Beautiful Boy by David Shelf Free Essays

Beautiful Boy by David Sheff 1. Sheff intrigued me with his story just by the back of the book. The entire story is about his eldest son, Nic, who is an amazing student as a child; however, his childhood begins to fade when he gets into the life of drugs and alcohol. We will write a custom essay sample on Beautiful Boy by David Shelf or any similar topic only for you Order Now The experiences and hardships that the author goes through is very emotional which really kept me reading. 2. The setting affects the author and his story. The book takes place in modern day times as in 2008. This impacts the author and his experiences because this is the time where drugs became more known and they were easy to get which made it harder for Nic, David Sheff’s son, to stop the drug abuse. 3. The themes in this book are patience and faith. David must be patient towards the recovery of his son’s drug addiction. He knows that this process cannot happen over-night no matter how hard he wishes it could be that easy. He waits patiently for Nic to get better. Nic, however, goes through rough patches while on this journey to succession, but his father always has faith in him. I think that David and Nic’s experiences were incredibly traumatic. Sheff felt the pain that his son went through while being an addict and felt the need to share it with others. Another reason Sheff might have wanted to share this experience is because he wanted to show the difficulty and how bad it is to take drugs. 4. â€Å"When Nic was growing up, I thought I would be content with whatever choices he made in his life†¦ Now I live with the knowledge that, never mind the most modest definition of a normal or healthy life, my son may not make it to twenty-one†(195-196). This proves the understanding that David has over his son’s life and that even though he believed at one point that Nic’s decisions will be made by himself, Nic has not made all the right decisions. This proved to David that his son needs guidance through out his whole life because once you are a father you are always a father. I chose this passage because this to me is David Sheff’s entire understanding of his son and this memoir. It shows that he understands what it means to be a father and what his role is 5. If I could meet the author I would feel a little nervous. I would feel uncomfortable asking him any questions because I wouldn’t know how he would react: would he get emotional? Would he get annoyed? Would he act fine because he gets questions all the time. A hypothetical meeting with David Sheff is if he came to my school to talk about drug and alcohol addiction and how it impacted his life and others around him. A question I might ask is when did you realize that your son was not a casual user, but was an addict? What was your immediate reaction? I would talk about the impact on his family, siblings and friends. I would ask about whom his friends were and if they were older because of the drug use. I would ask how he had the money for the drugs. A story of my own that I would share with the author is about a kid that I know that ended up not being able to go to college. All of a sudden he began going to rehab and no one knew why. As time went on people began to realize that he did drugs and drank a lot. He became banned form school grounds for a certain amount of time. He was supposed to go off to college, but ended up not because he got in trouble with the law and had separation anxiety. His younger sister had to deal with the fights at home and her brother that she loved very much. I would share this story with Sheff to show that even though this story is not about my family or me, my family was one of the people impacted by this child’s actions. How to cite Beautiful Boy by David Shelf, Essay examples

Health Safety And Well Being free Samples †MyAssignmenthelp.com

Question: Discuss about the Health Safety And Well Being. Answer: Introduction Economic disadvantage makes children vulnerable. It usually has a magnified effect since it interacts with other disadvantages to threaten child development. These effect has been examined using family process or family stress models. Economically disadvantaged children are usually at risk for several socioemotional disadvantages. They also tend to form insecure attachment relationships, behavior problems and also greater physiological markers of stress(Barnett). Economic disadvantage contributes a great deal to poor results eventually in the final examinations of the children. The education system offers opportunities for children to have wider experiences and also interact with different social levels. Children tend to inherit the social position of their parents and then they may go even higher as adults (Beaver, M., Brewster, J., Jones, P., 2001, p.534). Economic disadvantage can be defined by the lack of employment of the mother of the child. It can also be deduced from the health and level of education of the mother and also from the eligibility for free school meals of the child. Economically disadvantaged children mostly have poor speech and language as compared to other children of the same age and in the same stage of development. Some of these children usually have teenage or young parents. These children may be under the care of someone else other than their parents for example their grandparents. They may also have been born in a family that is known to be involved in crime (Barnett). Strategies Educators have got some strategies at their disposal to work with this group of children. For the 3 years old bracket, they may put in place a school meals programme. In this way they will supplement the diets of the children attending their school. When the children are well fed in school they will not miss attending and will also long to attend to enjoy a meal they would otherwise have missed out on at home. This meal is not a replacement to meals from home but just an additional one. Another strategy is using integrated services for the economically disadvantaged children. The children can be kept longer in school so that they can enjoy that they lack at home. They can have their nap in school under the teachers watch and then have a play afternoon with the schools toys. In this way, their curiosity will be roused and in that way they will find school fun. The children will also learn how to share and also team spirit from their play interactions (Nicaise). Another strategy that can be adopted for the three year olds is to develop skills in the children so that they can easily adapt to their coursework in primary school. A very key skill to be developed here is language skills. Language skills will come in very handy for the children because their primary school coursework will be manageable. For the children lacking good language skills they will lag far much behind thus failing their final exams. Another strategy would also be to increase the contact between the teachers and the childrens parents. Hence the birth of parent teacher associations. This ensure that the parents and the teachers can work hand in hand in the childrens development. For those families that see harder hit economically, social workers can intervene so as to implement a home-based intervention programme. In this way the mothers gain confidence in the home and they also educate their children outside class. This task should not only be left to the teacher for it to be effective. Thus the childs language and communication skills will be superior allowing them to compete effectively in the primary school course work(Nicaise). Educators can use language play elicitation games to improve the verbal and social abilities of the three year olds. The children are guided into playing word creation games, creating rhymes, word switching and hyperbolic play as well. These games allow the educators to assess the childrens verbal and peer interaction skills. From the results it was concluded that the childrens verbal skills scores were related with the scores they received in their wordplay sessions (Read, 2017). There is also a huge need to ensure that there is available staff to institute these strategies otherwise they will just remain on paper. The early childhood teachers need to be attracted, retained and developed. There is a need to provide them with the necessary skills through training. They should also have good working conditions and salaries as well as future plans to promote them in their careers. There has also been an argument against free childcare for all parents by the state. Some proponents suggest that it should be directed at the disadvantaged children only since they need it the most. These people claim that by availing it for all, has made it expensive by international standards especially towards the parents. In this way, low cost childminders have been driven out of the market. Thus, the report concludes that though the amount of regulation over the quality of childcare has increased, it has not necessarily resulted in producing better outcomes. A report found out that the numbers of new teachers for the early years education are dwindling drastically. This can be assigned to the reason that the new graduates are put off by the very low salaries offered for those jobs. There is therefore a need for the government to invest in that sector to safeguard the future workforce of the country. If the disadvantaged children are not helped at that juncture in their early ages, there is a risk of them falling behind and staying behind for the rest of their lives. This is due to the shortage of nursery school teachers. For the success of the early year intervention strategies to succeed, there is a huge need to develop a strong workforce of early years teachers who will deliver high quality training to the children(save the children). The teachers and students require better spaces for learning to take place efficiently. This is key to ensure that the strategies are implemented properly. Poor learning conditions will damage the students health and their education will suffer. These poor conditions may also lead to teachers quitting citing them to be crowded and stressful. Thus proper design should be placed high on the priority list and to be constantly reviewed (Royal Institute for British Architects). Conclusion Various studies have revealed that there is a large proportion of children who start primary school without sufficient language skills for their educational success. For most disadvantaged children, high quality early education is their best bet to learning early language skills since their homes and social interactions do not offer this. Thus, once their foundations in English and Maths are secured they have a much better chance at attaining success in their future academic aspirations. These children will therefore compete effectively with other children from more privileged backgrounds. They will therefore have a better chance of changing their social status and not merely remaining in the same level their parents are at. Education in this case is the key to success(Early Language Development and Children's Primary School Attainment in English and Maths). References Barnett, M. (n.d.). Economic Disadvantage in Complex Family Systems: Expansion of Family Stress Models. NCBI. Beaver, M. B. (2001). Babies and Young Children: Diploma in ChildCare and Education. Nelson Thorne. Early Language Development and Children's Primary School Attainment in English and Maths. (n.d.). Retrieved from Save the Children: https://www.savethechildren.org.uk/resources/online-library/early-language-development-and-children%E2%80%99s-primary-school-attainment-english Nicaise, I. D. (n.d.). Success for all? Education-Line. Read, K. J. (2017). Journal of Early Childhood Research. (n.d.). Royal Institute for British Architects. (n.d.). save the children. Ting, T. C. (n.d.). Policy Developments in Pre-School Education in Singapore: A Focus on the Key Reforms of Kindergarten Education. International Journal of Child Care and Education Policy.

When I Was Young, I Was Pretty Clumsy free essay sample

When I was young, I was pretty clumsy. I would fall and scrape my knee and my dad would say, â€Å"Get up. You’re ok. In 100 years you’ll never remember it.† Except for a few scars to show for, his advice has been true. However, I do not want all of my life to just be forgotten about, like a scraped knee or a stumped toe. I want to be remembered because of something I did. That is why I’m trying hard to get scholarships for college, so that one day I can become a doctor, and save people’s lives. It is also the reason I want to do medical missions in Africa. I also want to be a mentor to young girls. As a child, I went through some tragic times. It made me quiet and calm. I didn’t let people get too close. I was afraid of rejection. We will write a custom essay sample on When I Was Young, I Was Pretty Clumsy or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I had separation anxiety. Finally, I moved into a house full of boys, my dad and two brothers, and loved every minute of it. The attention I got drug me out of the desolate stage I was in. I still live with my dad and brothers, and have grown even more. I can now rely on people and let them get to know me, the real me. That is what my senior year is all about, finding out who I am. I am the third out of four children. Normally, I would tell you being the middle child is unfortunate, but I have learned a lot from the mistakes of my older brother and sister. I hope to be the first of my family to attend college right after I graduate from high school. I also hope to be the first to attend college consecutively until I graduate. I live with just my dad, and receive no help from my mom, so the thought of paying for college gives me anxiety. Right now my focus is school, and I hope to improve my grades and receive scholarships. In the next five years, I hope to have been to Africa at least once. It is my dream to do medical missions. I want to work with teens in Africa and treat their illnesses. In five years I hope I am in medical school, and starting my life. I want to work with homeless children and raise money for them. I want to travel the world and learn new things. I want to help out in a youth group in a bad city, and help the youth and their troubles. My sister is one of my best friends. I trust her, and take any advice I can get from her. She didn’t go to college and didn’t do the things she wanted. She is now a single mom of two kids, and she wishes she would have. In five years I hope to have touched someone’s life. If it is only one person, then I will still feel like I’ve accomplished something. Whether it is sharing my relationship with Christ, through dance, or art, I hope that someone will remember me from something I did or said to them. Generally speaking, I am an easy going person. I love listening to people. Music and dance is my passion. I love kids and the humorous things they say. I do have obsessive compulsive disorder, but I love it. I think it adds a little uniqueness. I’ve spent the last three years of my high school life trying to figure out how to be just like everyone else. Thankfully, I have an amazing boyfriend who has shown me that being me is way better than being anyone else. This being true, I’m not just a high school senior. I’m me. I am a dancer. I have been for the past fifteen years. I am an assistant teacher at Dance et Cetera, where I also manage our dance store. I hope to continue dancing through the next five years. I also hope to be a choreographer, and a teacher. I am also an active member in my church youth group. The last year has been my opportunity to be a leader, and I have enjoyed stepping up, and helping out. The feeling of knowing people are listening to you and look up to you is awe-inspiring. I hope every time I speak in front of my youth group that just one person will take away something that I said, and remember it. This paper was supposed to be about what I want to be in five years. However, I do not know how someone can write about who they want to be in the future if they do not know fully who they are today. So, if I got anything out of this, it would say that it has helped me conceive a better impression of who I really am. I do know that I have a lot of dreams and goals that I want to accomplish. I hope that one day I will fulfill all of those dreams and goals. If I can help one person, even if it is in Helena, Alabama, and I don’t get a chance to go to Africa and save the dying citizens from capturing aides, I will be ok, because the fact is that I helped change someone’s life. That is the most important thing to me. I want to teach kids to dance and see their smiling faces, doing what they love and what I also love. I want to feed and care for the staving homeless kids. I want to teach them things and help them go to school. I want a family of my own, and see how it is to have someone love you no matter what happens. I want to grow old and sit on the front porch and rock in a rocking chair and talk to my husband about the weather. But mostly, I just want to touch someone’s life. I have learned that you will get no where in this world if everything is about yourself. The feeling of helping someone or even just making them smile is far more desirable than doing something to make myself happy. Making me happy is important, but I believe if I can make myself happy, and then someone else happy, then I have accomplished something.

Marxism Essays (2036 words) - Economic Ideologies, Anti-capitalism

Marxism I. Introduction II. Marxism A. Definition & Explanation B. Example: Economic Evolution III. Resource Mobilization Theory (RMT) A. Definition & Explanation B. Example: The Parliament versus the Crown IV. Institutional Theory A. Definition & Explanation B. Example: Social Change V. Conclusion Human relationships have always been dynamic. Change and adaptability have gone hand in hand with the passage of time for human society. Systems have been developed to regulate, direct and control the resources of this society. The systems are referred to as governments and the resources as the populace or inhabitants and forces of production. A government must be dynamic in its nature reflecting the change in society. At times these systems have resisted the necessity to adapt with its components (Society) creating a deficit between the system and those it regulates. As the deficits develop, they cause instability, and could lead to revolution.1 Theories have been developed to explain the systemic phenomenon called revolution. This paper will discuss three modern theories and apply them to the English revolution of 1640. The first theory, developed by Carl Marx (Marxism), will address the economic evolution in English society. This theory will emphasize and explain how the shift from a feudal/mercantile system to capitalism affected English society. The second, called the Resource Mobilization Theory (RMT) developed by Charles Tilly, will explain how the English organizations (the Crown and the Parliament) effectively obtained, amassed and managed resources. Samuel Huntington's, "Institutional Theory", will argue that the existing government at that time was unable to incorporate the demands and personnel that the socio-economic changes created. Marxism was formulated in the 19th century. Carl Marx and his associate Frederick Engels observed the socio-economic changes that were transpiring in Britain. England was the dominant world power and had the largest industrialized economy during the 1800's. The development of the factory and the institution of the assembly line created a large demand for workers. This demand was satiated by migrating peasant from the rural areas in England and Ireland to developing urban centers. As these urban centers or cities evolved using industry as the economic backbone for the population, a large number of factory workers were accumulated to operate the machinery in horrid conditions. These workers, which would be termed as the peasantry under a feudal system, were now the working class or proletariat. They entered cities with hopes of bettering their lives and survival. Though revolution never took place in England during this period, it allowed Marx to study industrialization, urbanization and imperialism. The theory of Marxism has three basic concepts: historic materialism, forces of production and relations of production. Historic materialism is defined as a society's past performance and present capabilities of satisfying the basic means of life. Humankind's basic needs of eating, drinking and shelter need to be met properly. The forces of production (technology, capital, the infrastructure of society, etc.) are important for the simple fact of who ever controls them controls the society. The last aspect of Marxism, the relations of production, deals directly with the relationships between classes of people (the aristocracy, the middle-class and the working class).2 Marxism includes a predictive analysis of socio-economic structures. Using history, logic and the dynamic nature of humankind as guidelines, Carl Marx attempts to map out a sequence of events which will eventually lead to utopia (anarchy). In his work, Das Capital, Marx details the six steps. These steps are primitive socialism, feudalism, capitalism, socialism, communism and then anarchy. The evolution of the English economic system during the 16th and 17th centuries points to a shift from feudalism to capitalism. This shift is exemplified by the enclosures. The landlords began to fence their property in the common land areas. The "commons" were large plots of grazing and farmable lands that were used by both farmers and artisans. When the land-owners and manorial lords began to partition these lands the concept of private ownership of property was introduced to the socio-economic system.3 During the time period of the 16th and 17th centuries the crown's economic base began a gradual decline. This economic shrinkage came to a spearhead during the reign of Charles I. The monarchy favored a monopoly market system over a competitive one. The purpose for this Marxism Essays (2036 words) - Economic Ideologies, Anti-capitalism Marxism I. Introduction II. Marxism A. Definition & Explanation B. Example: Economic Evolution III. Resource Mobilization Theory (RMT) A. Definition & Explanation B. Example: The Parliament versus the Crown IV. Institutional Theory A. Definition & Explanation B. Example: Social Change V. Conclusion Human relationships have always been dynamic. Change and adaptability have gone hand in hand with the passage of time for human society. Systems have been developed to regulate, direct and control the resources of this society. The systems are referred to as governments and the resources as the populace or inhabitants and forces of production. A government must be dynamic in its nature reflecting the change in society. At times these systems have resisted the necessity to adapt with its components (Society) creating a deficit between the system and those it regulates. As the deficits develop, they cause instability, and could lead to revolution.1 Theories have been developed to explain the systemic phenomenon called revolution. This paper will discuss three modern theories and apply them to the English revolution of 1640. The first theory, developed by Carl Marx (Marxism), will address the economic evolution in English society. This theory will emphasize and explain how the shift from a feudal/mercantile system to capitalism affected English society. The second, called the Resource Mobilization Theory (RMT) developed by Charles Tilly, will explain how the English organizations (the Crown and the Parliament) effectively obtained, amassed and managed resources. Samuel Huntington's, "Institutional Theory", will argue that the existing government at that time was unable to incorporate the demands and personnel that the socio-economic changes created. Marxism was formulated in the 19th century. Carl Marx and his associate Frederick Engels observed the socio-economic changes that were transpiring in Britain. England was the dominant world power and had the largest industrialized economy during the 1800's. The development of the factory and the institution of the assembly line created a large demand for workers. This demand was satiated by migrating peasant from the rural areas in England and Ireland to developing urban centers. As these urban centers or cities evolved using industry as the economic backbone for the population, a large number of factory workers were accumulated to operate the machinery in horrid conditions. These workers, which would be termed as the peasantry under a feudal system, were now the working class or proletariat. They entered cities with hopes of bettering their lives and survival. Though revolution never took place in England during this period, it allowed Marx to study industrialization, urbanization and imperialism. The theory of Marxism has three basic concepts: historic materialism, forces of production and relations of production. Historic materialism is defined as a society's past performance and present capabilities of satisfying the basic means of life. Humankind's basic needs of eating, drinking and shelter need to be met properly. The forces of production (technology, capital, the infrastructure of society, etc.) are important for the simple fact of who ever controls them controls the society. The last aspect of Marxism, the relations of production, deals directly with the relationships between classes of people (the aristocracy, the middle-class and the working class).2 Marxism includes a predictive analysis of socio-economic structures. Using history, logic and the dynamic nature of humankind as guidelines, Carl Marx attempts to map out a sequence of events which will eventually lead to utopia (anarchy). In his work, Das Capital, Marx details the six steps. These steps are primitive socialism, feudalism, capitalism, socialism, communism and then anarchy. The evolution of the English economic system during the 16th and 17th centuries points to a shift from feudalism to capitalism. This shift is exemplified by the enclosures. The landlords began to fence their property in the common land areas. The "commons" were large plots of grazing and farmable lands that were used by both farmers and artisans. When the land-owners and manorial lords began to partition these lands the concept of private ownership of property was introduced to the socio-economic system.3 During the time period of the 16th and 17th centuries the crown's economic base began a gradual decline. This economic shrinkage came to a spearhead during the reign of Charles I. The monarchy favored a monopoly market system over a competitive one. The purpose for this

A Cultural Visual Metaphors

A Cultural Visual Metaphors A visual metaphor is a comparison of something that belongs to one category with another of a different category (Arnheim 125). It suggests a similarity between the two things. Visual metaphors vary from one cultural setting to another. For this reason the intended message may be lost if a metaphor from one culture is used in another one.Advertising We will write a custom essay sample on A Cultural Visual Metaphors specifically for you for only $16.05 $11/page Learn More Therefore, visual metaphors that are used in cosmopolitan societies must be universal in order to fit into everyone’s mental model of reality. Visual metaphors tremendously enhance our thinking and understanding of things. Some examples of visual metaphors include: American farmers need a financial safety net, Ideas are mushrooms that multiply quickly, he played the devil’s advocate yesterday, ideas are winged, things are elephant right now, asking questions is priming the pump of better understanding, thoughts are the seeds of creation, we left on foot even though it was raining cats and dogs, a positive attitude is a lighthouse for the hopeful, you have the heart of a lion, you’re my sunshine, she is a visual thinking butterfly, still in her cocoon. Visual metaphors play an important role in learning. Metaphors in general improve the speed with which we grasp various things and notions. Learners are able to get some things faster. However, this is thought is true only when the learner has already experience of the image being used (Benson 200). The understanding of a new thing will in such situations depend on the individual’s understanding of the image. Metaphors help the learner understand reality. Metaphors are used on a daily basis to help us get an insight of the world around us. Visual metaphors shape ones understanding of the surrounding. This in turn influences ones mental picture of reality. The mental model of reality is instrume ntal in assisting one to make critical decisions on some situations later in life. The decisions made tend to be more effective when one is exposed to metaphors early in life. Visual metaphors may also inspire and motivate one depending on one’s understanding of the metaphor. Visual metaphors help us in visual thinking. The metaphors provide the user with an opportunity to communicate a visual message in a way that enhances understanding and awareness (Bowers 73). Visual metaphors help people we are communicating with connect with us and thus create a deep understanding of the message being shared. Therefore, metaphors add color to our understanding.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Another effect that visual metaphors have on visual thinking is linking the new with the familiar. They help bridge the gap between the new and the familiar. This device assists its users in putting together new concepts and ideas in a way that others can connect with. Each new idea is presented to the end user in a manner that evokes familiarity and understanding. Familiarity helps us overcome the fear and anxiety associated with encountering things for the first time. It nurtures acceptance and tolerance. Visual metaphors help us internalize what we learn. Internalization is a pre-requisite for better understanding and abstraction. Internalization helps us form mental models of things. The models later come into play when we are thinking abstractly. Metaphors, therefore, play an important role in society. They help us understand difficult subjects through association. Visual metaphors are an important aspect of visual thinking. They add color to visual thinking. Without visual metaphors, visual and abstract thinking would be plain. Arnheim, Rudolph. Visual thinking. Berkeley, CA: University of California Press. 1999. Print. Benson, Thomas W., Prosser, Michael. Re adings in classical rhetoric. Bloomington, IN: Indiana University Press. 2002. Print. Bowers, A., Flinders, David J. Responsive teaching: An ecological approach to  Classroom patterns of language, culture, and thought. New York: Teachers College Press. 1990. Print.

Virginia State and Local Government Essay Example | Topics and Well Written Essays - 500 words

Virginia State and Local Government - Essay Example One such attempt made by the General assembly, has been the constitution of the Northern Virginia Transport Authority. The Northern Virginia Transport Authority, is a body constituted by a bill passed by t he General assembly of Virginia. This body is not an elected one and therefore, is not considered the representation of the people. The constitution makes it illegal for non-elected bodies to collect taxes and other fees, to raise funds for the public sector. The General assembly passed a bill stating the delegation of the functions of imposing and collecting taxes, to the Northern Virginia Transportation Authority. In other words, an unelected body would be in-charge of imposing a series of taxes and fees in the Northern Virginia localities, to raise funds for the construction of transportation infrastructure. The Supreme Court, in February 2008, nullified this bill passed by the General assembly in 2007. This was because, the bill did not adhere to the provisions of the constitution that forbids the imposition of such taxes by non-elected bodies. By virtue fo the power of judicial review, the Judiciary exercised its power to curtail the implementation of an illegal bill, by the Legislature of Vir

Character Analyses of Thomas More and the Common Man in A Man For All Essay

Character Analyses of Thomas More and the Common Man in A Man For All Seasons by Robert Bolt - Essay Example 94, 1960). This also defines the play's title in its true meaning; that More was a man "suited to all hours, times, occasions." (miller, 2005, from Whittinton's translation from the Latin) Using the play as primary source, this essay will first examine the character of Thomas More, then show how the Common Man can be seen to represent us all, across the divides of time, societies and history. Thomas More contended that a person's conscience, which tells him what he believes to be right, and that the individual must be true to himself; issues worth giving up everything for. By refusing to accept the premise, put by Rich, "But every man has his price!" and giving him a silver goblet, "It's a bribe Richard....Well, I'm not going to keep it and you need it." (Act 1 p.11 2), More declared that his conscience and honesty would over-ride any need for riches and status. No matter what pressures are brought to bear, he cannot compromise his beliefs. His refusal to agree with the King on the matter of his marriage, made Alice, his wife see the danger and beg him "Thomas, stay friends with him." (Act 1 p. 143) and his simple response stated his views clearly "But there's a little area...where I must rule myself." (p.143) In discussing the King's actions with Norfolk, regarding the Pope, he tried to make Norfolk understand his antipathy. "The Apostolic Succession...But what matters to me is...that I believe it to be true, or rather not that I believe it, but that I believe it." (Act 2 p 161). It was then that he gave up his office as Chancellor, and the money and status this entailed. He believed that secular law would protect him, and that sacred law was not to be abused. Alice was angry, worried about how they would survive, with no income and no career for what Thomas. She thought him a "poor silly man" if he thought he would be left alone to get on with life, and still did not understand his reasons. Already they could not aff ord good food and Matthew and the servants had to be found new positions, they could not pay their wages. Other signs of poverty were apparent when, during Chapuy's visit, Meg and Roper arrived with bracken to burn on the fire. More could have 4000 from the bishops, for his writing, even Meg wanted him to take it. Once more, he tried to make his family understand the dangers of his position, and ultimately theirs. He was concerned for their safety, as well as what his conscience dictated. "If the King takes this matter any further, with me or with the Church, it will be very bad if I even appear to have been in the pay of the Church." (Act 2 p. 173) Cromwell's arrival alerted Alice to the real danger, though she remained angry with her husband, mostly driven by fear for his welfare. Trumped up charges, allegations of bribery and treason, the force of the "Universities, the Bishops and the Parliament of the Realm" (Act 2 p. 67), and finally the threat from Henry himself "never could be so villainous a servant nor so traitorous a subject as yourself!" (Act 2 p. 177), none of these could sway him. In prison and finally facing death, Margaret tried to persuade him