Consequences of colonialism in India Essay

Colonialism of Britain in India impacted heavily on different levels of life and culture. The indigenous languages of the natives in India were being wiped out and the English language began spreading very quickly. The Europeans aimed at altering the Indian culture to more a European style. India depended so much on Great Britain for technological advances and manufactured goods because Britain used India as its market. India provides raw materials for the factories in Britain during industrial revolution. The goods manufactured in Britain were transported to India for marketing; therefore India’s technological advance was at purr with Britain’s technological on gaining independence. India’s economy deteriorated very rapidly because now it had to learn to depend on itself rather than on the other nations. Developments in India have been so slow and as a result India is still undergoing industrial revolution. Indians were treated as second-class citizens in their own nation because they were not granted their human rights in their own nation and were not allowed to hold government positions. They were paid very minimal wages than their European counterparts who they worked with on the same kind of jobs. They were used as slaves to construct railways, build roads and harbors and were paid very little wages. Colonialism in India led to mass economic bitterness and social- cultural cleavage. These led to creation of anti colonial rational liberation movements. These movements were aimed at attaining independence from the colonialists. Cultural and religious movements that aimed at emphasizing on a national identity based on traditions and cultural values were formed they fought so hard to retain their cultural beliefs and values. Great Britain assimilated the Indian culture making Britain a nation of diverse cultures because most Indians migrated to Britain. Britain is still home to many Indians. Colonial systems had a tendency of financing one ethnic, racial or cultural group by giving them a higher status in the society. As a result this led to inter group and tribal rivalries. This also created unequal distribution of resources. Favored groups were given the privilege of assessing important resources that allowed them to develop themselves at the expense of those outside the cultural group. This has led to the dominant groups enforcing political economical, governmental and social policies that led to unequal distribution of resources among their nations. The colonizers often violated the human rights of those people living in the colonized areas. This was affected when they enacted unjust policies that deprived the colonized subjects of their lands, resources, cultural and religious belief. They even committed murder against their colonies. These unjust policies were seen in the form of slavery, mass murder and apartheid. The colonial empires controlled and operated their colonized governments from abroad or through the use of a selected domestic privileged group . As a result when these nations gained independence they lacked the internal structure and institutions to create good governance systems. During the British Empire, there was an increase of population in the rural areas and reduced employment, which weakened the traditional status of peasants in rural settings . The loss of lands degraded the peasants to the status of squatters. This led them to become agricultural laborers in their own lands. The living conditions of the peasants were degraded when the prices of the basic necessities other than food increased. Economic development depends on available resources, cultural changes, transformation of political systems and ways in which society adapts to the requirements of technological process. Countries that embraced their colonizers culture and political systems adapted to a rapidly growing economic systems. China and Singapore were fast to adapt and learn the technological advances from Britain and this has put them on an economical fore front in the world. The legacy of colonialism left African leaders with a fear of any form of political opposition. These leaders sacrificed political unity among tribes for their own good. These political leaders made accumulation of power and political survival their priority at the expense of economic development. These political leaders sought to develop and increase national wealth rather than the people’s welfare. This has led to the dependence on the colonies and west countries for technology and development. As a result their economies declined at very elevated rates, they argued that western knowledge and development was superior their native knowledge and therefore they should do anything possible to adopt the western lifestyle. Colonization transfers wealth from the colonized countries to the colonizers leading to inhibition of successful development of economies of the colonized countries. Colonialists have used neo-colonialism to cause political psychological and moral damages to the colonized countries. Colonialism opened up East Asia to the agricultural worlds market and all the instabilities associated with the world market forces. Peasant farmers lost access to resources that had been an important element in making ends meet. The colonial system turned everything into private property pushing many people into dependence on wage labor. In Korea, Japan colonization destroyed the education system that had been improving positively. Most of the missionary schools in Korea were replaced by private schools that did not offer quality education. The education that Koreans received was based on educating them to become better citizens of the Japanese empire of a lower level. The education given only provided the basics needed for the work that they were to perform. Korean economy grew very well under the Japanese rule between 1910 and 1945. Both the mining and manufacturing industries grew more than the period before the rule, but despite this the Japanese held higher skilled and highly paid jobs. All the riches gained from the growth of the economy were distributed among the Japanese who owned most of the companies, while the Koreans remained poor in their own countries. Koreans played a very small part in the modernization of their economy. With the end of Japanese colonialism, the economy of Korea decreased and collapsed. Total industrial outputs decreased at very high rates when the Japanese managers and workers left, they also left the financial agricultural and banking systems in destruction. The Japanese colonial systems only favoured a few Koreans allowing them into government and financial systems that made them grow and prosper. However majority of the companies that did not find favor suffered and collapsed. Colonialism had a bad influence on the cultural identity of the colonized counties. This detached many people from their heritage and their identity colonizers have done first by oppression where they force the colonized regions to adapt foreign languages and foreign religions. Conclusion Colonialism had both negative and positive effects on the political, economical and social systems of the colonized regions. They eroded the cultural and traditional beliefs of the communities but still impacted positively on their economic growth. They introduced technological advances that assisted in developing countries economies. However I would say that the effects of colonialism in general were negative since they left scars in those countries that were hard to heal. Bibliography Atiyah Jeremy. The rough Guide South East. Asia. Rough Guides, 2002 pg. 230 Castle Gregory.Post – colonial discourses. Blackwell publishing, 2001p. 330. Christine J. Clive. Ideology and Revolution in South East Asia 1900 – 1980. Routledge, 2001 p. 39. Everett – Heath Tom. Central Asia aspects of transition. Routledge, 2003 p. 80 Goodwin Jeff. No other way out: states and revolutionary movements 1945 – 1991. London, 2001 pg. 200. Hack Karl. Rettig Tobias. Colonial Armies in South East Asia. Routledge 2006, pg. 195 Kiratoska H. Paul. South East Asia colonial History. South East Asia, 2001. p. 150. Lazarus Neil. National and cultural practice in the post – colonial world. Cambridge 1999 p. 45. Mendl wolf. Japan and south East Asia. Routedge. 2001 p. 55. Milton – Edwards. Contemporary politics in the Middle East. Polity, 2006 p. 46. Milton – Edwards Beverly. Conflicts in the Middle East since 1945. Routledge. 2001 p. 70. Pappe ilan. The modern Middle East. Routledge, 2005. p. 38. Schwarz Henry & Ray Sangeeta. A companion to Postcolonial studies Blackwell publishing 2000. p. 150. White Stephen. Communism and its collapse. Routledge 2001. p. 28. Young C & Robert J. Post colonialism: An historical introduction. Black well publishing 2001, p. 94.

Technological society Essay

Nowadays, in a highly technological society, human productivity is made more efficient through the development of electronic gadgets. Now, with the advent of such modernization in education, one way to globalize the process of research is to realize that technology is advancing at an incredibly fast pace. Computers are not confined to being used for entertainment but its role in education is also vast. In School, reading materials are stored in libraries. Library is a place in which books and related materials are kept for use but not for sale. It is also organized for use and maintained by a public body, an institution or a private individual. In addition, it is a place in which we get information in any format and from many sources. The librarian has to keep the room neat so that it is conducive for learning. The librarian is also the person who is liable for monitoring all the books that are borrowed and returned by the borrowers. The proponents will propose the Simple Library System for Benigno Aquino Jr. High School Annex located at Bagong Silang Caloocan City. The Head Librarian stated that they are currently using the Dewey Decimal Library System. They are still utilizing a manual system. The library users and the librarian still use card catalogues in searching for reading materials and use index card for the records of borrowed and returned books. The proponent’s study was what is which encounter to the Library by the user, Librarian and how the Owner or the Administrator of the said school will provide a good service to their clients to have a good feedback. The study will focus on transaction which done inside the Library like borrowing, returning of books by students, faculties and staffs. In this area, the usage of computerized library system is needed because it is more easy and obviously it saves paper compare to the manual library and it saves a lot more time. BACKGROUND OF THE STUDY The proponents choose the Benigno Aquino Jr. High School, Located at Phase 3 Bagong Silang Caloocan City. Simple Library System is a process of organizing important information, used to track items borrowed and the scheduled time of returning. This system helps users or people who responsible in recording the data appropriately, it also saves time and more convenient to use than the traditional manual recording. Lack of library system in a school can lead to chaos and troubles, and because of it the librarian is having a problem to serve each students and faculties who wish to use the library. It is extremely useful in the school to use that automated system. From this simple term paper. The librarian can easily monitor the transactions of every students. OBJECTIVES OF THE STUDY The part of documentation states the purpose or the objective of the proponents in developing their proposed system. It is divided into two parts, the General Objective, which is the objective of the study as a whole and the Specific Objectives, a much defined and detailed enumeration of the objective of the proponents. General Objectives Aside from developing an easier way of evaluating the library, this study aims to improve the system and making it more accessible for both students and faculty. Specific Objectives The following are the list of specific objectives of the proponents in developing this system: 1. To upgrade the style or method of the library they have. 2. To lessen the time consumed. 3. To provide a more reliable and effective library system. 4. To provide a faster way of their transactions.

Applied Managerial Dision Making

Applied Managerial Decision Making MGMT600-1301B-03 Phase 3 individual project Rocklyn Kee Colorado Technical University Online Professor Donald Pratl March 11, 2013 There are 500 employees in the sales force of Company W that are spread out over Southeast, Northeast, West, and Central regions. The company has recently incorporated a new software program in and attempt to monitor how many sales are generated by each employee. It is expected that each month each region should sell the same aamount of products.It has been noted that over the last three months however that this expectation has only been reached by half of the employees in each region. Before a decision can be made on possible theories as to why this is, some statistical testing must be done. Company W knows that there are different techniques that can be used to statistically analyze this issue. The one that we will be discussing here will be non-parametic statistics and hypoyhesis testing along with chi-square distribu tion testing of data. Let us begin by first defining these terms for a better understanding. Hypothesis Testing This is a technique that is applied sequentially by businesses in order to obyain concluions in regard to population utilizing information obtained from a sample. This information is gathered so as to enable a decision to be made as to the acceptance or rejection of the hypothesis by the researcher. The researcher makes a decision on two types of hypotheses the null (Ho) and the alternative (H1). The research is actually done on the null hypothesis, as this is the one that trys to reject the hypothesis statement by proving it to be untrue.The researchers testing end result will do one of two things accept or reject the null hypothesis statement. Should the statement be proving to be untrue and rejected, the alternative hypothesis would in turn then be accepted. CTU Online, (2013) * Non-parametric Statistics This is what is known as an assessment to categorically apply info rmation. The informationcan be ordinal or nominal. The researcher will be allocated to classify information that is presented as qualitative for variables that are nominal, while the researcher will be allocated by ordinal variables th categorize the presented information so it can be ranked.There will be no formulated statements from non-parametric analysis in regard to the information that is presented by the researcher. The ANOVA, (analysis of variation) is a commomlly used method of non-parametric. The researcher does an analysis with the ANOVA to see if there is a differentation among groups, and if the mean of them are the same. With a null hypothesis the ANOVA will determine if the information that has been presented has the same means, while with the alternative hypothesis it will determine if the information has defferent means.CTU Online, (2013) There is a one way method and a two way method for an ANOVA analysis that can be used by the researcher. There is only one factor for the researcher to test for equality of the presented information in the one way method, and the two way mwthod allows for distinguishing if there may be another factor. * Chi-Square Distribution Use Two types of information can typically be generarted when variables have no pattern, categorical or numerical. Researchers’ employ using the chi-square distribution in order to unmask the distinctions and to see if they are independent.Categorical variables are specific variables with no fixed numerical value, and numerical type variables are numerical. In this regard there are question asked like, what type of work do you do, or do you own a vehicle? These types of questions are categorical variables because of the answers which would be for example, construction and yes or no, which are different responses from that of other questions like, what is your weight or what is your GPA? , that are numerical variables. These can be continious or discrete, for instance; how many ho mes do you own? This is discrete.What is you height? This is continious. The counting of particular things is where the discrete data comes, and measuring a particular thing is where the continious data comes. CTU Online, (2013) * Using Chi-Square Analysis There can be a fluctuating in the testin using of the chi-square analysis based on the collected information, such as in this case of the representatives that reached the quotas and those who did not. In relation to the null hypothesis the statement would be, the sales representatives using the new sales software were able to meet their sales quotas vs. he sales representative not using the new sales software where not able to meet their quotas. The null in this statement cannot be proven to be true, because there is no proof that the sales representatives that used the new software were the ones to meet their quotas and the ones not using it where the ones who did not. Theory here is that the null hypothesis is false, and the alt ernative hypothesis is accepted. This means that the same amounts of products were not sold by representatives using the new sales software.To develop statements of truth in regard to issues and problems in order to accurately classify is why researchers do hypothesis testing. The researcher has to have a complete understanding of the question or issue in odere to collect, analyize, and interpret data. A researcher has to analyze different theories statistically in order to be useful in educated business decisions making. Voelz, V. , (2006) References: . CTU Online. (2013). Applied Managerial Decision Making www. ctuonline. edu Voelz, V. , (2006). Hypothesis testing www. standford. edu

Business Intercultural Communication Research Paper

Business Intercultural Communication - Research Paper Example Business intercultural communication is an effective tool for the organizations in order to achieve their objectives along with attaining various accomplishments with regard to performing the international business operations. The effective use of communication within the organization and identification of various cultural norms of the country of operation is the basic elements for the organizations in terms of trading on a global basis (US Department of State, â€Å"Intercultural Business Communication Tips†). Communication Style The verbal and non-verbal communications are the important aspects of conveying information. The communication style incorporated in the business activities in the UK can be considered as an explicit form of conveying information through utilizing both the verbal as well as non-verbal communication. The communication style employed in the UK has been observed as to be simple and uncomplicated while conveying any information to others. The sense of hu mor of the British people is also a major element in terms of making just about any proposal or in terms of the decision-making process. From the perspective of non-verbal communication, the British people are especially undemonstrative with regard to keeping their emotions concealed from other people by not making anyone uncomfortable for their own problem (s). The reserved nature among the people within the British culture highlights their respect to the person to whom they are communicating with (Kowol & Szumiel, â€Å"United Kingdom: communication, negotiations and cultural background†). With this concern of communication style that is followed by the British people are the major concerns for the IBM US employees. Therefore, it is important for the employees of IBM to make use of straightforward communication style along with using a minimum number of physical gestures. The undemonstrative nature of hiding the personal feelings is also an important element to be recognize d by the IBM employees of the US in terms of communicating with the British people (Kowol & Szumiel, â€Å"United Kingdom: communication, negotiations and cultural background†). Business Culture in the UK Hofstede’s Model of Cultural Dimension Power Distance Index (PDI) The power distance index can be determined as a preliminary model in the approach of Hofstede’s cultural dimension. In this context, the index represents the value of hierarchical relationship along with admiration for the authorized person or group. The model refers to the measure of inequality that exists within the culture or country. With this concern, the UK scores low in this index and organizations in the UK believe in innovative and creative strategies rather than following the traditional business approach (Hofstede, â€Å"National Culture†). Individualism (IDV) The individualism dimension within the workforce can result in higher productivity along with providing strengths to eac h individual in a community. However, the high level of individualism dimension can bring about a poor connectivity or deficiency in interpersonal communication with people outside close friends or family members or groups.

Peachtree Heathcare Paper Essay Example | Topics and Well Written Essays - 1250 words

Peachtree Heathcare Paper - Essay Example Minimal time to implement the system is caused by increased instability of the system, which might affect quality of patient care (Glaser, 2001). The Peachtree HealthCare has two viable options to this challenge. This is either implementing the Service-Oriented Architecture (SOA) system or a Monolithic based system. The SOA system is flexible and its implementation takes place in stages in order to reduce the risk of failure. There is a potential deal to this system though new and unpredictable in the industry. The Monolithic system is a full unification of the entire healthcare facilities into a single entity with multiple branches through standardization of the whole business. Four major commentaries exist concerning these two systems. These are George C. Halvorson (CEO), Monte Ford (CIO), Randy Heffner (service-oriented architecture) and John A. Kaster, a professor of medicine(Glaser, 2001). Personal opinion My opinion on overcoming these challenges posed by the IT infrastructure is that a clear assessment of the situation and analysis of an optimal solution should be considered. Importantly, the business model of the hospital system, its strategies and the impact of the system to the organization should be viewed critically. Additionally, reliability, security of a new system, implementation and the process of service delivery should be considered. Evaluation of the available choices to Peachtree HealthCare and focusing on particular issues to its business and IT system may provide the best solution. The main specific issues that face Peachtree include the absence of standardization throughout the various locations and related problems associated with healthcare and standardization. A business model and strategy will therefore dictate the requirements of the IT system. Hence, it’s importantto consider them first.Factors such as flexibility, scalability, cost and efficiency are vital evaluation criteria of choosing the viable IT system(Glaser, 2001). A monolithic system allows the implementation of standard procedures across hospitals with minimal chances of failure. The monolithic approach is not new compared to the SOA system hence its challenges, costs and to some level, its benefits are well known in the setting of a healthcare. A monolithic system reduces the chances of failure by reducing the risk through sticking to its schedule and resisting change. Despite this, a poorly planned system is prone to fail and thus makes even the monolithic system to be risky. Use of a monolithic system reduces risk though it locks doctors into standardized procedures thereby decreasing the quality of care. Therefore, myopinion was that a monolithic system should be implemented to remedy the IT challenges faced by Peachtree. This is because SOA system will be extremely expensive to Peachtree(Glaser, 2001). However, after reading the commentaries of the four professionals,I changed my opinion on various grounds. First, I recognized the main concern to be the resistance by the doctors regarding standardization and a new system as brought forward by John A. Kaster. He claims that the monolithic system will make surgery almost impossible while the SOA system will fail unless well planned.The use of an IT system

Should Floridas school resource officers be permitted to use Tasers on Research Paper

Should Floridas school resource officers be permitted to use Tasers on youth - Research Paper Example The task force should consult a legal expert and all the stake holders to be affected by the policy. The policy is most effective when those affected by the policy are consulted, are supportive and have the opportunity to consider and discuss the potential implications of the policy. The task force team should afterwards embark on the gathering of information, which concerns the flawed Taser law in the State, consulting various stakeholders that have been affected directly or indirectly by the law. The policy should then be drafted. In drafting the policy, should consider the various components and structure of the draft policy. In this draft policy, we have dealt with the statement of the policy , that is, the policy aims at ensuring that the citizens of the Florida state receives quality services as far as justice to criminal offenders are concerned. The policy should include; underpinning philosophy, objectives, actions to be taken, strategies, desired outcomes, performance indica tors, management plan, and the review program. Security is a vital aspect for economic growth for any country. A secure nation is characterized by stability hence good economic and standard of living. In this regard, every government works hard to ensure that its nation is secure (Appleton, 2013). To attain a secure nation, there should be well-outlined policies that need to be implemented. How a country’s national security policies are developed, coordinated, articulated and implemented is critical for the well-being of the country. It is worth noting that establishing policies is one aspect but implementation of those policies is another aspect. However, the foundation is the establishment of those policies. In this regard, the security agents needs a well-defined and smoothly functioning policy development and decision making process (Appleton, 2013). Studies suggest

Festivals of Greece & Rome Essay Example | Topics and Well Written Essays - 750 words

Festivals of Greece & Rome - Essay Example The Romans theatre history shows that they had several problems especially the stage craft and the imbalanced concept of drama with stage performances. As a result the stages in the beginning were constructed based on Greek models. In fact the concept of drama was introduced to Romans only from the Greeks. In this instance Romans stand next to the Greeks not equal to Greeks. The Greeks have a mythological background for all its religious festivals. Greeks’ strong faith in the supremacy of God is evident from the worship of each God and the reason they associate with their Gods. They honored their Gods through these festivals and had a faith that they could be punished in terms of earthquake or war if they don’t honor Gods. A festival according to both Greeks and Romans is not only for them but also for other visitors and participants from other countries to take part in competitions and contests. Especially sports, music and games. The course of the festival is declared as holiday. Greeks declare their festivals honoring their Gods such as Zeus, Olympia, Hera, and Dionysus who symbolize health, fertility, vegetation etc. The Greeks looked at their Gods as personifications of spring and periods. Where as most of the Roman festivals are celebrated during summer. Women were treated with equal importance as a result a special festival is organized for women honoring the Goddess Olympia, where sports events were conducted for women. The Panathenic festival in honor of the Goddess Hera, contained contests for singers, poets and playwrights. The Athens festival was considered as the most interesting event of the year, where series of operas, symphonies and ballets were performed at the theatre of Herodes Atticus. The influence of Greek drama could be seen in all the plays of all the times. Greeks performed plays in other religious festivals also especially the Church quoted dramatic scenes to explain religious

Oregon Death and Dignity Act Essay Example | Topics and Well Written Essays - 1000 words

Oregon Death and Dignity Act - Essay Example The debate centers on individual autonomy, whether or not patients who suffer from extreme pain and have a terminal or degenerative disease such as Alzheimer’s, AIDS and multiple sclerosis have the right to an assisted death of the type and time of their own choosing. â€Å"Active euthanasia occurs when the medical professionals, or another person, deliberately do something that causes the patient to die† (â€Å"Ethics†, 2006) A doctor’s involvement in the procedure could be to either prescribe a lethal dose of drugs with the express intent of ending a life or by intravenously inserting a needle into the terminal patient who then activates a switch that administers the fatal dose (Naji et al, 2005). Many terminally ill people choose to end their own life to evade the previously discussed detriments of a terminal illness. Suicide rates are by far the highest among the elderly population for this reason. â€Å"If these people are going to commit suicide, which is better, controlled, compassionate doctor-assisted suicide or clumsy attempts like taking sleeping pills, jumping off a building, or firing a bullet into ones head?† (Messerli, 2007). Only one state, Oregon, and three countries, Switzerland, Belgium and The Netherlands, allow assisted suicide. The law in Oregon was challenged in the U.S. Supreme Court early last year and was upheld by a vote of six to three. In 2001, President Bush attempted to derail the Oregon law permitting euthanasia stating that assisted suicide wasn’t a ‘legitimate medical purpose.’ The justices, however, were not convinced by Bush’s argument. â€Å"Justice Sandra Day O’Connor pointed out that doctors participate in the administration of lethal injections to death row inmates† (Roh, 2006). The Oregon laws are shaped after those in the Netherlands and are designed to ensure second opinions have been consulted and there is an imminent presumption of death

Technology in the Courts Essay Example | Topics and Well Written Essays - 750 words

Technology in the Courts - Essay Example The same year, Video Conferencing System was assessed in the South Dakota Unified Judicial System and also the Existing Case Processing Systems was analyzed for bringing into being the Unified Case Management System in the Puerto Rico Courts. In 2005, one major leap was the implementation of the Electronic Document Management System for the Iowa Judicial Branch. The year 2006 saw a lot of activity in terms of reassessment of court needs. The Case Management Systems were assessed in several courts including the Montgomery County, Ohio and Washington Administrative Office of the Courts. The Chatham County, Georgia made a review of its Information Technology needs. The Travis County, Texas reviewed its Assess Document Management System. In the year 2007 also there was a lot of hectic activity with regards to review and implementation of technology in courts. Firstly, there was the review of Court technology in the Appellate Courts for the Indiana Supreme Court. There was also the assess ment of the effect of new Automation on Guardianship Cases in the Probate Division of the eleventh Judicial Circuit, Florida 2007. Alongside, information technology security was also planned for these courts. In the year 2008, the Automated Management System came to be developed in the Massachusetts Courts. Another major event during 2008 was the feasibility study for the Electronic Warrant Process for the Florida Department of Law Enforcement and the analysis of the Justice Information Exchange Model for the Juvenile Docket for the State of Vermont Judiciary. In the same year, the Superior Court of the Virgin Islands updated its e-filing technology software. Technology and Business Reviews of the case management system for Palm Beach County, Florida and Technology system for Eugene, Oregon Municipal Court were also conducted in 2008. Let us now briefly try to understand all the different kinds of technology that are being implemented in courtrooms nowadays. â€Å"A basic trial tec hnology kit includes a laptop(w/Pentium mobile chip, 2 Ghz processor, 512 MB RAM, 80 GB Hard Drive, XP Professional & DVD player/burner); Microsoft PowerPoint; a computer light projector(w/ 2000+lumens) & screen; a visual presenter/document camera; a multi-plug power adapter with extension cord; and 3 â€Å"key† foam core board blow-ups. Trial presentation software can also be made use of like Sancion or Trial Director. And the ones who are big-time into the use of technology can even consider using the Blackberry or other text messaging handheld device.† (Use of Technology in the Courtroom) But then there are factors to be borne in mind when using technology in courtrooms particularly with respect to its flexibility of usage and redundancy. In courtrooms, the focus is on the work to be done. A single activity may be composed of sub-activities that are dependent on each other. How they interact and what result they will throw up can vary depending on the inputs. What ca se management software does is that it serializes the outputs of the sub activities so that the user is presented with the final output in quick time. Furthermore, users can add new tasks, data objects, documents and even new processes to the case while the case is being analyzed. A common feature of case management software is the electronic case folder which includes activities, data and documents for the case. A case

Module 1 Small Scale Evaluative Study Essay Example | Topics and Well Written Essays - 2500 words

Module 1 Small Scale Evaluative Study - Essay Example Evaluation in schools is of interest to various stakeholders in the education sector i.e. the government, parents, teachers, media and the wider society (Bracey 2006). Government inspectors have in many cases taken the roles of evaluation on schools’ performance in many countries although the new trend that is widely gaining prominence is that of schools doing self evaluation. Inclusion is one of the aspects of self evaluation that has been seen to have a wide range of positive outcomes if well implemented and it is for this reason that this paper shall seek to further on its impact on the evaluation process and how this can be facilitated by the SENCo (Swaffield and MacBeath 2005). It is a basic understanding that leadership should not be detached from the organs it is leading and it is for this reason that the process of inclusion is quite important in the cases of self evaluation for schools. All the stakeholders mentioned above need to work together and share ideas as evaluation is mostly the basis for school improvement and appraisal of standards of education. Valuable outcomes have been seen to crop up in instances where the school management and the various stakeholders come together and give ideas or good as well as bad areas that need improvement and how best to do it. SENCo has the best chance and has their work well organised when such a scenario is in the offing. On basic terms the teaching staff for example should monitor leaning activities, manage performance of pupils, conduct department reviews and become actively involved in improvement and development activities of the school. Students with special needs have various disabilities that affect their learning and for this reason there are more aspects that need to be looked into more than the case would be in other schools. This is quite an interesting aspect to explore into and the findings of this paper shall come from various methods

HIPPA and Technology Essay Example | Topics and Well Written Essays - 250 words

HIPPA and Technology - Essay Example iii. â€Å"Technologies that address the needs of children and other vulnerable populations.† HIPAA allows for technology that will address the needs of vulnerable people; iPhones and iPads may help to reach them since they may find it hard to reach various health institutions. The new changes in HIPAA regulations state that the sale of protected health information must not involve a disclosure of protected health information. An entity may not reveal protected health information unless the law compels the release of information or when required by the Secretary. The article â€Å"How might the iPad change healthcare† notes that the iPad will bring a revolution in the health care sector since sharing of health related information will be very easy. The article â€Å"Identification of iPhone and iPad Applications for Obstetrics and Gynecology Providers† believes that it may be very hard to design gadgets that will address issues that pertain to obstetrics and gynecology. Breach Notifications: Formerly, notifications were needed when a data breach posed any harm. Today, it is required to inform the Department of Health and Human Services once unsecured data is breached. Department of Health and Human Services Office for Civil Rights (2006). HIPAA Administrative Simplification. Retrieved on May 26, 2015 from

Federalists and Anti-Federalists Essay Example for Free

Federalists and Anti-Federalists Essay Between the years of 1787 and 1788, a debate arose over the constitution in the state legislatures along with a debate raged in newspapers and pamphlets throughout America’s thirteen colonies following the Constitutional Convention. There were two sides of this debate that felt towards the constitution in a total opposite way as each other. These two sides were the Federalists and the Anti-Federalists. Federalists defended the constitution while Anti-Federalists opposed it. Most people that were a part of the Federalists were well educated and propertied class. Most of these people lived in settled areas along the seaboard. They believed that the Articles of Confederation were weak and ineffective and that national government needed to be strong in order to function. Foreign policy powers needed to be strengthened while excesses at home needed to be controlled. They believed that strong national government needed to control uncooperative states and that those men of experience and talent should govern that nation. The national government should have all control, along with protecting the rights of the people. They wanted the constitution of state governments to protect individual freedoms without bill of rights. Federalists were in favor of establishing the constitution with almost any means possible and they were more sympathetic to separation of church and state. Anti-Federalists were mostly states’ rights advocates, backcountry farmers, poor farmers, the ill-educated and illiterate, debtors, and paper money advocates. In general, the Anti-Federalists were the poorer classes of society. They believed that the Articles of Confederation were a good plan for the nation, and they opposed strong central government, believing that it threatened the rights of the common people. To Anti-Federalists, the constitution was created by aristocratic elements and they suspected it was a plot to suppress liberty of the masses. They also opposed a standing army and the constitution. They believed the constitution favored wealthy men and preserved their power, because the constitution opposed the drawing of annual elections for representatives. Without this method, only the rich picked the rich representatives, who, in turn, favored the rich people in their decisions. The constitution also lacked a bill of rights by being able to override the bills of rights created by state governments. They also argued against the 2/3 ratification plan, since the Articles of Confederation required unanimous consent. Anti-Federalists opposed omitting any reference to God and therefore, the law should go with the laws of God.

How Music Can Portray Emotions

How Music Can Portray Emotions Torey A. Brooks   Abstract Music listeners of all ages have seen many studies questioning whether music can consistently express emotions. Far less attention has been devoted to the actual content of the musics communicative process for our emotions and the way it makes us want to move to the beat. The research will take into consideration whether music can possibly convey emotional content. Layers of various harmonies give listeners the ability to perceive more intricate emotions; though the expressions are less cross-culturally invariant and more dependent on the social context and/or the individual listener (Juslin, 2013). These emotions are expressed in ways like laughing, crying, or physical movements which as well as the music, also stimulates our brain. Keywords: music, emotion, expression, communication, movement Introduction Music affects everyone on some level. Some listen to it routinely whereas some only listen occasionally. We hear music in our cars, in elevators, at the doctors office, or while we are on hold; it is an integral part of our lives whether we think about it or not. There are many things that excite our brains reward centers, among them are our emotional responses to music and how that music makes us want to shake our bodies. While we can experience a temporary thrill from a high-speed car chase on a movie screen, a piece of music can cause varying emotions depending on its meaning for us on any given day. It is thought that the creation of music was done through rhythmic movements such as the tapping of feet. Pleasure centers of our brain are connected to our motor sensory. Watching others dance, not only affects our wanting to move, it brings about a euphoric appeal to the music because it is affecting us emotionally. Music not only brings about deep expressive experiences, it causes us to want to move to the beat and whether we can openly acknowledge it or not, uplifts our souls as is evidenced by the millions of videos of individuals who post their singing and moving adventures related to the music they listen to. Evidence In one sense, musicians are not necessarily expressing their own emotions as most music is written by other artists; they are feeling as well as expressing the musics emotions. Per Why do we like to danceAnd move to the beat? (2008), the term emotional expression typically means that listeners perceive the musics emotional meaning. Music is a way for humans to express their lifes current state of mind. While a listener could perceive any emotion in a piece of music, not all perceptions are going to be the same which is why there are numerous styles of music available. Evidence suggests that sensory experiences are also motor experiences (Why do we like to danceAnd move to the beat?, 2008). So, it is noticeable that while someone is watching another person dance, our brains movement areas are being unconsciously activated and we are predicting how a dancer will move based on how the music makes us feel. As noted by Juslin (2013) there is some minimum level of agreement among different listeners regarding the expression, presumably because there is something in the music that produces a similar impression in many listeners. When a composer writes music, he does so hoping that the listener will find an intrinsic value and enjoyment so they will continue to listen to the music. While there might be a specific reason behind the music composition, the music can mean way more to many listeners than the composer who wrote it. The term basic or discrete emotions occurs frequently in the music psychology field today, typically referring to certain emotions such as happiness, sadness, anger, and fear, but without any deeper consideration of the theoretical basis of the concept (Juslin, 2013). Music that was written with emotions beyond those Juslin noted, are written for the personal experiences that the composer has felt in his own life and appear to do well with regards to being listened to or requested for play on the radio. Music that has a catchy tune, yet does not t ouch us emotionally fade quickly into what are known as one hit wonders. Most musicians try to compose their music around life situations that have affected them in an emotional way. They hope to convey those emotions to others who can share in the same feelings or at least empathize with them. Music that touches our emotions of love, loss, healing, or whatever we look for in music, is music that will always touch our hearts. Studies regarding how music taps into our emotions rank the top ten emotion terms as happiness, sadness, anger, fear and love, tenderness, and this tendency was similar across the three data sets, despite differences in samples (musicians vs. students, various countries) and selections of emotion terms (ranging from 32 to 38 terms) (Juslin, 2013). When I began this paper, I actively kept a count of how many times I heard music throughout the day that I did not initiate; it averaged thirty-two occasions in one day. After that test, I began to look at how the music affected me on these noninitiate occasions. It was at the bank and lobby music was playing or I was waiting in line for my lunch and they had music playing in the background. Unconsciously, I caught myself humming or signing along and if the time was long enough, I caught myself moving to the hits. Standing in the bank humming brought me to a time years ago when I used to volunteer in a childrens ministry. I can remember assisting in childrens church and regardless of the childrens attitude upon arrival, the moment we all began singing and playing musical instruments, everyone could visibly see the calming changes in a room of 40, 3- and 4-year-old children; they became more peaceful, complete. They were more amiable to sit through a lesson and their parents noticed t hat they were more apt to fall asleep on their way home. While this is not a controlled experiment, the children spent 10 minutes singing and dancing and the ripple effects lasted for 6 hours. Conclusion As I felt calmed in the bank with my humming and swaying, singing with movement calmed the childrens souls and gave them an emotional outlet for the experiences in their small worlds. I do not believe they consciously understood the benefits of the music and movement, they just truly enjoyed it. Music and dance may just be particularly pleasurable activators of the sensory and motor circuits. So,à ¢Ã¢â€š ¬Ã‚ ¦humans like watching others in motion (and being in motion themselves), adding music to the mix may be a pinnacle of reward. (Why do we like to danceAnd move to the beat?, 2008). Therefore, it is true that music can bring about deep emotional experiences and it can cause us to want to move with the beat as it uplifts our souls. Regardless if we listen to music casually or unfailingly, it can move our souls in ways unimaginable. References: Juslin, P. N. (2013). What does music express? Basic emotions and beyond. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3764399/ Why do we like to danceAnd move to the beat? (2008, September 26). Retrieved from https://www.scientificamerican.com/article/experts-dance/

The Image Of Asylum Seekers Social Work Essay

The Image Of Asylum Seekers Social Work Essay Unaccompanied asylum seeking children (UASC) are amongst the discriminated and oppressed social groups in the UK .They are vulnerable but this is not always well matched with their access to services (Kohli and Mitchell, 2007) and they are just children in need (Howarth 2001).This essay shall explore some aspects of discrimination that affect them, the legislative and policy context in which discrimination is located and how organised systems in policy and law attempt to address this reality. Reference shall be made to direct experiences from unaccompanied asylum seeking children and also link their experiences to those of the broader asylum seekers category in order to establish the prospects of equality in the context of social services support. One of the core elements in the effective support of vulnerable people is to treat every person /child/adult as an individual. In this case, each child has their own narrative which must be looked at holistically in order to create necessary support structures which would trigger the necessary welfare provisions for the individual to be safeguarded and supported through their crisis. Hynes (2011) argues that asylum seekers are far removed from the perception of being ordinary people. Instead, they continue to experience extraordinary circumstances in the UK, with the common experience of being socially excluded and with little opportunity for these experiences to be understood (Hynes 2011:p.42). Kohli (2007) reiterates that in guidance for working with this vulnerable group, the dominant theme must be one of seeing them as children in need first and as asylum claimants later. UASCs extraordinary experiences cut across all facets of life, across time, across continents, access to services, through detention, lack of adequate supportive information, language barriers, tough procedures and negative social labels. The term unaccompanied asylum-seeking children is used to describe individuals who arrive in the UK under the age of 18, without a parent or other adult relative or guardian who is prepared to take responsibility for them, and who make an application for asylum in their own right (United Nations High Commission for Refugees (UNHCR,1994) Home Office (2012) figures issued show that In 2011, 6% (1,277) of main applicants were UASC. Almost a third (30%) of UASC applications were made by male nationals of Afghanistan; and overall 82% (1,049) of applications were from male applicants. UASC annual applications continue to fall and fell by 26% between 2010 (1,717 applications) and 2011. This decreasing trend has been influenced by falling applications from nationals of Afghanistan. There are direct drivers of the migration of unaccompanied minors like war and civil unrest, rape and torture which rise beyond the economic argument that is often painted by the media. Where UK born children are treated and understood as innocent, UASC are defined by their immigration status and suspicion (Kvittingen, 2012, Sales, 2007). Its extremely difficult for UASC to navigate through the system of immigration to welfare. In the same environment there are two forces at work, social work practice versus political and economic environment. The initial hurdle is the immigration process which is restrictive and controlling. An example would be that of the age assessment process. Cemlyn Briskman (2003) argue that there are limited resources for social work teams which inevitably shrink the resources with which the social workers have at their disposal. The unfair outcome includes high % of age disputes that often exclude UASC from the welfare provision under the Children Act 1989, Section 20 for looked after children. From such processes, difference in treatment emerges and discrimination and oppression are experienced. Discrimination and oppression Thompson (2012) characterises discrimination as a process where difference is identified and the difference becomes the basis of unfair treatment (Thompson 2012:7) Experiences resulting from such treatment locate the individual in a disadvantaged position. Thompson adds that this discrimination then becomes a source of oppression. The process of identifying some people as different and when they receive inhuman or degrading treatment is that key moment which social work practice must stand and challenge (Thompson 2012). Discrimination is therefore understood in its sociological, political and psychological contexts (Thompson 2012) by centrally considering inherent power dynamics between the vulnerable asylum seeking child and the service provider located at the centre of welfare distribution and care. From arrival, UASC must be understood as children in search of safety, as individuals with positive ambitions and as individuals in need of support (Kohli 2007). The social work intervention process has been implicated for being oppressive by Humphries (2004); Social work has been drawn into implementing racist policy initiatives whilst maintaining its unreflective, self deceiving anti-oppressive belief systems (p95) It is always important to realise that whilst there is great emphasis on good practice as anti-discriminatory practice, The relationship is a double edged one, consisting of elements of care and control. It is double edged in the sense that it can lead to either empowerment or potential oppression. The state through its machinery can control people to the extent that they become discriminated and oppressed. Social work interventions can help or hinder, empower or oppress (Thompson 2012:8). There are inherent power dynamics in operation, with the UASC occupying the weak needy position versus the state and its range of oppressive machinery. Moral obligations rather than differences must take precedence in the provision of services. There are numerous levels at which the difference of UASC are treated differently. Khohli (2007) argues that there have been numerous concerns raised regarding shortfalls in the areas of education, health provision and immigration practices and how social wo rk policies reinforce these disparities. There are socially constructed perceptions and structural determinants in the discrimination and oppression of UASC worth looking at .Thompsons model of understanding how inequalities and discrimination feature in peoples lives within their interactions by way of a PCS model (Thompson 2012) which emphasises on the Personal, Cultural and Structural determinants and levels at which discrimination operates. From the moment that the children arrive in UK they are bombarded with administrative processes that are complex, processes that include age assessment, and face a restrictive immigration system which stands as an enormous wall potentially blocking their access to welfare. Crawley (2007) argues that all these processes are more focussed on border control than on welfare provision. Part of the key procedure on entry for welfare provision is the age assessment, this is carried out by social workers and the determination on the assessment can determine the UASCs life. Age assessments are not always accurate and there are medical error margins of up to 5 years either side (Lenvenson Sharma 2004). Suspicion, doubt, lack of trust and general prejudice about asylum seekers is a reality that the media has successfully propelled. Thomas, (Guardian, 2012) British Red Cross head of external relations proved that the public perception of asylum seekers is primarily painted as scroungers. Professionals must support UASC without such prejudices and the social constructions which hinder the diversity agenda and structural tools which are designed to fail these children must be abandoned and these children must be seen as children first.Collett (2004) argues that social workers are increasingly drawn into the dirty work of social policy, where we reinforce the oppressions tha t we should be challenging (2004;88).Humphries (2004)adds that the role of social work has shifted towards control, restriction, surveillance and ultimately exclusion. There has been a gravitational shift of social workers into pseudo immigration officials. The cost of which has been the loss of the humanistic, companionship and welfare element which are core in cultural tolerance and diversity in social work practice. Besides the systems restrictive nature, the asylum process is stressful for children who have just escaped a traumatic past in the hope of finding help and support (Kohli, 2007). There is sufficient evidence examined regarding the ever shifting goal posts system for asylum seekers intended to squeeze them out and deter application influxes. An example is UASCs housing needs processing which reinforces the differences between UK born children where some UASC are being housed in hostels where there is evidence of low level support and detachment. UASC are often sacrificed through fast track housing provisions as demonstrated in Solihull where Wellman (2011) argues that teenage asylum seekers were to be treated less favourably than local children under plans by Solihull Council to fast-track them from foster care into supported housing. Watters (2008) examines the position of unaccompanied asylum seeking children in the UK tracing their experiences from ports of entry and highlights that safety and security are key aspirations for these children in an environment that is not hostile, a place to call home and enjoy life as a child. There is a à ¢Ã¢â€š ¬Ã‚ ¦pervasive culture of disbelief among immigration and welfare institutions in receiving countries (Watters 2008:71) of UASC. It is important to understand their pre-departure experiences. Against this background of aspirations reality is often different, the welcoming description at pre-departure often vanished as children faced a stark reality of having no food, no money and oftentimes unable to speak the language. More so, there is often lack of support during the early parts of the asylum screening interview, yet this later forms the basis of whether the application is successful or not (Watters 2008). Being a foreigner in the UK must be understood as a package that has a host of attachments to it, some often face multiple discriminations e.g. black asylum seeking children could lead to being racially maltreated in communities/context of where they are accommodated after care. This perpetuates the cycle of social exclusion and discrimination. Thompsons PCS model would here be referred to in the context of how communitys social construction and media perceive UASC and resultant repulsive treatment. According to the National Society for the Prevention of Cruelty to Children (NSPCC 2012), UASC often find the situations exacerbating their social category of oppression and discrimination in that the conditions in immigration screening centres are not child-friendly. Oftentimes there is very little or no knowledge and a lack of understanding about the specific issues relating to child-specific forms of persecution because of the remoteness of where they are coming from. An Independent Guardian in this case would help in establishing support bases for the young people and to be a disclosure point. It is difficult for young people to share their innermost life story to strangers, communication depends highly on relationship and having this support relationship helps the young peoples presentation of their case (NSPCC). UASCs transition into adulthood has another host of challenges in which they need support to be ready enough for life on their own .The NSPCC argues that the National Asylum Support System (NASS) prevents vulnerable children from falling through the net (NSPCC). If there is lack of support, then the outcome can either be their disappearance or exploitation. This means that it is of paramount importance to extend the support so that the system cushions the young people rather than leaving them to fall into uncertainty where poverty, social exclusion, discrimination and oppression can take over. Any failing by the state through its range of support machinery for young people would perpetuate the cycle of poverty and the oppression of UASC. In cases where age assessment determines the UASC as over 18, this leads to detention where their treatment transforms to that of an adult and welfare support deficit is experienced. NSPCC has an example in the stories of two boys in contact with one Young Peoples Centres. The boys had their age disputed for more than a year. One of these boys was placed in National Asylum Support Service (NASS) accommodation. He was a vulnerable child, yet he was placed in unsupported accommodation with adults. Neither of the boys was able to receive support from the local authority and as such their safeguarding and emotional wellbeing needs were not met (NSPCC). Such an experience affects the child, and as this essay has argued, its because of structural reasons, tools and processes that not always accurately capture the reality of children and their lives, this affects service provision. Fast tracking this contested age category for housing can be counterproductive and oppressive as it fails to a ccount for the individual childs needs. The dispersal model applied in the UK for asylum seekers extends the idea of what Carter and El-Hassan (2003:10-11) term institutionalised seclusion. Hynes (2011) describes the dispersal situation as betwixt and between, in a country but outside mainstream society. The incremental exclusion of asylum seekers through this method has been patterned through the service allocation system saliently eroding the individual rights of asylum seekers who receive support as a homogenous group in chosen isolated locations.Overall, the system is a deterrent immigration strategy. Hynes (2011) adds that ,The exclusion of asylum seekers from ordinary living patterns through exclusionary practices and the inability to restore normal routines during the dispersal process meant that they occupied luminal spaces (p.178). The same can be applied to children who are allocated accommodation in areas where there are few or no support services for them. Dispersal without considering the welfare and interests of the child is administratively and structurally discriminatory; safeguarding the children should still remain a core element in the childs service provision considerations as part of aftercare support. Part of the systemic discrimination is a result of limited training for social workers which makes it appear as if UASC are difficult to reach, when in actual fact it is a group that is easy to ignore! At community level UASC are viewed with disgust, racist abuse and educational underperformance. At school, Rutter argues that central government needs to acknowledge school childrens under-achievement also has causes that lie outside the school (Rutter 2006:208) Legal Framework for UASC In order to protect the rights of the UASC and be professionally consistent, they must be treated as children first and foremost and the Childrens Act 1989 becomes relevant. Of importance from The Children Act 1989 are clauses stating that the welfare of children must be the paramount consideration when the courts are making decisions about them and local authorities are charged with duties to identify children in need and to safeguard and promote their welfare. Also importantly stated is the fact that delays in deciding questions concerning children are likely to prejudice their welfare. Local authority must provide welfare by seeing UASC as children first. This law provides a safety net for all children within the UK borders. The conflict emerges where Immigration law meets childrens rights legislation and a radical shift emerges emphasising more on controlling borders than welfare provision (Fell, Hayes, 2007). UASC must be assessed by the Framework for the assessment of children in need and their families and accommodated under Section 20 of the Children Act 1989 (NSPCC). As a result of lack of clarity on childrens available support, some children have been placed in bed and breakfast accommodation without support, mixing with adults whose criminal history is often not held. This exposes the vulnerable children to abuse and exploitation. Such a system again demonstrates how structural procedures discriminate and oppress UASC. The semi-independent living option is also not a better option for those just over 16. Their vulnerability levels are high and support is highly needed to safeguard them in their development and transition into adulthood. The Human Rights Act is a guiding legal framework applied in the UK and is core to how UASC in particular and refugees in general are supported. Asylum seekers are to be treated as individuals with rights namely the Right to life, Freedom from torture, Freedom from slavery, Right to a fair trial, Freedom of speech and Freedom of thought, conscience and religion. The Human Rights law is a universal safeguard and UASC can be protected from discrimination by its application. In a study carried out by the Independent Asylum Commission, Sir Waite said, The overuse of detention, the scale of destitution and the severity of removals are all areas which need attention before the system can be described as fit for purpose. The detention of asylum seekers is overused, oppressive and an unnecessary burden on the taxpayer, and the detention of children wholly unjustified. Dawar (2008) [The guardian] Its only by appealing to law that such progressive challenges can be made. The NSPCC (2012) campaigns and supports these children on the basis of equality arguing that the protection and welfare of asylum-seeking and refugee children is the same as that afforded to other children. The Childrens rights must be considered as core elements in the planning, assessment and service provision for this vulnerable group considering the United Nations Convention on the Rights of the Child particularly instruments for the right to maximum survival and development ,the right to identity ,the right to family unity and the right to participate .The right to protection from all forms of violence, injury, abuse, neglect or exploitation as well as the right to special assistance if the child is deprived of their family .The right to be protected from economic exploitation and the right to protection from violence, abuse, exploitation, trafficking is only realisable where the UASC are supported fully without falling through the safety net. Issues around the limitation of det ention as a measure of last resort are important in working with UASC. The duty of the government to take measures to ensure that child victims of armed conflict, torture, neglect or exploitation receive treatment for recovery and social integration is important as part of the therapeutic support necessary for their wellbeing. Policy and Practice guidances on working with UASC By use of legislation and practice guidances, UASC can be safeguarded and supported. Instead of describing them as UASCs these young people view themselves as (and rightly so) footballers doctors teachers president. They are ambitious and determined to live outside this discriminatory environment and label. Payne (2005) argues that, Some people dislike being called minority or oppressed groups, or being associated with any groups at all. Sometime because it might imply being seen as a victim of categorisation, which the person does not accept (2005:289). Conclusion Practical, political and procedural realities are scattered on the social workers professional pathway. Kohli (2007) rightly paints the complexity of being an UASC and being a social worker in the UK. The needs of vulnerable UASC remain a stark reality, leaves the social worker on the margins by either not being good enough or being too harsh (Kohli 2007). A young person from Glasgow said Home is home if it was better there I would have stayed. Understanding UASC past, building relationships with them in humane ways and safeguarding them by use of law can enhance anti-oppressive practice. This can be the basis for challenging discrimination of this vulnerable child group. Social workers cannot achieve this alone, voluntary sector agencies like the Refugee Council and NSPCC can work in partnership with the UKBA to set intervention strategies for this vulnerable group with the care and sensitivity due for any child in need in UK.

Jean Piaget Essay -- Essays Papers

Jean Piaget Introduction Now known as one of the trailblazers of developmental psychology, Jean Piaget initially worked in a wide range of fields. Early in his career Piaget studied the human biological processes. These processes intrigued Piaget so much that he began to study the realm of human knowledge. From this study he was determined to uncover the secrets of cognitive growth in humans. Jean Piaget’s research on the growth of the human mind eventually lead to the formation of the cognitive development theory which consists of three main components: schemes, assimilation and accommodation, and the stage model. The theory is best known for Piaget’s construction of the discontinuous stage model which was based on his study of children and how the processes and products of their minds develop over time. According to this stage model, there are four levels of cognitive growth: sensorimotor, preoperational, concrete operational, and formal operational. While a substantial amount of psyc hologists presently choose to adhere to the constructs of the information processing approach, Piaget’s ground breaking cognitive development view is still a valuable asset to the branch of developmental psychology. Whether or not Piaget uncovered any answers to the mysteries of human knowledge is disputable, but one belief that few dispute is that Jean Piaget did indeed lay a strong foundation for future developmental psychologists. Historical Background In 1896 the summer in Switzerland was just an ordinary, uneventful three months. However, during this ordinary and uneventful span of time, a child was born who would become an extraordinary developmental psychologist and fulfill the future with ground breaking events in the field of cognitive psychology. He was the son of an intelligent man and a stern, smart religious woman, and the godchild of respected epistemologist Samuel Cornut. With such scholarly surroundings, there is little surprise that Jean Piaget developed into such an intelligent individual. At age eleven, young Piaget wrote a paper on albino sparrows and got it published. This publishing provided him with the opportunity to meet a man who would turn out to be very influential, Paul Godet, the curator at the local museum. Young Piaget also benefited highly from his prestigious high school in Neuchatel, along with the aforementi... ...they themselves are innovative theoretical components. Impact on Society Jean Piaget was the leaning experimental epistemologist, thanks in some part to Simon and Binet’s work, but he set the standard that would not be accepted by the ethnocentric Americans until they were desperate during the Cold War and decided to open their eyes and accept his findings. Once they did this, they implemented Piaget’s theory into many American school systems which would have had a much more beneficial outcome had the powers that be implemented the great man’s work more carefully. Yet Piaget and his theory have survived and he is labeled as â€Å"the dominant force in shaping the cognitive-field and perceptual-field theories.† His theory was strong because he placed intellectual development over the child’s emotional, social, and moral development because he viewed the intellect as having influence over these other developing entities. In conclusion, Piaget summarized the cognitive development theory best in this statement: â€Å"M y secret ambition is that the hypotheses one could oppose to my own ill finally be seen not to contradict them but to result from a normal process of differentiation.†

The Real Monster, Victor Frank Essay -- essays research papers

The Real Monster, victor frankenstein   Ã‚  Ã‚  Ã‚  Ã‚  Mary Shelley's narrative, Frankenstein is the story of Victor Frankenstein and his creation. 'It was on a dreary night of November that I beheld the accomplishment of my toils…by the glimmer of the half-extinguished light I saw the dull yellow eye of the creature open; it breathed hard, and a convulsive motion agitated its limbs.(52)'; This was the time and the place in which the creature came to life. Victor Frankenstein thought that his creation was a hideous monster, but his ignorance blinded him from the truth. In veracity, Victor Frankenstein was the real monster this was evident from his selfishness, from his cruelty and rejection of his creation, and because he indirectly caused the deaths of his own family and friends.   Ã‚  Ã‚  Ã‚  Ã‚  The selfishness shown by Victor Frankenstein is just one of the traits that shows that he is the monster. His selfish attitude is visible throughout the whole story. In the beginning when he first discovers the cause of generation and life, he does not tell anyone about it. He thinks, 'The astonishment which I had first experienced on this discovery soon gave place to delight and rapture…What had been the study and desire of the wisest men since the creation of the world was now within my grasp. (47)'; This type of selfish thinking entails excessive pride and self-glory with disregard to the good of others. Another example of selfishne...

Human Rights and Police Brutality

Human Rights and Police Brutality BY gajartjarj5653 Police brutality is the use of any force exceeding that reasonably necessary to accomplish a lawful police purpose. Composition 1 Argumentative Research Essay Final Draft. Police Brutality Police work is dangerous. Sometimes police put in situations that excessive force is needed. But, because some officers use these extreme measures in situations when it is not, police brutality occurs.I believe Popremium 1383 Words 6 Pages Police Brutality Analyzing an Argument This argument is directed to two different types of people: he police and the public. This addresses two different types of an audience. It addresses a hostile audience and it addresses a sympathetic audience. You can who the audience is because the author tells you in the Premium 528 Words 3 Pages Police Brutality Report Proposal for: Police Brutality Introductory Statement: Police brutality is one of the biggest human rights violations in the United States.Sometimes polic e are put into situations that excessive force is necessary; but, because some officers use these extreme measures in situations when it is not ompletely necessary, police brutality spremium 631 Words 3 Pages Argumentative Essay: Opposing Capital Punishment English Composition ENIOI S-6LC October 12, 2011 Argumentative Essay: Opposing Capital Punishment According to the Death Penalty Information Center, a brief overview of capital punishment throughout history would go like this: Back in the eighteenth century B.C. death penalty laws were firstPremium 2343 Words 10 Pages The Function of an Argumentative Essay Argumentative Essay The function of an argumentative essay is to show that your ssertion (opinion, theory, hypothesis) about some phenomenon or phenomena is correct or more truthful than others'. The art of argumentation is not an easy skill to acquire.

A Game of Thrones Chapter Fifteen

Sansa Eddard Stark had left before dawn, Septa Mordane informed Sansa as they broke their fast. â€Å"The king sent for him. Another hunt, I do believe. There are still wild aurochs in these lands, I am told.† â€Å"I've never seen an aurochs,† Sansa said, feeding a piece of bacon to Lady under the table. The direwolf took it from her hand, as delicate as a queen. Septa Mordane sniffed in disapproval. â€Å"A noble lady does not feed dogs at her table,† she said, breaking off another piece of comb and letting the honey drip down onto her bread. â€Å"She's not a dog, she's a direwolf,† Sansa pointed out as Lady licked her fingers with a rough tongue. â€Å"Anyway, Father said we could keep them with us if we want.† The septa was not appeased. â€Å"You're a good girl, Sansa, but I do vow, when it comes to that creature you're as willful as your sister Arya.† She scowled. â€Å"And where is Arya this morning?† â€Å"She wasn't hungry,† Sansa said, knowing full well that her sister had probably stolen down to the kitchen hours ago and wheedled a breakfast out of some cook's boy. â€Å"Do remind her to dress nicely today. The grey velvet, perhaps. We are all invited to ride with the queen and Princess Myrcella in the royal wheelhouse, and we must look our best.† Sansa already looked her best. She had brushed out her long auburn hair until it shone, and picked her nicest blue silks. She had been looking forward to today for more than a week. It was a great honor to ride with the queen, and besides, Prince Joffrey might be there. Her betrothed. Just thinking it made her feel a strange fluttering inside, even though they were not to marry for years and years. Sansa did not really know Joffrey yet, but she was already in love with him. He was all she ever dreamt her prince should be, tall and handsome and strong, with hair like gold. She treasured every chance to spend time with him, few as they were. The only thing that scared her about today was Arya. Arya had a way of ruining everything. You never knew what she would do. â€Å"I'll tell her,† Sansa said uncertainly, â€Å"but she'll dress the way she always does.† She hoped it wouldn't be too embarrassing. â€Å"May I be excused?† â€Å"You may.† Septa Mordane helped herself to more bread and honey, and Sansa slid from the bench. Lady followed at her heels as she ran from the inn's common room. Outside, she stood for a moment amidst the shouts and curses and the creak of wooden wheels as the men broke down the tents and pavilions and loaded the wagons for another day's march. The inn was a sprawling three-story structure of pale stone, the biggest that Sansa had ever seen, but even so, it had accommodations for less than a third of the king's party, which had swollen to more than four hundred with the addition of her father's household and the freeriders who had joined them on the road. She found Arya on the banks of the Trident, trying to hold Nymeria still while she brushed dried mud from her fur. The direwolf was not enjoying the process. Arya was wearing the same riding leathers she had worn yesterday and the day before. â€Å"You better put on something pretty,† Sansa told her. â€Å"Septa Mordane said so. We're traveling in the queen's wheelhouse with Princess Myrcella today.† â€Å"I'm not,† Arya said, trying to brush a tangle out of Nymeria's matted grey fur. â€Å"Mycah and I are going to ride upstream and look for rubies at the ford.† â€Å"Rubies,† Sansa said, lost. â€Å"What rubies?† Arya gave her a look like she was so stupid. â€Å"Rhaegar's rubies. This is where King Robert killed him and won the crown.† Sansa regarded her scrawny little sister in disbelief. â€Å"You can't look for rubies, the princess is expecting us. The queen invited us both.† â€Å"I don't care,† Arya said. â€Å"The wheelhouse doesn't even have windows, you can't see a thing.† â€Å"What could you want to see?† Sansa said, annoyed. She had been thrilled by the invitation, and her stupid sister was going to ruin everything, just as she'd feared. â€Å"It's all just fields and farms and holdfasts.† â€Å"It is not,† Arya said stubbornly. â€Å"If you came with us sometimes, you'd see.† â€Å"I hate riding,† Sansa said fervently. â€Å"All it does is get you soiled and dusty and sore.† Arya shrugged. â€Å"Hold still,† she snapped at Nymeria, â€Å"I'm not hurting you.† Then to Sansa she said, â€Å"When we were crossing the Neck, I counted thirty-six flowers I never saw before, and Mycah showed me a lizard-lion.† Sansa shuddered. They had been twelve days crossing the Neck, rumbling down a crooked causeway through an endless black bog, and she had hated every moment of it. The air had been damp and clammy, the causeway so narrow they could not even make proper camp at night, they had to stop right on the kingsroad. Dense thickets of half-drowned trees pressed close around them, branches dripping with curtains of pale fungus. Huge flowers bloomed in the mud and floated on pools of stagnant water, but if you were stupid enough to leave the causeway to pluck them, there were quicksands waiting to suck you down, and snakes watching from the trees, and lizard-lions floating half-submerged in the water, like black logs with eyes and teeth. None of which stopped Arya, of course. One day she came back grinning her horsey grin, her hair all tangled and her clothes covered in mud, clutching a raggedy bunch of purple and green flowers for Father. Sansa kept hoping he would tell Arya to behave herself and act like the highborn lady she was supposed to be, but he never did, he only hugged her and thanked her for the flowers. That just made her worse. Then it turned out the purple flowers were called poison kisses, and Arya got a rash on her arms. Sansa would have thought that might have taught her a lesson, but Arya laughed about it, and the next day she rubbed mud all over her arms like some ignorant bog woman just because her friend Mycah told her it would stop the itching. She had bruises on her arms and shoulders too, dark purple welts and faded green-and-yellow splotches, Sansa had seen them when her sister undressed for sleep. How she had gotten those only the seven gods knew. Arya was still going on, brushing out Nymeria's tangles and chattering about things she'd seen on the trek south. â€Å"Last week we found this haunted watchtower, and the day before we chased a herd of wild horses. You should have seen them run when they caught a scent of Nymeria.† The wolf wriggled in her grasp and Arya scolded her. â€Å"Stop that, I have to do the other side, you're all muddy.† â€Å"You're not supposed to leave the column,† Sansa reminded her. â€Å"Father said so.† Arya shrugged. â€Å"I didn't go far. Anyway, Nymeria was with me the whole time. I don't always go off, either. Sometimes it's fun just to ride along with the wagons and talk to people.† Sansa knew all about the sorts of people Arya liked to talk to: squires and grooms and serving girls, old men and naked children, rough-spoken freeriders of uncertain birth. Arya would make friends with anybody. This Mycah was the worst; a butcher's boy, thirteen and wild, he slept in the meat wagon and smelled of the slaughtering block. Just the sight of him was enough to make Sansa feel sick, but Arya seemed to prefer his company to hers. Sansa was running out of patience now. â€Å"You have to come with me,† she told her sister firmly. â€Å"You can't refuse the queen. Septa Mordane will expect you.† Arya ignored her. She gave a hard yank with the brush. Nymeria growled and spun away, affronted. â€Å"Come back here!† â€Å"There's going to be lemon cakes and tea,† Sansa went on, all adult and reasonable. Lady brushed against her leg. Sansa scratched her ears the way she liked, and Lady sat beside her on her haunches, watching Arya chase Nymeria. â€Å"Why would you want to ride a smelly old horse and get all sore and sweaty when you could recline on feather pillows and eat cakes with the queen?† â€Å"I don't like the queen,† Arya said casually. Sansa sucked in her breath, shocked that even Arya would say such a thing, but her sister prattled on, heedless. â€Å"She won't even let me bring Nymeria.† She thrust the brush under her belt and stalked her wolf. Nymeria watched her approach warily. â€Å"A royal wheelhouse is no place for a wolf,† Sansa said. â€Å"And Princess Myrcella is afraid of them, you know that.† â€Å"Myrcella is a little baby.† Arya grabbed Nymeria around her neck, but the moment she pulled out the brush again the direwolf wriggled free and bounded off. Frustrated, Arya threw down the brush. â€Å"Bad wolf!† she shouted. Sansa couldn't help but smile a little. The kennelmaster once told her that an animal takes after its master. She gave Lady a quick little hug. Lady licked her cheek. Sansa giggled. Arya heard and whirled around, glaring. â€Å"I don't care what you say, I'm going out riding.† Her long horsey face got the stubborn look that meant she was going to do something willful. â€Å"Gods be true, Arya, sometimes you act like such a child,† Sansa said. â€Å"I'll go by myself then. It will be ever so much nicer that way. Lady and I will eat all the lemon cakes and just have the best time without you.† She turned to walk off, but Arya shouted after her, â€Å"They won't let you bring Lady either.† She was gone before Sansa could think of a reply, chasing Nymeria along the river. Alone and humiliated, Sansa took the long way back to the inn, where she knew Septa Mordane would be waiting. Lady padded quietly by her side. She was almost in tears. All she wanted was for things to be nice and pretty, the way they were in the songs. Why couldn't Arya be sweet and delicate and kind, like Princess Myrcella? She would have liked a sister like that. Sansa could never understand how two sisters, born only two years apart, could be so different. It would have been easier if Arya had been a bastard, like their half brother Jon. She even looked like Jon, with the long face and brown hair of the Starks, and nothing of their lady mother in her face or her coloring. And Jon's mother had been common, or so people whispered. Once, when she was littler, Sansa had even asked Mother if perhaps there hadn't been some mistake. Perhaps the grumkins had stolen her real sister. But Mother had only laughed and said no, Arya was her daughter and Sansa's trueborn sister, blood of their blood. Sansa could not think why Mother would want to lie about it, so she supposed it had to be true. As she neared the center of camp, her distress was quickly forgotten. A crowd had gathered around the queen's wheelhouse. Sansa heard excited voices buzzing like a hive of bees. The doors had been thrown open, she saw, and the queen stood at the top of the wooden steps, smiling down at someone. She heard her saying, â€Å"The council does us great honor, my good lords.† â€Å"What's happening?† she asked a squire she knew. â€Å"The council sent riders from King's Landing to escort us the rest of the way,† he told her. â€Å"An honor guard for the king.† Anxious to see, Sansa let Lady clear a path through the crowd. People moved aside hastily for the direwolf. When she got closer, she saw two knights kneeling before the queen, in armor so fine and gorgeous that it made her blink. One knight wore an intricate suit of white enameled scales, brilliant as a field of new-fallen snow, with silver chasings and clasps that glittered in the sun. When he removed his helm, Sansa saw that he was an old man with hair as pale as his armor, yet he seemed strong and graceful for all that. From his shoulders hung the pure white cloak of the Kingsguard. His companion was a man near twenty whose armor was steel plate of a deep forest-green. He was the handsomest man Sansa had ever set eyes upon; tall and powerfully made, with jet-black hair that fell to his shoulders and framed a clean-shaven face, and laughing green eyes to match his armor. Cradled under one arm was an antlered helm, its magnificent rack shimmering in gold. At first Sansa did not notice the third stranger. He did not kneel with the others. He stood to one side, beside their horses, a gaunt grim man who watched the proceedings in silence. His face was pockmarked and beardless, with deepset eyes and hollow cheeks. Though he was not an old man, only a few wisps of hair remained to him, sprouting above his ears, but those he had grown long as a woman's. His armor was iron-grey chainmail over layers of boiled leather, plain and unadorned, and it spoke of age and hard use. Above his right shoulder the stained leather hilt of the blade strapped to his back was visible; a two-handed greatsword, too long to be worn at his side. â€Å"The king is gone hunting, but I know he will be pleased to see you when he returns,† the queen was saying to the two knights who knelt before her, but Sansa could not take her eyes off the third man. He seemed to feel the weight of her gaze. Slowly he turned his head. Lady growled. A terror as overwhelming as anything Sansa Stark had ever felt filled her suddenly. She stepped backward and bumped into someone. Strong hands grasped her by the shoulders, and for a moment Sansa thought it was her father, but when she turned, it was the burned face of Sandor Clegane looking down at her, his mouth twisted in a terrible mockery of a smile. â€Å"You are shaking, girl,† he said, his voice rasping. â€Å"Do I frighten you so much?† He did, and had since she had first laid eyes on the ruin that fire had made of his face, though it seemed to her now that he was not half so terrifying as the other. Still, Sansa wrenched away from him, and the Hound laughed, and Lady moved between them, rumbling a warning. Sansa dropped to her knees to wrap her arms around the wolf. They were all gathered around gaping, she could feel their eyes on her, and here and there she heard muttered comments and titters of laughter. â€Å"A wolf,† a man said, and someone else said, â€Å"Seven hells, that's a direwolf,† and the first man said, â€Å"What's it doing in camp?† and the Hound's rasping voice replied, â€Å"The Starks use them for wet nurses,† and Sansa realized that the two stranger knights were looking down on her and Lady, swords in their hands, and then she was frightened again, and ashamed. Tears filled her eyes. She heard the queen say, â€Å"Joffrey, go to her.† And her prince was there. â€Å"Leave her alone,† Joffrey said. He stood over her, beautiful in blue wool and black leather, his golden curls shining in the sun like a crown. He gave her his hand, drew her to her feet. â€Å"What is it, sweet lady? Why are you afraid? No one will hurt you. Put away your swords, all of you. The wolf is her little pet, that's all.† He looked at Sandor Clegane. â€Å"And you, dog, away with you, you're scaring my betrothed.† The Hound, ever faithful, bowed and slid away quietly through the press. Sansa struggled to steady herself. She felt like such a fool. She was a Stark of Winterfell, a noble lady, and someday she would be a queen. â€Å"It was not him, my sweet prince,† she tried to explain. â€Å"It was the other one.† The two stranger knights exchanged a look. â€Å"Payne?† chuckled the young man in the green armor. The older man in white spoke to Sansa gently. â€Å"Ofttimes Ser Ilyn frightens me as well, sweet lady. He has a fearsome aspect.† â€Å"As well he should.† The queen had descended from the wheelhouse. The spectators parted to make way for her. â€Å"If the wicked do not fear the Mng's Justice, you have put the wrong man in the office.† Sansa finally found her words. â€Å"Then surely you have chosen the right one, Your Grace,† she said, and a gale of laughter erupted all around her. â€Å"Well spoken, child,† said the old man in white. â€Å"As befits the daughter of Eddard Stark. I am honored to know you, however irregular the manner of our meeting. I am Ser Barristan Selmy, of the Kingsguard.† He bowed. Sansa knew the name, and now the courtesies that Septa Mordane had taught her over the years came back to her. â€Å"The Lord Commander of the Kingsguard,† she said, â€Å"and councillor to Robert our king and to Aerys Targaryen before him. The honor is mine, good knight. Even in the far north, the singers praise the deeds of Barristan the Bold.† The green knight laughed again. â€Å"Barristan the Old, you mean. Don't flatter him too sweetly, child, he thinks overmuch of himself already.† He smiled at her. â€Å"Now, wolf girl, if you can put a name to me as well, then I must concede that you are truly our Hand's daughter.† Joffrey stiffened beside her. â€Å"Have a care how you address my betrothed.† â€Å"I can answer,† Sansa said quickly, to quell her prince's anger. She smiled at the green knight. â€Å"Your helmet bears golden antlers, my lord. The stag is the sigil of the royal House. King Robert has two brothers. By your extreme youth, you can only be Renly Baratheon, Lord of Storm's End and councillor to the king, and so I name you.† Ser Barristan chuckled. â€Å"By his extreme youth, he can only be a prancing jackanapes, and so I name him.† There was general laughter, led by Lord Renly himself. The tension of a few moments ago was gone, and Sansa was beginning to feel comfortable . . . until Ser Ilyn Payne shouldered two men aside, and stood before her, unsmiling. He did not say a word. Lady bared her teeth and began to growl, a low rumble full of menace, but this time Sansa silenced the wolf with a gentle hand to the head. â€Å"I am sorry if I offended you, Ser Ilyn,† she said. She waited for an answer, but none came. As the headsman looked at her, his pale colorless eyes seemed to strip the clothes away from her, and then the skin, leaving her soul naked before him. Still silent, he turned and walked away. Sansa did not understand. She looked at her prince. â€Å"Did I say something wrong, Your Grace? Why will he not speak to me?† â€Å"Ser Ilyn has not been feeling talkative these past fourteen years,† Lord Renly commented with a sly smile. Joffrey gave his uncle a look of pure loathing, then took Sansa's hands in his own. â€Å"Aerys Targaryen had his tongue ripped out with hot pincers.† â€Å"He speaks most eloquently with his sword, however,† the queen said, â€Å"and his devotion to our realm is unquestioned.† Then she smiled graciously and said, â€Å"Sansa, the good councillors and I must speak together until the king returns with your father. I fear we shall have to postpone your day with Myrcella. Please give your sweet sister my apologies. Joffrey, perhaps you would be so kind as to entertain our guest today.† â€Å"It would be my pleasure, Mother,† Joffrey said very formally. He took her by the arm and led her away from the wheelhouse, and Sansa's spirits took flight. A whole day with her prince! She gazed at Joffrey worshipfully. He was so gallant, she thought. The way he had rescued her from Ser Ilyn and the Hound, why, it was almost like the songs, like the time Serwyn of the Mirror Shield saved the Princess Daeryssa from the giants, or Prince Aemon the Dragonknight championing Queen Naerys's honor against evil Ser Morgil's slanders. The touch of Joffrey's hand on her sleeve made her heart beat faster. â€Å"What would you like to do?† Be with you, Sansa thought, but she said, â€Å"Whatever you'd like to do, my prince.† Jofftey reflected a moment. â€Å"We could go riding.† â€Å"Oh, I love riding,† Sansa said. Joffrey glanced back at Lady, who was following at their heels. â€Å"Your wolf is liable to frighten the horses, and my dog seems to frighten you. Let us leave them both behind and set off on our own, what do you say?† Sansa hesitated. â€Å"If you like,† she said uncertainly. â€Å"I suppose I could tie Lady up.† She did not quite understand, though. â€Å"I didn't know you had a dog . . . â€Å" Joffrey laughed. â€Å"He's my mother's dog, in truth. She has set him to guard me, and so he does.† â€Å"You mean the Hound,† she said. She wanted to hit herself for being so slow. Her prince would never love her if she seemed stupid. â€Å"Is it safe to leave him behind?† Prince Joffrey looked annoyed that she would even ask. â€Å"Have no fear, lady. I am almost a man grown, and I don't fight with wood like your brothers. All I need is this.† He drew his sword and showed it to her; a longsword adroitly shrunken to suit a boy of twelve, gleaming blue steel, castle-forged and double-edged, with a leather grip and a lion's-head pommel in gold. Sansa exclaimed over it admiringly, and Joffrey looked pleased. â€Å"I call it Lion's Tooth,† he said. And so they left her direwolf and his bodyguard behind them, while they ranged east along the north bank of the Trident with no company save Lion's Tooth. It was a glorious day, a magical day. The air was warm and heavy with the scent of flowers, and the woods here had a gentle beauty that Sansa had never seen in the north. Prince Joffrey's mount was a blood bay courser, swift as the wind, and he rode it with reckless abandon, so fast that Sansa was hard-pressed to keep up on her mare. It was a day for adventures. They explored the caves by the riverbank, and tracked a shadowcat to its lair, and when they grew hungry, Joffrey found a holdfast by its smoke and told them to fetch food and wine for their prince and his lady. They dined on trout fresh from the river, and Sansa drank more wine than she had ever drunk before. â€Å"My father only lets us have one cup, and only at feasts,† she confessed to her prince. â€Å"My betrothed can drink as much as she wants,† Joffrey said, refilling her cup. They went more slowly after they had eaten. Joffrey sang for her as they rode, his voice high and sweet and pure. Sansa was a little dizzy from the wine. â€Å"Shouldn't we be starting back?† she asked. â€Å"Soon,† Joffrey said. â€Å"The battleground is right up ahead, where the river bends. That was where my father killed Rhaegar Targaryen, you know. He smashed in his chest, crunch, right through the armor.† Joffrey swung an imaginary warhammer to show her how it was done. â€Å"Then my uncle Jaime killed old Aerys, and my father was king. What's that sound?† Sansa heard it too, floating through the woods, a kind of wooden clattering, snack snack snack. â€Å"I don't know,† she said. It made her nervous, though. â€Å"Joffrey, let's go back.† â€Å"I want to see what it is.† Joffrey turned his horse in the direction of the sounds, and Sansa had no choice but to follow. The noises grew louder and more distinct, the clack of wood on wood, and as they grew closer they heard heavy breathing as well, and now and then a grunt. â€Å"Someone's there,† Sansa said anxiously. She found herself thinking of Lady, wishing the direwolf was with her. â€Å"You're safe with me.† Joffrey drew his Lion's Tooth from its sheath. The sound of steel on leather made her tremble. â€Å"This way,† he said, riding through a stand of trees. Beyond, in a clearing overlooking the river, they came upon a boy and a girl playing at knights. Their swords were wooden sticks, broom handles from the look of them, and they were rushing across the grass, swinging at each other lustily. The boy was years older, a head taller, and much stronger, and he was pressing the attack. The girl, a scrawny thing in soiled leathers, was dodging and managing to get her stick in the way of most of the boy's blows, but not all. When she tried to lunge at him, he caught her stick with his own, swept it aside, and slid his wood down hard on her fingers. She cried out and lost her weapon. Prince Joffrey laughed. The boy looked around, wide-eyed and startled, and dropped his stick in the grass. The girl glared at them, sucking on her knuckles to take the sting out, and Sansa was horrified. â€Å"Arya?† she called out incredulously. â€Å"Go away,† Arya shouted back at them, angry tears in her eyes. â€Å"What are you doing here? Leave us alone.† Joffrey glanced from Arya to Sansa and back again. â€Å"Your sister?† She nodded, blushing. Joffrey examined the boy, an ungainly lad with a coarse, freckled face and thick red hair. â€Å"And who are you, boy?† he asked in a commanding tone that took no notice of the fact that the other was a year his senior. â€Å"Mycah,† the boy muttered. He recognized the prince and averted his eyes. â€Å"M'lord.† â€Å"He's the butcher's boy,† Sansa said. â€Å"He's my friend,† Arya said sharply. â€Å"You leave him alone.† â€Å"A butcher's boy who wants to be a knight, is it?† Joffrey swung down from his mount, sword in hand. â€Å"Pick up your sword, butcher's boy,† he said, his eyes bright with amusement. â€Å"Let us see how good you are.† Mycah stood there, frozen with fear. Joffrey walked toward him. â€Å"Go on, pick it up. Or do you only fight little girls?† â€Å"She ast me to, m'lord,† Mycah said. â€Å"She ast me to.† Sansa had only to glance at Arya and see the flush on her sister's face to know the boy was telling the truth, but Joffrey was in no mood to listen. The wine had made him wild. â€Å"Are you going to pick up your sword?† Mycah shook his head. â€Å"It's only a stick, m'lord. It's not no sword, it's only a stick.† â€Å"And you're only a butcher's boy, and no knight.† Joffrey lifted Lion's Tooth and laid its point on Mycah's cheek below the eye, as the butcher's boy stood trembling. â€Å"That was my lady's sister you were hitting, do you know that?† A bright bud of blood blossomed where his sword pressed into Mycah's flesh, and a slow red line trickled down the boy's cheek. â€Å"Stop it!† Arya screamed. She grabbed up her fallen stick. Sansa was afraid. â€Å"Arya, you stay out of this.† â€Å"I won't hurt him . . . much,† Prince Joffrey told Arya, never taking his eyes off the butcher's boy. Arya went for him. Sansa slid off her mare, but she was too slow. Arya swung with both hands. There was a loud crack as the wood split against the back of the prince's head, and then everything happened at once before Sansa's horrified eyes. Joffrey staggered and whirled around, roaring curses. Mycah ran for the trees as fast as his legs would take him. Arya swung at the prince again, but this time Joffrey caught the blow on Lion's Tooth and sent her broken stick flying from her hands. The back of his head was all bloody and his eyes were on fire. Sansa was shrieking, â€Å"No, no, stop it, stop it, both of you, you're spoiling it,† but no one was listening. Arya scooped up a rock and hurled it at Joffrey's head. She hit his horse instead, and the blood bay reared and went galloping off after Mycah. â€Å"Stop it, don't, stop it!† Sansa screamed. Joffrey slashed at Arya with his sword, screaming obscenities, terrible words, filthy words. Arya darted back, frightened now, but Joffrey follo wed, hounding her toward the woods, backing her up against a tree. Sansa didn't know what to do. She watched helplessly, almost blind from her tears. Then a grey blur flashed past her, and suddenly Nymeria was there, leaping, jaws closing around Joffrey's sword arm. The steel fell from his fingers as the wolf knocked him off his feet, and they rolled in the grass, the wolf snarling and ripping at him, the prince shrieking in pain. â€Å"Get it off,† he screamed. â€Å"Get it off!† Arya's voice cracked like a whip. â€Å"Nymeria!† The direwolf let go of Joffrey and moved to Arya's side. The prince lay in the grass, whimpering, cradling his mangled arm. His shirt was soaked in blood. Arya said, â€Å"She didn't hurt you . . . much.† She picked up Lion's Tooth where it had fallen, and stood over him, holding the sword with both hands. Jofftey made a scared whimpery sound as he looked up at her. â€Å"No,† he said, â€Å"don't hurt me. I'll tell my mother.† â€Å"You leave him alone!† Sansa screamed at her sister. Arya whirled and heaved the sword into the air, putting her whole body into the throw. The blue steel flashed in the sun as the sword spun out over the river. It hit the water and vanished with a splash. Joffrey moaned. Arya ran off to her horse, Nymeria loping at her heels. After they had gone, Sansa went to Prince Joffrey. His eyes were closed in pain, his breath ragged. Sansa knelt beside him. â€Å"Joffrey,† she sobbed. â€Å"Oh, look what they did, look what they did. My poor prince. Don't be afraid. I'll ride to the holdfast and bring help for you.† Tenderly she reached out and brushed back his soft blond hair. His eyes snapped open and looked at her, and there was nothing but loathing there, nothing but the vilest contempt. â€Å"Then go,† he spit at her. â€Å"And don't touch me.†