and varied curriculum which is aimed at developing children in a number of ways. As explained by the DfCSF (2008), the key to making this vision a reality lies in the need to empower primary school children to take control of their own learning, to be innovative and to develop their own character. The DfCSF (2008) also noted that the aims of the policy  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003)  should also be achieved through schools being able to set their own targets, based on challenging but realistic targets for the progress of each individual child, with LEA targets being set after this. In addition, the policy document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003)  encourages schools to network to learn from each other and to develop good practice, in partnership with parents in order to help children as far as possible and to forge links between schools and communities (DfCSF, 2008). The policy document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003)  was intended as an enabler, with leadership in schools being strengthened in terms of professional development of teachers towards the whole curriculum, and in terms of helping schools themselves design broad curriculum that links different areas of the curriculum and which thus provides children with as wide as possible a range of learning experiences (DfCSF, 2008). The policy document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003)  argues that the best primary schools are those that offer a broad and rich curriculum, and that, based on this it is fundamental that schools develop their own distinctive character through taking ownership of the curriculum, by being creative and innovative, using tests, targets and tables to help every child to develop his or her potential (DfES, 2003). Essentially, the policy document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003) urged the promotion of excellence in primary teaching through building on the success of the National Literacy and Numeracy Strategies, using the new Primary Strategies to extend this success in to other areas of the curriculum, including in foreign languages, sport and creativity, amongst other areas, measuring the success of this curriculum through assessments (DfES, 2003). The Assessment Process: its implications for teaching practice and childhood attainment There are many ways in which assessment activities can take place in the classroom, including monitoring normal classwork activities, using specific assessment tests designed by the teacher, designating assessment tasks as part of normal classwork, providing assessment tasks as part of homework assignments, and others, which are the domain of higher educational levels than the foundation stage, such as the use of standardized National Curriculum tests and/or formal examinations (Kyriacou, 1999; p.107). Kyriacou (1999; p.107-109) details each of these assessment protocols, showing, for example, how, although monitoring classroom activity is a part of the normal routine of a teacher, the monitoring, when it becomes investigative and active can become a form of assessment (Kyriacou, 1999; p.107; Kyriacou, 1997). In this way, the monitoring can inform teaching practice, through leading to suggestions for improvements in how learning is delivered, based on observations of areas in which t he children are failing to learn as quickly or as thoroughly compared to other areas, for example. In this way, monitoring and assessment can be a route through which teaching can be improved and teachers can become more effective. In terms of how the assessment is actually made (i.e., the actual process of assessment), evidence is collected through an ongoing process, via the teachers knowledge of the child, information from other contributors who are in regular contact with the child, anecdotes about significant moments in the child’s development, and focused assessments, based on observation where observation is understood to mean â€Å"the practice of watching and listening to a child as they engage in an activity and demonstrate specific knowledge, skills and understanding† (NAA, 2007). As pointed out by Kyriacou (1999; p.106), it is imperative that an adequate record of the child’s achievements, and their assessment, is kept, and that portfolios of children’s work are kept in order to exemplify the standards that are being sought, and so that teachers can use these records as a benchmark to build upon, through which improvements to teaching practice can be made and teacher effe ctiveness be improved. Teachers thus need to be competent in many areas in order to ensure that the assessment process goes smoothly for all concerned and that the assessment process is something that can be useful for teachers, in terms of improving teaching practices. The need for teachers to be competent in the assessment of children is reflected in the fact that the DfEE (2000) list of standards for teachers lists the ability to assess and record each pupils progress systematically as a competency (Kyriacou, 1999; p.106). In addition, it is fundamental that assessment judgements are agreed amongst all concerned, so that all those involved can make the best, fullest, use of the information. The Primary Strategies outlined in the policy document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003)  thus built on the National Literacy and Numeracy Strategies to lead to the development of the Primary Curriculum, with the National Literacy and Numeracy Strategies being embedded in the  Primary Strategy  (under the framework of the Primary Framework for literacy and mathematics that was launched in October 2006) (DfCSF, 2008). This new framework builds on the learning that has taken place since the National Literacy and Numeracy Strategies were launched in 2003, providing new structures and new impetus to the vision embodied in the policy document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003), extending, as it does, the support given only to literacy and to numeracy to other subjects (DfCSF, 2008). The overall ethos of the new Primary Strategy framework is that excellent education is an education that is tailored to children’s specific needs, allowing them to engage with the educational process and giving them the start they need to be able to succeed in the context of secondary education (DfCSF, 2008). In terms of the future education of primary children, and how assessments at the primary level affect children’s future educational development, it is well documented that the level of educational attainment of a child (as assessed through Key Stage 1 assessments) cannot – alone – be used as an indicator of how well a particular teacher or school has performed; it is the  relative  progress that needs to be considered in terms of making an assessment of how children’s future educational prospects are affected by the assessment process (Kyriacou, 1999; p. 106). Ways to do this include taking baseline measurements of achievement and comparing these with achievement following a certain time period of education, or taking value-added measurements (Kyriacou, 1999; p.106). In terms of tracking how children progress beyond the primary level, the relationship between Key Stage 1 assessments and attainment in terms of National Curriculum levels needs to be explored (AAIA, 2007). As discussed by AAIA (2007), however, Key Stage 1 attainments cannot be directly related to National Curriculum levels and any such attempts would result in spurious information (NAA, 2006). It is clear, however, that the higher the child’s assessment at Key Stage 1, the more likely it is that the child would attain high levels following the National Curriculum tests (AAIA, 2007). Models of good early years education Cohen  et al.  (2004) provides information on how to plan and organise classes, and shows how the Qualification and Curriculum Authority (QCA) has set out principles for early years education (QCA, 1999; 2000; 2001), on the basis that, â€Å"effective education requires both a relevant curriculum and practitioners who understand and are able to implement the curriculum requirements†¦building on what children already know and can do, encouraging a positive attitude and a disposition to learn and to protect against early failure†. As the QCA (1999, 2000, 2001) point out, early years education should be carefully structured, providing different starting points, depending on what the child can already do, should have relevant and appropriate content, matching the different levels of children’s needs and should provide planned and purposeful activities which provide opportunities for teaching both indoors and outdoors, with teachers who are able to observe and respo nd appropriately to the children under their care. This is on the basis that â€Å"parents are children’s first and most enduring educators† (QCA, 2000, p.9), and that teachers provide a series of stepping stones through foundation stages, through Early Learning Goals, through primary level, which articulates with the National Curriculum which all children from age five are legally bound to follow (Cohen  et al.,  2004; Parliamentary Office of Science and Technology, 2000). Cohen  et al.  (2004) show how key aspects of effective learning at the primary level are active, integrated, socially constructive, cognitively constructive and linguistically rich learning, beginning where the individual learner is at themselves, in terms of their learning process, so that the individual child is the agent of their learning, empowering the children to enable their own learning by casting learning as problem-solving (Morrison, 2000; Cohen  et al.,  2004). As Morrison (2000; p.122) states, â€Å"the intention (of learning) is to extend play, to empower students and to enable them to take responsibility for their own, active and autonomous, learning and to develop in all aspects of their learning†. This is conducted, generally, through four key elements: classroom arrangements (with such things as centres of interest), daily schedules of plan-do-review sessions, key curricular and learning experiences and content and assessments through observation, rec ording and sharing, using authentic assessment and portfolios (Cohen  et al.,  2004). By following such suggestions for enabling learning at the primary level,  continuity  and  progression  are ensured. Continuity  is  generally defined, and understood, as ensuring that the overall aims, values and beliefs that give direction to, and put boundaries around, the scheme of work are consistent, regardless of who is teaching or answering later questions (Fabian and Dunlop, 2002).  Progression  is defined, and understood, generally, as the process through which the schools planned activities gradually extend pupils’ thinking, their exploration of values and attitudes, enrich language, knowledge and strategies through increasingly demanding inputs and challenging explorations, matched to pupils chronological age, readiness and circumstance (Fabian and Dunlop, 2002). Through ensuring continuity and progression, children can be enabled to achieve the goals they want to achieve, within the frameworks that are set them. My personal teaching ethos This section takes one or two of my principles to explain how I intend to be an effective primary teacher, using examples from your my school experiences. In essence, I concur with Cohen  et al.  (2004) that, â€Å"effective education requires both a relevant curriculum and practitioners who understand and are able to implement the curriculum requirements†¦building on what children already know and can do, encouraging a positive attitude and a disposition to learn and to protect against early failure† and I agree with the overall stated ethos of the new Primary Strategy framework is that excellent education is an education that is tailored to children’s specific needs, allowing them to engage with the educational process and giving them the start they need to be able to succeed in the context of secondary education (DfCSF, 2008). Taylor and Hayes (2001) provide a discussion as to how education  should  be delivered, leading me to arrive at several conclusions as to how I should organize my time as a teacher in order to provide the most effective teaching possible to my pupils. I agree with the aims of the Primary Strategy as set out in the policy document,  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003), which  encourages schools and teachers to network to learn from each other and to develop good practice, in partnership with parents in order to help children as far as possible and to forge links between schools and communities (DfCSF, 2008). The dictates of the assessment processes and the Curriculum mean I have to teach within these boundaries, but this does not mean that lessons have to be rigid and that assessments and tests and Curriculum have to be frightening terms to primary age pupils. One of my responsibilities as an effective teacher is to prepare students, as well as possible, for the assessments and to teach the Curriculum in such a manner that the children’s sense of wonder is upheld (see Allen and Ainley, 2007) and that children’s awareness of themselves as part of a whole and as spiritual beings is also encouraged (Eaude, 2005). My aim as a primary teacher is to foster a sense of enjoyment in the learning process and, through this, to foster a love of learning that will continue well beyond the primary level, encouraging success at the secondary level and forging a lifelong love of learning in each individual pupil, based on a sense of wonder at the world, its contents and its processes. I, personally, agree with Cohen  et al.  (2004), who show how key aspects of effective learning at the primary level are active, integrated, socially constructive, cognitively constructive and linguistically rich learning, beginning where the individual learner is at themselves, in terms of their learning process, so that the individual child is the agent of their learning, empowering the children to enable their own learning by casting learning as problem-solving (Morrison, 2000; Cohen  et al.,  2004). It is my aim as a teacher, wishing to be an effective teacher, to foster the empowerment of children, through developing a sense of the wonder of learning and empowering the children to direct their own learning, within the context of the Curriculum, so that children feel they are capable of learning and are capable of achieving the standards they set themselves. The Success of New Labour’s Policy Towards Primary Education Tymms (2004) look at how successful the changes to primary education have been, following the introduction of the Numeracy and Literacy Strategies and finds that, whilst the introduction of these Strategies contributed to a rise in standards, independent tests of children’s attainment have shown that this rise in standards is not as widespread nor as high as claimed and that, as such, an independent body should be set up to monitor standards over time, with the purpose of testing how Government planning for education is actually being received on the ground, as it were. A recent Oftsted report (Ofsted, 2003) also shows that some of the aims of the National Numeracy and Literacy Strategy were not achieved (with weak subject knowledge being a common failure of schools), suggesting the Government’s approach to primary education needs to be looked at further. Allen and Ainley (2007) back this suggestion, through their analysis of education in the UK, presented in their book  Education make you fick, innit?  Allen and Ainley argue that as institutionalized learning has become more common-place in the Uk, through schools and work-based training programmes, possibilities have been foreclosed for emancipating minds, something that is increasingly being applied to primary level education, through the introduction of the Primary Strategy, for example, and the assessment-based curriculum this embodies, which, argue Allen and Ainley (2007) forces teachers to concentrate more on training children in the Curriculum for the purpose of attaining high scores on the assessments than on actually instilling a sense of wonder in learning. Allen and Ainley (2007) argue that this process is killing the sense of wonder in children, and that, even for primary school children, education, the process of going to school, has become little more than a daily g rind, rather than a joyous process the children are happy to undertake because they enjoy the process and because the process can bring them knowledge and enjoyment. Conclusion This essay has discussed the question, â€Å"What do you consider to be an effective primary teacher?†. With reference to recent research, government initiatives and your own experience, the essay has explored this question, based on my own educational principles and the ways in which these will underpin your professional practice in the future. The essay began by reviewing the Government policies and initiatives that are relevant to the research question, discussing, in particular, the document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003) and the subsequent Primary Strategy framework for primary education. The essay then moved on to discuss the aims of these policies and initiatives and the implications these have had for schools and teachers. The assessment framework was then discussed, and how this impacts on teacher effectiveness was also noted. The essay then moved on to looking at the qualities of effective teachers, and effective t eaching in a primary setting, and concluded that some of the facets of Government policies and initiatives – such as continual assessments – run counter to my ethos of effective teaching and actually serve as little other than distractions from pure teaching time, through all the administration such assessments bring and the amount of time this takes away from lesson planning, for example. The main conclusion to the essay is that effective teaching at the primary level should serve to instill a sense of the wonder of learning and should open children’s minds to the possibilities that learning, and the learning process, encompasses. I converge with Allen and Ainley (2007) that the current trend towards assessments, more assessments and yet more assessments is not healthy for children, because it causes stress and can initiate a sense of failure in children who do not achieve high scores on these assessments and also because managing these assessments takes time away from teaching, through all the administration that the tests generate. The argument that these tests do little than to confirm that the education policies the Government is espousing are correct seems valid, and it is, as has been seen, in any case questionable that the standards suggested by the Government, in the Primary Strategy are actually leading to rises in standards (see Tymms, 2004). That the overall stated ethos of the new Primary Strategy framework is that an excellent education is an education that is tailored to children’s specific needs, allowing them to engage with the educational process and giving them the start they need to be able to succeed in the context of secondary education (DfCSF, 2008) is thus a good basis to begin, as an effective teacher, but, in order to avoid boredom in the education process, and psychological problems, due to the huge amount of testing and assessment primary children are subject to, effective teaching not only needs to teach the Curriculum and prepare children for the battery of tests and assessments they will be subjected to, but also needs to foster the empowerment of children, through developing a sense of the wonder of learning and empowering the children to direct their own learning, within the context of the Curriculum, so that children feel they are capable of learning and are capable of achieving the standards they set themselves. Effective teachers are thus not only bound by the dictates of Government policy and teaching research which suggests  how  teachers should teach, but they are, in my opinion, also bound by a responsibility to children, to instill in children a sense of the wonder of learning. In my opinion, and something I will endeavour to achieve in my teaching practice, this sense of wonder can be best achieved through empowering children to realise their potential and to realise they can achieve their goals, through fostering a love of learning. These qualities not only make for an effective teacher but also an inspiring teacher, who will inspire their pupils to want to learn. References AAIA (2007). Assessing children’s attainments in the foundation stage: guidance produced by the AAIA. Available from  http://www.aaia.org.uk/PDF/FAQs%20-%20assessing%20children’s%20attainment%20in%20the%20foundation%20stage.pdf  [Accessed on 29th  February 2008]. Alexander, R. (2004). Still no pedagogy? Principle, pragmatism and compliance in primary education.  Cambridge J. of Education  34(1), pp.7-33. Allen, M Ainley P (2007).  Education make you fick, innit?  Tufnell Press, Reading. Brown, M.  et al.  (1998). Is the National Numeracy strategy research-based?  Brit. J. Educ. Studies  46, pp.362-385. Cohen, L., Manion, L. and Morrison, K. (2004).  A guide to teaching practice.  Routledge Falmer. DfCSF (2008). The National Strategies: Primary. Available from  http://www.standards.dfes.gov.uk/primary/about/  [Accessed on 29th  February 2008]. DfEE (1998).  Teachers: meeting the challenge of change.  London: DfEE. DfEE (2000). Curriculum guidance for K1 stage. Available from  http://www.standards.dcsf.gov.uk/eyfs/resources/downloads/5585_cg_foundation_stage.pdf  [Accessed 29th February 2008]. DfES (2003).  Excellence and enjoyment: a strategy for primary schools.  London: DfES. DfES (2004).  Department for Education and Skills: five year strategy for children and learners.  London: DfES. Eaude, T (2006).  Children’s spiritual, moral, social and cultural development.  Learning Matters, Reading. Fabian, H. and Dunlop, A-W. (2002).  Transitions in the early years: debating continuity and progression for children in early education.  Routledge Falmer. Higgins, S.  et al.  (2002).  Thinking through primary teaching.  Chris Kington Publishing, Cambridge. Kyriacou, C. (1997).  Effective teaching in schools. Nelson Thornes Ltd. Kyriacou, C. (1999).  Essential teaching skills.  Nelson Thornes Ltd. Kyriacou, C. (2005). The impact of daily maths lessons in England on pupil confidence and competence in early mathematics: a systematic review.  Brit J Educ Studies  53(2), pp.168-186. Morrison, G.S. (2000).  Fundamentals of Early Childhood Education.  Prentice Hall. NAA (National Assessment Agency) (2007). Additional guidance on completing foundation stage profile assessments. Available from  http://www.naa.org.uk/downloads/FSP_factsheet-_2007_Guidance_LA_Completing_Foundation_v042.pdf  [Accessed 29th February 2008]. Ofsted (2003). The national literacy and numeracy strategies and the primary curriculum. Parliamentary Office of Science and Technology (2000).  Report on early years learning.  London: Parliamentary Office of Science and Technology. Pollard, A (2002).  Readings  for Reflective Teaching Continuum. QCA (Qualifications and Curriculum Authority) (1999).  Early learning goals.  London: QCA. QCA (Qualifications and Curriculum Authority) (2000).  Curriculum guidance for the foundation stage. .  London: QCA. QCA (Qualifications and Curriculum Authority) (2001).  Planning for learning in the foundation stage. .  London: QCA. Siraj-Blatchford, I, Sylva, K, Taggart, B, Melhuish, E., Sammons, P, Elliot, K. The EPPE Project [1997-2003] Available from http://www.teachernet.gov.uk/teachers/  issue34/secondary/features/steppingup www.standards.dfes.gov.uk/schemes2/  ks1-2citizenship/cit1/2 [Accessed on 29th  February 2008]. Springate, D (2004).  Democracy in Schools: Some European perspectives. Springate, D (2006).  Empowering Children Through their own Research. Taylor, W. and Hayes, D (2004).  The RoutledgeFalmer Guide to Key Debates in Education.  RoutledgeFalmer. Tymms, P. (2004). Are standards rising in English primary schools?  Brit Educ Res J  30(4), pp.477-494. Webb, R.  et al.  (2004). A comparative analysis of primary teacher professionalism in England and Finland.  Comp Educ  40(1), pp.83-107. Webb, R. and Vulliamy, G. (2006). The impact of New Labour’s education policy on teadhers and teaching at Key Stage 2.  FORUM  48(2), pp.145-158. Wilce, H (2007).  Nurture Groups: Can they prevent bad behaviour in the classroom?

Cuban Cuisine :: Cuban Food

Cuban Cuisine Cuban cuisine has been influenced by Spanish, French, African, Arabic, Chinese, and Portuguese cultures. Traditional Cuban cooking is primarily peasant cuisine that has little concern with measurements, order and timing. Most of the food is sauteed or slow-cooked over a low flame. Very little is deep-fried and there are no heavy or creamy sauces. Most Cuban cooking relies on a few basic spices, such as garlic, cumin, oregano, and bay laurel leaves. Many dishes use a sofrito as their basis. The sofrito consists of onion, green pepper, garlic, oregano, and ground pepper quick-fried in olive oil. The sofrito is what gives the food its flavor. It is used when cooking black beans, stews, many meat dishes, and tomato-based sauces. Meats and poultry are usually marinated in citrus juices, such as lime or sour orange juices, and then roasted over low heat until the meat is tender and literally falling off the bone. Another common staple to the Cuban diet are root vegetables such as yuca, malanga, and boniato, which are found in most Latin markets. These vegetables are flavored with a marinade, called mojo, which includes hot olive oil, lemon juice, sliced raw onions, garlic, cumin, and little water. A typical Cuban breakfast consists of a tostada and cafe con leche. The tostada is a portion of Cuban bread which is buttered then toasted on an electric grill. The cafe con leche is a combination of strong, espresso coffee with warm milk. Cubans break the tostada into pieces, then dunk them into the cafe con leche, as Americans would dunk their doughnuts into their coffee. Additionally, some may eat ham croquetas, smoky creamed ham shaped in finger rolls, lightly breaded, and then fried. For those on the run, with no time or desire to eat, a shot of cafe cubano, Cuban coffee, will revive the dead. Lunch consists of empanadas, chicken or meat turnovers, or cuban sandwiches. The sandwich could be a media noche (midnight sandwich), consisting of a slice of pork, ham, and swiss cheese and then topped with pickles and mustard on sweetened egg bread. The pan con bistec is a thin slice of palomilla steak on Cuban bread garnished with lettuce, tomatoes, and fried potato sticks. One may also order a side of mariquitas, thinly sliced plantain chips, to accompany their hearty sandwich.

Impact of Arrival of Television on Electioneering In England Essay

INTRODUCTION The invention of television marked he beginning of a new epoch. The age of information technology made information available at the push of a button. Facts and distortion of facts are the tools of the entertainment industry. Exaggeration is the premise on which the advertizing agency works. It is confluence of the audio visual impact which is one of the most powerful influences that is experienced by the individual. It left no human endeavor untouched .The fate of democracy is determined by the elections. Television was utilized for campaigning of the candidates participating in the election. It brought about a complete revamping of the election campaign. Local issues were sidelined and an emphasis on the national campaign was     the dominant feature of the election process.[1]Mass media had completely mesmerized both the masses and the persons responsible for planning and execution of the election campaign. The recent proliferation of the media channels has led to a depletion of issues that can be aired on these channels .therefore there has been a shift from national to local politics. The impact of the television is not just limited to what is going to be at the forefront but it has led to complete overhaul of the process. The campaigns are more articulate and well planned .The concept of negative publicity has been inducted like it was done never before. The elections are loosing personal touch as there is more emphasis on the how to air the campaign. Consequently the expenditure on the elections is rising partly because of infalation and partly because the campaigns are conducted on grand scale. British Law permits each party to air its programme, policies and agendas on the national channels across England for 20 minutes without paying any tariff for putting it on air. Each party is given a maximum of five repeat telecast. HISTORY OF POLITICAL BROADCAST Political broadcasting started in Britain in 1924 on radio with a20 minute allocation time for each party. it was started on television in 1951.   It was an unpaid time slot of 15 minutes that was allocated to each party. The political broadcasts are regulated by the 1990 Broadcasting Act and the Political Parties, Elections and Referendum Act 2000.The initial directives of the act forbade that the political advertisement should not be purely political in nature. In 2001 general election the   three major political parties were given five chances to broadcast their political campaign where as the minor political parties were given one chance if they were contesting one sixth of the total seats. 5 and 10 minutes of political advertisements were replaced by 2’40†, 3’40† or 4’40†³and a stricture is placed on them so that they should not violate decency and good taste. All the political electoral broadcast by various party are simultaneously aired .These are either preceded or followed by   previews and reviews by the major news paper daily and there fore the messages are a kind of reinforced. Currently there is ongoing debate on whether the system of political broadcast should be completely scraped or it should be revised with a provision of paid commercials. Since time immemorial it has been stated that effective governance is related to whether the voters have made an informed choice. It is privileged class who will try different means to gather information about the party and candidates standing in the election. The masses either do not makes a conscious effort to gather information or they rely on effortless means to gain information about the political parties. What the media is representing can differ. On the one hand it can be balanced objective on the other hand it can be preferential[2] It has been observed that commercial broadcasting system can have ulterior motives as they are there to maximize their benefits. The national broadcasting system is more conducive to producing objective information   Ã‚  about the political parties[3]. Political advertising in England is more party oriented where as in America the emphasis is on the candidate .Lot of attention is being paid to the effect of use of media in the election .It is very difficult to conclusively prove that what results it is going to produce .England is a very old democracy and all the parties have their particular image .Media cannot altogether alter the image of the party   .It can highlight the achievement of the party and it can make the manifesto more lucrative. This premise is in accordance with the earliest studies of the impact of television on the electoral outcomes by Blumler and McQuail.[4] The party campaign through the media is expected to effect the voter turn out. It can bring to the forefront various campaign issues. It can create an enthusiasm for gathering more information about the party programmes.[5]These early studies reflected that voting for political parties were a matter of class and the election campaign served very little purpose. [6]The conservative and the Labour party were dividing the voters on the basis of who did manual labour and who didn’t work with their hands i.e the managers and the employers and the middle class The voters who changed their loyalties from one party to another were primarily for a short term. It has been observed that this faction was to swing back its support to he party which it originally adhered to.   It can be said that these floating voters can be influenced by the televised transmission of the electoral campaign. This can be contended because the labour part lost three elections in a row in 1959 although the class that does manual labour constitute major chunk of the electorate. The material prosperity entailed a spread of the middle class values and hence the conservatives won the election. The messages that are aired during the political campaigns in election are not the only information available to the electorate. The long term memory of the people might be short. That doesn’t mean that the events political debates     press conferences, by- elections etc preceding the election campaign have no consequence. The election campaign through the media is of two kinds. One in which the focus is on the image building or the achievement of the party .The other kind deals with the character assassination of the opponent. If the attack broadcasting is exaggerated and is not substantiated then it can create sympathy for the opponent. The conservative party campaign nick named ‘Demon eye’ of 1997 was counter productive It created an image of Labour as leftwing radicals. The electorate had experience a moderate labour party government under the leadership of Tony Blair. A caricature of Mr. Bust and Mr. Boom was used to depict the economic condition of England .The facts that Britain had experienced a spurt in the economy in 1980 under the leadership of Thatcher. This kind of media campaign has to be used with great caution as it is either counterproductive or it does not have any effect on the target audience. If there are fractions within the party then it can bolster unity among the contending fractions. The persuasive propaganda is more useful and almost all the parties realize that it is the best way to campaign .It pays attention to detailing the ideology of the party. It is oriented on the fact that the achievement of the party is highlighted. Moreover it is presented in manner that it appears more entertaining so as to keep the audience hooked on to it. It can be proved that the parties are more interested in this positive kind of advertisement by looking at the percentage of the campaign allocated to the political advertisement. Negative references were a small and similar proportion of the total literature of all three parties: 8.7 per cent Conservative, 10.4 Labour, 9.8 per cent Liberal Democrat. The televised broadcast of the political party programmes is useful tools because the minor political parties get a chance to make themselves felt. This is true for most of the countries who have democracy and who have televised political advertisement.[7] Even .The liberal democrats were able to make themselves felt through their advocacy strategy. In 1951 the minor parties had around 10% to 3% of the vote share. This vote share increased in the 1997 and almost one fourth of the total share of the vote. There are many reasons for the increase in the vote share of the relatively new and unknown political parties like social class. Education of the voter as it determines whether it is an informed choice or not. Media especially the print media is specially tilted in favor of conservative parties IT was in the I970s that the researches were conducted and it reflected that a change had occurred in the political environment of Britain .The voters were not holding to the rigid class bias of the political parties due to the influence of the television. The other factor that is responsible for this change was the economic affluence in England as that was responsible for mitigating the gap between the rich and the poor.[8]Other researches argue that this doesn’t mean that class politics has changed rather it can be seen as both the parties are going out of favor. Heath et al argue â€Å"analysts have mistaken changes in behavior by voters for changes in their motivation without asking first whether or not the political stimulus they have received is still the same or not. They suggest, for example, that variations in the strength of the class alignment may well reflect changes in the distance between the parties on class-based issues†.[9] The voters are not taking their decisions in vacuum there are certain political and social issues that are motivating the voters to vote for apolitical parties. The short term shift in the voters preference is based on the perception of the competence of the parties,. The parties in power can effectively utilize the print as well as the television in advertizing its achievement .There have been fears that   the hegemony of the media was responsible for the conservatives winning the election as they have the hegemony over the press. It has been time and again proved television is not the sole deciding factor in determining the outcome of the election. The 1980s saw a shift from the national to regional politics .There was a variation in the voting patterns from one region to another. If television has been the main sway in the elections then the entire country should have shown a similar pattern. Local campaign did make a difference The surveys conducted by the Labour party showed that Its percentage of votes was directly related to number of people working for the party [10] Local campaign play an important role in persuading the voters to vote for a particular party. It is very difficult to find out what was the ultimate reason for voting as the preferences of an individual are shaped in the recesses of an individuals mind. Television came second in the list of what influenced the voters of the survey conducted by MORI .The regional television can be utilized to create amore local and specific advertisement for the electorate. This area has yet to be explored by the political party..   The labour party topped the list of frequency of the reference of the constituencies and it made almost 28.7 per cent of sentences referring to local provision. The Conservatives made 16.5 per cent and made the Liberal Democrats 10.2 per cent references to the local issues. This means the elections are by and large fought on national issues which are effectively transmitted through the television. The lab our party has thrice lost elections till 1997. This reflects that though they made more references to the local electoral constituencies they were unable to convert the voters in their favour. CONCLUSION It is seen that the advent of television had completely changed the way in which we look at the different issues .Things which are of relatively lesser importance can be presented in an innovative method .The election process in England has its own peculiarities.   Television didn’t bring about a complete transformation of the election process of Britain. England is one of the oldest proponents of the institution of democracy. The two major parties the lobour and conservatives have their peculiar images .Television cannot completely alter the public perception. The older generation is more difficult to mould as its ideas are set .The televised broadcasting of the party manifesto can be aimed at the youth which is more likely to change its preferences. A perceptible shift is seen in the support base of the two major political parties the Labour party was supported by the people doing manual labour and the conservatives were supported by the middle class. The class distinction was thought to be the basis of the voting pattern. Now this distinction is becoming less and less important as media and economic affluence has reduced the gap between the rich and poor.   The influence of television has backfired on the two major parties .The minor political parties have increased their vote percentage. The major beneficiary is the Liberal Democratic Party. Although it has been the pristine premise that the informed electorate   can lead to the formation of more effective and responsible government .It can be said with certainty that the voters of the present age are more informed but there is difference between having knowledge and judicious use of knowledge..The other aspect of this election scenario of England is that there is no alternative to the present parties on the national level .Even if the voter is aware of the shortcomings of the present parties, he has no choice. The voters have to choose the lesser evil. REFERENCES Blumler, Jay G. and Denis Mc Quail. 1968. Television in Politics: Its Uses and Influence. London: Faber &Faber.n.p Bonham, J. (1954), The Middle Class Vote (London: Faber)pp 56-62 Butler, D. and Stokes, D (1974) Political Change in Britain(2nd. edition) pp54-78(London: Macmillan) Evans, G. Heath, A., and Payne, C. (1999), ‘Class: Labour as a Catch-All Party?’ in Evans, G. and Norris, P. (eds.), Critical Elections: British Parties and Voters in Long-Term Perspective n.p   (London: Sage) Kaid, Lynda Lee and John C. Tedesco. 1993. ‘A comparison of political television advertising fromthe 1992 British and American campaigns.’ Informatologia 25(1-2): 1-12 Kavanagh,   The British General Election of 2001. Basingstoke n.p: Palgrave Macmillan News on Party Images in the 1997 British General Election.’ British Elections and Parties Norris, 2001. Ed. Britain Votes 2001.n.p   Oxford: Oxford University Press. Norris et al .1999; Norris and Sanders 2000   pp 110-120 Sanders, David and Pippa Norris. 1998. ‘Does Negative News Matter? The Effects of Television Semetko , holi .A 1996 The Media In Comparing democracies edited by Lawerence   Le Duc,Richard Niemaand Pippa Norris London:Sage   pp254-279 Seyd, P. & P. Whiteley (2002) New Labour’s Grass Roots: The Transformation of Labour Party Membership, Houndmills: Palgrave Macmillan.pp10-38 Zaller John2003†Anew standerd of the news quality: Burglar alarm Monitorial Citizens†Political communication20 109-130 [1] (Kavanagh, (1970). The British General Election of 2001. Basingstoke: Palgrave Macmillan News on Party Images in the 1997 British General Election.’ British Elections and Parties n,p [2] Zaller John2003†Anew standerd of the news quality: Burglar alarm Monitorial Citizens†Political communication20 pp109-130 [3] Semetko , holi .A 1996 The Media In Comparing democracies edited by Lawerence   Le Duc,Richard Niemaand Pippa Norris London:Sage   pp254-279 [4] Blumler, Jay G. and Denis McQuail. 1968. Television in Politics: Its Uses and Influence. London: Faber &Faber.n.p [5] Norris et al .1999; Norris and Sanders 2000   pp 110-120 [6] Bonham, J. (1954), The Middle Class Vote (London: Faber)pp 56-62 [7] Kaid, Lynda Lee and John C. Tedesco. 1993. ‘A comparison of political television advertising from the 1992 British and American campaigns.’ Informatologia 25(1-2): pp1-12 [8] Butler, D. and Stokes, D (1974) Political Change in Britain(2nd. edition) pp 54-78(London: Macmillan) [9] Evans, G. Heath, A., and Payne, C. (1999), ‘Class: Labour as a Catch-All Party?n.p Norris, P. (eds.), Critical Elections: British Parties and Voters in Long-Term Perspective (London: Sage)n.p [10] Seyd, P. & P. Whiteley (2002) New Labour’s Grass Roots: The Transformation of Labour Party Membership, Houndmills: Palgrave Macmillan pp.10 – 38   

Lamb: The Gospel According to Biff, Christ’s Childhood Pal Chapter 12

Chapter 12 Well, by pretending to have an overactive bladder, I've managed to sneak enough time in the bathroom to finish reading this Gospel of Matthew. I don't know who the Matthew is that wrote this, but it certainly wasn't our Matthew. While our Matthew was a whiz at numbers (as you might expect from a tax collector), he couldn't write his own name in the sand without making three mistakes. Whoever wrote this Gospel obviously got the information at least secondhand, maybe thirdhand. I'm not here to criticize, but please, he never mentions me. Not once. I know my protests go against the humility that Joshua taught, but please, I was his best friend. Not to mention the fact that this Matthew (if that really is his name) takes great care in describing Joshua's genealogy back to King David, but after Joshua is born and the three wise men show up at the stable in Bethlehem, then you don't hear from Joshua again until he's thirty. Thirty! As if nothing happened from the manger until John baptized us. Jeez. Anyway, now I know why I was brought back from the dead to write this Gospel. If the rest of this â€Å"New Testament† is anything like the book of Matthew, they need someone to write about Joshua's life who was actually there: me. I can't believe I wasn't even mentioned once. It's all I can do to keep from asking Raziel what in the hell happened. He probably showed up a hundred years too late to correct this Matthew fellow. Oh my, there's a frightening thought, edited by the moron angel. I can't let that happen. And the ending? Where did he get that? I'll see what this next guy, this Mark, has to say, but I'm not getting my hopes up. The first thing that we noticed about Balthasar's fortress was that there were no right angles, no angles period, only curves. As we followed the magus through corridors, and from level to level, we never saw so much as a squared-off stair step, instead there were spiral ramps leading from level to level, and although the fortress spread all over the cliff face, no room was more than one doorway away from a window. Once we were above the ground level, there was always light from the windows and the creepy feeling we'd had when we entered quickly passed away. The stone of the walls was more yellow in color than the limestone of Jerusalem, yet it had the same smooth appearance. Overall it gave the impression that you were walking through the polished entrails of some huge living creature. â€Å"Did you build this place, Balthasar?† I asked. â€Å"Oh, no,† he said, without turning around. â€Å"This place was always here, I simply had to remove the stone that occupied it.† â€Å"Oh,† I said, having gained no knowledge whatsoever. We passed no doors, but myriad open archways and round portals which opened into chambers of various shapes and sizes. As we passed one egg-shaped doorway obscured by a curtain of beads Balthasar mumbled, â€Å"The girls stay in there.† â€Å"Girls?† I said. â€Å"Girls?† Joshua said. â€Å"Yes, girls, you ninnies,† Balthasar said. â€Å"Humans much like yourselves, except smarter and better smelling.† Well, I knew that. I mean, we'd seen the two of them, hadn't we? I knew what girls were. He pressed on until we came to the only other door I had seen since we entered, this one another huge, ironclad monster held closed with three iron bolts as big around as my arm and a heavy brass lock engraved with strange characters. The magus stopped and tilted an ear to the door. His heavy gold earring clinked against one of the bolts. He turned to us and whispered, and for the first time I could clearly see that the magus was very old, despite the strength of his laugh and the spring in his step. â€Å"You may go anywhere you wish while you stay here, but you must never open this door. Xiong zai.† â€Å"Xiong zai,† I repeated to Joshua in case he'd missed it. â€Å"Xiong zai.† He nodded with total lack of understanding. Mankind, I suppose, is designed to run on – to be motivated by – temptation. If progress is a virtue then this is our greatest gift. (For what is curiosity if not intellectual temptation? And what progress is there without curiosity?) On the other hand, can you call such a profound weakness a gift, or is it a design flaw? Is temptation itself at fault for man's woes, or is it simply the lack of judgment in response to temptation? In other words, who is to blame? Mankind, or a bad designer? Because I can't help but think that if God had never told Adam and Eve to avoid the fruit of the tree of knowledge, that the human race would still be running around naked, dancing in wonderment and blissfully naming stuff between snacks, naps, and shags. By the same token, if Balthasar had passed that great ironclad door that first day without a word of warning, I might have never given it a second glance, and once again, much trouble could have been avoided. Am I to blame for what h appened, or is it the author of temptation, God Hisownself? Balthasar led us into a grand chamber with silks festooned from the ceiling and the floor covered with fine carpets and pillows. Wine, fruit, cheese, and bread were laid out on several low tables. â€Å"Rest and refresh,† said Balthasar. â€Å"I'll be back after I finish my business with Ahmad.† Then he hurried off, leaving us alone. â€Å"So,† I said, â€Å"find out what you need to from this guy, then we can get on the road and on to the next wise man.† â€Å"I'm not sure it's going to be that quick. In fact, we may be here quite some time. Maybe years.† â€Å"Years? Joshua, we're in the middle of nowhere, we can't spend years here.† â€Å"Biff, we grew up in the middle of nowhere. What's the difference?† â€Å"Girls,† I said. â€Å"What about them?† Joshua asked. â€Å"Don't start.† We heard laughter rolling down the corridor into the room and shortly it was followed by Balthasar and Ahmad, who threw themselves down among the pillows and began eating the cheeses and fruits that had been set out. â€Å"So,† Balthasar said, â€Å"Ahmad tells me that you tried to save a bandit, and in the process blinded one of his men, without so much as touching him. Very impressive.† Joshua hung his head. â€Å"It was a massacre.† â€Å"Grieve,† Balthasar said, â€Å"but consider also the words of the master Lao-tzu: ‘Weapons are instruments of misfortune. Those who are violent do not die naturally.'† â€Å"Ahmad,† Joshua said, â€Å"what will happen to the guard, the one I†¦Ã¢â‚¬  â€Å"He is no good to me anymore,† said Ahmad. â€Å"A shame too, he was the best bowman of the lot. I'll leave him in Kabul. He's asked me to give his pay to his wife in Antioch and his other wife in Dunhuang. I suppose he will become a beggar.† â€Å"Who is Lao-tzu?† I asked. â€Å"You will have plenty of time to learn of master Lao-tzu,† said Balthasar. â€Å"Tomorrow I will assign you a tutor to teach you qi, the path of the Dragon's Breath, but for now, eat and rest.† â€Å"Can you believe a Chinaman can be so black?† laughed Ahmad. â€Å"Have you ever seen such a thing?† â€Å"I wore the leopard skin of the shaman when your father was just a twinkle in the great river of stars, Ahmad. I mastered animal magic before you were old enough to walk, and I had learned all the secrets of the sacred Egyptian magic texts before you could sprout a beard. If immortality is to be found among the wisdom of the Chinese masters, then I shall be Chinese as long as it suits me, no matter the color of my skin or the place of my birth.† I tried to determine Balthasar's age. From what he was claiming he would have to be very old indeed, as Ahmad was not young himself, yet his movements were spry and as far as I could see he had all of his teeth and they were perfect. There was none of the feeble dotage that I'd seen in our elders at home. â€Å"How do you stay so strong, Balthasar?† I asked. â€Å"Magic.† He grinned. â€Å"There is no magic but that of the Lord,† Joshua said. Balthasar scratched his chin and replied quietly, â€Å"Then presumably none without his consent, eh, Joshua?† Joshua slouched and stared at the floor. Ahmad burst out laughing. â€Å"His magic isn't so mysterious, boys. Balthasar has eight young concubines to draw the poisons from his old body, that's how he stays young.† â€Å"Holy moly! Eight?† I was astounded. Aroused. Envious. â€Å"Does that room with the ironclad door have something to do with your magic?† Joshua asked gravely. Balthasar stopped grinning. Ahmad looked from Joshua to the magus and back, bewildered. â€Å"Let me show you to your quarters,† said Balthasar. â€Å"You should wash and rest. Lessons tomorrow. Say good-bye to Ahmad, you'll not see him again soon.† Our quarters were spacious, bigger than the houses we'd grown up in, with carpets on the floor, chairs made of dark exotic hardwoods carved into the shapes of dragons and lions, and a table that held a pitcher and basin for washing. Each of our rooms held a desk and cabinet full of instruments for painting and writing, and something neither of us had ever seen, a bed. A half-wall divided the space between Joshua's room and mine, so we were able to lie in the beds and talk before falling asleep, just as we had in the desert. I could tell that Joshua was deeply troubled about something that first night. â€Å"You seem, I don't know, deeply troubled, Josh.† â€Å"It's the bandits. Could I have raised them?† â€Å"All of them? I don't know, could you?† â€Å"I thought about it. I thought that I could make them all walk and breathe again. I thought I could make them live. But I didn't even try.† â€Å"Why?† â€Å"Because I was afraid they would have killed us and robbed us if I had. It's what Balthasar said, ‘Those who are violent do not die naturally.'† â€Å"The Torah says, an eye for an eye, a tooth for a tooth. They were bandits.† â€Å"But were they bandits always? Would they have been bandits in the years to come?† â€Å"Sure, once a bandit, always a bandit. They take an oath or something. Besides, you didn't kill them.† â€Å"But I didn't save them, and I blinded that bowman. That wasn't right.† â€Å"You were angry.† â€Å"That's no excuse.† â€Å"What do you mean, that's no excuse? You're God's Son. God wiped out everyone on earth with a flood because he was angry.† â€Å"I'm not sure that's right.† â€Å"‘Scuse me?† â€Å"We have to go to Kabul. I need to restore that man's sight if I can.† â€Å"Joshua, this bed is the most comfortable place I've ever been. Can we wait to go to Kabul?† â€Å"I suppose.† Joshua was quiet for a long time and I thought that he might have fallen asleep. I didn't want to sleep, but I didn't want to talk about dead bandits either. â€Å"Hey Josh?† â€Å"What?† â€Å"What do you think is in that room with the iron door, what did he call it?† â€Å"Xiong zai,† said Josh. â€Å"Yeah, Xiong zai. What do you think that is?† â€Å"I don't know, Biff. Maybe you should ask your tutor.† Xiong zai means house of doom, in the parlance of feng shui,† said Tiny Feet of the Divine Dance of Joyous Orgasm. She knelt before a low stone table that held an earthenware teapot and cups. She wore a red silk robe trimmed with golden dragons and tied with a black sash. Her hair was black and straight and so long that she had tied it in a knot to keep it from dragging on the floor as she served the tea. Her face was heart-shaped, her skin as smooth as polished alabaster, and if she'd ever been in the sun, the evidence had long since faded. She wore wooden sandals held fast by silk ribbons and her feet, as you might guess from her name, were tiny. It had taken me three days of lessons to get the courage up to ask her about the room. She poured the tea daintily, but without ceremony, as she had each of the previous three days before my lessons. But this time, before she handed it to me, she added to my cup a drop of a potion from a tiny porcelain bottle that hung from a chain around her neck. â€Å"What's in the bottle, Joy?† I called her Joy. Her full name was too ungainly for conversation, and when I'd tried other diminutives (Tiny Feet, Divine Dance, and Orgasm), she hadn't responded positively. â€Å"Poison,† Joy said with a smile. The lips of her smile were shy and girlish, but the eyes smiled a thousand years sly. â€Å"Ah,† I said, and I tasted the tea. It was rich and fragrant, just as it had been before, but this time there was a hint of bitterness. â€Å"Biff, can you guess what your lesson is today?† Joy asked. â€Å"I thought you would tell me what's in that house of doom room.† â€Å"No, that is not the lesson today. Balthasar does not wish you to know what is in that room. Guess again.† My fingers and toes had begun to tingle and I suddenly realized that my scalp had gone numb. â€Å"You're going to teach me how to make the fire-powder that Balthasar used the day we arrived?† â€Å"No, silly.† Joy's laugh had the musical sound of a clear stream running over rocks. She pushed me lightly on the chest and I fell over backward, unable to move. â€Å"Today's lesson is – are you ready?† I grunted. It was all I could do. My mouth was paralyzed. â€Å"Today's lesson is, if someone puts poison in your tea, don't drink it.† â€Å"Uh-huh,† I sort of slurred. â€Å"So,† Balthasar said, â€Å"I see that Tiny Feet of the Divine Dance of Joyous Orgasm has revealed what she keeps in the little bottle around her neck.† The magus laughed heartily and leaned back on some cushions. â€Å"Is he dead?† asked Joshua. The girls laid my paralyzed body on some pillows next to Joshua, then propped me up so I could look at Balthasar. Beautiful Gate of Heavenly Moisture Number Six, who I had only just met and didn't have a nickname for yet, put some drops on my eyes to keep them moist, as I seemed to have lost the ability to blink. â€Å"No,† said Balthasar, â€Å"he's not dead. He's just relaxed.† Joshua poked me in the ribs and, of course, I didn't respond. â€Å"Really relaxed,† he said. Beautiful Gate of Heavenly Moisture Number Six handed Joshua the little vial of eye drops and excused herself. She and the other girls left the room. â€Å"Can he see and hear us?† Joshua asked. â€Å"Oh yes, he's completely alert.† â€Å"Hey Biff, I'm learning about Chi,† Joshua shouted into my ear. â€Å"It flows all around us. You can't see it, or hear it, or smell it, but it's there.† â€Å"You don't need to shout,† said Balthasar. Which is what I would have said, if I could have said anything. Joshua put some drops in my eyes. â€Å"Sorry.† Then to Balthasar, â€Å"This poison, where did it come from?† â€Å"I studied under a sage in China who had been the emperor's royal poisoner. He taught me this, and many other of the magics of the five elements.† â€Å"Why would an emperor need a poisoner?† â€Å"A question that only a peasant would ask.† â€Å"An answer that only an ass would give,† said Joshua. Balthasar laughed. â€Å"So be it, child of the star. A question asked in earnest deserves an earnest answer. An emperor has many enemies to dispatch, but more important, he has many enemies who would dispatch him. The sage spent most of his time concocting antidotes.† â€Å"So there's an antidote to this poison,† Joshua said, poking me in the ribs again. â€Å"In good time. In good time. Have some more wine, Joshua. I wish to discuss with you the three jewels of the Tao. The three jewels of the Tao are compassion, moderation, and humility†¦Ã¢â‚¬  An hour later, four Chinese girls came and picked me up, wiped the floor where I had drooled, and carried me to our quarters. As they passed the great ironclad door I could hear scraping and a voice in my head that said, â€Å"Hey kid, open the door,† but the girls made no notice of it. Back in my room, the girls bathed me and poured some rich broth into me, then put me to bed and closed my eyes. I could hear Joshua enter the room and shuffle around preparing for bed. â€Å"Balthasar says he will have Joy give you the antidote to the poison soon, but first you have a lesson to learn. He says that this is the Chinese way of teaching. Strange, don't you think?† Had I been able to make a sound, I would have agreed, yes, indeed it was strange. So you know: Balthasar's concubines were eight in number and their names were: Tiny Feet of the Divine Dance of Joyous Orgasm, Beautiful Gate of Heavenly Moisture Number Six, Temptress of the Golden Light of the Harvest Moon, Delicate Personage of Two Fu Dogs Wrestling Under a Blanket, Feminine Keeper of the Three Tunnels of Excessive Friendliness, Silken Pillows of the Heavenly Softness of Clouds, Pea Pods in Duck Sauce with Crispy Noodle, and Sue. And I found myself wondering, as a man does, about origins and motivations and such – as each of the concubines was more beautiful than the last, regardless of what order you put them in, which was weird – so after several weeks passed, and I could no longer stand the curiosity scratching at my brain like a cat in a basket, I waited until one of the rare occasions when I was alone with Balthasar, and I asked. â€Å"Why Sue?† â€Å"Short for Susanna,† Balthasar said. So there you go. Their full names were somewhat ungainly, and to try to pronounce them in Chinese produced a sound akin to throwing a bag of silverware down a flight of steps (ting, tong, yang, wing, etc.) so Joshua and I called the girls as follows: Joy, Number Six, Two Fu Dogs, Moon, Tunnels, Pillows, Pea Pods, and, of course, Sue, which we couldn't figure out how to shorten. Except for a group of men who brought supplies from Kabul every two weeks, and while there would do any heavy moving, the eight young women did everything around the fortress. Despite the remoteness and the obvious wealth that the fortress housed, there were no guards. I found that curious. Over the next week Joy tutored me in the characters that I would need to know to read the Book of the Divine Elixirs or the Nine Tripods of the Yellow Emperor, and the Book of Liquid Pearl in Nine Cycles and of the Nine Elixirs of the Divine Immortals. The plan was that once I became conversant in these two ancient texts, I would be able to assist Balthasar in his quest for immortality. That, by the way, was the reason that we were there, the reason that Balthasar had followed the star to Bethlehem at Joshua's birth, and the reason that he had put Ahmad on notice to look for a Jew seeking the African magus. Balthasar sought immortality, and he believed that Joshua held the key to it. Of course we didn't know that at the time. My concentration while studying the symbols was particularly acute, helped by the fact that I could not move a muscle. Each morning Two Fu Dogs and Pillows (both named for their voluptuousness, which evidently came with considerable strength) would pull me from bed, squeeze me over the latrine, bathe me, pour some broth into me, then take me to the library and prop me in a chair while Joy lectured on Chinese characters, which she painted with a wet brush on large sheets of slate set on easels. Sometimes the other girls would stay and pose my body into various positions that amused them, and as much as I should have been annoyed by the humiliation, the truth be told, watching Pillows and Two Fu Dogs jiggle in paroxysms of girlish laughter was fast becoming the high point of my paralyzed day. At midday, Joy would take a break while two or more of the other girls squoze me over the latrine, poured more broth into me, and then teased me mercilessly until Joy returned, clapped her hands, and sent them away well scolded. (Joy was the bull-ox concubine of them all, despite her tiny feet.) Sometimes during these breaks, Joshua would leave his own lessons and come to the library to visit. â€Å"Why have you painted him blue?† asked Joshua. â€Å"He looks good blue,† said Pea Pods. Two Fu Dogs and Tunnels stood by with paintbrushes admiring their work. â€Å"Well, he's not going to be happy with this when he gets the antidote, I can tell you that.† Then to me Joshua said, â€Å"You know, you do sort of look good blue. Biff, I've appealed to Joy on your behalf, but she says she doesn't think you've learned your lesson yet. You have learned your lesson though, haven't you? Stop breathing for a second if the answer is yes.† I did. â€Å"I thought so.† Joshua bent and whispered in my ear. â€Å"It's about that room behind the iron door. That's the lesson they want you to learn. I got the feeling that if I asked about it I'd be propped up there next to you.† He stood up. â€Å"I have to go now. The three jewels to learn, don't you know. I'm on compassion. It's not as hard as it sounds.† Two days later Joy came to my room in the morning with some tea. She pulled the tiny bottle from inside her dragon robe and held it close in front of my eyes. â€Å"You see the two small corks, a white one on one side of the vessel and a black one on the other? The black one is the poison I gave you. The white one is the antidote. I think you've learned your lesson.† I drooled in response, while sincerely hoping she hadn't mixed up the corks. She tipped the little bottle over a teacup, then poured some tea down my throat, with half of it going down the front of my shirt as well. â€Å"That will take a while to work. You may experience some discomfort as the poison wears off.† Joy dropped the little bottle down into its nest of Chinese cleavage, then kissed me on the forehead and left. If I could, I would have snickered at the blue paint she had on her lips as she walked away. Ha! â€Å"Some discomfort,† she had said. For the better part of ten days I'd had no sensation in my body at all, then suddenly things started to work again. Imagine rolling out of your warm bed in the morning into – oh, I don't know – a lake of burning oil. â€Å"Jumpin' Jehoshaphat, Joshua, I'm about to crawl out of my skin here.† We were in our quarters, about an hour after I'd taken the antidote. Balthasar had sent Joshua to find me and bring me to the library, supposedly to see how I was doing. Josh put his hand on my forehead, but instead of the usual calm that accompanied that gesture, it felt as if he'd lain a hot branding iron across my skin. I knocked his hand aside. â€Å"Thanks, but it's not helping.† â€Å"Maybe a bath,† Joshua suggested. â€Å"Tried it. Jeez, this is driving me mad!† I hopped around in a circle because I didn't know what else to do. â€Å"Maybe Balthasar has something that can help,† Joshua said. â€Å"Lead on,† I said. â€Å"I can't just sit here.† We headed off down the corridor, going down several levels on the way to the library. As we descended one of the spiral ramps I grabbed Joshua's arm. â€Å"Josh, look at this ramp, you notice anything?† He considered the surface and leaned out to look at the sides of the tread. â€Å"No. Should I?† â€Å"How about the walls and ceilings, the floors, you notice anything?† Joshua looked around. â€Å"They're all solid rock?† â€Å"Yes, but what else? Look hard. Think of the houses we built in Sepphoris. Now do you notice anything?† â€Å"No tool marks?† â€Å"Exactly,† I said. â€Å"I spent a lot of time over the last two weeks staring at walls and ceilings with nothing much else to look at. There's not the slightest evidence of a chisel, a pick, a hammer, anything. It's as if these chambers had been carved by the wind over a thousand years, but you know that's not the case.† â€Å"So what's your point?† Joshua said. â€Å"My point is that there's more going on with Balthasar and his girls than he lets on.† â€Å"We should ask them.† â€Å"No, we shouldn't, Josh. Don't you get it? We need to find out what's going on without them knowing that we know.† â€Å"Why?† â€Å"Why? Why? Because the last time I asked a question I was poisoned, that's why. And I believe that if Balthasar didn't think you had something that he wants, I'd have never seen the antidote.† â€Å"But I don't have anything,† said Joshua, honestly. â€Å"You might have something you don't know you have, but you can't just go asking what it is. We need to be devious. Tricky. Sneaky.† â€Å"But I'm not good at any of those things.† I put my arm around my friend's shoulders. â€Å"Not always so great being the Messiah, huh?†