The Veil and Muslim Womens Behavior Research Paper

Health Law and Ehtics Assignment Example | Topics and Well Written Essays - 1750 words

Wellbeing Law and Ehtics - Assignment Example To encourage and look at morals in nursing and the wellbeing business everywhere, this paper will briefly will talk about the profound beginnings of medicinal services moral solid conduct. It likewise looks to break down a portion of the moral issues in human services among them, refusal to mind, value, independence, non-male-ficence and equity (Lo, 2013). Moral dynamic is pivotal in the social insurance industry with regards to tending to issues, clashes and vulnerabilities concerning contradicting qualities, for example, individual, authoritative, proficient and collective qualities. The capacity to impact choices on tolerant consideration generally relies upon the moral rules gave. To maintain a strategic distance from moral situations, there ought to be plainly spelt methodology and rules planned for supporting moral dynamic (Krueger and Stein, 2010). There are various critical difficulties confronting medicinal services associations among them rising open desires, developing monetary weights, wellbeing of patients, issues of value improvement, mergers and solidifications, social insurance change among others. These variables have set medicinal services firms under much pressure and weight. They have additionally strengthened moral concerns and clashes. These difficulties call for moral dynamic by the gatherings in question (Curtin, 2011). Morals is a critical field to an organization’s crucial well as towards accomplishing the primary objective. Human services administrators and chiefs ought to show the criticalness of moral principles in their own activities just as searching for methods of incorporating moral practices inside a hierarchical culture. A human services association ought to make a moral domain by (Krueger and Stein, 2010): The capacity of an association to understand its maximum capacity inside the commercial center will to a great extent rely upon information, inspiration, aptitudes just as moral qualities and

Dissertation Abstracts - Helpful Tips for Writing Abstracts

Dissertation Abstracts - Helpful Tips for Writing AbstractsDissertation Abstracts is the first stage of submitting the dissertation. It is the point at which a student submits the relevant information for the review board before the dissertation is actually submitted to the dean. A thesis, on the other hand, is the final part of the submission process, at which time the student officially declares that the dissertation has been completed and that he or she has acquired a certain degree or can't be trusted with the actual dissertation.Abstracts are similar to reviews in some ways. The main difference is that a review process helps you get more details about a topic that you need help with and this is what a dissertation is all about, anyway. Nevertheless, it is a very important step when it comes to the final step of submission, which is the dissertation. Therefore, abstracts help by providing the reviewer with a description of your knowledge in order to help them to judge your knowle dge level as well as your capability to succeed in the end.Dissertation Abstracts is not one hundred percent useful to reviewers and still requires some work on your part. One of the best things about abstracts is that they have the potential to be taken out by a committee. Reviewers have a large amount of time and are used to spending it on abstracts. It is important that you have enough time and research in order to get your abstract read thoroughly by those who will eventually read it.Another thing that you should do is to take your time and work on it properly. If you are a busy student with a lot on your plate, you may find that it will be difficult to do a good job. There are a lot of people who submit dissertation abstracts to more than one editor. This makes it harder to see the essay properly.Another thing that you can do to make your abstracts better is to see how much effort the reviewers put into reading them. Usually, the reviewer will spend a lot of time on each and ev ery paper before making up his or her mind as to whether or not to give it a recommendation. In some cases, you can even get the opinion of one or two other students as to whether or not they thought the Abstract was a good example of a dissertation. This is an effective way to get feedback on your work.It is also important to look at the quality of the work to make sure that it is relevant and comprehensible to a lot of different people. For example, when a reviewer is not satisfied with your research, you should have your abstract reviewed by another individual or a committee.You should keep your abstract short, straightforward, and detailed. One of the best things to do is to go back and look at your abstract as a whole because it can be very important to remember the information contained within it.Writing an abstract can be somewhat time consuming. If you are a busy student, make sure that you can do it because having a good abstract is just as important as having a good writte n dissertation. If you can get help from others, such as a tutor, then that would be great because you are saving time and will be able to save money.

Essay on Imperialism in the Late 1800s and Early 1900s

Imperialism Unit Essay Imperialism is the policy of extending the role of authority of a nation over a foreign country, usually in material gain. In the late 1800’s and early 1900’s, the United States went through an era of imperialism. At the time, the US was quite powerful, but was looking to continue to spread their territory, make themselves even stronger, and have multiple trade routes to have all the resources they needed and wanted. There were three major policies that the US used during this era. One policy is the Big Stick Diplomacy. The president at the time was Roosevelt and was striving to take control over other territories. His famous quote related to this policy is â€Å"Speak softly and carry the big stick†. What†¦show more content†¦This would increase trade, which gives us more money, which gives up more power. Cuba is near Florida and we already had business associations with them. Also, the Spanish were trying to take over them. We were against the Spanish and we didn’t want them to expand so this lead to the Spanish- American War. This war also is fought over the Philippines. We ended up winning the war. We felt Cuba could expand and also maintain the business we already had. Also, if we go to when the Cold War was occurring, we were threatened that Cuba would join the USSR and become communists. The reason we wanted Panama was simply for the Panama Canal. We wanted the Panama Canal since it was a faster route from the Atlantic Ocean to the Pacific Ocean so this would fasten the process of trade which means more business would be occurring so this would give us more wealth and power. Essentially, the US wanted to get more land so it would in the long run give them more power and money. We needed these policies to make us successful and the result is that we did become more expanded; we got more money, and more power due to these two previous things. I feel Imperialism was a success for the US for the reasons I just stated and feel it was an intelligent decision and action for our country. Even now, we are still somewhat Imperialistic considering we’ve spread our culture all over the world and help the poor. The only disadvantage is that now we pay too much attention toShow MoreRelatedAmerican Imperialism Essay examples2429 Words   |  10 Pagesforay into imperialism represented a â€Å"great aberration† from typical American isolationism. A third school led by Julius Pratt, applied Social Darwinism to the country – stating that a combination of religious and humanitarian components motivated expansionism. The first school, however, most adequately articulated the nature of American imperialism. Acquisitions in both the Atlantic and Pacific were motivated by economic and business interests. During the late 1800s and the early 1900s, the UnitedRead MoreImperialism: the White Mans Burden890 Words   |  4 PagesImperialism: The White Mans Burden and the The Real White Mans Burden Well in order to show how imperialism was used in the nature of those two poems, I have to define it. Imperialism is the extension of sovereignty or control by one people or state over another. The objective is the exploitation of the controlled people or state. Imperialism has four major components: economic, military (strategic), political, and humanitarian. Imperialist powers are not bound to follow the laws, internationalRead MoreTime Line 21050 Words   |  5 PagesTimeline Part II NOTE: Before starting the Timeline project please refer to the Example Timeline Matrix document. Instructions: Complete the matrix by providing the Time Period/Date(s) in column B, and the Description and Significance of the People/Event(s) to American History in column C. See complete instructions in the Syllabus for the Module 3 assignment entitled. â€Å"Timeline Part II.† NOTE: The timeline project does not need to be submitted to turnitin. NOTE: Please write your answersRead MoreImperialism Is The Conception Or Preservation Of An Unequal Economic, Cultural, And Territorial Relationship1000 Words   |  4 PagesGeography, Imperialism is the conception or preservation of an unequal economic, cultural, and territorial relationship usually between states and often in the form of an empire, based on domination and subordination. Imperialism is pretty much using the countries power through military force or politics. -In the late 1800 s, Spain, England, and France were the main powers. In the early 1500 s, Europeans began building their empires in the western hemisphere. However, by the 1800 s, Spain andRead MoreKing Leopold s Ghost By Adam Hochschild1036 Words   |  5 PagesThe late 1800’s marked the peak of imperialism throughout Europe, primarily Africa. As a new century began to evolve, many European powers aggressively decide to surmount their power in many parts of Africa. More specifically, King Leopold’s journey to conquer the Congo and exploit the lucrative rubber/ivory market accurately describes the forced efforts of tyranny. King Leopold’s Ghost by Adam Hochschild explains the propaganda remunerated by people in favor and opposition of King Leopold’s conquestRead MoreAmerica s Hunger For Land And Power1166 Words   |  5 PagesIn the 1860s and early 1870s, the U.S. focused primarily on domestic issues, such as settlement of the American West. Apart fro m acquiring Alaska from Russia in 1867, the U.S. achieved little in the area of foreign expansion at this time. However, by the late nineteenth century and the early twentieth century, United States expansionism looked abroad with new interest, because, as a rising industrial power, the U.S. needed to find foreign markets in which to sell its manufactured products and fromRead MoreThe Big Stick By William Allen Rogers1240 Words   |  5 PagesThe â€Å"Big Stick† In the first decade of the 1900’s, the United States is beginning a progressive movement and increasing involvement with foreign affairs. The president during this time Theodore Roosevelt, a republican, was one of the first modern presidents the United States had encountered and he began to not only expand the power of the presidency but also industry, business and military. This time period in the United States was know as Imperialism. Roosevelt felt like the only way to expand theRead MoreEuropean Views On Non Europeans1324 Words   |  6 PagesAs people experience events in their life, their events help shape and form their opinions, beliefs, and values. Between the 1760’s and 1910’s, when analyzed, it was shown that European’s views on non-European peoples and cultures reflected the intellectual changes of the period. Europeans learned to accept the non-Europeans mainly due to the Enlightened Absolutism that had occurred where enlightened absolute mon archs allowed freedom of speech, religious toleration, and right to hold property. SomeRead MoreCan the United States Ever Be an Isolationist Country?937 Words   |  4 Pagespowers abroad. It was not until the late 1800’s and early 1900’s that the U.S. started to gain in strength. This was the period that in American history which they tremendously expanded their influence to other, smaller, parts in the Western Hemisphere. But America was already an imperialist power beforehand, just not internationally, as evident in the Manifest Destiny where America was â€Å"chosen† to expand westward. The Spanish-American war proved to be one of the early examples of American involvementRead MoreThings Fall Apart By Chinua Achebe1253 Words   |  6 PagesThroughout the late 18th century to the beginning of the 20th century, most of Africa faced a number of invasions from the British. Their culture and traditions were altered to meet the goals of Britain. Chinua Achebeâ €™s book, Things Fall Apart, is set in a Nigerian town where the British government had taken over. The main character, Okonkwo, is followed as the story progresses and shows how the new leaders were constantly battling against the indigenous people of the village. The book maps out the

Nature Versus Nurture Research Essay Violent Behavior

The nature versus nurture debate is an ongoing debate among social scientists relating to whether ones personality/personal characteristics are the result of his/her inherited genetic traits or the result of environmental factors such as upbringing, social status, financial stability, and more. One of the topics that are discussed among psychologists is the study of violent behavior among people as a whole, and in particular, individuals. Social scientists try to explain why people commit acts of violence through explanation of either side of the nature or nurture schools of thought. However, the overwhelming amount of research done into the relation of violent behavior and the nature versus nurture debate indicated that nurture is the primary explanation to explaining violent behavior because violent traits are learned from adults, someone’s social upbringing is a major factor to why some people are more violent than others, and finally influences from news media, movies, and video games enhance the chance for someone to exhibit violent behavior. In conclusion, violent behavior is a complex issue without a clear explanation that is overwhelmingly supported by the nurture side of the debate. The first reason why the nurture side of the debate provides more evidence towards understanding violent behavior is due to the fact that children learn violence through parents and other adults in their life. The first way children learn is that they imitate behavior that theyShow MoreRelatedEssay On Nature Vs Nurture1950 Words   |  8 PagesNature Versus Nurture Within a Violent Adult’s Child Development A majority of adulthood can account for how an adult was as a child. During these important developmental stages humans are incredibly inclined to absorb their environment and the social norms of those surrounding them. However, nature versus nurture is the theory I which debates whether humans are more impacted by their genetics or how they were raised. I am exceptionally interested in the development of children and how their environmentRead MoreHow Do Humans Develop Over A Lifetime? Essay1173 Words   |  5 Pagesunderstaffed orphanages become cheerful when they are adopted into a socially stimulating affectionate home. To explain development, one must consider both nurture and nature. Nurture discusses the impact of the environment and how learning is based on personal experiences. While, nature discusses maturation and maturation inheritance based on biology. Nature of development refers to our biology or our DNA, which is what we are born with. ( INSERT THESIS STATEMENT) The theory of developmental psychology didRead MoreAre Criminals Born Or Made?2023 Words   |  9 Pagesword criminal is someone who commits offending behavior within society (Harrower, 2001). The crime may range from petty theft to murder. Criminals are born not made is the discussion of this essay, it will explore the theories that attempt to explain criminal behavior. Psychologists have come up with various theories and reasons as to why individuals commit crimes. These theories represent part of the classic psychological debate, nature versus nurture. Are individuals predisposed to becoming a criminalRead More Masculinity and Evolutionary Psychology Essay1836 Words   |  8 Pages When attempting to explain something as intangible and complex as human behavior it is difficult to devise experiments that lead to conclusive results. Sometimes complex problems are easier to solve when they are broken down into smaller pieces or into simpler problems that are more approachable. Using human evolution to explain human behavior is such an example. Evolutionary psychology reaches for the roots of human development when they were in their most basic stages to explainRead MoreNature Vs Nurture And Nurture1777 Words   |  8 Pagesformed and cultivated through nature or nurture. This psychological anomaly is why I am writing this paper. Ever since I have enrolled in, and taken, a psychology class during my junior year, I have questioned whether every little emotion and action is because of nature or nurture. No topic is more widely explored and researched than morality. It cannot be scientifically or psychologically proven or tested, making any claim highly controversial. This idea, of nature vs nurture, that I had previously researchedRead More Brain and Behavior of Men and Women Essay1897 Words   |  8 Pagesskewed. Why are women and men so different in their choices and behavior? The brunt of popular opinion focuses on the environmental cues that lead to our distinct behaviors. But is there also an innate biological basis to the choices and differing abilities between men and women? Cognitive functioning or brain processing differences in the two genders has been a point of interest and contention for many years. The purpose of this essay is to explore if neuroanatomical and genetic differences betweenRead MoreOverview of Neuroimagery Essay1695 Words   |  7 Pageswith the inside of the body. This type of imagery falls into two categories: Structural; this deals with the structure of the brain and aids the diagnosis of diseases (e.g. brain tumours) and Functional; this is used for neurological and cognitive research purposes, al ong with the diagnosis of metabolic diseases (e.g. Alzheimer’s and Parkinson’s). Neuroimagery enables us to directly visualize the processing of information by the centres of the brain. This processing causes the involved area of theRead MoreSocialization : Explain Nature Vs Nurture Debate2070 Words   |  9 Pagestheon Burrows Sociology 27 Essay Socialization 1. DESCRIBE socialization, then EXPLAIN nature versus nurture debate. What is your position and why? What MAIN idea did each of the 6 theorists contribute to our understanding of human socialization? (You only need to give the top idea – for example: â€Å"Freud gave us a model of human personality.†) (Page #s) Socialization is the process of a person s personality throughout a lifetime viewed by experiences. Nurture VS. Nature debate how we develop ourRead Moreis poverty the main factor affect crime5090 Words   |  21 PagesIntroduction In the essay I’m going to talk about criminology and criminology is the scientific study of crime and criminals. Is one social group involved in crime more than other social groups? Crime is an unlawful act punishable by the state, harmful act or omission against the public which the state wishes to prevent and which, upon conviction is punishable by fine, imprisonment and in some countries death. No conduct constitutes a crime unless it is declared criminal in the laws of the countryRead MoreLatino History and Culture6732 Words   |  27 Pagesthe United States. Often when Latino’s migrate to the United States they stay with family or friends who have previously immigrated. Respect and Interpersonal Relationships Respect is important in Latino culture as it indicates appropriate behavior towards others based on age, gender, social and economic position and authority. Formality is seen as a sign of respect, including the use of suffixes such as Senor/ Don, Senora/ Dona. Another sign of respect in Latino culture is avoiding eye contact

The Park free essay sample

Eric de Winter Creative Writing Mr. Edmlnster Period 6 The park The crisp summer air filled the local park, the sun burning down as everyone wanted some fresh air. A young couple lounging on the fresh grass having a picnic, the Juicy aroma of sausages floated through the park. Across from the couple, parked precariously on an old patch of grass, was an ancient Ice-cream van. The old, decrepit van had been In the family for years, paint peeling, bodywork rusting, the Ice-cream van was fit for the dump. However, everyone in the local park was swarming around he Van, tired parents, bored teenagers, everyone needed a refreshment. The driver a sweaty, elderly man, looking worn and fed up, scanned the crowd, hoping for some refuge from the crowd of impatient customer. Beads of sweat dripping from his forehead, handing out melting Ice-creams as the suns fierce rays beat down on him. We will write a custom essay sample on The Park or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Close to the van was a young mother, struggling to control her two troublesome toddlers fighting with their younger sibling, sitting in a rather ornate looking stroller. Her oldest child, seemingly unaware, remained clicking away on her phone. Between he baby crying and her mother screaming, the began quickly attracting the attention of those passing by. The young mother was trying to explain to her children that she had no money for ice-cream. Tired and confused she attempted to calm down her noisy children, stopping to pick up her crying toddler who had Just fallen over, who tried to make a run for It towards the trees. A sweaty, runner, looked nervously around the park, his eyes longingly glancing towards the ice-cream Van, licking his lips, wishing he could gulp down an ice-cold can of Coke. Rather large in comparison to his personal trainer, a young, fit female. He was finding it hard to keep up, begging her to slow down. Tiredly trying to pull-up his sweat-drenched Under Armour shorts he came to a stop, collapsing right in the middle of the worn patch of grass where a group of boys were playing a rowdy game of football. Out of the usual gang playing football, one boy was already perched on a nearby bench being comforted by his concerned mother, carefully treating his rather badly scraped knee. Other players were taking a break, sitting on patches of grass licking rapidly melting ice-creams, while watching their teammates aimlessly fighting for the ball. One over-excited boy lobs the battered ball towards a passing couple, hand In hand the old couple picks up the pace, heading away from the brutal match. The old couple carries on along the path, leaning on their walking sticks for support. The old ladys dress softly flaps in the wind, exposing her swollen, pain feet covered by her sandals. Their aged faces crinkling into smiles as they watch the sunset. Their eyes wide through their magnifying-glass shaped spectacles. The local park is gradually cloaked in darkness, the park slowly clears, until all you can hear Is the gentle laughter ringing from midnight strollers. The Park By Eric-de Winter Mr. Edminster precariously on an old patch of grass, was an ancient ice-cream van. The old, decrepit van had been in the family for years, paint peeling, bodywork rusting, the ice-cream forehead, handing out melting ice-creams as the suns fierce rays beat down on him. over, who tried to make a run for it towards the trees. rapidly melting ice-creams, while watching their teammates aimlessly fghting for the ball. One over-excited boy lobs the battered ball towards a passing couple, hand in can hear is the gentle laughter ringing from midnight strollers.

Vital Signs HIV Testing and Diagnosis Among Adults †United States, 2001

The Human Immune Deficiency has continued to kill more people in the United States even when people are aware of how it’s transmitted and how it can be avoided. This report analyses a report (Satcher et. al., 2010) that was posted by the Center for Disease Control and Prevention (CDC)Advertising We will write a custom report sample on Vital Signs: HIV Testing and Diagnosis Among Adults – United States, 2001-2009 specifically for you for only $16.05 $11/page Learn More The regular test for HIV is being encouraged because recent medical reports indicate that there are many people who are infected by this virus but they are not aware. Most people ignore the evaluation process when they are not experiencing any health problems. They only get examined at a later stage when the situation has already worsened. Early discovery can prevent further spread of the virus into AIDS. The majority of people who have been tested were not willing to get exam ined hence they were tested because of other reasons such as during blood donation where it is mandatory for the donor’s blood to be examined (Taubes, 2007). CDC relied on the information provided from the survey conducted by National Health Interview between 2001 and 2009 to establish cases of early discovery of HIV. Additionally, this information was used to determine the geographical locations that had the highest infection rate. CDC also obtained information from the national HIV surveillance system which was useful in identifying the number of people who voluntarily availed themselves for the examination. The information from these findings suggest that HIV affects homosexuals than men who are have straight sexual orientation. Besides that African-Americans are more prone to this virus than other races. Urban centers were found to have the highest number of infected persons. Of late most people are being discovered early enough because most people want to know their stat us. The CDC report indicates that more men suffer from HIV than women. Rothan (2002) argues that this could be due to their polygamous nature. If HIV is discovered early the patient has higher chances of living longer than when examination has not taken place. When one knows that he/she is infected with HIV, he/she may avoid spreading the virus to uninfected persons. For instance, pregnant women are forced to take HIV evaluation because if they are infected they will extend this virus to their new born babies hence when they are found to be positive they are discouraged from breast feeding the child once it’s born. This test has led to decline in child mortality. Incase a person tests positive he/she is introduced to retroviral medicine which is meant to decline the multiplication of the virus which in return prevents the virus from advancing into AIDS.Advertising Looking for report on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More In the past decades many people were dying because of this disease because they could only get tested in health clinics and most people were afraid of going for the examination because they felt that they would die earlier due to stress of living with the stigma. Nowadays more people are being tested and there are few cases of people who realize they have this virus at a later stage. The major advantage of early testing is that the patient will be aware of his/her condition and thus will be able to maintain his/her health (Rothan, 2002). That’s why nowadays people who die from HIV look very healthy as opposed to earlier on when people suffering from HIV used to look very thin. In conclusion, the data collected by CDC is essential in planning for health care in areas most prone to HIV and in setting policies that can reduce the pandemic. CDC has been campaigning for early and voluntary examination in most countries from all over the world and thus more testing centers have been established. The media is also being used to sensitize people on the importance of knowing one’s status because if one is negative he/she has to retain that status because the status is not permanent. More efforts are being made towards discovering people living with HIV because those who are not aware of their status are the ones who spreads the virus unintentionally. In some states testing is done in residential areas from door to door because many people argue that they are very busy to go for the test. References Rothman, K.J. (2002). Epidemiology: An introduction. New York: Oxford University Press. Satcher, et al. (2010, December 3). â€Å"Vital Signs: HIV Testing and Diagnosis Among Adults – United States, 2001-2009†. Centers for Disease Control and Prevention (CDC). Retrieved from https://www.cdc.gov/mmwr/preview/mmwrhtml/mm5947a3.htm?s_cid=mm5947a3_w Taubes, G. (2007, September 16).†Do we really know what makes us healthy?† New York Times. Retrieved from https://www.nytimes.com/2007/09/16/magazine/16epidemiology-t.htmlAdvertising We will write a custom report sample on Vital Signs: HIV Testing and Diagnosis Among Adults – United States, 2001-2009 specifically for you for only $16.05 $11/page Learn More This report on Vital Signs: HIV Testing and Diagnosis Among Adults – United States, 2001-2009 was written and submitted by user Mae Lane to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. 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How The Media Influences Social Policy

How The Media Influences Social Policy Free Online Research Papers Social policy is in place to enable the state to determine and manage the needs of society as a whole. Social policy deals with the distribution of practical and financial resources and the range of responses to social need. The public’s general understanding of social policy is usually that the government decides which policies need to be changed, implemented and abolished. In this essay I will show that social policy is not just a straightforward matter of government and I will look at the effects and implications of media and pressure groups on social policy. Political parties influence how welfare is approached and therefore how policies are formed. They develop policies which voters expect implemented if they are elected into office. Those political parties do not operate in isolation and in a pluralist society where power is distributed throughout different groups [Bochel et al, 2005 p18], if a person is unable to vote through a political party for issues they are concerned about, they can join a pressure group to influence policy making. Pressure groups generally aim to achieve influence over particular policies rather than to achieve control of government. Bill Coxall et al. defines pressure groups as, ‘Any organisation which normally working through lobbying rather than standing for office, seeks to influence public policy†¦Ã¢â‚¬â„¢, so making the point that pressure groups are wanting to influence and possibly change a particular social policy (in Czerniawski, 2005 p22) Some Sociologists, however do not support the existence of pressure groups. Marxists make the points that often they are just sounding boards for political parties and their influence depends on their connections [Czerniawski, 2005 p22]. However pressure groups are now usually involved in campaigning around one issue, for example, homelessness and they need the participation of the general public to make their views heard. Pressure groups fall into two categories, either ‘protecting’ or ‘promoting’. The promoting groups such as Shelter aim to promote their values and beliefs and the protecting groups such as Northern Ireland Social Care Council aim to protect the rights and interests of all the Social Care Workers in Northern Ireland. These would both be ‘insider pressure groups’, able to sit alongside the government and have direct involvement in policy making. ‘Outsider pressure groups’ cannot sit directly with the government, either because they do not have, or do not wish to have a close relationship with officials. An example of this is the Campaign for Nuclear Disarmament Group (CNDuk.org) in the 1980’s. Despite having 250,000 members and staging protest marches through London with much media attention, the Conservative government at the time did not agree with their aims and concerns. CND were concerned due to the Conservative Govern ment’s close links with the US and the new threats of more nuclear weapons in Europe. This led to CND being excluded from any arms decisions made by the government [Trueman, 2000, history learning site : CNDuk.org], but still they staged marches to rally public support to indirectly put pressure on the government and change social policy. Amnesty international is an extremely powerful promotional pressure group, [Foley, Society and Culture Association] with 1.8 million members in over 150 countries. Amnesty International is non-political, but involves itself in asking for donations, staging peaceful protests, campaigning relentlessly and emailing foreign ministers regarding arms supplies. Amnesty International has so much power now that countries cited by them as there being human rights concerns such as China and the United States have received extremely negative publicity due to this. Between 1990 and 2005, Amnesty International recorded 19 executions in the United States for crime committed by a juvenile [Amnesty.org]. An Amnesty International recent campaign for justice resulted in a change in policy disallowing the execution of juvenile offenders in certain US states [Wikipedia.org]. A former torturer from El Salvador said, ‘if theres lots of pressure – like from Amnesty International or some fo reign countries – we might pass them on to a judge. But if theres no pressure, then theyre dead’ [Amnesty.org]. This example therefore shows that this particular pressure group is effective in getting their message across. Amnesty do have a strong support group, but there are many counties such as China who although not directly opposing Amnesty International, will criticise reports by Amnesty regarding China’s state of human rights [bbc.co.uk, 2000]. When compared to the government pressure groups resources are minimal but when many small groups come together around an issue, the resources grow tremendously and can have considerable impact, thereby enabling changes in social policy. Any confrontations will multiply any impact a pressure group can have on an issue. Since public opinion is the ultimate source of the groups social power, the media plays an important role by focusing public attention on their actions. The media is all around us, providing us with news stories in many different mediums. Bochel et el make the point that ‘the public also make distinctions, with the evidence suggesting that they are generally much more ready to say that they believe that TV News reporting is truthful than newspaper coverage’, but they also say that the perceptive that the public will believe whatever they are told by the media is not true [Bochel et el, 2005, p21]. Broadsheets such as the Times and the Guardian often contrast widely with tabloid reporting such as the News of the World and the Sun Newspapers. In the Times Newspaper on 7 November 2006 the main story on the front page was ‘forty years for bomb plotter’ and on the same date on t he front page of the Sun Newspaper, their main story was â€Å"I’ll blow up Thames†¦Ã¢â‚¬â„¢plan to kill hundreds†¦ if not thousands’† [Fresco, 2006 : The Sun online, 2006]. Both reporting the same story, but the Sun Newspaper framed it and interpreted it differently so it becomes more personal to the reader. Bochel et al. support this by discussing reinforcing pre-existing opinions amongst the public and how the mass media can frame a story focusing on bad news, violence and conflict as this sells newspapers [Bochel et al, 2005, p22]. The media appeared to be particularly successful in highlighting cases such as the policy of community care for people with mental illnesses, influencing public opinion and inspiring policy responses. For example the policy of community care for people with mental illness came under intense scrutiny after the 1992 incident when Christopher Clunis, who had a diagnosis of Schizophrenia and had been discharged from hospital, killed a stranger at a London tube station [Court, 1994. Emotive, headline-catching language was used to describe the predicament of Christopher Clunis creating a moral panic amongst readers by linking this to other community care stories with a similar outcome. Mental Health organization ‘Mind’ did a survey of 500 people within their network who voted the Sun Newspaper as being the newspaper with the worst coverage of mental health issues [Ferriman, bmj journals, 2000]. This moral panic not only relates to who is released onto the streets but also th e state of Social Services and specifically the Mental Health Service [Swale, 2004, p15]. Measures put in place after this incident and the resulting media coverage have arguably served to impose additional constraints on people with mental health problems including a national supervision register, supervised discharge order, specialist housing, thereby also putting responsibility and pressure on the already stretched Mental Health Services. Steve Hewlett, director of programmes at Carlton Television, explained that newspapers often made substantial mileage out of mental health incidents, such as the Christopher Clunis case because they knew it awakened fear in their readers. He explained It is always easier to reinforce your readers views than challenge them [Ferriman, bmj journals, 2000]. Durkheim (1895) observed that a limited amount of crime is beneficial and Jill Swale (2004) uses this theory to illustrate that people unite in horror when very shocking and horrific crimes are committed [in Swale, 2004, p16]. A group called Media Forum on Mental Health has been set up by mental health organizations such as Mind in order to influence the media to report on mental health more responsibly. This is because they are so concerned that the public are being led to believe by the media that people with mental health issues are a threat to society. I think the media has a substantial influence over how they report a crime and therefore how the public sees this crime and chooses to react. The Media run a money orientated business and want to sell as many copies or get as many people to watch their broadcast as possible and the tabloids especially are often sensationalist and will report the stories their public want to hear about. Regarding Durkheim’s (1895) theory of boundary setting, Jill Swale (2004) remarks that people will demand a change in legislation when a crime receives media attention and the punishment is inadequate, but if people see the crime as shocking, they can often push for changes in the law [in Swale, 2004, p16]. This is very dangerous as we have seen by the community care issue, it can result in the public getting an unfair picture of mental health patients, and thereby has effects on social policy which could have been better thought out and planned rather that hysteria becoming an integral part of ensuring the public are protected. I do however think that a positive tool for the government is that they can use pressure groups to their advantage as for each group holding a position on an issue there is generally another group holding the opposite position. This illustrates that we live in a pluralist society which therefore means the government can gage from the media and public reaction where the public stand according to issues that pressure groups are lobbying for and therefore the government can react accordingly. Research Papers on How The Media Influences Social PolicyRelationship between Media Coverage and Social andThe Relationship Between Delinquency and Drug UseBringing Democracy to AfricaPETSTEL analysis of IndiaInfluences of Socio-Economic Status of Married MalesQuebec and CanadaAppeasement Policy Towards the Outbreak of World War 219 Century Society: A Deeply Divided EraStandardized TestingAssess the importance of Nationalism 1815-1850 Europe

Standard Based Grading Measures Student Skills

Standard Based Grading Measures Student Skills What does an A on a test or quiz mean to a student? Mastery of skill or mastery of information or content?   Does an F grade mean a student understands none of the material or less than 60% of the material? How is grading used as feedback for academic performance? Currently, in most middle and high schools (grades 7-12), students receive letter grades or numerical grades in subject areas based on points or percentages. These letter or numerical grades are tied to credits for graduation based on Carnegie units, or the number of  hours of contact time with an instructor.   But what does 75% grade on a math assessment tell a student about his or her specific strengths or weaknesses? What  does a B- grade on a literary analysis essay inform a student about how he or she meets skills sets in organization, content, or conventions of writing?   In contrast to letters or percentages, many elementary and intermediate schools have adopted a standards-based grading system, one that uses a 1-to-4 scale. This 1-4 scale breaks down academic subjects into specific skills needed for a content area.   While these elementary and intermediate schools use standards-based grading may vary in their report card terminology, the most common four-part scale denotes a students level of achievement with descriptors such as: Excels or above grade level (4)Proficient or at grade level (3)Approaching proficiency or approaching grade level (2)Well below proficiency or below grade level (1) A standards-based grading system may be called  competency-based,  mastery-based,  outcome-based,  performance-based, or proficiency-based. Regardless of the name used, this form of a grading system is  aligned to the Common Core State Standards (CCSS) in English Language Arts and Literacy and in Math, which was established in 2009 and adopted by 42 out of 50 states. Since this adoption, several states have withdrawn from using CCSS in favor of developing their own academic standards. These CCSS standards for literacy and for math were organized in a framework that details specific skills for each grade level in grades K-12. These standards serve as guides for administrators and teachers to develop and implement the curriculum. Each skill in the CCSS has a separate standard, with skill progressions tied to grade levels. Despite the word standard in the CCSS, standards-based grading at the upper-grade levels, grades 7-12, has not been universally adopted. Instead, there is ongoing traditional grading at this level, and most middle and high school use letter grades or percentages based on 100 points. Here is the traditional grade conversion chart: Letter Grade Percentile Standard GPA A+ 97-100 4.0 A 93-96 4.0 A- 90-92 3.7 B+ 87-89 3.3 B 83-86 3.0 B- 80-82 2.7 C+ 77-79 2.3 C 73-76 2.0 C- 70-72 1.7 D+ 67-69 1.3 D 65-66 1.0 F Below 65 0.0 The skill sets outlined in the CCSS for literacy and math can be easily converted  to four point scales, just as they are at the K-6 grade levels. For example, the first reading standard for grade 9-10 states that a student should be able to: CCSS.ELA-LITERACY.RL.9-10.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Under a traditional grading system with letter grades (A-to-F) or percentages, a score on this reading standard may be difficult to interpret. Advocates of standard based grading will ask, for example, what a score of B or 88% tells a student. This letter grade or percentage is less informative about a student’s skill performance and/or subject mastery.  Instead, they argue, a standards-based system would singularly assess a students skill to cite textual evidence for any content area: English, social studies, science, etc. Under a standards-based assessment system, students could be assessed on their skill to cite using a 1-to-4 scale that featured the following descriptors:   Score 4: excels in citing  strong and thorough textual evidence -explicit and inferential OR needs no support;Score 3:  proficient at  citing  strong and thorough textual evidence -explicit and inferential  OR needs minimal support;Score 2:  approaching proficiency at citing  strong and thorough textual evidence -explicit and inferential OR needs moderate support;Score 1:  below proficiency at citing  strong and thorough textual evidence -explicit and inferential OR needs extensive support and/or reteaching. Assessing students on a 1-4 scale  on a particular skill  can provide clear and specific feedback to a student. A standard by standard assessment separates and detail the skills, perhaps on a rubric.  This is less confusing or overwhelming to a student when compared to a combined skills percentage score on 100 point scale. A conversion chart that compares  a traditional grading of an assessment to standards-based graded assessment would look like the following: Letter Grade Standards-Based grade Percentage grade Standard GPA A to A+ Mastery 93-100 4.0 A- to B Proficient 90-83 3.0 to 3.7 C to B- Approaching proficiency 73-82 2.0-2.7 D to C- Below Proficiency 65-72 1.0-1.7 F Below Proficiency Below 65 0.0 Standards-based grading  also allows teachers, students,  and parents to see a grade report that lists overall levels of proficiency on separate skills instead of composite or combined skill scores. With this information, students are better informed in their individual strengths and in their weaknesses as  a standards-based score highlights the skill set(s) or content that need(s) improvement and allows them to target areas for improvement. Furthermore, students would not need to re-do all of a test or assignment if they have demonstrated mastery in some areas. An advocate for standards-based grading is educator and researcher Ken OConnor. In  his chapter,  The Last Frontier: Tackling the Grading Dilemma, in Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning, he notes: Traditional grading practices have promoted the idea of uniformity. The way we are fair is we expect all students do to the same thing in the same amount of time in the same way. We need to move†¦ to the idea that fairness is not uniformity. Fairness is equity of opportunity (p128). OConnor argues that standards-based grading allows for grading differentiation because it  is flexible and can be adjusted up and down as students confront new skills and content. Moreover, no matter where students are in a quarter or semester, a standard based grading system provides students, parents, or other stakeholders an assessment of student understanding in real time. That kind of student understanding may  take place during conferences, such as the ones Jeanetta Jones Miller explained in her article   A Better Grading System: Standards-Based, Student-Centered Assessment in the September 2013 edition of the English Journal. In her description of how standard based grading informs her instruction, Miller writes that it’s important to set up appointments to confer with each student about progress toward mastery of course standards. During the conference, each student receives individual feedback on his or her performance in meeting one or more standards in a content area:   The evaluation conference provides an opportunity for the teacher to make it clear that the student’s strengths and areas for growth are understood and the teacher is proud of the student’s efforts to master the standards that are most challenging. Another benefit to standardized based grading is the separation  of student work habits that are often combined in a grade. At the secondary level, a point penalty for late papers missed homework, and/or uncooperative collaborative behavior is sometimes included in a grade. While these unfortunate social behaviors will not stop with the use of standards-based grading, they may be isolated and given as separate scores  into another category. Of course, deadlines are important, but factoring in behaviors such as turning an assignment in on time or not has the effect of watering down an overall grade. To counter such behaviors, it may be possible to have a student turn in an assignment that still meets a mastery standard but does not meet a set deadline. For example, an essay assignment may still achieve a 4 or exemplary score on skills or content, but the academic behavior skill in turning in a late paper may receive a 1 or below proficiency score. Separating behavior from skills also has the effect of preventing students from receiving the kind of credit that simply completing work and meeting deadlines has had in distorting measures of academic skill.   There are, however, many educators, teachers and administrators alike, who do not see advantages to adopting a standards-based grading system at the secondary level. Their arguments against standards-based grading primarily reflect concerns at the instructional level. They stress that the  transition to a standards-based grading system, even if the school is from one of the 42 states using the CCSS, will require teachers to spend immeasurable amounts of time on extra planning, preparation, and training. In addition, any statewide initiative to move to standards-based learning may be difficult to fund and manage. These concerns may be a reason enough not to adopt standards-based grading. Classroom time can also be a concern for teachers when  students do not reach proficiency on a skill. These students will need reteaching and reassessment placing another demand on curriculum pacing guides. While this reteaching and reassessment by skill does create  additional work for classroom teachers, however, advocates for  standards-based grading note that this process may help teachers to refine their instruction. Rather than add to continuing student confusion or misunderstanding, reteaching may improve later understanding. Perhaps the strongest objection to standards-based grading is based on the concern that standards-based grading might put high school students at a disadvantage when applying to college. Many stakeholders -parents, students teachers, guidance counselors, school administrators-believe that college admissions officers will only evaluate students based on their letter grades or GPA, and that GPA must be in numerical form. Ken OConnor disputes that concern suggesting that secondary schools are in the position to issue both traditional letter or numerical grades and standards-based grades at the same time. â€Å"I think it’s unrealistic in most places to suggest that (GPA or letter grades) are going to go away at the high school level,† O’Connor agrees, but the basis for determining these might be different. He proposes that schools might base their letter-grade system on the percentage of grade-level standards a student meets in that particular subject and that schools can set their own standards based on GPA correlation.   Renowned author and education consultant Jay McTighe  agrees with OConnor, â€Å"You can have letter grades and standards-based grading as long as you clearly define what those (letter-grade) levels mean.† Other concerns are that standards-based grading can mean the loss of class ranking or honor rolls and academic honors. But OConnor points out that high schools and universities confer degrees with highest honors, high honors, and honors and that ranking students to the hundredth of a decimal may not be the best way to prove academic superiority. Several New England states will be at the forefront of this restructuring of grading systems. An article in  The  New England Journal of Higher Education Titled directly addressed the question of college admissions with standard based grading transcripts. The states of Maine, Vermont, and New Hampshire have all passed legislation to implement proficiency or standards-based grading in their secondary schools.   In support of this initiative, a study in Maine titled Implementation of a Proficiency-Based Diploma System: Early Experiences in Maine  Ã‚  (2014) by Erika K. Stump and David L. Silvernail used a  two-phase, qualitative approach in their research and found: ...that benefits [of proficiency grading] include improved student engagement, greater attention to development of robust interventions systems and more deliberate collective and collaborative professional work. Maine schools are expected to establish a proficiency-based diploma system by 2018. The New England Board of Higher Education (NEBHE) and the New England Secondary School Consortium (NESSC) met in 2016 with admissions leaders from highly selective New England colleges and universities and discussion was the subject of an article How Selective Colleges and Universities Evaluate Proficiency-Based High School Transcripts (April 2016) by Erika  Blauth and Sarah Hadjian. The discussion revealed that college admissions officers are less concerned with grade percentages  and more concerned that grades must always be based on clearly specified learning criteria.   They also noted that: Overwhelmingly, these admissions leaders indicate that students with proficiency-based transcripts will not be disadvantaged in the highly selective admissions process. Moreover, according to some admissions leaders, features of the proficiency-based transcript model shared with the group provide important information for institutions seeking not just high-performing academics, but engaged, lifelong learners. A review of the information on standards-based grading at the secondary level shows that implementation will require careful planning, dedication, and follow through for all stakeholders. The benefits for students, however, could be worth the considerable effort.

Water and Environment science Research Paper Example | Topics and Well Written Essays - 500 words

Water and Environment science - Research Paper Example the inhabitants of the Portland city since it supplies them with sufficient amounts of fish like the Chinook, Sockeye and the Chun Salmon, wild animals as well as natural sceneries. The bird species are found on the river banks and they include the bald eagles and the great blue herons (Sethajintanin, et al., 114). Willamette River has undergone a tremendous change in the last two hundred years which is characterized by various human activities like the building of dams, dykes, and dredging. There are various sources of pollution in the Willamette River which include the sanitary discharge from the cities of Corvallis and Portland whose combined storm as well as the sanitary sewer release untreated sewage in to the river during the rainy season. Oil and fuel spills are common in the river because of the boating activity common in the river. Sediment erosion is common in the area where flood carries pollutants from upstream areas in to the river thus causing pollution of the river. Household wastes like solvents soaps as well as the household chemicals that are washed down from the roofs and eventually drain into the river (Poor & Jeffrey, 772). The Willamette River is now considered cleaner than it was in the late 1920’s and in the 1930’s when the river was in a much polluted state that a fish placed in it could die immediately. An authority known as the State Sanitary Authority which was later changed into the Department of Environment Quality. This Authority was responsible for overseeing the cleaning up of the River. In 1968, a major clean up was done which involved the identification of all major waste discharges were controlled thus making the river much safer (Rojas-Burke, 134). From the results of the data collected from the river it is clear that the temperatures were high during the three testing scenarios because of the times in which the samples were taken. High temperatures affect the functioning of the aquatic life since their bodies function

Environmental Problems and Solutions Case Study

Environmental Problems and Solutions - Case Study Example Whenever more energy has been trapped than needed, it effect can increase the climate of the earth. There are certain reasons because of which these gases trap more energy than needed. Nature has kept the atmosphere in such a balance that any meddling in its route or cycle may harm the entire cycle. The present atmosphere of our planet is according to needs of human body. But time and again man has meddled with this cycle. The excessive use of explosives either during the war or on testing basis is the basic reason for the increase in global atmosphere. The explosives used in the wars carry dangerously poisonous and hot gases that mix with the greenhouse gases 2and result in the trap of more heat than needed. Similarly, the factories emit poisonous gases. Here the developed countries like USA and EU are the greater contributors, because they have more factories than the rest of the world. The underdeveloped countries are also adding to this global warming because the vehicles used are normally so deplorably in a bad condition that they emit many times more poisonous smoke than the normal order. These haphazard practices of human beings are resulting in certain damages to the natural cycle of life. The global temperature has been changed rapidly. ... The ecosystem of our planet is also getting becoming chaotic, because of the human folly. This folly creates a vicious circle, where each problem exacerbates other problems which feedbacks into each other. A recent research of population trends, climate change, increasing pollution and emerging diseases found that 40 percent of deaths in the world could be attributed to environmental factors. Actually the ecosystem3 has been set in such a way that every species depends on the other. If one gets disturbed or destroyed, the other will definitely suffer. Sometimes even the entire species are wiped out because of certain human irregularities and indiscipline. The ozone layer is also getting damaged day by day. The destruction of ozone layer is also increasing the UV-radiation, that combined with higher ocean temperature, cause the reduction in carbon dioxide trapping mechanism of the oceanic phytoplankton biomass ,which adds to global warming process. When the warming reaches a certain level, it releases huge amounts of greenhouse gasses trapped in the permafrost. This enhances the global warming, and the polar destruction of ozone, and so on. Global warming also results in the rise of sea level. The general scientific law that liquid expands on heating is quite applicable to the rise in sea level. When the seawater gets warm, its level rises 4resulting in irreparable loss and damage to the land. Many islands disappear completely. Millions dollars worth property and business is obliterated in a few seconds. History is witness to the fact that more people have died by the after effects of the natural catastrophe than the catastrophe itself. Floods and

Training Skips Effective Techniques of Teaching :: essays papers

Training Skips Effective Techniques of Teaching â€Å"U.S. Educators’ Training Skips Effective Techniques of Teaching†: Article Review The article, U.S. Educators’ Training Skips Effective Techniques of Teaching, states that teachers in the United States have not been sufficiently trained on the details of beneficial teaching techniques. According to a study done by James W. Stigler, the United States’ teaching styles are drastically different than those of other countries. For example, Stigler found that teachers in America focus their math lessons primarily on rote learning and repetitive drills. On the other hand, in Japan teachers let the students make mistakes in hopes that these mistakes will later help them understand the problem and the reasoning behind it. The article also explains how teachers in the United States tend to stay isolated in their room and do not share or discuss their teaching techniques and experiences with each other in order to seem unintrusive. In Japan, the teachers often form teams to create lessons and share ideas while also clustering all their desks into one room. A t hird example of the differences among American schools compared to schools in other countries is the teacher’s main topics of discussion concerning their students. In America teachers tend to discuss student discipline instead of instruction, while in Japan, discussion focuses on different ways to teach lessons and concepts. This article states how American teachers need to work collaboratively and share their knowledge with their colleagues in order to help our students. I agree with this article when it states that â€Å"†¦[the U.S.] needs to create a culture in which teachers examine the way they teach and how they can better achieve their own goals. I feel that this article gave some good examples on how American schools need to improve their teaching techniques to help the students. While it is important to teach students the process of a math problem, for example, it is also just as important to teach them the underlying concept for the problem. Children need to be able to experiment and discover for themselves what math concepts mean in order to own and understand the information or skill. If students are not taught reasons for why they are learning something, they will not be interested. I also believe that discussions between teachers should focus on sharing their techniques and instructional ideas with each other rather than on discipline and logistics.

A Game of Thrones Chapter Twenty-nine

Sansa Sansa rode to the Hand's tourney with Septa Mordane and Jeyne Poole, in a litter with curtains of yellow silk so fine she could see right through them. They turned the whole world gold. Beyond the city walls, a hundred pavilions had been raised beside the river, and the common folk came out in the thousands to watch the games. The splendor of it all took Sansa's breath away; the shining armor, the great chargers caparisoned in silver and gold, the shouts of the crowd, the banners snapping in the wind . . . and the knights themselves, the knights most of all. â€Å"It is better than the songs,† she whispered when they found the places that her father had promised her, among the high lords and ladies. Sansa was dressed beautifully that day, in a green gown that brought out the auburn of her hair, and she knew they were looking at her and smiling. They watched the heroes of a hundred songs ride forth, each more fabulous than the last. The seven knights of the Kingsguard took the field, all but Jaime Lannister in scaled armor the color of milk, their cloaks as white as freshfallen snow. Ser Jaime wore the white cloak as well, but beneath it he was shining gold from head to foot, with a lion's-head helm and a golden sword. Ser Gregor Clegane, the Mountain That Rides, thundered past them like an avalanche. Sansa remembered Lord Yohn Royce, who had guested at Winterfell two years before. â€Å"His armor is bronze, thousands and thousands of years old, engraved with magic runes that ward him against harm,† she whispered to Jeyne. Septa Mordane pointed out Lord Jason Mallister, in indigo chased with silver, the wings of an eagle on his helm. He had cut down three of Rhaegar's bannermen on the Trident. The girls giggled over the warrior priest Thoros of Myr, with his flapping red robes and shaven head, until the septa told the m that he had once scaled the walls of Pyke with a flaming sword in hand. Other riders Sansa did not know; hedge knights from the Fingers and Highgarden and the mountains of Dorne, unsung freeriders and new-made squires, the younger sons of high lords and the heirs of lesser houses. Younger men, most had done no great deeds as yet, but Sansa and Jeyne agreed that one day the Seven Kingdoms would resound to the sound of their names. Ser Balon Swann. Lord Bryce Caron of the Marches. Bronze Yohn's heir, Ser Andar Royce, and his younger brother Ser Robar, their silvered steel plate filigreed in bronze with the same ancient runes that warded their father. The twins Ser Horas and Ser Hobber, whose shields displayed the grape cluster sigil of the Redwynes, burgundy on blue. Patrek Mallister, Lord Jason's son. Six Freys of the Crossing: Ser Jared, Ser Hosteen, Ser Danwell, Ser Emmon, Ser Theo, Ser Perwyn, sons and grandsons of old Lord Walder Frey, and his bastard son Martyn Rivers as well. Jeyne Poole confessed herself frightened by the look of Jalabhar Xho, an exile prince from the Summer Isles who wore a cape of green and scarlet feathers over skin as dark as night, but when she saw young Lord Beric Dondarrion, with his hair like red gold and his black shield slashed by lightning, she pronounced herself willing to marry him on the instant. The Hound entered the lists as well, and so too the king's brother, handsome Lord Renly of Storm's End. Jory, Alyn, and Harwin rode for Winterfell and the north. â€Å"Jory looks a beggar among these others,† Septa Mordane sniffed when he appeared. Sansa could only agree. Jory's armor was blue-grey plate without device or ornament, and a thin grey cloak hung from his shoulders like a soiled rag. Yet he acquitted himself well, unhorsing Horas Redwyne in his first joust and one of the Freys in his second. In his third match, he rode three passes at a freerider named Lothor Brune whose armor was as drab as his own. Neither man lost his seat, but Brune's lance was steadier and his blows better placed, and the king gave him the victory. Alyn and Harwin fared less well; Harwin was unhorsed in his first tilt by Ser Meryn of the Kingsguard, while Alyn fell to Ser Balon Swann. The jousting went all day and into the dusk, the hooves of the great warhorses pounding down the lists until the field was a ragged wasteland of torn earth. A dozen times Jeyne and Sansa cried out in unison as riders crashed together, lances exploding into splinters while the commons screamed for their favorites. Jeyne covered her eyes whenever a man fell, like a frightened little girl, but Sansa was made of sterner stuff. A great lady knew how to behave at tournaments. Even Septa Mordane noted her composure and nodded in approval. The Kingslayer rode brilliantly. He overthrew Ser Andar Royce and the Marcher Lord Bryce Caron as easily as if he were riding at rings, and then took a hard-fought match from white-haired Barristan Selmy, who had won his first two tilts against men thirty and forty years his junior. Sandor Clegane and his immense brother, Ser Gregor the Mountain, seemed unstoppable as well, riding down one foe after the next in ferocious style. The most terrifying moment of the day came during Ser Gregor's second joust, when his lance rode up and struck a young knight from the Vale under the gorget with such force that it drove through his throat, killing him instantly. The youth fell not ten feet from where Sansa was seated. The point of Ser Gregor's lance had snapped off in his neck, and his life's blood flowed out in slow pulses, each weaker than the one before. His armor was shiny new; a bright streak of fire ran down his outstretched arm, as the steel caught the light. Then the sun went behind a cloud, and it was gone. His cloak was blue, the color of the sky on a clear summer's day, trimmed with a border of crescent moons, but as his blood seeped into it, the cloth darkened and the moons turned red, one by one. Jeyne Poole wept so hysterically that Septa Mordane finally took her off to regain her composure, but Sansa sat with her hands folded in her lap, watching with a strange fascination. She had never seen a man die before. She ought to be crying too, she thought, but the tears would not come. Perhaps she had used up all her tears for Lady and Bran. It would be different if it had been Jory or Ser Rodrik or Father, she told herself. The young knight in the blue cloak was nothing to her, some stranger from the Vale of Arryn whose name she had forgotten as soon as she heard it. And now the world would forget his name too, Sansa realized; there would be no songs sung for him. That was sad. After they carried off the body, a boy with a spade ran onto the field and shoveled dirt over the spot where he had fallen, to cover up the blood. Then the jousts resumed. Ser Balon Swann also fell to Gregor, and Lord Renly to the Hound. Renly was unhorsed so violently that he seemed to fly backward off his charger, legs in the air. His head hit the ground with an audible crack that made the crowd gasp, but it was just the golden antler on his helm. One of the tines had snapped off beneath him. When Lord Renly climbed to his feet, the commons cheered wildly, for King Robert's handsome young brother was a great favorite. He handed the broken tine to his conqueror with a gracious bow. The Hound snorted and tossed the broken antler into the crowd, where the commons began to punch and claw over the little bit of gold, until Lord Renly walked out among them and restored the peace. By then Septa Mordane had returned, alone. Jeyne had been feeling ill, she explained; she had helped her back to the castle. Sansa had almost forgotten about Jeyne. Later a hedge knight in a checkered cloak disgraced himself by killing Beric Dondarrion's horse, and was declared forfeit. Lord Beric shifted his saddle to a new mount, only to be knocked right off it by Thoros of Myr. Ser Aron Santagar and Lothor Brune tilted thrice without result; Ser Aron fell afterward to Lord Jason Mallister, and Brune to Yohn Royce's younger son, Robar. In the end it came down to four; the Hound and his monstrous brother Gregor, Jaime Lannister the Kingslayer, and Ser Loras Tyrell, the youth they called the Knight of Flowers. Ser Loras was the youngest son of Mace Tyrell, the Lord of Highgarden and Warden of the South. At sixteen, he was the youngest rider on the field, yet he had unhorsed three knights of the Kingsguard that morning in his first three jousts. Sansa had never seen anyone so beautiful. His plate was intricately fashioned and enameled as a bouquet of a thousand different flowers, and his snow-white stallion was draped in a blanket of red and white roses. After each victory, Ser Loras would remove his helm and ride slowly round the fence, and finally pluck a single white rose from the blanket and toss it to some fair maiden in the crowd. His last match of the day was against the younger Royce. Ser Robar's ancestral runes proved small protection as Ser Loras split his shield and drove him from his saddle to crash with an awful clangor in the dirt. Robar lay moaning as the victor made his circuit of the field. Finally they called for a litter and carried him off to his tent, dazed and unmoving. Sansa never saw it. Her eyes were only for Ser Loras. When the white horse stopped in front of her, she thought her heart would burst. To the other maidens he had given white roses, but the one he plucked for her was red. â€Å"Sweet lady,† he said, â€Å"no victory is half so beautiful as you.† Sansa took the flower timidly, struck dumb by his gallantry. His hair was a mass of lazy brown curls, his eyes like liquid gold. She inhaled the sweet fragrance of the rose and sat clutching it long after Ser Loras had ridden off. When Sansa finally looked up, a man was standing over her, staring. He was short, with a pointed beard and a silver streak in his hair, almost as old as her father. â€Å"You must be one of her daughters,† he said to her. He had grey-green eyes that did not smile when his mouth did. â€Å"You have the Tully look.† â€Å"I'm Sansa Stark,† she said, ill at ease. The man wore a heavy cloak with a fur collar, fastened with a silver mockingbird, and he had the effortless manner of a high lord, but she did not know him. â€Å"I have not had the honor, my lord.† Septa Mordane quickly took a hand. â€Å"Sweet child, this is Lord Petyr Baelish, of the king's small council.† â€Å"Your mother was my queen of beauty once,† the man said quietly. His breath smelled of mint. â€Å"You have her hair.† His fingers brushed against her cheek as he stroked one auburn lock. Quite abruptly he turned and walked away. By then, the moon was well up and the crowd was tired, so the king decreed that the last three matches would be fought the next morning, before the melee. While the commons began their walk home, talking of the day's jousts and the matches to come on the morrow, the court moved to the riverside to begin the feast. Six monstrous huge aurochs had been roasting for hours, turning slowly on wooden spits while kitchen boys basted them with butter and herbs until the meat crackled and spit. Tables and benches had been raised outside the pavilions, piled high with sweetgrass and strawberries and fresh-baked bread. Sansa and Septa Mordane were given places of high honor, to the left of the raised dais where the king himself sat beside his queen. When Prince Joffrey seated himself to her right, she felt her throat tighten. He had not spoken a word to her since the awful thing had happened, and she had not dared to speak to him. At first she thought she hated him for what they'd done to Lady, but after Sansa had wept her eyes dry, she told herself that it had not been Joffrey's doing, not truly. The queen had done it; she was the one to hate, her and Arya. Nothing bad would have happened except for Arya. She could not hate Joffrey tonight. He was too beautiful to hate. He wore a deep blue doublet studded with a double row of golden lion's heads, and around his brow a slim coronet made of gold and sapphires. His hair was as bright as the metal. Sansa looked at him and trembled, afraid that he might ignore her or, worse, turn hateful again and send her weeping from the table. Instead Joffrey smiled and kissed her hand, handsome and gallant as any prince in the songs, and said, â€Å"Ser Loras has a keen eye for beauty, sweet lady.† â€Å"He was too kind,† she demurred, trying to remain modest and calm, though her heart was singing. â€Å"Ser Loras is a true knight. Do you think he will win tomorrow, my lord?† â€Å"No,† Joffrey said. â€Å"My dog will do for him, or perhaps my uncle Jaime. And in a few years, when I am old enough to enter the lists, I shall do for them all.† He raised his hand to summon a servant with a flagon of iced summerwine, and poured her a cup. She looked anxiously at Septa Mordane, until Joffrey leaned over and filled the septa's cup as well, so she nodded and thanked him graciously and said not another word. The servants kept the cups filled all night, yet afterward Sansa could not recall ever tasting the wine. She needed no wine. She was drunk on the magic of the night, giddy with glamour, swept away by beauties she had dreamt of all her life and never dared hope to know. Singers sat before the king's pavilion, filling the dusk with music. A juggler kept a cascade of burning clubs spinning through the air. The king's own fool, the pie-faced simpleton called Moon Boy, danced about on stilts, all in motley, making mock of everyone with such deft cruelty that Sansa wondered if he was simple after all. Even Septa Mordane was helpless before him; when he sang his little song about the High Septon, she laughed so hard she spilled wine on herself. And Joffrey was the soul of courtesy. He talked to Sansa all night, showering her with compliments, making her laugh, sharing little bits of court gossip, explaining Moon Boy's japes. Sansa was so captivated that she quite forgot all her courtesies and ignored Septa Mordane, seated to her left. All the while the courses came and went. A thick soup of barley and venison. Salads of sweetgrass and spinach and plums, sprinkled with crushed nuts. Snails in honey and garlic. Sansa had never eaten snails before; Joffrey showed her how to get the snail out of the shell, and fed her the first sweet morsel himself. Then came trout fresh from the river, baked in clay; her prince helped her crack open the hard casing to expose the flaky white flesh within. And when the meat course was brought out, he served her himself, slicing a queen's portion from the joint, smiling as he laid it on her plate. She could see from the way he moved that his right arm was still troubling him, yet he uttered not a word of complaint. Later came sweetbreads and pigeon pie and baked apples fragrant with cinnamon and lemon cakes frosted in sugar, but by then Sansa was so stuffed that she could not manage more than two little lemon cakes, as much as she loved them. She was wondering whether she might attempt a third when the king began to shout. King Robert had grown louder with each course. From time to time Sansa could hear him laughing or roaring a command over the music and the clangor of plates and cutlery, but they were too far away for her to make out his words. Now everybody heard him. â€Å"No,† he thundered in a voice that drowned out all other speech. Sansa was shocked to see the king on his feet, red of face, reeling. He had a goblet of wine in one hand, and he was drunk as a man could be. â€Å"You do not tell me what to do, woman,† he screamed at Queen Cersei. â€Å"I am king here, do you understand? I rule here, and if I say that I will fight tomorrow, I will fight!† Everyone was staring. Sansa saw Ser Barristan, and the king's brother Renly, and the short man who had talked to her so oddly and touched her hair, but no one made a move to interfere. The queen's face was a mask, so bloodless that it might have been sculpted from snow. She rose from the table, gathered her skirts around her, and stormed off in silence, servants trailing behind. Jaime Lannister put a hand on the king's shoulder, but the king shoved him away hard. Lannister stumbled and fell. The king guffawed. â€Å"The great knight. I can still knock you in the dirt. Remember that, Kingslayer.† He slapped his chest with the jeweled goblet, splashing wine all over his satin tunic. â€Å"Give me my hammer and not a man in the realm can stand before me!† Jaime Lannister rose and brushed himself off. â€Å"As you say, Your Grace.† His voice was stiff. Lord Renly came forward, smiling. â€Å"You've spilled your wine, Robert. Let me bring you a fresh goblet.† Sansa started as Joffrey laid his hand on her arm. â€Å"It grows late,† the prince said. He had a queer look on his face, as if he were not seeing her at all. â€Å"Do you need an escort back to the castle?† â€Å"No,† Sansa began. She looked for Septa Mordane, and was startled to find her with her head on the table, snoring soft and ladylike snores. â€Å"I mean to say . . . yes, thank you, that would be most kind. I am tired, and the way is so dark. I should be glad for some protection.† Joffrey called out, â€Å"Dog!† Sandor Clegane seemed to take form out of the night, so quickly did he appear. He had exchanged his armor for a red woolen tunic with a leather dog's head sewn on the front. The light of the torches made his burned face shine a dull red. â€Å"Yes, Your Grace?† he said. â€Å"Take my betrothed back to the castle, and see that no harm befalls her,† the prince told him brusquely. And without even a word of farewell, Joffrey strode off, leaving her there. Sansa could feel the Hound watching her. â€Å"Did you think Joff was going to take you himself?† He laughed. He had a laugh like the snarling of dogs in a pit. â€Å"Small chance of that.† He pulled her unresisting to her feet. â€Å"Come, you're not the only one needs sleep. I've drunk too much, and I may need to kill my brother tomorrow.† He laughed again. Suddenly terrified, Sansa pushed at Septa Mordane's shoulder, hoping to wake her, but she only snored the louder. King Robert had stumbled off and half the benches were suddenly empty. The feast was over, and the beautiful dream had ended with it. The Hound snatched up a torch to light their way. Sansa followed close beside him. The ground was rocky and uneven; the flickering light made it seem to shift and move beneath her. She kept her eyes lowered, watching where she placed her feet. They walked among the pavilions, each with its banner and its armor hung outside, the silence weighing heavier with every step. Sansa could not bear the sight of him, he frightened her so, yet she had been raised in all the ways of courtesy. A true lady would not notice his face, she told herself. â€Å"You rode gallantly today, Ser Sandor,† she made herself say. Sandor Clegane snarled at her. â€Å"Spare me your empty little compliments, girl . . . and your ser's. I am no knight. I spit on them and their vows. My brother is a knight. Did you see him ride today?† â€Å"Yes,† Sansa whispered, trembling. â€Å"He was . . . â€Å"Gallant?† the Hound finished. He was mocking her, she realized. â€Å"No one could withstand him,† she managed at last, proud of herself. It was no lie. Sandor Clegane stopped suddenly in the middle of a dark and empty field. She had no choice but to stop beside him. â€Å"Some septa trained you well. You're like one of those birds from the Summer Isles, aren't you? A pretty little talking bird, repeating all the pretty little words they taught you to recite.† â€Å"That's unkind.† Sansa could feel her heart fluttering in her chest. â€Å"You're frightening me. I want to go now.† â€Å"No one could withstand him,† the Hound rasped. â€Å"That's truth enough. No one could ever withstand Gregor. That boy today, his second joust, oh, that was a pretty bit of business. You saw that, did you? Fool boy, he had no business riding in this company. No money, no squire, no one to help him with that armor. That gorget wasn't fastened proper. You think Gregor didn't notice that? You think Ser Gregor's lance rode up by chance, do you? Pretty little talking girl, you believe that, you're empty-headed as a bird for true. Gregor's lance goes where Gregor wants it to go. Look at me. Look at me!† Sandor Clegane put a huge hand under her chin and forced her face up. He squatted in front of her, and moved the torch close. â€Å"There's a pretty for you. Take a good long stare. You know you want to. I've watched you turning away all the way down the kingsroad. Piss on that. Take your look.† His fingers held her jaw as hard as an iron trap. His eyes watched hers. Drunken eyes, sullen with anger. She had to look. The right side of his face was gaunt, with sharp cheekbones and a grey eye beneath a heavy brow. His nose was large and hooked, his hair thin, dark. He wore it long and brushed it sideways, because no hair grew on the other side of that face. The left side of his face was a ruin. His ear had been burned away; there was nothing left but a hole. His eye was still good, but all around it was a twisted mass of scar, slick black flesh hard as leather, pocked with craters and fissured by deep cracks that gleamed red and wet when he moved. Down by his jaw, you could see a hint of bone where the flesh had been seared away. Sansa began to cry. He let go of her then, and snuffed out the torch in the dirt. â€Å"No pretty words for that, girl? No little compliment the septa taught you?† When there was no answer, he continued. â€Å"Most of them, they think it was some battle. A siege, a burning tower, an enemy with a torch. One fool asked if it was dragonsbreath.† His laugh was softer this time, but just as bitter. â€Å"I'll tell you what it was, girl,† he said, a voice from the night, a shadow leaning so close now that she could smell the sour stench of wine on his breath. â€Å"I was younger than you, six, maybe seven. A woodcarver set up shop in the village under my father's keep, and to buy favor he sent us gifts. The old man made marvelous toys. I don't remember what I got, but it was Gregor's gift I wanted. A wooden knight, all painted up, every joint pegged separate and fixed with strings, so you could make him fight. Gregor is five years older than me, the toy was nothing to him, he was already a squire, near six foot tall and muscled like an ox. So I took his knight, but there was no joy to it, I tell you. I was scared all the while, and true enough, he found me. There was a brazier in the room. Gregor never said a word, just picked me up under his arm and shoved the side of my face down in the burning coals and held me there while I screamed and screamed. You saw how strong he is. Even then, it took three grown men to drag him off me. The septons preach about the seven hells. What do they know? Only a man who's been burned knows what hell is truly like. â€Å"My father told everyone my bedding had caught fire, and our maester gave me ointments. Ointments! Gregor got his ointments too. Four years later, they anointed him with the seven oils and he recited his knightly vows and Rhaegar Targaryen tapped him on the shoulder and said, ‘Arise, Ser Gregor.' â€Å" The rasping voice trailed off. He squatted silently before her, a hulking black shape shrouded in the night, hidden from her eyes. Sansa could hear his ragged breathing. She was sad for him, she realized. Somehow, the fear had gone away. The silence went on and on, so long that she began to grow afraid once more, but she was afraid for him now, not for herself. She found his massive shoulder with her hand. â€Å"He was no true knight,† she whispered to him. The Hound threw back his head and roared. Sansa stumbled back, away from him, but he caught her arm. â€Å"No,† he growled at her, â€Å"no, little bird, he was no true knight.† The rest of the way into the city, Sandor Clegane said not a word. He led her to where the carts were waiting, told a driver to take them back to the Red Keep, and climbed in after her. They rode in silence through the King's Gate and up torchlit city streets. He opened the postern door and led her into the castle, his burned face twitching and his eyes brooding, and he was one step behind her as they climbed the tower stairs. He took her safe all the way to the corridor outside her bedchamber. â€Å"Thank you, my lord,† Sansa said meekly. The Hound caught her by the arm and leaned close. â€Å"The things I told you tonight,† he said, his voice sounding even rougher than usual. â€Å"If you ever tell Joffrey . . . your sister, your father . . . any of them . . . â€Å" â€Å"I won't,† Sansa whispered. â€Å"I promise.† It was not enough. â€Å"If you ever tell anyone,† he finished, â€Å"I'll kill you.†

Essay about Annotated Bibliography - 666 Words

Annotated Bibliography – Nature vs. Nurture (Eating Disorders in Sports) Nanci, H. (n.d). Athletes hunger to win fuels eating disorders. USA Today. Retrieved October 4, 2012, from http://web.ebscohost.com/ehost/detail?vid=4amp;hid=108amp;sid=31311eaf-b919-4f19-89a3-14bb34d54865%40sessionmgr114amp;bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=rchamp;AN=J0E127639281306 Kimiko Hirai Soldati, a 2004 Olympic diver, remembers exactly when her bulimia started. A college coach in Pennsylvania wanted her to come talk about the importance of healthy eating to his team of female cross-country runners because they were competing with each other at dinner to see who could eat the least. At least one-third of female athletes have some type of†¦show more content†¦Avil, now 22, said: I had just finished 11th at my first junior world championship and I had only been doing the sport for about eight months when someone elses coach said to me If you want to be faster, you need to be watching your weight, Hollie’. Donovan Pyle, a sports psychologist, says the focus on body fat among athletes lends itself to eating disorders. She added: There needs to be a greater awareness of the impact that body-related feedback can have on young athletes and young girls in particular. I think we need to look at female athletes as role models rather than celebrities . Drew Halfnight; Mercury, s. (n.d). EATING DISORDERS AMONG ATHLETES LOCAL SPORT MEDICINE DOCTOR DESCRIBES THOSE WHO EAT TOO LITTLE OR TRAIN TOO HARD. Guelph Mercury (ON). Retrieved on October 4, 2012, from http://web.ebscohost.com/ehost/detail?vid=8amp;hid=108amp;sid=31311eaf-b919-4f19-89a3-14bb34d54865%40sessionmgr114amp;bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=rchamp;AN=Q4K233229958511 Although disordered eating has historically been considered a female concern, it is on the rise among males. Estimates of disordered eating behaviors in athletes are growing, and are as high as 62% among female athletes and 33% among male athletes. Some athletes may also have eating disorders, such as anorexia nervosa or bulimia nervosa, related to clinical mental conditions. Characteristics of a possible eatingShow MoreRelatedMy First Semester Of English913 Words   |  4 Pages Writing project four was my favorite project this semester because it was an exciting topic, because of the pop- culture texts we were able to choose from. This paper encourage me to use the tools I had used from the previous papers. 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