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

Apartheid in South Africa 3 Essay Example

Apartheid in South Africa 3 Essay Example Apartheid in South Africa 3 Essay Apartheid in South Africa 3 Essay Apartheid in South Africa How would you feel if when you came to school, you had to sit in a specific area based on, let’s say the colour of your hair. This would mean that who you associate with would be based on these characteristic. My topic is very vast as it is spanned over 46 years so today I’m going to touch on the side that follows the way the blacks were forced to live and how they were seen as lesser human beings. To put it simply it was due to a long history of settler rule as well as Dutch and British colonialism. The essential thinking behind apartheid was that although South Africa was a unitary nation, it was comprised of four racial groups. This sparked internal resistance to which the government responded with detention without trial and torture. Whites in their own eyes were seen as sophisticated and therefore entitled to rule South Africa. So to begin at the beginning, during the lead up to the 1948 elections the national party began to campaign their ideas on Apartheid and began to pass legislation on their laws shortly after to coming onto power. Classifying individuals began by segregating everyone into black, white coloured or Indian. Those in the coloured group included those of Bantu and European descent. Officials would perform tests to determine which group someone belonged to and often members of the same family ended up in different groups. The East Asian population was the hardest to classify because the just didn’t seem to fit into any group. The descendants of the chinese who came to Johannesburg in the late 19th century were classified as Indian and hence, non-white. In contrast, immigrants of Japan and South Korea were considered honorary whites and were given the title â€Å"worthy oriental gentlemen† and given the same privileges as whites. In South Africa under apartheid, the blacks were stripped of their citizenships and became one one 10 homelands. The natives were discriminated against and legislation stated where and how they should live, work, educate and mingle. In 1949 mixed marriages were prohibited between racial groups. Then in 1953 the separate amenities act was passed which ultimately created separate ospitals, beaches, buses, schools and universities. Signs outlined things clearly with wording such as â€Å"whites only† which applied to nearly everything, even park benches. The government then tightened existing laws forcing South Africans to carry identity cards stipulating their racial group, which prevented the migration of blacks into white South Africa. Blacks were prohibited from living in or visiting white to wns without a permit. The Travelling without a pass meant that a person was subject to arrest. Blacks were not allowed to buy liquor, only a specific type of beer. In 1952 a program of action was launched. By defying laws, a black organisation aimed for mass arrests which the government would be unable to cope with. At one stage Nelson Mandela lead a crowd of 50 men down the streets of a white town. After that, across the country black people disregarded racial laws by doing things such as walking through white only entries. By the end of the campaign the government had made 8,000 arrests and was forced to relax its apartheid laws but eventually came back stronger than ever. The suppression of communism act arose and Mandela was one of 20 tried under the law and received 9 month imprisonment and 2 years suspended sentence. A large amount of white South Africans supported the apartheid laws but it is important to remember that between the 1970’s and 1980’s around 20% of voters were opposed. Violence persisted right through to the 1994 elections People had to cast two votes, one for a national government and another for a provincial government. As part of the new government structure each province was given a degree of political power. This meant that not all decisions were made by the National Government. The government of national unity was established and the cabinet was made up of 12 ANC reps, 6 from the national party and 3 from another. Nelson Mandela became the first democratically elected president. Since then the 27th of April is celebrated as a public holiday known as freedom day. www. un. org/av/photo/subjects/apartheid. htm http://en. wikipedia. org/wiki/Apartheid www-cs-students. stanford. edu/~cale/cs201/apartheid. hist. html

European Warefare essays

European Warefare essays In the 16th and 17th century, the art of war in Angola, Africa changed immensely. The word art is used to describe the way in which soldiers fought and the strategies and items used in fighting. The changes in the art of war were both reactions to opponents and adjustments based on new weapons and strategies. Africa was a less developed nation than many of the countries in Europe at this time. Europeans created their own advantages during this time to become a heavy-weight in the department of war. This extremely affected the changes in Angolan strategy and warfare. Before the inventions of heavy artillery and weapons of mass destruction, armies were said to win wars based on heart and strength of mind. That theory began to change in the 16th century when Europeans entered Africa. The Europeans entered Africa as allies to many African groups like the Kingdom of Kongo. Europeans aided the Kingdom of Kongo in the defeat of rebels in 1491. This war was followed by three other wars where Europeans aided the Africans in defeating rebels and invaders. However, it was not long before the Europeans began to want power over their once allies. For so many years, the Europeans felt that they were not a powerhouse when it came to war because the Spanish had dominated for so many years. The Europeans were tired of being second rate so they decided to form new techniques for war not based on strength and skill, which is what the Spaniards excelled in, but on weapons and new strategies. Even thought the Europeans were not a dominant world figure at this time, with the increasing success of their new form of war, the spread of these new techniques, and the spread of their success, they gradually became someone to reckon with. There is inadequate documentation about the effects European warfare had on the African armies. Because they had been allies before, it is easy to believe that the Europeans had shared some ide...

Practical Privacy Problem Solving Research Paper

Practical Privacy Problem Solving - Research Paper Example At the current economic scenario, information plays a vital role and organizations use this information in deep linking as a tool for promotional activity. It provides information of all kinds through deep links which are important and this often includes unwanted information too. Looking from the point of view of a consumer, the deep linking has positive as well as negative impact. The positive side of it is that it provides information and from the negative perspective, it often includes unnecessarily information upon which consumers are not interested. Many organizations use deep links and as a result there are lot of information and data which creates a block for the consumers. There should be certain guidelines for the use of the strategy of deep linking and also for protecting the consumers’ interest. Various laws have been established regarding the ethical issues in the usage of deep linking strategy. In the segment of e-marketing, the value and practice of professionals lies in the process of deep linking. Each individual in e-marketing has to adhere to professional codes and at the same time also contribute to them. From the ethical point of view of a consumer the conflict arises and due to this, the governments across the world have initiated regulations for online conduct. Most of the organizations in the world are in favor that the internet should be left to the free operation of the market. But consumers do not feel so due to their privacy interference which rises to ethical issues and therefore the conflict has been on the ever increasing spree. The regulations states that prior to the consent, the recipient of the e-mail has formerly notified the sender (organizations) that he/she consented at the commencement of the correspondence for receiving such e-mail for direct marketing intention (Email Marketing Solutions UK,

Appian Way Research Paper Example | Topics and Well Written Essays - 2750 words

Appian Way - Research Paper Example The Appian Way in Rome has been always accounted as one of the earliest roman construction works, which has remarkable significance even in this modern day context. This pathway construction found its existence during 312 B.C. and was constructed by ‘Appius Claudius Caecus’ who during that period held the position of a powerful political figure. This political figure was also known for the construction of the primitive aqueduct structures within Rome so as to provide consumable water to the entire nation. The entire pathway spanned around a distance of 563 kilometers connecting Rome and the Brindisi, Italy. In terms of historical significance, this road till date represents the preliminary phase of traditional human engineering. Apart from just being a sign of historical significance, the Appian Way consistently served multiple other purposes as well1. One of such purposes was found to be the provision of a fighting advantage to the roman army during situations of war ou tbreak. The Roman army during that period utilized this pathway in an extensive manner for supplying ration, reinforcements and armaments to their front line fighting troops. After their expansion within Italy, the Roman Empire invested significant amount of time and finance in terms of developing and mastering the procedures of distant roadway construction. Eventually with time, such pathways emerged as significant connective lines between Rome and its acquired domains. As a result of all these roman developments, multiple underdeveloped cultural civilizations also had the chances of developing and marking their existence in the history of mankind (National Geographic Society, â€Å"Rome Walking Tour: Ancient Appian Way†)2. The utility of the Appian Way again formed a factor of historical significance as a result of Rome’s victory against Samnite tribes between the period of 343 & 341 BC. As a matter of fact, the

The Age of Innocence | Analysis

The Age of Innocence | Analysis The Age of Innocence is the novel of Edith Whartons maturity in which she contemplates the New York of her youth, a society now extinct and even then under threat. She was born in 1862 into the exclusive, entrenched and apparently immutable world of wealthy New York families. It was a world of structured leisure, in which attendance at balls and dinners passed for occupation, in which the women devoted themselves to dress and to the maintenance of family and system and the men kept a watchful eye on the financial underpinning that made the whole process possible. It was a complacent and philistine world, but one with inflexible standards. These standards and any offences against it lies at the heart of The Age of Innocence; the sexual passion between Newland Archer, a married man, and Ellen Olenski, nonconformist and separated from her husband, threatens conventional mores and family security; the financial irregularities of Julius Beaufort require that he and his wife be ejected fro m society before they corrupt its most cherished integrities. The form of the novel allows its author to examine, with the wisdom of hindsight, a world which was in the process of breaking up when she was a girl, and which she herself rejected in any case. She wrote with the enclyclopedic knowledge of an insider with the accuracy and selective power of a fine novelist and the detachment of a highly intelligent social and historical observer. From the opening pages of the Age of Innocence, when Newland Archer attends the opera at the Academy of music in New York, we see through his eyes the stage and the cast of the book. Her selection of points of view: of the two central figures, Newland and Ellen Olenski, with whom he falls fatally in love, only Newland is allowed a voice; Ellen is always seen through his eyes and those of others, and is thus given a detachment which makes her both slightly mysterious and strengthens her role as the novels catalyst. Newland, on the other hand, by being given absolute definition of thought and action, is laid out for inspection and judgement; he has the vulnerability of exposure, while Ellen is left with privacy and silence. One is ultimately trapped by custom and circumstance, and the other a free spirit, harbinger of the future. As the novel begins, Newland is about to announce his engagement to May Welland, a conventional alliance with a beautiful girl from a suitable family. He loves her, but sees her, even at this early stage, with a clarity that is prescient: when he had gone the brief round of her he returned discouraged by the thought that all this frankness and innocence were only an artificial product. May, indeed, can be seen as embodying in her personality all the rigidity and implacable self-righteousness of the society itself A KIND OF INNOCENCE, but a dangerous and eventually self-destructive innocence. The novel falls naturally into two halves, before and after the marriage, and it is in the second half that we see the characters of the book Newland and May mature and conflict. In the first part of the book, Newland is allowed to appear as somewhat innocent himself, more sophisticated of course than his financà ©e because he is a man and has been permitted both emotional experiences (he has had a brief affair with a married woman) and an intellectual range not available at the time to a young woman, but nevertheless conditioned and relatively unquestioning. He views the New York of his birth and upbringing with a degree of affectionate impatience. He bows to the dictates of convention silver-backed brushed with his monogram in blue enamel to part his hair never appearing in society without a flower in his buttonhole and accepts a world in which people move in an atmosphere of faint implications and pale delicacies. But at the same time, he is capable of criticism and rebellion, and it is in the second half of the novel that we see this capacity fanned into active life by his feelings for Ellen Olenski and his assessment and understanding of her situation and what is that is being done to her by the tribe. Newlands TRAGEDY is that in the last resort he is unable to obey his own instincts: nurture triumphs over nature. May is a more interesting character than she immediately appears; towards the end of the novel she appears to be anything but innocent. Ellen Olenski is her cousin, returned from Europe to the family fold after the collapse of a disasterous marriage to a philandering Polish count. May, initially, has been graciously kind to her and has encouraged Newlands friendly support and advice over Ellens complex and precarious situation: should she divorce her husband? But in the months after the marriage the passion between Newland and Ellen has become apparent to May (even though they dont seem to meet very much in the novel). We never know quite how but must assume that May is more astute and observant than she has appeared. With stealthy adroitness, she moves to save her marriage and avert the threat to social tranquility the outsider cannot be allowed to strike at the heart of all that is sacrosanct and must be ejected. The family tacitly close ranks around May, and Ellen is put under subtle pressure to return to Europe. In the final scenes, Newland realizes what is happening but he is mute and helpless because there is nothing he can do about it because to protest would be to betray himself and Ellen, who is the challenge and the threat to the status quo. She fascinates the men and repels the women by her cosmopolitanism, her taste for literature and art, her cooly amused view (almost flippant attitude) of the world of her childhood: Im sure Im dead and buried, and this dear old place is heaven, she says to Newland at their first meeting, and from that moment he is doomed. From the start, it appears she has decided to have him, judging by her offhand and unconventional assumption that he will visit her. The whole situation is very ambiguous because we as the reader are not privy to her thoughts and true intentions. Ellens family stands behind her at first and as a last resort they solicit the help of the almost fossilized and aristocratic van der Leydens, to ensure her acceptance. But Ellen is fatally tainted: although Ellen is the one who is the innocent party in her failed marriage (her husband, the Count had eyes with a lot of lashes [to lash = discard his eyes roamed] and when he wasnt chasing the women he was collecting china [china plate = mates] and paying any price for both [meaning he was a philanderer with both women and men and paid them handsomely as well], she is polluted there are even unconfirmed rumors that she has consoled herself. The double standards on which that society functioned becomes most apparent here: a woman must be blameless but a blind eye is turned on male sexual indulgence. Initial sympathy eventually turns to suspicion and then to rejection as it is realized that she is not going to conform that she is no longer one of them due to her freedom of mind and of spirit that is unacceptable in a woman. Ellen emerges as the victor, escaping to the freedom of a more expansive and imaginative society. The price she pays is her relationship with Newland Archer. Newland, Ellen and May are products of their time; whatever their instincts and their inclinations, they are obliged to obey its dictation. The author singles our Sillerton Jackson and Lawrence Lefferts, authorities respectively on family and on form. The unexpected ending is neither tragic nor happy. Archer has no hinders towards being with Ellen now, but chooses to keep her as a memory like a relic in a small dim chapel. She is now significantly older and perhaps does not want to be confronted with reality. She is simply a regret of his youth. Wharton frustrates the reader with this ending, and even with Archers and Ellens frustrated love. One of the central themes in The Age of Innocence is the struggle the individual has with his/her own desires and the dictates of the moral codes and manners of the group of which one belongs. Several times, both Archer and Ellen are expected to sacrifice their own desires for what the family and societal desires and expectations. A profound sense of irony is experienced in reading The Age of Innocence. The hypocrisy demonstrated by so many characters in the book, not least by the character of society, leads one to believe that Wharton must have had a facetious undertone when giving the title of the book. Also, Whartons style, with so many details that have meaning, such as the raised eyebrow or a meaningful glance, communicates that many details have crucial significance, which came well to pass in the filming of the novel as well. The problems with making a film from an existing novel are many; films can use visual images to their advantage, whereas un-illustrated books cannot. The verbal nuances in the text get lost when being translated to film. A world of meaning in a glance, carefully analyzed by Wharton in the text, gets lost in its translation to film. Details of fashion in the text go unnoticed by modern readers. Scorsese dealt with this issue by having a voice-over narrator, telling us the details about things that were necessary to comprehend the story and the various scenes in it. Summary of articles: I read the introduction to the book and I think I saw it as a background to the story but did not summarize the introduction itself. I used the information, at the back of my mind, while reading the book and taking notes. Perhaps it would have been better not to read the introduction first, but only after reading the novel itself. Pamela Knights Forms of Disembodiment: The Social Subject in the Age of Innocence There were many different subjects dealt with in this article, but the part of it which most appealed to me (and which I believe I have use for in other areas of study) was the overall psychological and anthropological analysis of the novel. The quote that sums it up: Any observation about an individual character about his or her consciousness, emotions, body, history, or language also entangles us in the collective experience of the group, expressed in the welter of trifles, the matrix of social knowledge, within and out of which Whartons subjects are composed where and how that entanglement extends is one of the novels questions. Nancy Bentley Hunting for the Real: Wharton and the Science of Manners The quote that sums this article is: The gap between reputation and reality here is provocative, for it hints at the complexity of Whartons relation to her cultural context and to the changing concept of culture itself, the subject at the heart of her fiction. And the historical turn to primitivism. This article is an analysis of Whartons style and the authors relationship to her work and her use of symbolism. Lawrence S. Friedman: The Cinema of Martin Scorsese This article discusses the irony in the novel and Scorseses interpretation of Wharton in two scenes and focuses on the frustration of unconsummated desire. Brigitte Peucker Scorseses Age of Innocence: Adaptation and Intermediality This article deals with film understood as a medium in which different representational systems specifically those of painting and writing both collide and replace one another, but are always supplemental to each other . This makes film a medium congenial to the artistic concerns of Wharton (who was not particularly positive to film), because her work is very visual and multi-layered both imaginistic and verbal. The adaptation of this work was particularly challenging because of the aspect of being multi-layered and it was difficult to translate one medium to another.

Letter and memo

Dr. Leopold Bilgewaters, Vice-President Frivolous Affairs Highline Community College [Address Line 1 of Highline Community College here] [Address Line 2 of Highline Community College here] Sir: I am writing to you with a suggestion and is hoping for a nice feedback. I am currently enrolled in a class, Writ 143, the course name of which is Introduction to Technical Writing. Indeed, the lessons that we are taught here are essential to my profession and are a must in the career path I want to take. In fact, it is of regular use and the principles we receive from the classes are very much in overlap with application of the same. The need to apply such writing principles is direct that a lack of information on such would be of great effect to a professional. I see the said course as a very important course that should be taken by every student who graduates and passes on the hands of Highline Community College. The subject matter of technical writing is a tool that enhances the skills that one acquires in the said institutions. It is a tool that can be used from the very moment of job application to everyday tasks that would be done in the workplace. It is used in communication in the workplace where very professional should be understood in a clear manner so as to avoid misunderstandings. In our college, the opportunity of being trained under the great minds and hands of those who are experts in the field of technical writing is blocked by a prerequisite it has, which is Writing 101 or Principles of Writing. When one steps in a college such as ours, it is understood that one has the necessary skills in writing, which is covered in Principles of Writing. This course is intended as a refresher course and should not be made mandatory to everyone before taking the subject of Technical Writing. Unlike Writing 101, which has been given attention in lower levels of academic inquiry, Writing 143 is not included in the curriculums of previous school levels and would be a must in our college without any barriers to such. It would be best to simply administer a test that would determine who would have to go through Writing 101 before Writing 143 and those who would not have to take such. Sincerely, [Complete Name here] To: [Name of manager here], Manager From: [Full name here], Lead Insurance Specialist Subject: Request for Reimbursement Date: [Please indicate name here] This has reference to the course which I am taking now at Highline Community College, which is Writing 143. The complete course name of which is Introduction to Technical Writing. I would like to earnestly request for a reimbursement for the money well spent for the enrollment of this course. The Course The said course is completed online that provides me the chance to gain knowledge and relevant skills while being able to perform the necessary tasks in our company. It has given me the chance to shoot two birds with one stone and has even served as a tool that I can use for everyday communication inside the workplace. The course instills in the students the necessary communication skills that should be used for conveying messages that contain technical information inside the workplace in both vertical and horizontal lines. Likewise, the students are taught how to become aware of the special needs of the different audience groups. This would help in properly identifying the requirements of writing correspondence that can be easily understood by the audience to who it is intended for. The layout of such correspondence would also have to be considered by the students and the stringent requirements for such are taken into account. A holistic approach is placed on instructing the students to gain proficiency in technical writing. Importance to Everyday Work In my current position as a Lead Insurance Specialist, the task involving technical writing could not be avoided. I have to deal with writing letters, electronic mails, and memorandums that has placed me in a position that requires much knowledge in technical writing. The subject matter could not be acquired in previous academic levels. Fortunately, the chance was given to me to take the necessary classes and be given the chance to acquire the skills to create proper written communication. The knowledge of creating a good communication with the aide of the said course, Writing 143 or Intro to Technical Writing is indispensible to this kind of work as we all know that communication between the employees and with the clients is essential. More likely than not, unclear lines of communication leads to negative effects on the businesses and does not create a good picture for those who are concerned. On the other hand, when communication is clearly written, it would create an atmosphere of professionalism and would give both the audience and the writer the chance to clearly understand and be understood. Earnest Request It is with much hope that I would like to request for a reimbursement of the amount spent amounting to [please place amount here]. This is the cost of enrolling in the said class [please add some more particulars for the cost as necessary]. Please be assured that the knowledge I gain in this class will be used for the betterment of our organization. If, in any case, the total amount can not be shouldered by the organization, I will accept any amount that would keep both of us in an advantageous position. I would be very thankful of any amount that will be forwarded to me for this course that I am taking. Please advise me on the next steps that will be taken and I would appreciate any information and feedback that you will provide me regar Related essay: â€Å"Co Curricular Activities Letter†

Environmental protection Essay

Our earth is our home, so if we want to protect our home we should protect our environment from harmful effects of human activity. Some of these activities cause pollution. Pollution now is a very important problem. Some of these problem are : the ozone holes, global warming ( or green-house effect), acid rain †¦ The ozone layer is a layer of gases which stop harmful radiation from the sun protecting the earth. Recent research shows that there is a hole in part of the ozone layer which is caused by smoke from factories, car exhaust fumes, aerosol cans ’cause they contain CFC. Global warming is an increase in world temperature caused by an increase in carbon dioxide. Acid rain is rain that contains dangerous chemicals, this is caused by smoke from factories. Another problem is poisons in food. Farmer soften spray chemicals in crops to safe them from pests. These chemicals are called pesticides. Scientists have found that pesticides often end up in our food and they can cause health problems – especially for kids. The seas are in danger. They are filled with poison : industrial, chemical, nuclear waste. Every ten minutes one kind of animal, plant or insect dies out for ever. And if nothing is done our earth will die in about 30 years from now. So what can we do to protect our environment ? I think that we should recycle our used things, we should plant more trees, we should not waste resources but try save them, we also must make smoke from factories and car’s fumes more clean, we must not dump industrial waste to seas and rivers †¦Now people are beginning to realize that environmental problems are not somebody else’s. They make different organization, whose aim is conservation. For example † GREEN PEACE † , † FRIEND OF THE EARTH † and others. Everyday millions people from all over the world do everything to protect our envir onment , and they need for our help. I think we ought to help them , just to make our future better.

Modernist Painting By Clement Greenberg - 1325 Words

In his essay, â€Å"Modernist Painting† (1960), Clement Greenberg seeks to lay principles for evaluating the progression of art to modern painting. Greenberg makes a lot of evaluations and assessments about modern paintings that are credible and can be held to a high standard. Despite his best efforts, some of his assertions are shrouded in generalizations and lack the necessary premises to be established as entirely objective and affirmative. Greenberg claims that the Old Masters created space one could imagine walking into and experience, but modern painters, on the other hand, create space only accessible to the visual senses, eye. His observations regarding these â€Å"Old Masters† is undeniable for the most part, but his assertions on modern paintings brings up a lot of controversy. To question Greenberg, one must first understand how the representation of depth of space evolved over time. The full range of this evolution cannot be mapped in this essay, thus only relevant and specific ones will be discussed. Dating back to the 16th century, the Renaissance painters saw a heightening of perspective painting. By imitating how distant and close objects appear to the eye, the optical illusion of space is created by a geometric representation of unfolding space. Rafael’s Marriage of the Virgin, 1504 (fig.1) is a prominent paragon to reflect on regarding this technique. With defined lines and patterns leading to the doorway of the background building, Rafael gives the audience a senseShow MoreRelatedClement Greenberg Modernist Painting1062 Words   |  5 PagesClement Greenberg, â€Å"Modernist Painting† In his text entitled â€Å"Modernist Painting†, Greenberg focuses on the development of painting between the 14th and 19th century and emphasizes on what distinguishes Modernist painting from previous forms of painting, particularly those of the Old Masters. 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