Politics of Muscle :: essays research papers

â€Å"The Politics of Muscle† by Gloria Steinem is an exposition contending the distinction in quality among people. Steinem begins her exposition by expressing how she experienced childhood in an age where ladies didn’t take an interest in a ton, assuming any, sport exercises. She proceeds to state that she accepts this is the motivation behind why ladies of her age accept that it’s not what the female body does, yet what it looks like. Steinem feels that ladies consistently appeared to be possessed in some degree as the methods for propagation. She accepts that ladies are caused to feel embarrassed about their quality and that â€Å"only when ladies oppose man centric principles does female muscle become more accepted.† (pg 372)      I believe that Steinem’s target group is essentially for all ladies. I feel she composed this since she feels unequivocally about how the intensity of ladies is seen versus the intensity of how men are seen. I think her basic role is to address ladies and to get them to acknowledge the amount of an effect expanding our physical quality could have on our regular day to day existences. Steinem needs to leave it alone realized that ladies are not objects and that having muscles and quality can in truth be ladylike.      I concur with the creator that society sees ladies as the more vulnerable sex. I likewise accept that the facts demonstrate that a portion of the more athletic lady today are not generally seen as being as lovely as the thin models in the magazines. Be that as it may, I don’t concur with her musings in regards to ladies being assets and how she thinks women’s bodies are images of men’s status. That could in all likelihood be valid in different societies, as she states in her article that there are numerous social contrasts. In any case, for myself, experiencing childhood in the condition that I did, that isn't something that I had ever truly found out about or was observer to.

The purpose of this investigation

The motivation behind this examination was to test the invalid theory that there is no connection between various synthetic improvements and their impact on the pulse. To have the option to see the impacts of the various upgrades a Daphnia was utilized, or as certain individuals consider them a water bug. The outcomes for every specific boost in this test will most likely be unique, some will build the Daphnia's pulse, and some will slow its pulse. This will be because of the various responses of the synthetic concoctions to the body. As most everybody likely definitely knows various synthetic compounds, for example, caffeine will accelerate your pulse and others, as liquor will slow your pulse. The trial on the Daphnia was proceeded as follows. The experimenters, or gathering individuals, first acquired and set up a magnifying lens on their lab seat. At that point they, utilized a Pasteur pipette, to get a Daphnia from the stock gracefully on the center lab seat and put it in a downturn of a downturn slide (ensuring there was sufficient fluid in the downturn to continue the Daphnia). They at that point set a spread slip over the highest point of the downturn. Next the experimenters set the slide containing the Daphnia on the magnifying lens stage and utilized the low force goal to concentrate on the example and find its heart. Ensuring they killed the light source when not mentioning objective facts they permitted the Daphnia to become equilibrated to its environmental factors for two minutes before they decided its resting pulse. The resting pulse was then recorded in table two of their lab print out. They at that point set the side of a KimWipe on one side if the spread s lip and with a Past! eur pipette they dropped a couple of drops of water from the stock lake one the opposite side of the spread slip and permitted the water to wick underneath the spread slip to the KimWipe. After they held up brief they walked out on, watched, and record

How Children Are Assessed for Mental Health With CGAS

How Children Are Assessed for Mental Health With CGAS Depression Childhood Depression Print How Children Are Assessed for Mental Health With the CGAS By Lauren DiMaria linkedin Lauren DiMaria is a member of the Society of Clinical Research Associates and childhood psychology expert. Learn about our editorial policy Lauren DiMaria Medically reviewed by Medically reviewed by Steven Gans, MD on August 05, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on February 03, 2020 Luc Beziat / Getty Images More in Depression Childhood Depression Causes Symptoms Diagnosis Treatment Types Suicide The Childrens Global Assessment Scale (CGAS) is a tool used to assess the global level of functioning and severity of mental illness in children and adolescents. The CGAS was adapted from the Global Assessment Scale (GAS), was then widely replaced by the Global Assessment of Functioning (GAF). The Diagnostic and Statistical Manual of Mental Disorders Fifth Edition (DSM-5) has since dropped its recommendation for the GAF and replaced it with The World Health Organization Disability Assessment Schedule 2 (WHODAS 2.0).?? The CGAS uses various scales that assess a childs psychological, social, and occupational functioning. The scoring on the scales ranges from positive mental health to severe psychopathology. Using a number system from 1 to 100, the CGAS assesses daily functioning and behaviors such as personal hygiene habits, sleep patterns, and risk for suicide. A lower score indicates more severe impairment in daily functioning. Mental Health and CGAS The CGAS is used to assess many common mental disorders in children and adolescents, including: Anxiety disordersBipolar disorderNeurodevelopmental disorders (ADHD)Disruptive, impulse-control, and conduct disorders (conduct disorder, oppositional defiant disorder)Major depressive disorderObsessive-compulsive disorderSchizophrenia and related psychotic disordersStress-related disorders Depression (also referred to as major depressive disorder or clinical depression), for instance, can cause a child to have trouble functioning from day to day and may make them feel life isnt worth living. Since you cant just snap out of depression, it often requires long-term treatment that may involve medication, psychological counseling, or a combination of both.?? If a child with major depressive disorder is rated by the CGAS with a score of 40, indicating major impairment in several areas, appropriate depression treatment can increase a childs score to 75, which indicates only slight impairment in functioning. The CGAS is a useful tool for clinicians and researchers to assess a childs temporary state of being. But the CGAS and other psychological assessments should only be administered and scored by professionals trained to use them. Just knowing a childs score on the CGAS is not particularly useful for children and parents. Always ask your childs mental health provider to interpret the findings and what they mean for your child. How CGAS Works Doctors typically determine a childs CGAS score after talking to the child, interviewing the childs family or caregivers, and reviewing the childs medical records and police or court records detailing their behavioral history. After these steps, the doctor will assign a child a score, which is based on functioning at home, at school, and with peers within the past month. Scoring for the CGAS ranges from 1, in need of constant supervision, to 100, superior functioning. Within these categories, there is a 10-point range used to rate the child’s level of functioning.??   Basic CGAS Score Interpretations 0-10: Extremely impaired (24-hour care)11-20: Very severely impaired (considerable supervision is required for safety)21-30: Severe problems (unable to function in most areas)31-40: Serious problems (major impairment in several areas and unable to function in one area)41-50: Obvious problems (moderate problems in all areas or a severe problem in one area)51-60: Some noticeable problems (in more than one area)61-70: Some problems (in one area only)71-80: Doing all right (minor impairment)81-90: Doing well91-100: Doing very well How Doctors Use the CGAS Doctors use the CGAS to determine how much a childs mental illness is impacting daily functioning and how much help the child needs in everyday life. In turn, this can help the doctor make an informed decision about whether your child needs round-the-clock supervision, for example, or daily counseling to cope with their mental illness and live a quality life. Its important to note that CGAS scores can be subjectiveâ€"two doctors can give the same child different scoresâ€"and they are independent of a specific mental illness diagnosis.?? In fact, the CGAS has been criticized for its lack of reliability between different scorers. How to Know If Your Child Should Be Tested If your childs mental illness is interfering with their school, social, or family life, consider asking your mental healthcare professional about the CGAS. The consequences of mental illness can range from mild to severe and include relationship problems, academic decline, risky behavior, threats of suicide, substance misuse, or serious self-injury. This is yet another reason why its imperative to get your child properly assessed and treated for mental illness. The Consequences of Untreated Depression in Children A Word From Verywell If your child receives a low CGAS score, do your best to remain calm and remind yourself that having a mental health issue doesnt mean your child is weak or crazy. Instead, it means your child needs medical attention and supervision to get the level of care needed to better cope with symptoms and stay safe. Mental illness is tough on the entire family, so its also important to seek support for yourself so you can be best equipped to help your child.

Slavery During The 19th Century - 900 Words

In the early 17th century, the system of racial slavery had yet to be established. Slavery in North America evolved unevenly over the years, and the nature of slavery changed according to time, region and the colonizer. Generally, slaves suffered from malnutrition, diseases, intense labor and physical abuse from the slaveowners. The life of plantation generation was much harder as compared to charter generation. These people hardly escaped slavery as manumission was strongly discouraged by the colonizers. They had no right to have property or marry even in their own race. In Chesapeake, from charter generation to plantation generation slavery increased drastically and it was made legal, the family life of black people was truncated and an assimilationist culture was established. These changes occurred as a result of tobacco plantation and the colonizer’s attempt of generating revenue by increasing the number of slaves by importing them from Africa. In Chesapeake, as the number of English men and women declined to work as indentured servants because of improving economy in England, the hesitance of whites to enslave native americans along with the decline in birth rate of Britishers created an immense need for labor. The laborers were needed to clear the land, cultivate tobacco crops, perform skilled labor and many other tasks related to the plantation of tobacco. Europeans did not know much about growing crops, however, africans knew this skill well, as it was a big partShow MoreRelatedSlavery During The 19th Century1636 Words   |  7 Pages# 2 In the early years of the 19th century, slavery was more than ever turning into a sectional concern, such that the nation had essentially become divided along regional lines. Based on economic or moral reasoning, people of the Northern states were increasingly in support of opposition to slavery, all the while Southerners became united to defend the institution of slavery. Brought on by profound changes including regional differences in the pattern of slavery in the upper and lower South, asRead MoreSlavery During The 19th Century1780 Words   |  8 Pages 13 September 2015 Slavery in 17th Century VS Slavery in the late 19th Century Many people view slavery as one consecutive time period where African Americans were captured and kept to serve the needs of Caucasian individuals and families. But not very many people know the true extent of slavery among the colonies. Less are aware of the nature in which slavery evolved from a trading industry in the 17th century into its greater known state of forced labor in the 19th century. When most peopleRead MoreSlavery During The 19th Century Essay1423 Words   |  6 Pageslive in the 21st century know that slavery is terrible and also a touchy subject. But Americans used to rely heavily on slavery, how we perceive slavery in today’s society can either be the same or different from how others thought of slavery living within mid 1800s. People who resided in the northern region of American found slavery wrong as we do today. Americans who lived farther south however liked, and relied on slavery. In today’s world, we Americans almost all agree that slavery had been a negativeRead MoreSlavery During The 19th Century851 Words   |  4 Pages During the 19th century, the cause for abolition was ubiquitous to William Lloyd Garrison. In a society built on the freedoms for the average man, Garrison was justifiably astonished, often angered, by the misrepresentation and condoned treatment of African Americans. Garrison was not alone in his astonishment, there were a myriad of abolitionists, commonly found in the northern states, which protested and discussed how to achieve abolition. Despite the evident similarity of interests, GarrisonRead MoreSlavery During The 19th Century1446 Words   |  6 Pagesand wonderful continent filled with luxurious and wealthy kingdoms, but that had all changed when a new and appalling type of slavery was introduced. Around the 18th century, Africa became an ideal place for Europeans to trade and buy slaves from. The slave trade in Africa seemed to be manageable and somewhat peaceful before the Europeans brought in a new type of slavery. When the Europeans bought slaves from Africans, they kep t them as slaves for life which were very different from how long slavesRead MoreSlavery During The 19th Century2226 Words   |  9 Pages Slavery in America began once the first African slaves were born at the North yank colony of village, Virginia. Slavery was practiced throughout the yank colonies among the seventeenth and eighteenth centuries, and African-America. By the mid-19th century, America’s westward enlargement, in conjunction with a growing termination movement among the North, would provoke a wonderful dialogue over slavery which may tear the state apart among the bloody yank warfare. the legacy of slavery continued toRead MoreSlavery During The 19th Century1212 Words   |  5 Pages During the fifteenth and sixteenth centuries, Africans who remained enslaved were captured in battles or kidnapped. Some of these slaves were sold into slavery for debts. Once the slaves were in captivity, they would go through the â€Å"Middle Passage† which was a lon g journey that the slaves rode on in slave ships from West Africa to the West Indies for purchase. I think slavery led to racism because of everything that these slaves endured. It is there heritage just as I have mine. AfricanRead MoreSlavery During The 19th Century1511 Words   |  7 PagesSlavery, an issue never addressed in the 19th century, but needed to be. It was a huge, controversial subject in the past, affecting the blacks, as well as the people of the North and South due to their strong beliefs and differences in opinion. Southerners treated slaves poorly because they believed they were better than African Americans. Though, we are all equal, the majority of people did not see the world that way back then. Slavery was unfair and had a horrible effect on the slaves. AlthoughRead MoreSlavery During The 19th Century895 Words   |  4 PagesDuring the 1800’s to 1850’s, slavery was undergoing a huge development in which helped the nation to grow into what it is today. The United States was split into two sections, the north and south, over the dispute of slavery. The south sought to further slavery while the north was in favor of abolishing slavery. Around 1858, Abraham Li ncoln and Stephen Douglas, two politicians with completely different views on slavery fought each other with politicians trying to win the presidency election of 1860Read MoreSlavery During The 19th Century2090 Words   |  9 Pages TITLE It all started in the 15th century, when the Portuguese began trading for slaves from West Africa. They used these slaves to work sugar plantations on the Madiera and Azores islands off the African coast. Because using slave labor to produce sugar was profitable, Europeans decided to adapt slavery in the newly established American colonies (Newman, John J. 6). When European settlers began staking claim on American land, they hit one major bump in the road. All of these rich wealthy

Imperialism And War American Foreign Affairs - 7199 Words

Imperialism and War: American Foreign Affairs 1865-1920 After the Civil War Americans got busy expanding internally. With the frontier to conquer and virtually unlimited resources, they had little reason to look elsewhere. Americans generally had a high level of disdain for Europe, although wealthy Americans were often educated there and respected European cultural achievements in art, music and literature. Americans also felt secure from external threat because of their geographic isolation between two oceans, which gave them a sense of invulnerability. Until very late in the 19th century Americans remained essentially indifferent to foreign policy and world affairs. What interests America did have overseas were generally focused in the†¦show more content†¦America had always been driven by the idea of â€Å"manifest destiny,† which was at first the idea that the U.S. was to expand over the whole continent of North America, â€Å"from the Isthmus of Panama to the Arctic Circle.† While Canada and Mexico seemed impervious to further expansion by Americans, at least there had been the rest of the mainland to fill up. With the ending of the frontier and the completion of the settlement of the West the impulse to further expansion spilled out over America’s borders. Shortly after the end of the Civil War the U.S. purchased Alaska and began to develop commercial interests in the Caribbean and the Pacific in places like Cuba, Hawaii, Midway, Samoa, the Virgin Islands and the Dominican Republic. A great part of the impetus for expansion came from a rather unlikely source, naval officer Captain Alfred Thayer Mahan. Founder of the Naval War College in Newport, Rhode Island, Captain Mahan began to write widely read and applauded books and articles that called for America to develop its strength on the basis of sea power, which he found to have been a decisive force throughout history in making nations and empires great and long lasting. Mahan wrote a number of books based on the theme of the â€Å"Influence of Sea Power Upon History.† Mahan’s basic idea was that to remain great and strong in an ever more competitive world, America needed a powerful maritime force, both naval and commercial, and an overseas infrastructure

A Game of Thrones Chapter Fifty-one Free Essays

Sansa They came for Sansa on the third day. She chose a simple dress of dark grey wool, plainly cut but richly embroidered around the collar and sleeves. Her fingers felt thick and clumsy as she struggled with the silver fastenings without the benefit of servants. We will write a custom essay sample on A Game of Thrones Chapter Fifty-one or any similar topic only for you Order Now Jeyne Poole had been confined with her, but Jeyne was useless. Her face was puffy from all her crying, and she could not seem to stop sobbing about her father. â€Å"I’m certain your father is well,† Sansa told her when she had finally gotten the dress buttoned right. â€Å"I’ll ask the queen to let you see him.† She thought that kindness might lift Jeyne’s spirits, but the other girl just looked at her with red, swollen eyes and began to cry all the harder. She was such a child. Sansa had wept too, the first day. Even within the stout walls of Maegor’s Holdfast, with her door closed and barred, it was hard not to be terrified when the killing began. She had grown up to the sound of steel in the yard, and scarcely a day of her life had passed without hearing the clash of sword on sword, yet somehow knowing that the fighting was real made all the difference in the world. She heard it as she had never heard it before, and there were other sounds as well, grunts of pain, angry curses, shouts for help, and the moans of wounded and dying men. In the songs, the knights never screamed nor begged for mercy. So she wept, pleading through her door for them to tell her what was happening, calling for her father, for Septa Mordane, for the king, for her gallant prince. If the men guarding her heard her pleas, they gave no answer. The only time the door opened was late that night, when they thrust Jeyne Poole inside, bruised and shaking. â€Å"They’re killing everyone,† the steward’s daughter had shrieked at her. She went on and on. The Hound had broken down her door with a warhammer, she said. There were bodies on the stair of the Tower of the Hand, and the steps were slick with blood. Sansa dried her own tears as she struggled to comfort her friend. They went to sleep in the same bed, cradled in each other’s arms like sisters. The second day was even worse. The room where Sansa had been confined was at the top of the highest tower of Maegor’s Holdfast. From its window, she could see that the heavy iron portcullis in the gatehouse was down, and the drawbridge drawn up over the deep dry moat that separated the keep-within-a-keep from the larger castle that surrounded it. Lannister guardsmen prowled the walls with spears and crossbows to hand. The fighting was over, and the silence of the grave had settled over the Red Keep. The only sounds were Jeyne Poole’s endless whimpers and sobs. They were fed—hard cheese and fresh-baked bread and milk to break their fast, roast chicken and greens at midday, and a late supper of beef and barley stew—but the servants who brought the meals would not answer Sansa’s questions. That evening, some women brought her clothes from the Tower of the Hand, and some of Jeyne’s things as well, but they seemed nearly as frightened as Jeyne, and when she tried to talk to them, they fled from her as if she had the grey plague. The guards outside the door still refused to let them leave the room. â€Å"Please, I need to speak to the queen again,† Sansa told them, as she told everyone she saw that day. â€Å"She’ll want to talk to me, I know she will. Tell her I want to see her, please. If not the queen, then Prince Joffrey, if you’d be so kind. We’re to marry when we’re older.† At sunset on the second day, a great bell began to ring. Its voice was deep and sonorous, and the long slow clanging filled Sansa with a sense of dread. The ringing went on and on, and after a while they heard other bells answering from the Great Sept of Baelor on Visenya’s Hill. The sound rumbled across the city like thunder, warning of the storm to come. â€Å"What is it?† Jeyne asked, covering her ears. â€Å"Why are they ringing the bells?† â€Å"The king is dead.† Sansa could not say how she knew it, yet she did. The slow, endless clanging filled their room, as mournful as a dirge. Had some enemy stormed the castle and murdered King Robert? Was that the meaning of the fighting they had heard? She went to sleep wondering, restless, and fearful. Was her beautiful Joffrey the king now? Or had they killed him too? She was afraid for him, and for her father. If only they would tell her what was happening . . . That night Sansa dreamt of Joffrey on the throne, with herself seated beside him in a gown of woven gold. She had a crown on her head, and everyone she had ever known came before her, to bend the knee and say their courtesies. The next morning, the morning of the third day, Ser Boros Blount of the Kingsguard came to escort her to the queen. Ser Boros was an ugly man with a broad chest and short, bandy legs. His nose was flat, his cheeks baggy with jowls, his hair grey and brittle. Today he wore white velvet, and his snowy cloak was fastened with a lion brooch. The beast had the soft sheen of gold, and his eyes were tiny rubies. â€Å"You look very handsome and splendid this morning, Ser Boros,† Sansa told him. A lady remembered her courtesies, and she was resolved to be a lady no matter what. â€Å"And you, my lady,† Ser Boros said in a flat voice. â€Å"Her Grace awaits. Come with me.† There were guards outside her door, Lannister men-at-arms in crimson cloaks and lion-crested helms. Sansa made herself smile at them pleasantly and bid them a good morning as she passed. It was the first time she had been allowed outside the chamber since Ser Arys Oakheart had led her there two mornings past. â€Å"To keep you safe, my sweet one,† Queen Cersei had told her. â€Å"Joffrey would never forgive me if anything happened to his precious.† Sansa had expected that Ser Boros would escort her to the royal apartments, but instead he led her out of Maegor’s Holdfast. The bridge was down again. Some workmen were lowering a man on ropes into the depths of the dry moat. When Sansa peered down, she saw a body impaled on the huge iron spikes below. She averted her eyes quickly, afraid to ask, afraid to look too long, afraid he might be someone she knew. They found Queen Cersei in the council chambers, seated at the head of a long table littered with papers, candles, and blocks of sealing wax. The room was as splendid as any that Sansa had ever seen. She stared in awe at the carved wooden screen and the twin sphinxes that sat beside the door. â€Å"Your Grace,† Ser Boros said when they were ushered inside by another of the Kingsguard, Ser Mandon of the curiously dead face, â€Å"I’ve brought the girl.† Sansa had hoped Joffrey might be with her. Her prince was not there, but three of the king’s councillors were. Lord Petyr Baelish sat on the queen’s left hand, Grand Maester Pycelle at the end of the table, while Lord Varys hovered over them, smelling flowery. All of them were clad in black, she realized with a feeling of dread. Mourning clothes . . . The queen wore a high-collared black silk gown, with a hundred dark red rubies sewn into her bodice, covering her from neck to bosom. They were cut in the shape of teardrops, as if the queen were weeping blood. Cersei smiled to see her, and Sansa thought it was the sweetest and saddest smile she had ever seen. â€Å"Sansa, my sweet child,† she said, â€Å"I know you’ve been asking for me. I’m sorry that I could not send for you sooner. Matters have been very unsettled, and I have not had a moment. I trust my people have been taking good care of you?† â€Å"Everyone has been very sweet and pleasant, Your Grace, thank you ever so much for asking,† Sansa said politely. â€Å"Only, well, no one will talk to us or tell us what’s happened . . . â€Å" â€Å"Us?† Cersei seemed puzzled. â€Å"We put the steward’s girl in with her,† Ser Boros said. â€Å"We did not know what else to do with her.† The queen frowned. â€Å"Next time, you will ask,† she said, her voice sharp. â€Å"The gods only know what sort of tales she’s been filling Sansa’s head with.† â€Å"Jeyne’s scared,† Sansa said. â€Å"She won’t stop crying. I promised her I’d ask if she could see her father.† Old Grand Maester Pycelle lowered his eyes. â€Å"Her father is well, isn’t he?† Sansa said anxiously. She knew there had been fighting, but surely no one would harm a steward. Vayon Poole did not even wear a sword. Queen Cersei looked at each of the councillors in turn. â€Å"I won’t have Sansa fretting needlessly. What shall we do with this little friend of hers, my lords?† Lord Petyr leaned forward. â€Å"I’ll find a place for her.† â€Å"Not in the city,† said the queen. â€Å"Do you take me for a fool?† The queen ignored that. â€Å"Ser Boros, escort this girl to Lord Petyr’s apartments and instruct his people to keep her there until he comes for her. Tell her that Littlefinger will be taking her to see her father, that ought to calm her down. I want her gone before Sansa returns to her chamber.† â€Å"As you command, Your Grace,† Ser Boros said. He bowed deeply, spun on his heel, and took his leave, his long white cloak stirring the air behind him. Sansa was confused. â€Å"I don’t understand,† she said. â€Å"Where is Jeyne’s father? Why can’t Ser Boros take her to him instead of Lord Petyr having to do it?† She had promised herself she would be a lady, gentle as the queen and as strong as her mother, the Lady Catelyn, but all of a sudden she was scared again. For a second she thought she might cry. â€Å"Where are you sending her? She hasn’t done anything wrong, she’s a good girl.† â€Å"She’s upset you,† the queen said gently. â€Å"We can’t be having that. Not another word, now. Lord Baelish will see that Jeyne’s well taken care of, I promise you.† She patted the chair beside her. â€Å"Sit down, Sansa. I want to talk to you.† Sansa seated herself beside the queen. Cersei smiled again, but that did not make her feel any less anxious. Varys was wringing his soft hands together, Grand Maester Pycelle kept his sleepy eyes on the papers in front of him, but she could feel Littlefinger staring. Something about the way the small man looked at her made Sansa feel as though she had no clothes on. Goose bumps pimpled her skin. â€Å"Sweet Sansa,† Queen Cersei said, laying a soft hand on her wrist. â€Å"Such a beautiful child. I do hope you know how much Joffrey and I love you.† â€Å"You do?† Sansa said, breathless. Littlefinger was forgotten. Her prince loved her. Nothing else mattered. The queen smiled. â€Å"I think of you almost as my own daughter. And I know the love you bear for Joffrey.† She gave a weary shake of her head. â€Å"I am afraid we have some grave news about your lord father. You must be brave, child.† Her quiet words gave Sansa a chill. â€Å"What is it?† â€Å"Your father is a traitor, dear,† Lord Varys said. Grand Maester Pycelle lifted his ancient head. â€Å"With my own ears, I heard Lord Eddard swear to our beloved King Robert that he would protect the young princes as if they were his own sons. And yet the moment the king was dead, he called the small council together to steal Prince Joffrey’s rightful throne.† â€Å"No,† Sansa blurted. â€Å"He wouldn’t do that. He wouldn’t!† The queen picked up a letter. The paper was torn and stiff with dried blood, but the broken seal was her father’s, the direwolf stamped in pale wax. â€Å"We found this on the captain of your household guard, Sansa. It is a letter to my late husband’s brother Stannis, inviting him to take the crown.† â€Å"Please, Your Grace, there’s been a mistake.† Sudden panic made her dizzy and faint. â€Å"Please, send for my father, he’ll tell you, he would never write such a letter, the king was his friend.† â€Å"Robert thought so,† said the queen. â€Å"This betrayal would have broken his heart. The gods are kind, that he did not live to see it.† She sighed. â€Å"Sansa, sweetling, you must see what a dreadful position this has left us in. You are innocent of any wrong, we all know that, and yet you are the daughter of a traitor. How can I allow you to marry my son?† â€Å"But I love him,† Sansa wailed, confused and frightened. What did they mean to do to her? What had they done to her father? It was not supposed to happen this way. She had to wed Joffrey, they were betrothed, he was promised to her, she had even dreamed about it. It wasn’t fair to take him away from her on account of whatever her father might have done. â€Å"How well I know that, child,† Cersei said, her voice so kind and sweet. â€Å"Why else should you have come to me and told me of your father’s plan to send you away from us, if not for love?† â€Å"It was for love,† Sansa said in a rush. â€Å"Father wouldn’t even give me leave to say farewell.† She was the good girl, the obedient girl, but she had felt as wicked as Arya that morning, sneaking away from Septa Mordane, defying her lord father. She had never done anything so willful before, and she would never have done it then if she hadn’t loved Joffrey as much as she did. â€Å"He was going to take me back to Winterfell and marry me to some hedge knight, even though it was Joff I wanted. I told him, but he wouldn’t listen.† The king had been her last hope. The king could command Father to let her stay in King’s Landing and marry Prince Joffrey, Sansa knew he could, but the king had always frightened her. He was loud and rough-voiced and drunk as often as not, and he would probably have just sent her back to Lord Eddard, if they even let her see him. So she went to the queen instead, and poured out her heart, and Cersei had listened and thanked her sweetly . . . only then Ser Arys had escorted her to the high room in Maegor’s Holdfast and posted guards, and a few hours later, the fighting had begun outside. â€Å"Please,† she finished, â€Å"you have to let me marry Joffrey, I’ll be ever so good a wife to him, you’ll see. I’ll be a queen just like you, I promise.† Queen Cersei looked to the others. â€Å"My lords of the council, what do you say to her plea?† â€Å"The poor child,† murmured Varys. â€Å"A love so true and innocent, Your Grace, it would be cruel to deny it . . . and yet, what can we do? Her father stands condemned.† His soft hands washed each other in a gesture of helpless distress. â€Å"A child born of traitor’s seed will find that betrayal comes naturally to her,† said Grand Maester Pycelle. â€Å"She is a sweet thing now, but in ten years, who can say what treasons she may hatch?† â€Å"No,† Sansa said, horrified. â€Å"I’m not, I’d never . . . I wouldn’t betray Joffrey, I love him, I swear it, I do.† â€Å"Oh, so poignant,† said Varys. â€Å"And yet, it is truly said that blood runs truer than oaths.† â€Å"She reminds me of the mother, not the father,† Lord Petyr Baelish said quietly. â€Å"Look at her. The hair, the eyes. She is the very image of Cat at the same age.† The queen looked at her, troubled, and yet Sansa could see kindness in her clear green eyes. â€Å"Child,† she said, â€Å"if I could truly believe that you were not like your father, why nothing should please me more than to see you wed to my Joffrey. I know he loves you with all his heart.† She sighed. â€Å"And yet, I fear that Lord Varys and the Grand Maester have the right of it. The blood will tell. I have only to remember how your sister set her wolf on my son.† â€Å"I’m not like Arya,† Sansa blurted. â€Å"She has the traitor’s blood, not me. I’m good, ask Septa Mordane, she’ll tell you, I only want to be Joffrey’s loyal and loving wife.† She felt the weight of Cersei’s eyes as the queen studied her face. â€Å"I believe you mean it, child.† She turned to face the others. â€Å"My lords, it seems to me that if the rest of her kin were to remain loyal in this terrible time, that would go a long way toward laying our fears to rest.† Grand Maester Pycelle stroked his huge soft beard, his wide brow furrowed in thought. â€Å"Lord Eddard has three sons.† â€Å"Mere boys,† Lord Petyr said with a shrug. â€Å"I should be more concerned with Lady Catelyn and the Tullys.† The queen took Sansa’s hand in both of hers. â€Å"Child, do you know your letters?† Sansa nodded nervously. She could read and write better than any of her brothers, although she was hopeless at sums. â€Å"I am pleased to hear that. Perhaps there is hope for you and Joffrey still . . . â€Å" â€Å"What do you want me to do?† â€Å"You must write your lady mother, and your brother, the eldest . . . what is his name?† â€Å"Robb,† Sansa said. â€Å"The word of your lord father’s treason will no doubt reach them soon. Better that it should come from you. You must tell them how Lord Eddard betrayed his king.† Sansa wanted Joffrey desperately, but she did not think she had the courage to do as the queen was asking. â€Å"But he never . . . I don’t . . . Your Grace, I wouldn’t know what to say . . . â€Å" The queen patted her hand. â€Å"We will tell you what to write, child. The important thing is that you urge Lady Catelyn and your brother to keep the king’s peace.† â€Å"It will go hard for them if they don’t,† said Grand Maester Pycelle. â€Å"By the love you bear them, you must urge them to walk the path of wisdom.† â€Å"Your lady mother will no doubt fear for you dreadfully,† the queen said. â€Å"You must tell her that you are well and in our care, that we are treating you gently and seeing to your every want. Bid them to come to King’s Landing and pledge their fealty to Joffrey when he takes his throne. If they do that . . . why, then we shall know that there is no taint in your blood, and when you come into the flower of your womanhood, you shall wed the king in the Great Sept of Baelor, before the eyes of gods and men.† . . . wed the king . . . The words made her breath come faster, yet still Sansa hesitated. â€Å"Perhaps . . . if I might see my father, talk to him about . . . â€Å" â€Å"Treason?† Lord Varys hinted. â€Å"You disappoint me, Sansa,† the queen said, with eyes gone hard as stones. â€Å"We’ve told you of your father’s crimes. If you are truly as loyal as you say, why should you want to see him?† â€Å"I . . . I only meant . . . † Sansa felt her eyes grow wet. â€Å"He’s not . . . please, he hasn’t been . . . hurt, or . . . or . . . â€Å" â€Å"Lord Eddard has not been harmed,† the queen said. â€Å"But . . . what’s to become of him?† â€Å"That is a matter for the king to decide,† Grand Maester Pycelle announced ponderously. The king! Sansa blinked back her tears. Joffrey was the king now, she thought. Her gallant prince would never hurt her father, no matter what he might have done. If she went to him and pleaded for mercy, she was certain he’d listen. He had to listen, he loved her, even the queen said so. Joff would need to punish Father, the lords would expect it, but perhaps he could send him back to Winterfell, or exile him to one of the Free Cities across the narrow sea. It would only have to be for a few years. By then she and Joffrey would be married. Once she was queen, she could persuade Joff to bring Father back and grant him a pardon. Only . . . if Mother or Robb did anything treasonous, called the banners or refused to swear fealty or anything, it would all go wrong. Her Joffrey was good and kind, she knew it in her heart, but a king had to be stern with rebels. She had to make them understand, she had to! â€Å"I’ll . . . I’ll write the letters,† Sansa told them. With a smile as warm as the sunrise, Cersei Lannister leaned close and kissed her gently on the cheek. â€Å"I knew you would. Joffrey will be so proud when I tell him what courage and good sense you’ve shown here today.† In the end, she wrote four letters. To her mother, the Lady Catelyn Stark, and to her brothers at Winterfell, and to her aunt and her grandfather as well, Lady Lysa Arryn of the Eyrie, and Lord Hoster Tully of Riverrun. By the time she had done, her fingers were cramped and stiff and stained with ink. Varys had her father’s seal. She warmed the pale white beeswax over a candle, poured it carefully, and watched as the eunuch stamped each letter with the direwolf of House Stark. Jeyne Poole and all her things were gone when Ser Mandon Moore returned Sansa to the high tower of Maegor’s Holdfast. No more weeping, she thought gratefully. Yet somehow it seemed colder with Jeyne gone, even after she’d built a fire. She pulled a chair close to the hearth, took down one of her favorite books, and lost herself in the stories of Florian and Jonquil, of Lady Shella and the Rainbow Knight, of valiant Prince Aemon and his doomed love for his brother’s queen. It was not until later that night, as she was drifting off to sleep, that Sansa realized she had forgotten to ask about her sister. How to cite A Game of Thrones Chapter Fifty-one, Essay examples

Brown Vs. The Board Of Education Essay Example For Students

Brown Vs. The Board Of Education Essay Education has long been regarded as a valuable asset for all of Americas youth. Yet, when this benefit is denied to a specific group, measures must be taken to protect its educational right. In the 1950s, a courageous group of activists launched a legal attack on segregation in schools. At the head of this attack was NAACP attorney Thurgood Marshall; his legal strategies would contribute greatly to the dissolution of educational segregation. According to U.S. Court Cases the segregation among whites and blacks was a legal law established for almost sixty years in the United States. However, Brown vs. The Board of Education was the turning point in race relations. Still, most of the conflict between whites and blacks would be in the south, because they where the largest racial minority. They were subject to laws and customs, which prevented from full participation in social life. As a matter of fact, many of the laws imposed on black were that of segregation in public schools (U.S. Co urt Cases 154). Yet, to understand the laws that were being questioned in the case of Brown vs. The Board of Education, one must look back to the beginning, to when laws were first set to limit the lives of African Americans. The one case that fueled that battle was Plessy vs. Ferguson. According to Tackach, this case concerned a piece of Jim Crow legislation that had been enacted in Louisiana in 1890. The Louisiana Railway Accommodations Act required all railway companies operating to: provide equal but separate accommodations for the white and colored races, by providing separate coaches or compartments so as to secure separate accommodations insisting on going into a coach or compartment to which by his race he does not belong, shall be liable to a fine of twenty five dollars or in lieu thereof to imprisonment for a period of not more than twenty days (Tackach 22). However, on June 7, 1982 a man seven eights white and one eighth black boarded a train in New Orleans and took a s eat in the car reserved for white travelers. Although he was partly white, Louisiana law still considered this man a Negro. As a result, Homer Plessy was arrested by a detective and taken to the Criminal District Court of New Orleans. There, Judge John Ferguson issued the penalty required by law. Still, Plessy appealed and took his case to the Supreme Court of Louisiana; and then to the U.S. Supreme Court, where he referred to the Fourteenth Amendment (22). Finally, on May 6, 1896, the Supreme Court delivered its verdict. With a vote of seven to one, the Court maintained Plessys conviction. Henry Billings, Associate Justice stated that meaning of the Fourteenth Amendment was undoubtedly to enforce the absolute equality of the two races before the law but could not have been intended to abolish distinctions based on color. (22) He continued by stating that the segregation of the two races did not mean to imply that either race was inferior to the other in any way. Brown then stated t hat all laws should be followed and upheld for the promotion for the public good, and not for the annoyance or a particular class. However, he added that a law demanding the division of races on public railways is no more obnoxious to the Fourteenth Amendment than that acts of Congress requiring separate schools for colored children in the District of Columbia. (22) Finally Brown concluded his opinion by stating: If one race be inferior to the other socially, the Constitution of the United States cannot put them upon the same plane. (23) The Supreme Courts first major confrontation with the battle against segregation in the Plessy vs. Ferguson case ruled that separate, but equal facilities did not violate the demands of the Constitution. This caused a chain reaction throughout the United States. Many of the states began to pass laws that demanded racial segregation in every aspect of life. These separate, but equal laws were passed for restaurants, in voting; but most importantly, p ublic education (U.S. Court Cases 155). The author of Brown v. Board of Education describes the first three decades of the twentieth century as segregated, but never equal, especially in the school system. Although state and local governments poured more and more money into the development of schools, those schools established for black students received only a fraction of the funds. According to Tackach, in 1910 southern states spent $9.45 per white child each year. However, only $2.90 was spent to each black child (Tackach 28). By 1916 the expenses for white children raised almost a full dollar, meanwhile, funds for black students lowered a cent. In The Soul of Black Folk, W.E.B. Du Bois study of African American education he states: The Negro colleges, founded, were inadequately equipped, illogically distributed, and varying efficiency and grade; the normal high schools were doing little more than common-school work, and the common schools were training but a third of the childre n who ought to be in them, and training these often too poorly. (Tackach 27) The black schools were inferior to those of white schools in almost everyway. Most of the buildings that were used as black schools were never kept in suitable condition. Many lacked adequate heating systems and indoor plumbing. Classrooms of black students were frequently overcrowded. Teachers of black schools were paid a salary considerably less than their colleagues in white schools. When it came to the daily curriculum, students in white schools were offered many more subjects, and were involved in many more extracurricular activities. Dr Hugh W. Speer, chairman of the University of Kansas Citys department of elementary school testified during the Brown vs. The Board of Education cases that: For example, if the colored children are denied the experience in school of associating with white children, who represented ninety percent of our national society in which these colored children must live, then the colored childs curriculum is being greatly curtailed. The Topeka curriculum or any school curriculum cannot be equal under segregation. (Knappman 467) Meanwhile, students in black schools were offered very little subjects and few to none extracurricular activities. At the same time, black schools often located in distant areas without any means of transportation to and from the school. As a result to these horrid conditions, dropouts among African American students was incredibly high. Moreover, literacy rate among the African American population remained incredibly low, despite the abolishment of slavery. (Tackach 27+) Finally, one man chose to stand up for what he believed in, and attempted to question the law. Despite the attempts of men such as William Reynolds, who tried to enroll his son in a school set aside for whites in Topeka, Oliver Browns desire that his children be able to attend the closest public school resulted in a transformation of race relations in the United Sta tes. However, in the case of William Reynolds, the state Supreme Court referred to the Plessy vs. Ferguson decision (Haskins 105). Oliver Brown lived with his family on First Street near the Topeka Avenue viaduct. There, trains rumbled throughout all times of the day. Brown was a hardworking welder in a railroad shop and worked as a part-time minister. Nothing, however, would prepare him in presenting his case before the three solemn judges sitting before him in the formal marble courtroom (Kraft 111). Browns family lived on the wrong side of town (Knappman 466). Their home was close to the railroad shop where he worked, and bordered a major switchyard. Not only was it difficult to live in such noisy conditions, but also the Brown children had to walk through the switchyard to get to the black school a mile away. Meanwhile, there was another school only seven blocks away, but it was segregated for white children only (466). When his daughter Linda was to enter the third grade in Sep tember, Brown took her to the whites-only school and tried to enroll her. Without any history of racial activism, Brown headed down the corridor to the principals office. He was told that such an enrollment was impossible due to the segregation laws of Topeka, Kansas. Thereafter, Brown sought help from the local National Association for the Advancement of Colored People (Kraft 110). Relevant sociological literature EssayAlmost a week before the hearing in the Supreme Court, Marshall and his lawyers assembled at Howard Universitys law school to hold a mock trial. A group of law professors and lawyers acted as the Supreme Court Justices while Marshall and his assistants conducted a dress rehearsal of the case. The men playing the justices asked difficult questions at the NAACPs lawyers. As a result, Marshall and his legal team gathered together to perfect their arguments and anticipate counterarguments. By December 9, Marshall and his assistants were prepared to present the most important case of their lives before the U.S. Supreme Court (59). Suddenly, as the NAACP attorneys were planning strategies for the argument for the Brown vs. The Board in September of 1953, Chief Justice Fred Vinson suffered a fatal heart attack. The death of this Chief Justice could not have come at a worse time, just as the Supreme Court was deciding the most important case of the cen tury (68). Vinsons replacement was Earl Warren, the popular and well-respected governor of California. Warren had a good reputation for fairness and honesty. Warren was so well respected that both Democrats and Republicans admired him. To Thurgood Marshall, however, the new chief justice caused turmoil. They questions whether the new chief justice would take a radical step to outlaw school segregation and overturn court decisions that had stayed in effect for more than fifty years (68). In order to be ready for the December arguments, Chief Justice Warren reviewed the entire testimony involving the Brown case. He would read the transcripts of the lower-court and Supreme Court hearings, analyze the legal briefs submitted by all parties, and discuss the case at length with his colleagues on the Court (68). Finally, on May 17, 1954, the Supreme Court Justices were ready to deliver their decisions. At around one oclock, Chief Justice Warren announced that he was ready to read the Courts opinion in the case of Brown vs. The Board of Education of Topeka, Kansas. He reviewed the facts of the case first from the plaintiffs claims to the decisions of the lower court. He continued with commenting that segregated schools damage African American students by generating a feeling of inferiority as to their status in the community that may affect their hearts and minds in a way unlike ever to be done. (74)Warren then went on to say: We conclude that in the field of public education the doctrine or separate, but equal has no place. Separate educational facilities are inherently unequal. Therefore, we hold that the plaintiffs and others similarly situated are deprived of the equal protection of the laws guaranteed by the Fourteenth Amendment. (74) Unfortunately, there was much uproar that was against the Supreme Courts decision. Some states refused to make any move toward integration. For example, Orval Faubua, governor of Arkansas called in the National Guard when several bla ck children tried to attend a previously all white school in Little Rock. The children underwent a great deal of turmoil as white parents and others blocked the way for the black students. Finally, President Eisenhower sent five hundred paratroopers to enforce the new court order. On the other hand, integration went by smoothly in some parts of the country. Soon, integration became the norm throughout all areas of social life (Kraft 124+). Although it took a great deal of work, and effort Brown vs. The Board of Education proved to be the most important Supreme Court case of the twentieth century. With the help of the NAACP, and the intelligence and strategy of Thurgood Marshall, segregation was eliminated; and the idea of separate, but equal was no longer accepted. Historian David Halberstam stated in his history of the 1950s: The Brown vs. The Board of Education decision not only legally ended segregation, it deprived segregationist practices of their moral legitimacy as well. It w as therefore perhaps the single most important moment of the decade† (Tackach 9). Government Essays