The Traveler, by contrast, was very upset. Obviously the machine was breaking up. Its quiet operation had been an illusion. He felt as if he had to look after the Officer, now that the latter could no longer look after himself. But while the falling gear wheels were claiming all his attention, he had neglected to look at the rest of the machine. However, when he now bent over the harrow, once the last gear wheel had left the inscriber, he had a new, even more unpleasant surprise. The harrow was not writing but only stabbing, and the bed was not rolling the body, but lifting it, quivering, up into the needles.

The Traveler wanted to reach in to stop the whole thing, if possible. This was not the torture the Officer wished to attain. It was murder, pure and simple. He stretched out his hands. But at that point the harrow was already moving upwards and to the side, with the skewered body—just as it did in other cases, but only in the twelfth hour. Blood flowed out in hundreds of streams, not mixed with water—the water tubes had also failed to work this time. Then one last thing went wrong: the body would not come loose from the needles. Its blood streamed out, but it hung over the pit without falling. The harrow wanted to move back to its original position, but, as if it realized that it could not free itself of its load, it remained over the hole.

“Help,” the Traveler yelled out to the Soldier and the Condemned Man and grabbed the Officer’s feet. He wanted to push against the feet himself and have the two others grab the Officer’s head from the other side, so he could be slowly taken off the needles. But now the two men could not make up their mind whether to come or not.

The Condemned Man turned away at once. The Traveler had to go over to him and drag him to the Officer’s head by force. At this point, almost against his will, he looked at the face of the corpse. It was as it had been in his life. He could discover no sign of the promised transfiguration. What all the others had found in the machine, the Officer had not. His lips were pressed firmly together, his eyes were open and looked as they had when he was alive, his gaze was calm and convinced. The tip of a large iron needle had gone through his forehead.

As the Traveler, with the Soldier and the Condemned Man behind him, came to the first houses in the colony, the Soldier pointed to one and said, “That’s the tea house.”

On the ground floor of one of the houses was a deep, low room, like a cave, with smoke-covered walls and ceiling. On the street side it was open along its full width. Although there was little difference between the tea house and the rest of the houses in the colony, which were all very dilapidated, except for the Commandant’s palatial structure, the Traveler was struck by the impression of historical memory, and he felt the power of earlier times. Followed by his companions, he walked closer, going between the unoccupied tables, which stood in the street in front of the tea house, and took a breath of the cool, stuffy air which came from inside.

“The old man is buried here,” said the soldier; “a place in the cemetery was denied him by the chaplain. For a long time people were undecided where they should bury him. Finally they buried him here. Of course, the Officer explained none of that to you, for naturally he was the one most ashamed about it. A few times he even tried to dig up the old man at night, but he was always chased off.” “Where is the grave?” asked the Traveler, who could not believe the Soldier. Instantly both men, the Soldier and the Condemned Man, ran in front of him and with hands outstretched pointed to the place where the grave was located.

They led the Traveler to the back wall, where guests were sitting at a few tables. They were presumably dock workers, strong men with short, shiny, black beards. None of them wore coats, and their shirts were torn. They were poor, oppressed people. As the Traveler came closer, a few got up, leaned against the wall, and looked at him. A whisper went up around the Traveler—“It’s a foreigner. He wants to look at the grave.” They pushed one of the tables aside, under which there was a real grave stone. It was a simple stone, low enough for it to remain hidden under a table. It bore an inscription in very small letters. In order to read it the Traveler had to kneel down. It read, “Here rests the Old Commandant. His followers, who are now not permitted to have a name, buried him in this grave and erected this stone. There exists a prophecy that the Commandant will rise again after a certain number of years and from this house will lead his followers to a re-conquest of the colony. Have faith and wait!”

When the Traveler had read it and got up, he saw the men standing around him and smiling, as if they had read the inscription with him, found it ridiculous, and were asking him to share their opinion. The Traveler acted as if he hadn’t noticed, distributed some coins among them, waited until the table was pushed back over the grave, left the tea house, and went to the harbour.

In the tea house the Soldier and the Condemned Man had come across some people they knew who detained them. However, they must have broken free of them soon, because by the time the Traveler found himself in the middle of a long staircase which led to the boats, they were already running after him. They probably wanted to force the Traveler at the last minute to take them with him. While the Traveler was haggling at the bottom of the stairs with a sailor about his passage out to the steamer, the two men were racing down the steps in silence, for they didn’t dare cry out. But as they reached the bottom, the Traveler was already in the boat, and the sailor at once cast off from shore. They could still have jumped into the boat, but the Traveler picked up a heavy knotted rope from the boat bottom, threatened them with it, and thus prevented them from jumping in.

The purpose of this assignment is to analyze the text, The Boy Who was Raised as a Dog, by Bruce D. Perry and Maia Szalavitz.

In Applied Human Behavior in the Social Environment, review:

Chapter 8, “Social Influences on Human Behavior,” pages 147–168.

Chapter 11, “Major Life Phases Influencing Human Behavior: Childhood,” pages 220–238.

After reading the book, you will answer the questions listed below.  Some questions will solicit your personal opinions or experiences, while  others require you to cite evidence to support your response. Still  others will require you to provide examples to support your work. All  questions require you to think critically about what you read. To show  comprehensive analysis in response to each question, you will need to do  the following:

Integrate multiple sources of knowledge, including research-based knowledge.

Use social work databases as appropriate to support responses.

Use scholarly evidence to inform analysis of social work practice.

Use the textbook materials to apply the person-in-environment  perspective in social work practice to the individual or family in the  case study.

Remember this is a written assignment, and it should follow current APA formatting for submission of written assignments.

Answer the following questions using the guidelines provided above:

In the introduction to The Boy Who Was Raised as a Dog,  Perry draws a distinction between being human and being humane (Perry  & Szalavitz, 2017, p. 12). What are the differences? Provide a  personal or historical example to illustrate your point.

What is the author’s main idea? Summarize it in 1–2 sentences.  Does he consistently come back to this idea in each case he examines?  Explain using examples from the various chapters.

In many of the sessions Dr. Perry has with the children, he  describes doing a coloring activity with them. How does this help his  relationship with the children? What are some of his techniques?

In your opinion, do the children you read about in The Boy Who Was Raised as a Dog have an opportunity to experience a normal adult life? Explain your answer; cite the text if possible.

In Chapter 4, “Skin Hunger,” Perry describes and explains the  concept of the “failure to thrive” (Perry & Szalavitz, 2017, pp.  89–91). What does this mean? What were some key points about the ability  to thrive that were made in the chapter? What are some of the causes  and lasting problems associated with the condition?

What is a good environment? Does this vary based on cultural or economic reasons?

According to the text, why was Tina unable to behave normally for  a child her age? Is she a “lost cause,” as they say, or does she still  have the ability to overcome the difficulties of her youth? Cite the  text, and provide evidence to support your opinion.

In Chapter 5, “The Coldest Heart,” Leon is diagnosed as a  sociopath (Perry & Szalavitz, 2017, pp. 112–113). In your well-read  opinion, who is responsible for his condition? Explain, providing  textual support and evidence. What can we learn from his story?

Summarize the story of Chapter 6, “The Boy Who Was Raised as a  Dog,” in 5–8 sentences. What lessons did Dr. Perry learn from Connor and  Justin?

Which is more important, nature, which is biology, or nurture, which is the environment? Provide an example.

Are the roles of socioeconomic class and race important elements  in the work that Dr. Perry does? Does he handle these issues well?  Explain.

What is RAD (Perry & Szalavitz, 2017, pp. 192–194)? How does a child acquire the disorder, and what are the symptoms?

In his conclusion, Dr. Perry gives a summation of his ideas. What  are some of the ways in which Dr. Perry suggests children, and all  people, can thrive?

In Chapter 11, “Healing Communities,” Dr. Perry states, “The  world we live in now is biologically disrespectful” (Perry &  Szalavitz, 2017, p. 262). Explain what he means, and interpret the idea.  Do you agree?

Informative Speech Outline Example – Eating Healthily With a Busy Lifestyle

General Purpose:  To Inform

Specific Purpose: To Inform the audience how to eat healthily on the run

Central Idea: It is not always easy to make healthy choices when you are constantly on the go; but by packing our lunches, choosing wisely when we go out to eat, and keeping healthy snacks on hand, we can maintain good nutrition despite our hectic schedules.

Introduction:

How many of you want to be healthy?  How many of you find it a challenge to eat healthily because you are always running somewhere such as from work to school or from school to another activity?  Most of us are.  Today we will discuss ways you can incorporate healthy eating into your lifestyle even if you are always on the go.  Packing a lunch, choosing restaurants wisely, and keeping nutritious snacks on hand are a just a few of the ways you can still manage to eat something decent while maintaining a hectic pace.

  Body:

I.          Want healthy choices, pack your lunch.

A.     You can choose healthier options than if eating out

B.      Usually less expensive than eating out

C.      Many convenient options available

1.  Pre-cooked, pre-cut chicken, turkey, etc.

2.  Fruit cups, apple sauce, etc.

3.  Pre-cut veggies

D.      You can prepare the night before for convenience, so it is easy to eat healthy

E.      Microwaveable frozen healthy dinners are another option

1.       Lean Cuisine

2.      Healthy Choice

II.         Choose wisely if eating out

A.     Many restaurants (both fast-food and others) are incorporating healthier choices into their menus:

1.       Salads

2.      Baked or grilled entrees

3.      Low-carb options

4.      Fruits and yogurts

        B.    You can make choices that are healthier

                        1.  Ask them to hold the mayo and other fattening sauces

                        2.  Choose broiled or grilled instead of fried

                        3.  Leave off the French-fries

C.    Some restaurants geared toward healthy eating

1.       Subway

2.      Sweet Tomatoes

III.        Keep healthy snacks easily accessible to stave off hunger

A.     Fruit

B.      Yogurt smoothies (also a good breakfast on the go)

C.      Whole grain cereal bars

D.      Water – lots of it

Conclusion:

Today we have looked at various options for eating healthy on the go.  We have learned how packing a lunch, choosing a restaurant and entrée wisely, and keeping nutritious snacks on hand can all contribute to better eating habits even with a busy lifestyle.  So, the next time you think about heading to the drive-through to order that burger and fries consider this:  with just a little planning you can enjoy a meal that’s delicious AND healthy so that YOU don’t end up super-sized.

References/ Bibliography: