Western civilization Essay Example | Topics and Well Written Essays - 2500 words

Western civilization - Essay Example This period has been marked by the changing way of life of the people. It was marked by changes in different spheres of life of the people. In particular there was marked rise of industrial systems, education, urbanization and other aspect of life of the western world. Among the things that marked the rise of western civilization was the rise in sovereignty of the nations. In this regard there was increased fall of empires and the rise of nations. The Western Roman Empire which ruled the modern states of Italy, France, Spain, Portugal and England for centuries had collapsed as a result of combination of a number of factors. One of such factors was economic decline which had an impact on the decline of the military spending leading to reduced military strength. The empires were based on the military strength and therefore the fall of military might led to invasion by other tribes. The fall of the Western Roman Empire in its military strength led to the invasion by the barbarian tribes which were coming from Scandinavia and other states like Germany. They invaded the Western Roman Empire and led to its eventual fall. This had an effect on other factors like racial, religious, and the political life of these empires. Increased warfare with the invading tribes and economic crisis could have contributed in a great way to the fall. (Hobsbawm, 1992) Therefore with the fall of the empires there was increased rise of the modern sovereign states. The fall of the empire led to the defragmentation to individual states which were sovereign with internal government. The fall of the Western Roman Empire led to the formation of the modern day states of France, Spain, Portugal, England and Italy. Owing to the factors that led to the fall of the empire such as racial, religious and political division, the emerging states were grouped in some aspects of community. It has been shown that racial and ethnic factors were the main leading

The relationship between childhood neglect and later Essay Example for Free

The relationship between childhood neglect and later Essay In examining the relationship between childhood neglect and later use of illicit drugs, the following variables will have to be taken into account: Childhood – It is the time or state of being a child which is the period between infancy and pubescence. It is a crucial period in a person’s life since it is at this stage where most of the physical and mental development of a child takes place.   It is also at this stage where the child learns the difference between good and bad behavior. Later use – this pertains to a reaction. The principle is that for every action there is a corresponding reaction.   For purpose of this research childhood neglect is considered as an action and the use of illicit drugs during the later stages of the child’s life is considered as the reaction. Illicit drugs – these are drugs the use of which is rendered illegal by existing laws because of their harmful effects to the user. These drugs include cannabis such as marijuana and hashish, opiates such as heroin, stimulants such as cocaine and amphetamines and hallucinogens. Parental neglect – an act or omission of a parent or any person exercising substitute parental authority which is classified as a crime because it endangers the health and life of a child. It includes failure to provide for the child’s food, clothing and medical needs.   It also includes the act of leaving the child alone without anyone that can provide for the needs previously mentioned.   It its extreme form it may also include subjecting the child to physical and emotional abuse.   For purpose of this research, the following variables will be operationally defined as follows: Childhood – The participants of this research will be persons between the ages of 13-25.   They will be asked to recollect and reveal whether they are presently using illicit drugs and whether they experienced parental neglect during their childhood years.   For this purpose, they will be asked to make a recollection whether they experienced neglect between the ages of 5 to 12. Later use – The participants of this research will be asked whether they are presently using illicit drugs and the reasons why they use illicit drugs.   Their present problems involving drug use will then be connected to the participants’ past history of parental neglect.   For this purpose the subjects of this research will be limited to ages between 13-25. Illicit drugs – This concept will have same definition as the above.   For purpose of this research, the respondents will be asked to identify the kind of drugs they use and the age when they started using these illicit drugs.   The respondents will be asked to determine the reason/s why they started using illegal drugs. Parental neglect – The respondents will be asked whether they experienced neglect during their childhood and to describe the kind of relationship they have with their parents or whether they have positive or negative relationship with their parents.   If they have negative relationship with their parents, a follow up question will be asked whether the participants have been subjected to physical, verbal or sexual abuse.

My Mother, My Hero Essay -- Personal Narrative Writing

My Mother, My Hero In 1859 Henry Ward Beecher said, "the mother’s heart is the child’s schoolroom." I believe that statement because of experiences I’ve had with my own mother. I have learned more about life from her than from my 15 years of schooling. Over the last 20 years my mother has taught me many valuable lessons just by being a living example of compassion, thoughtfulness, and generosity. She is an angel that has protected and carried me throughout life. In the book, One Day My Soul Just Opened Up, Iyanla Vanzant said, "a truly compassionate person is one who can feel what you feel because they are one with you in mind, body, and spirit, not out of obligation or a false sense of responsibility. A compassionate person is one who understands what you are going through and, rather than joining you in your suffering and fear, sees for you the blessing and the victory at the end. A compassionate person does not join in the victim mentality of blaming others; instead they will stand strong with you, supporting you through the acceptance of the situation. The compassionate person knows with you, for you, and when necessary in spite of you, that all things work together for your good." That quote is like a mirror image of my mother because she encompasses all those traits. She showed me the utmost compassion when I was in high school. I was very sick with a chronic disease. I couldn’t walk and I was in constant pain. Though I couldnâ €™t see it at the time, my mother saw for me how lucky I was. She consistently pointed out that I was lucky that we could afford the doctors I needed. I was lucky that Fibromyalgia wasn’t deadly. And I was lucky that I had family and friends who were there for me. She saw for me the positive thi... ...s Thanksgiving she donated money to Bethel Mission to provide a Thanksgiving dinner for the homeless. And every Christmas she buys presents for the underprivileged. As the saying goes, "no one stands as straight as when he stoops to help someone." My mother is my hero because she has taught me to treat others with compassion, thoughtfulness, and generosity. She taught me that those values were important in the best way, by living her own life according to them. She didn’t just tell me about values she felt were important, she lived by them. I have always admired my mother and felt so blessed to have her in my life. I know I am a better person for having her for a mother. Works Cited: The Giant Book of American Quotations. Carruth, Gorton and Ehrlich, Eugene. Portland House. New York. 1988. Vanzant, Iyanla. One Day My Soul Just Opened Up. Fireside. 1998. My Mother, My Hero Essay -- Personal Narrative Writing My Mother, My Hero In 1859 Henry Ward Beecher said, "the mother’s heart is the child’s schoolroom." I believe that statement because of experiences I’ve had with my own mother. I have learned more about life from her than from my 15 years of schooling. Over the last 20 years my mother has taught me many valuable lessons just by being a living example of compassion, thoughtfulness, and generosity. She is an angel that has protected and carried me throughout life. In the book, One Day My Soul Just Opened Up, Iyanla Vanzant said, "a truly compassionate person is one who can feel what you feel because they are one with you in mind, body, and spirit, not out of obligation or a false sense of responsibility. A compassionate person is one who understands what you are going through and, rather than joining you in your suffering and fear, sees for you the blessing and the victory at the end. A compassionate person does not join in the victim mentality of blaming others; instead they will stand strong with you, supporting you through the acceptance of the situation. The compassionate person knows with you, for you, and when necessary in spite of you, that all things work together for your good." That quote is like a mirror image of my mother because she encompasses all those traits. She showed me the utmost compassion when I was in high school. I was very sick with a chronic disease. I couldn’t walk and I was in constant pain. Though I couldnâ €™t see it at the time, my mother saw for me how lucky I was. She consistently pointed out that I was lucky that we could afford the doctors I needed. I was lucky that Fibromyalgia wasn’t deadly. And I was lucky that I had family and friends who were there for me. She saw for me the positive thi... ...s Thanksgiving she donated money to Bethel Mission to provide a Thanksgiving dinner for the homeless. And every Christmas she buys presents for the underprivileged. As the saying goes, "no one stands as straight as when he stoops to help someone." My mother is my hero because she has taught me to treat others with compassion, thoughtfulness, and generosity. She taught me that those values were important in the best way, by living her own life according to them. She didn’t just tell me about values she felt were important, she lived by them. I have always admired my mother and felt so blessed to have her in my life. I know I am a better person for having her for a mother. Works Cited: The Giant Book of American Quotations. Carruth, Gorton and Ehrlich, Eugene. Portland House. New York. 1988. Vanzant, Iyanla. One Day My Soul Just Opened Up. Fireside. 1998.

Classical India and Mesopotamia Essay

Classical India and Mesopotamia are both ancient civilizations with many similarities and differences. Both Mesopotamia and Classical India had law codes and were a patriarchal society. Social mobility was not present in Classical India as it was in Mesopotamia. In both societies there were many things similar and many things different. Both Classical India and Mesopotamia had law codes. Classical India used the Code of Manu while Mesopotamia used the code of Hammurabi. These codes were followed by everyone in both civilizations. Both law codes had punishments equal to the crime and were based off an eye for an eye premise or the principal of relation. Physical crimes had physical consequences, for instance, if you were to hit someone you would be punished by having your hand cut off. Likewise in both societies the lower class was treated exceedingly poor. Often the slave class was put to death for breaking the law codes against people of the upper class. Law codes were just one way that Classical India and Mesopotamia are similar. Mesopotamia and Classical India alike were both patriarchal societies. This is important because it shows how much we have advanced in women’s rights. Women in both civilizations were treated as property. While women in Classical India were protected, the rights they received were nowhere near the same as they were for men. Only men had the right to own property and make trades in both civilizations. Women were even treated poorly in the law codes. In the code of Hammurabi, if a woman’s husband died they would need to throw themselves in a fire. All women were to live for was their husbands. The patriarchal society of Classical India and Mesopotamia shows how women were treated and interacted with. Social mobility was present in Mesopotamia while it wasn’t in Classical India. In Classical India you were born into the caste system which was where you would stay for the remainder of your life. In order to move up you would have to wait for your next life. In Mesopotamia the classes were based on wealth. In Mesopotamia there were three social classes. The highest class was the richest and the lowest were the poor. In Mesopotamia if you came upon wealth you would move up in the social ranks unlike in Classical India. Both Mesopotamia and Classical India had similarities and differences with the way the societies were governed and the social interactions between the people.

Rules of evidence

Why are Americas rules of evidence more restrictive than those established by other countries? America's rules of evidence are more restrictive because unlike some countries we have Constitutional protections that safeguard Individual rights. An example of this would be the Supreme courts determination that a state rule requiring that a defendant wanting to testify In a criminal case must do so before the admission of any other defense testimony Is a violation of the Fifth and Fourteenth Amendment due process clause.The due process clause protects citizens of the united States from unfair and disorderly legal proceedings, coupled with the right to be informed of the nature and charges in accusation against them among other privileges. With this in mind it can be easily concluded as to the necessity of the restrictive nature of the rules of evidence. Although America adopted the English system of evidentially rules, many changes have been made since that time.Although the adoption of the Federal Rules of Evidence and the uniform Rules of Evidence has not embraced the simplicity that the drafters of the constitution may eave envisioned, they do bring about more uniformity and consistency to the legal system. The Federal Rules of evidence regulate evidentially matters in all proceedings In the federal courts and they bring about a significant measure of uniformity In the federal system. Unfortunately there Is far less uniformity among the states. Only thirty-six jurisdictions have adopted evidence codes that model the Federal Rules of Evidence. Out of the fifty states only forty-two have adopted these rules completely or in part. Of the remaining eight states, my home state of Georgia is in this line up. About a week ago I had the opportunity to learn of this first hand.My attorney and I were preparing a witness list to give to the District Attorney in a criminal case we have. He asked me to research the statute cited on the States witness list and tell him what i t says about using a defendant as a witness. To my surprise this is what I learned. Pursuant to O. C. G. A. 17-16-1 (2010) the deflation of a â€Å"witness statement† In a criminal proceeding Is as follows: (2) â€Å"Statement of a witness† means:A) A written or recorded statement, or copies thereof, made by the witness that is signed or otherwise adopted or approved by the witness; (B) A substantially verbatim recital of an oral statement made by the witness that is recorded contemporaneously with the making of the oral statement and is contained in a stenographic, mechanical, electrical, or other recording or a transcription thereof; or (C) A summary of the substance of a statement made by a witness contained In a memorandum, report, or other type of written document but does not Include notes r summaries made by counsel.Paragraph three of this statute is the statement that demonstrates Georgia is not homogeneous with the Federal Rules of Evidence; and it also exclud ed our defendant as a witness in her own defense. I find to be ironic that the Constitution is the supreme law of the land yet individual states are allowed to have laws that are contrary. This Constitution, and the laws of the United States which shall be made in pursuance thereof; and all treaties made, or which shall be made, under the authority of the United States, shall be the supreme law of the land; and the Judges in every state shall be bound thereby, anything in the Constitution or laws of any State to the contrary notwithstanding. With the understanding that states can nullify federal laws that they determine to be â€Å"unconstitutional†, as was the case in Oklahoma regarding the Affordable Care Act; it is quite perplexing that Georgia along with seven other states find it unconstitutional to deny a defendant the right to testify in their own defense.

We The People Means essays

We The People Means essays A long time ago in 1789, the term We the People, which is stated in the constitution, represented a very exclusive group. This term represented the white males that were landowners. As you can see, the world has changed a lot from back then. Here in 2002, We the People refers to all U.S. citizens and covers more diverse groups. The three reasons that this changed had taken place was because of the use of formal Amendments, informal Amendments, and there were many court cases. First of all, the formal amendment helped this change big time. For instance, the 15th amendment states that The right of citizens of the United States to vote shall not be denied... on account of race, color, or previous condition of servitude. Also in the 19th amendment it is said The right of citizens of the United States to vote shall not be denied... on account of sex. Both of these formal amendments show an example of how the term We the People has increased in how many people it represents from then to now. Another issue that helped increase the representation of We the People was the informal amendment. Informal amendments are common changes that do not affect the wording of the Constitution. Some examples of informal amendments that changed the meaning would be the actions of President Roosevelt during World War II. The law at the time was that there was to be segregation between the black and white soldiers. The president took action on this issue and got rid of the segregation. This is an example of informal segregation. The last reason that helped to increase the number of people represented by We the People is court cases from the past and present. One big case, for instance, would be that of Brown vs. the Board of Education of Topeka Kansas. This issue started because of the segregation of blacks and whites in public schools. This changed a l ...

Dachau essays

Dachau essays Specific Purpose: to inform my audience about the concentration camp Dachau. Organizational pattern: Chronological Imagine being locked inside of a fence and tortured in the worst possible ways. Think about going for days with no food and being ecstatic when you were finally given a piece of bread. Can you picture what is was like to have everything stripped from you, everything including your hair? Thats exactly what happened to the prisoners in the concentration camp Dachau. Today I will be telling you about the terrible happenings that occurred at Dachau. The people there werent even considered human, they were just a number tatooed on their arms. This was a place no one should have had to go. I am able to tell you about this topic because I have actually been to Dachau and Ive also done research. I will be telling you today what a concentration camp is, what kind of people were sent there, the treatment the people received, and what happened to the bodies after they were killed. To begin I would like to explain first what Dachau was and where it was located. a. A concentration camp is a prison with barracks instead of cells that the Nazis used to keep thousands of innocent people in under inhuman conditions. ii. This camp was established in March of 1933. b. It was located in a small city outside of Munich. i. Originally Dachau was located in Bavaria. ii. It was moved from its original location and expanded. c. Dachau was in use from March 1933 to 1945. i. It was divided in two sections which were the camp itself and the crematory. ii. The camp had thirty two barracks, farm buildings, a courtyard area, electric barbed wire fence, a ditch, and a wall with seven guard towers. (Visual aid) Now that you know what a concentration camp is and ...

37 Top Scholarships for High School Sophomores and Freshmen

37 Top Scholarships for High School Sophomores and Freshmen SAT / ACT Prep Online Guides and Tips It's never too early to start saving up money for your college education. Even if you are only in your first or second year of high school, there are plenty of opportunities to start bringing in money that will pay for your tuition, books, fees, and living expenses a couple of years down the line. You might be surprised to learn that there are actuallyhundreds of scholarships available to underclassmen.If you're just starting your hunt, use this list of the 37 best scholarships for high school freshmen and sophomores to get started. This list includes a variety of scholarshipsforfreshmen and sophomores. I've broken them down into the following categories: Essay Scholarships Special Interest Scholarships Creative Scholarships Hobby- and Activity-Based Scholarships Location-based Scholarships Easy Scholarships These scholarships arenot limited to one college or university,so students who win these awards will be able to use them for a variety of schools. How to Use This List of Scholarships for Sophomores and Freshmen Before we go over the scholarships you can apply for, let's quickly review the best ways you can use this list of scholarships for sophomores and freshmen. Rule 1: Play to Your Strengths Start out by looking at the different categories below. Are you creative? Then consider applyingto some of the scholarships that require artwork or a movie for their applications. If you're a strong writer, on the other hand, consider applying to scholarships that require essays. Rule 2: Apply to Many Scholarships The beauty of starting your scholarship hunt early is that you have a lot oftime! So use it wisely to apply to as many scholarships as possible. We recommend applying to anywhere between five and 30 scholarships.Most scholarships on this list and beyond are competitive, meaning many students will be applying for them. You'll increase your chances of winning money if you don't put all of your eggs in one basket! Rule 3: Pay Attention to Details Make sure you read all the rules carefully before you apply for a scholarship, and be certain that your essays and other application materials address what is being asked. It's a waste of time to apply to scholarships if you're going to end up disqualified simply because you failed to follow the instructions. Similarly, make sure tostay on top of important deadlines. You don't want to miss out on a great scholarship because you accidentally missed adue date! Rule 4: Do Your Own Research Keep in mind that this list is just a starting point. There are many more scholarships available to younger students, and there very well might be some that are more suited to your talents and interests. Don't be afraid to dosome Google searches to see whether there are any scholarships out there that correspond to one of your unique traits. Remember, the more obscure a scholarship is,the better your chance of winning it will be! Essay Scholarships To start, let's take a look at scholarships that require students to write and submit essays as part of their applications. Oklahoma City National Memorial Museum Student Essay Contest The Oklahoma City National Museum hosts an essay contest for students in grades 5-12. Topics revolve around ideas related to the Oklahoma bombings in 1995. Students ingrades 9 and 10 can submit 500-word essays. Prizes: 1st place: $200 2nd place: $150 3rd place: $100 Ayn Rand Essay Contest High school freshmen and sophomores can write an essay on one of several topics related to the bookAnthem by Ayn Rand. The deadline to apply is April 25, 2019. Prizes: 1st place: $2,000 (one winner) 2nd place: $250 (three winners) 3rd place: $100 (five winners) Finalists: $25 (50 winners) NRA Civil Rights Defense Fund Essay Contest To enter this contest, high school students must write a 1,000-word essay answering the question, "What does the second amendment meant to you?" The deadline is December 31, 2018. Prizes: 1st place: $1,000 2nd place: $600 3rd place: $200 4th place: $100 Fleet Reserve Association Essay Contest Students in grades 7-12 can enter this essay contest by submitting an essay of no more than 350 words on "What Freedom of Speech Means to Me."The deadline is December 1, 2018. Prizes: Grand national prize: $5,000 1stplace: $2,500 2ndplace: $1,500 3rdplace: $1,000 Unigo $10K Scholarship Students 13 or older can apply for a chance to win one grand prize of $10,000. Your application must include a 250-word response to the prompt: "Imagine a historical figure is brought back to life. Who is it? What's their favorite mobile app?"The deadline is December 31, 2018. Gen and Kelly Tanabe Scholarship High school studentscan submit a 250-word essay on a topic of their choice for the chance to be entered into a competition to win a $1,000 prize. There are two contests per year. The fall contest deadline is December 31, 2018, and the spring contest deadline is July31, 2019. Young Patriots Essay Contest All US high school students can apply to win. They must submit an essay of no more than 1,500 words on a topic related to current events and/or public policy. Prizes: 1stplace: $5,000 2ndplace: $2,500 3rdplace: $1,500 Profile in Courage Essay Contest Students in grades 9-12 can submit a 700- to 1,000-word essay about "an act of political courage by a US elected official who served during or after 1917, the year John F. Kennedy was born." Essays must have at least five sources.The deadline for this year's contest is January 18, 2019. Prizes: 1stplace: $10,000 2ndplace: $3,000 Finalists: $1,000 (five winners) Semifinalists: $100 (eight winners) We the Students Essay Contest US students enrolled in grades 8-12 can apply to this scholarship to win one of 15awards ranging from $500 to $5,000.You must complete the online application and submit an essay of no more than 800 words on the topic cited on the website. The deadline is February 14, 2019. Prizes: 1stplace: $5,000 Runners-up: $1,250 (six winners) Honorable Mention: $500 (eight winners) Optimist International Essay Contest US students under the age of 19 can submit an essay on the topic "When All the World’s Problems are Solved, is Optimism Still Necessary?" Club winners advance to the District contest to compete for a $2,500 scholarship. The deadline for submission is February 28, 2019. Visionary Scholarship Program Any currently enrolled US high school student can apply to receive a prize from $1,000 to $5,000. Applicants must submit a completed application, a copy of their most recent (unofficial) high school transcript, and a 500-word essay on "Why College is Important to Me." The deadline for this year's contest is May 1, 2019. Special Interest Scholarships These next scholarships require a special action on the part of the applicant, from volunteering to playing an online game. Humanity Rising Service Challenge High school students who volunteer for a non-profit that meets Humanity Rising’s criteria may apply for this scholarship by sharing their service story. You must make an account in order to access the scholarship details and apply for the challenge.Awards range from $500 to more than $2,000, and all deadlines are rolling. HR Block Budget Challenge US students in grades 9-12can apply to win one of 10 $20,000 scholarships. Students must play an online game that simulates adult life in terms of financial literacy. While students can't register themselves, teachers may register classes as well as individual students. Creative Scholarships Are you the creative type? This next set of scholarships for freshmen and sophomores is all about artistic ability and creativity. For these contests, you'll need to submit a piece of art, whether that's a story, painting, video, photograph, etc. Create Real Impact Contest Any student between the ages of 14 and 22 can submit either a piece of writing (100-600 words), a video, a work of art,or a piece of music they've composed on the topic of how to address reckless driving. Voting on entries begins October 2, 2018. Prizes: Grand prize: $1,500 (four winners, one per category) Top Schools prize: $1,000 (three winners) Top Online Vote Getter prize: $500 (four winners, one per category) Spanish Category Award: $1,500 (one winner) Sports Team Award: $1,500 (one winner) TeenDrive365 Video Challenge All US high school students at least 13 years of age canenter this contest by creating a unique 30- to 60-second video that highlights safer teen driving. The video must end withthe TeenDrive365 Video Challenge Call to Action slide, which you can download from the TeenDrive365 website. The submission deadline is in February 2019. Prizes: 1stplace: $15,000 2ndplace: $10,000 3rdplace: $7,500 People's Choice: $5,000 4th-10th place: $2,500 Regional prizes: $1,000 (four winners) Doodle 4 Google Students from kindergarten to 12thgrade can apply for this scholarship. Applicants must submit a Google Doodle related to this year's theme. All submissions are divided and judged by age group. The deadline is in March 2019. Prizes: National Winner: $30,000 (plus a $50,000 technology award for the winner's school) National Finalists: $5,000 (four winners, one per age group) Scholastic Art Writing Award Students ingrades 7-12with a keen interest in writing or art may apply to win a Best-in-Grade Award. Students in 12th grade only can also apply to win a Portfolio Award. Deadlines vary by region. Prizes: Portfolio Award–Gold Medal: $10,000 (16 winners) Portfolio Award–Silver Medal: $1,000 (30 winners) Best-in-Grade Award: $500 (24 winners, four per grade level) AutoPetsâ„ ¢ Out-of-the-Box Thinking Scholarship All current high school students can apply for this scholarship. Applications must include a 400-word essay about an innovative pet product idea. The deadline is in July 2019. Prizes: Grand prize: $1,250 First runner-up: $500 Second runner-up: $250 Create-A-Greeting-Card Scholarship Contest US students who are at least 14 years old may applyfor this scholarship of $10,000. You must design a greeting card using a photo, piece of artwork, or computer graphic for the front image. Submissionsmust be submitted as JPEGs (.jpg). The deadline is March 1, 2019. Young American Creative Patriotic Art Contest US high school students interested in art can apply to win one of eight national awards. Applicants must submit an original piece of art with a patriotic theme.The first-place winner receives $15,000 and a plaque as well as airfare to and two nights' lodging at the VFW Auxiliary National Convention. The winner's art will also be featured on the cover of the VFW Auxiliary magazine and the Auxiliary website. The deadline to apply is March 31, 2019. Prizes: 1st place: $15,000 2nd place: $7,500 3rd place: $3,500 4th place: $1,500 5th-8th place: $500 Hobby- and Activity-Based Scholarships If you've got a long-term hobby or activity you like to do, these next scholarships are right up your alley. WIA Student Pilot Scholarship Any high school student who is an active member of Women in Aviation International (WAI) may apply for this $3,000 scholarship. You must submit a completed WAI form, two recommendation letters, a 500-word essay, a resume, copies of all aviation licenses and medical records, and the last three pages of your pilot logbook, if applicable. The deadline for submission is November 12, 2018. Marine Band Concerto Competition for High School Musicians US high school students who play a woodwind, brass, or percussion instrument canapply for this scholarshipby submitting a completed application form, a recommendation letter, and an audio recording of their performing a piece of music chosen from a list of works. All submissions are due by November 15, 2018. Prizes: 1st place: $2,500 Runner-up: $500 SBO Magazine Music Student Scholarship Students ingrades 4-12can apply for this essay contest to winone of 10 $1,000 prizes.Essays must be250 words or less and answer the contest's theme: "What role has your music program played in bringing you closer to your school mates, friends and the community at large?" The deadline is December 31, 2018. Technology Addiction Awareness Scholarship US high school students can apply to this for a chance to win a $1,000 prize. Applications must be submitted along with a 140-character message that completesthe following statement: "Instead of spending time with technology, I'd rather ... " The top 10 applicants will be contacted and invited to write a 500- to 1,000-word essay on technology addiction. The winner will be selected from this 10. Applications for this year's contest are due January 30, 2019. Jack Kent Cooke Young Artist Award Any full-time student aged 8-18 can apply to win one of 20 $10,000 scholarships. Applicantsmust show outstanding classical music achievement and demonstrate financial need. You must submit at least two audio samples of your music along with tax forms, transcripts, and other supporting documents. There are three application cycles each year, and this year's deadlines are October 1, 2018; January 7, 2019; and March 4, 2019. Davidson Fellows Award US students aged 18 or younger who have completed a "significant piece of work" in one of the categories listed here can apply to win a large scholarship. The deadline is February 13, 2019. Prizes: 1st place: $50,000 2nd place: $25,000 3rd place: $10,000 BMI Student Composer Awards Program Both US and international students (in the Western Hemisphere) younger than 28 can apply to win a scholarshipof up to $5,000. Each applicant must submit an audio recording of an original music composition along with legible manuscripts. Eagle Scout of the Year Award US students aged 15 or older who are active members of a Boy Scout Troop, Varsity Scout Team, or Venturing Crew can be nominated to win a $10,000 scholarship. Applicants must be active in their religious institutions and have received the corresponding Boy Scout religious emblemand Eagle Scout Award; they must have also shown practical citizenship in their churches, schools, Scouting groups, and communities. Nomination and application forms must be received by the applicant's corresponding department (state) headquarters by March 1, 2019. Prizes: 1st place: $10,000 Runners-up: $2,500 (three winners) National High School Oratorical Contest US high school students under the age of 20 can apply to receive a maximum scholarshipof $18,000. Students must first compete in their local oratorical contests and deliver a prepared speech on a particular topic. Winners will then advance to the national competition. Prizes: 1st place: $18,000 2nd place: $16,000 3rd place: $14,000 State winners who participate in the national contest's first round will receive $1,500, and those who advance past the first round will receive an additional $1,500. Location-Based Scholarships Some scholarships are only for students who live in particular areas. Check out the following list of scholarships to see whether there are any contests in your region. Meriwest Annual High School Essay Competition Applicantsmust beingrades 9-12, havea GPA of at least 2.0,and live in one of these California counties: Santa Clara, San Mateo, Alameda, Contra Costa, orSan Francisco. Students who live in Arizona'sPima County are also eligible. If you live outside these counties, you can still enter the contest if you're a member of the Meriwest Credit Union. The scholarship competition awards 12 prizes annually, or three per grade level. The deadline to apply is in January 2019. Prizes: 10th grade 1st place: $300 2nd place: $250 3rd place: $150 9th grade 1st place: $250 2nd place: $150 3rd place: $100 Take Stock in Children Scholarship Any students in grades 6-9 who attend a public school in Hillsborough County, Florida, have a 2.5 GPA or higher, and qualify for free or reduced lunches may apply. The application period will open in November 2018. Diverse Minds Writing Challenge Applicants must be US students in grades 9-12and attend a school in the metro area of New York City (all five boroughs); Washington, DC; Atlantic City, New Jersey; or the Delmarva Peninsula (Delaware and Maryland).To enter, applicantsmust create a children’s book that addresses themes of tolerance and diversity, and promotes a greater understanding of different cultures, lifestyles, and beliefs. The bookcan be either fiction or non-fiction and should target children between kindergarten and 5thgrade.It must also include full-color illustrations. The deadline varies by region. Prizes: Grand prize: $5,000 (one winner per contest city/region) Oklahoma's Promise - Oklahoma Higher Learning Access Program Oklahoma students currently enrolled in grades 8-10 and whose families make $55,000 or less annually can apply for thechance to receive full tuition for an Oklahoma public two-year college or four-year university, or partial tuition for an accredited Oklahoma private college. The application must include the first two pages of the applicant's most recent federal tax return. The deadline to apply is July 1, 2019. Easy Scholarships This final section of scholarships for sophomores and freshmen includes those that are extremely easy to apply for- all you have to do is register for a website or submit an online application and you're good to go! $2,000 "No Essay" College Scholarship Any student can apply by simply registering on the website. Awinner is chosen each month to receive $2,000. The deadline to apply is the last day of each month. $1,000 Cappex Easy College Money Scholarship Any high school student who registers and completesa profile at Cappex.com willbe entered into a monthly drawingto receive $1,000. The deadline to apply is the end of each month. Top Ten List Scholarship Any US student 13 or older can apply for thechance to win a $1,500 scholarship. Applicants must respond to the following statementin no more than 250 words: "Create a Top Ten List of the top ten reasons you should get this scholarship."The deadline is December 31, 2018. Wells Fargo CollegeSTEPS Program Sweepstakes Students aged 14 or older canapply for this scholarship by simply registering for the CollegeSTEPS program. Awards are $5,000 each. What's Next? Too old for these scholarships?Check out these scholarships that you can apply to in your senior year of high school! Need more money than what these scholarships offer?Then check out our list of amazing full-ride scholarships and 80+ colleges that offer full-ride scholarships. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Financial Reporting and Analysis IBM Assignment

Financial Reporting and Analysis IBM - Assignment Example The management of International Business Machines also decided to narrow down their advertising agencies to one. This minimized cost and maximized the resources of the company hence an effective advertisement which led to increase in sale of IBM products therefore increasing profits. The performance of the organization led to increase in price of shares which resulted to increase in return of equity and increase on number of investors (Garr, 2000). Revenue increased in the year nineteen ninety eight by four percent and declined in the following year by fifteen percent. Growth in revenue of a company indicates efficiency in marketing and advertisement strategies. It is also an indication of increase in market share of products of the firm (Hill & Jones, 2012). This can be caused by expansion in operations of the firm and diversification of its products. In the following year, there was a decline in revenue of the organization. The company reaching its maturity might have caused this and revenue started declining. In addition, the consumers of the company product might have changed preference for the product. This could be caused by an emergence of a similar product or reduction of price of the same product through rivals of the company. The decline in revenue could also be caused by changes in the economic conditions such as inflation. This would reduce sales which in turn force prices of goods up leading to decline in sales he nce decrease in revenue. Changes in technology could largely affect the revenue of the organization. The firm did not change to technology as expected by its customers hence led to decrease in revenue (Hill & Jones, 2012). Gross margins on the other hand are profits made after the company deducts all the costs or expenses made on sales which are referred to as gross sales. The gross margins have increased throughout the years for IBM Company as indicated in its

Themes in African History Assignment Example | Topics and Well Written Essays - 500 words

Themes in African History - Assignment Example Based on the country you are focused on for your SPA project, which of those processes applies to your country of study (Akare et al, 2001, P 52). List at least 3 things that led to that country’s independence. 1. Resistance or rebellion 2. International support from the US and UNO 3. Use of diplomacy between the Ghanaians and the British. 4. Even though African leaders would become free of â€Å"European political control†, what sometimes didn’t change in Africa, especially in regards to their ongoing relationships with their former European colonial power? [Especially with the French, but also the British]: With both the French and the British, the use of their language by Africans did not end as it had become the formal mode of communication. They also continued to be direct importers and users of the African raw materials such as gold, rubber and peanut oils (Akare,52). Chapter 14 in your textbook is written by Takyiwaa Manuh, a former professor at the University of Ghana. This chapter as a whole is devoted to theorizing human rights in Africa, and to providing a brief history of Human Rights in Africa. You have been assigned to read a small section called: Human Rights and Nation Building in POSTINDEPENDENCE AFRICA. pp. 298- to the top of page 300. This primarily covers what happened after the colonial period, during the period just following the independence of individual nations. 1. At the beginning of this section (p. 298), Takyiwaa Manuh states that the newly freed governments in the various African nations made many improvements after the colonial powers (the Europeans) left. Paraphrase in your own words what some of those overall improvements were. (List at least four areas of improvements). The major areas of improvement included education, health, poverty and labor rights.

Prepare Exam paper Assignment Example | Topics and Well Written Essays - 2500 words

Prepare Exam paper - Assignment Example Moreover, paper free environment, recycling and reusing of supply materials are a few of the measures implemented by organizations to save fixed costs employed every month. Other benefits achieved by organizations for adopting eco friendly practices, is the recognition of awareness towards the society. In other words, organizations’ that attempt to reduce the rate of emissions released by the factories portray the image that they are concerned about the consequences of environmental degradations. Hence, consumers are aware that the organization will restrict itself from using anything that can harm the environment thereby, enhancing the goodwill and customer perceived values towards the betterment of the organization. Furthermore, few countries are providing the benefits of Social Economic Zone (SEZ) certifications to the organizations that are reputed in implementing green practices in their workplace. The SEZ is referred to be such areas where government provides subsidies in terms of property tax, waste management costs and other monetary discounts, that reduce the overall fixed cost incurred by the organizations. Consequentially, with the increasing significance towards environmental protection, organizations are emphasizing increasingly on the benefits of recycling through which the used furnitures and second-hand technology products can be reused by various charitable institutions that are providing free education to the poorer children. In this way the brand is quite likely to enhance its popularity amid the market and simultaneously contributing towards the overall development of the society. Furthermore, health and safety issues are also regarded as two of the significant drivers for executing green practices in workplaces. Setting up of ‘no smoking’ zones, can also benefit passive smokers from the hazardous effect caused by tobaccos in the workplaces. Moreover, staying

Health care should be free Research Paper Example | Topics and Well Written Essays - 1250 words

Health care should be free - Research Paper Example The government should provide a basic level of health care to all citizens and allow the affording to purchase quick, more efficient, or a higher quality service, though the quality of medical health services provided to the poor should be comparable to that available to the rich in any case. Countries in which the private health care has become the norm have a great number of citizens without insurance. Millions of people in the US either have no insurance or are underinsured because of a variety of reasons including lack of employment and poor economy. If the health care system is made free, people would not be denied the service just because they cannot pay for it. Everyone would have access to all kinds of medical services irrespective of the financial status. The government should establish a network of community health centers so that health care becomes accessible to all communities across the country (Zwegenthal et al, 2009, p. 4). Making the health care system free is a pote ntial way of bringing the overall costs of the health care down. Countries that have a public health care system instead of one that is sponsored by the state usually spend a much larger amount of their gross national profit over providing the health care. As a result of this, the free market system places the need for increased expenditure on the administrative costs. This increases the insurance premiums and raises the costs for the expenses paid out of pocket for the medication after meeting the insurance deductible. One way to resolve this issue is by using co-insurance and deductibles, but these mechanisms require the imposition of restrictions to ensure the provision of health care to the financial strained. â€Å"And since cost sharing can have an adverse effect on the health of the poor, these and certain other groups should be exempt from sharing the cost of care altogether† (Harris and Manning, 2007, p. 80). Making health care free is an important way of reducing th e cost of medical care since the competition would be eradicated under the single administration. Presently, because of the availability of a variety of health care plans, claims and procedures are often duplicated. Free health care system would save the time that is otherwise consumed in processing the claims, thus making the system more efficient. Free health care system can be administered more easily with lesser cost. The need for the employers to incur expenditures by providing their employees with insurance would be obviated. Placement of the health care system under the single administration would also obviate the need for contractual negotiations. It is noteworthy here that different free health care systems function differently. For example, the health care system in Canada is different from the health care system in the UK. Which out of a certain number of free health care systems are superior or inferior to the others is eventually determined by the consumers. The infant mortality rate of the US is high while the life span is shorter as compared to many countries around the world (Kongaika, 2013). This can partly be attributed to the fact that many Americans do not get the

Communication and Conflict Essay Example | Topics and Well Written Essays - 750 words

Communication and Conflict - Essay Example 71). An example of such a conflict is that between team members on the job. A common situation is when one team member wants to finish faster and therefore is willing to forego some tasks which he believes are unnecessary. The other team member, on the other hand, wants to ensure top quality and therefore would not want to rush the work. The goal of one is to finish sooner and may sacrifice quality; the other wants to ensure quality and therefore takes his time. Conflict ensues. If each person identifies and articulates his goals to the other, they often find that they could work up a compromise where the goals of each could be served by a common course of action. In the example, the team mates could agree on the level of quality and the steps necessary to attain it, with a view to reducing the time and eliminating those tasks not needed to ensure the quality. In such a scenario, the acceptable level of quality is attained at the soonest possible time. The perception of interference of goals and interests is therefore avoided, and conflict is eliminated. Page 1 question 2----Compare methods for improving conflict goals in this week's Case Study? Discuss concepts from the text, other than TRIP goals, which are addressed in the unit project. There are different methods by which conflict goals may be improved in most practical situations including the case study. First, it is important to understand that goals may change as actions are taken and the task progresses. Goals may be prospective, transactive or retrospective. Prospective goals occur prior to the conflict; for instance, prior to a vacation trip a wife may be thinking of going to a destination that includes shopping, while the husband may be thinking of going somewhere remote that allows for some fishing. Transactive refer to goals as the conflict is unfolding. The couple may realize that each of them have different interests, forcing them to adjust their expectations, like choose a destination that offe rs a little of both. Finally, there are retrospective goals, which occur after the conflict. Husband and wife may spend time and effort justifying to themselves the reasons they are adopting new goals. Another concept for improving conflict goals is to clarify one’s goals to the other. Clarifying goals allow for the elimination of misconceptions and arrival at a mutual agreement. It also helps to estimate the other person’s goals, in order to prepare an alternative proposal before the conflict may start, instead of just reacting to conflict situation. Finally, it is possible to arrive at collaborative goals among the conflicting individuals. By collaborating in goal setting, the short, medium, and long-range issues are addressed prior to the start of the conflict. The goals then arrived at are capable of being acted upon. PROJECT 1. Overview of the case The situation involves the conflicting goals of the cast, crew, producer and director of a play which is just to begi n production. The producer needs a commercial success, and the director is faced with the pressure of fulfilling this requirement while assembling his people who have conflicts with one another. 2. Presentation of the key facts The director, Roger, is uncertain of how to envision the new play. He is joined by Marla, the costumer, who is enthusiastic but a trifle disorganized. Tim, the set designer, and Risa, who is in charge of lighting, disagree about

Health care should be free Research Paper Example | Topics and Well Written Essays - 1250 words

Health care should be free - Research Paper Example The government should provide a basic level of health care to all citizens and allow the affording to purchase quick, more efficient, or a higher quality service, though the quality of medical health services provided to the poor should be comparable to that available to the rich in any case. Countries in which the private health care has become the norm have a great number of citizens without insurance. Millions of people in the US either have no insurance or are underinsured because of a variety of reasons including lack of employment and poor economy. If the health care system is made free, people would not be denied the service just because they cannot pay for it. Everyone would have access to all kinds of medical services irrespective of the financial status. The government should establish a network of community health centers so that health care becomes accessible to all communities across the country (Zwegenthal et al, 2009, p. 4). Making the health care system free is a pote ntial way of bringing the overall costs of the health care down. Countries that have a public health care system instead of one that is sponsored by the state usually spend a much larger amount of their gross national profit over providing the health care. As a result of this, the free market system places the need for increased expenditure on the administrative costs. This increases the insurance premiums and raises the costs for the expenses paid out of pocket for the medication after meeting the insurance deductible. One way to resolve this issue is by using co-insurance and deductibles, but these mechanisms require the imposition of restrictions to ensure the provision of health care to the financial strained. â€Å"And since cost sharing can have an adverse effect on the health of the poor, these and certain other groups should be exempt from sharing the cost of care altogether† (Harris and Manning, 2007, p. 80). Making health care free is an important way of reducing th e cost of medical care since the competition would be eradicated under the single administration. Presently, because of the availability of a variety of health care plans, claims and procedures are often duplicated. Free health care system would save the time that is otherwise consumed in processing the claims, thus making the system more efficient. Free health care system can be administered more easily with lesser cost. The need for the employers to incur expenditures by providing their employees with insurance would be obviated. Placement of the health care system under the single administration would also obviate the need for contractual negotiations. It is noteworthy here that different free health care systems function differently. For example, the health care system in Canada is different from the health care system in the UK. Which out of a certain number of free health care systems are superior or inferior to the others is eventually determined by the consumers. The infant mortality rate of the US is high while the life span is shorter as compared to many countries around the world (Kongaika, 2013). This can partly be attributed to the fact that many Americans do not get the

Small Group Reading and Math Intervention Essay

Small Group Reading and Math Intervention - Essay Example Since each learner or group of learners is unique, it is important that intervention solutions that specifically meet the objectives and needs of each group of learners or each student are designed. It is only through meticulous program designing, planning, implementation, and teacher placement and training that a learning intervention may prove effective on at-risk learners, especially for technical subjects such as math (Angelillo, 2003). Additionally, sound intervention management, student assessments, and reporting are equally important in improving learners’ performances in math. This paper explores small-group reading as a method of assisting â€Å"at-risk† math learners in the 3-8 grades. Small Group Reading Intervention for Math Among the interventions for math preferred by quite a number of instructors are reading interventions, mathematics interventions, and Algebra readiness. In reading interventions, small groups are often formed to help learners who are str uggling to improve in their math to muster the necessary skills required for the subject. Consequently, math labs and/or the small groups are formed and used to build weak learners’ confidence in the fundamental concepts of math. ... The achievement gap between the weak learners and the general class is thus bridged as the additional instruction given to this special group above the core math teaching helps them obtain the lacking skills and confidence. Small group reading for math has been found to be particularly effective and beneficial for grades 3–8. Among the core elements of small group reading for math are flexible grouping, small-group reading sequence, appropriate texts, and teaching for understanding (Metsisto, 2001). Elements of Small Group Reading for Math To improve the performance and confidence of the â€Å"at-risk† group in a math class, small-group reading, which refers to an intervention in which instructors support, teach, and guide students on their math instructional level before, during, and after reading is always recommended. The first step in small-group reading for math is the assessment of learners’ instructional levels by instructors. There are several methods of carrying out such an assessment including teacher observation and constant evaluations such as unofficial reading records. By forming small flexible groups, instructors are better placed to match learners’ math needs and abilities with the most appropriate reading resources/materials and partners (Metsisto, 2001). Further, small reading groups assist teachers to observe each learner’s reading behaviors, model-specific reading behaviors and reading strategies. It is then recommended that each group should consist of between two and six learners with the same level of reading abilities, instructional level, and math abilities. The teacher’s role then becomes assisting math

The United States aggravates Global Warming Essay Example for Free

The United States aggravates Global Warming Essay A super power means a State that has control and capacity to perform action the soonest possible time (Greenstein 34). In this regard, the United States, having earned the reputation of a â€Å"Super power† has the capability to address looming environmental issues, especially those that directly points them as one of the culprits. Global Warming is caused by the abuse of resources and the consequence of a fast-paced, technologically advanced society, creating a serious environmental issue that warrants dedicated cooperation of various States and government (Jensen 57). United States of America is in a position to effect change and address the issue of global warming, but fails to act on it. As a powerful and influential entity, the United States clearly can guide other States into recognizing the global warming issue and initiate the move for alleviating its impending effects. Nonetheless, the United States remain stubborn and indignant by refusing to participate actively in finding the potential solution to the problem (Baumgartner 63). In this regard, it is but right to claim that United States of America should be blamed for Global Warming. United States contribute larger share of environmental hazards Environmental hazards are every nation’s concern (Greenstein 73). In this regard, nations possess opposing views regarding its relevance to present conditions. For one, the United States has been reluctant in ratifying or becoming a member of conventions pertaining to reduction of carbon gas emissions because it would mean that there is detrimental effect for their economy (Verhoosel 97). But on the contrary, their action would mean more losses in the future because then, all resources would have been exhausted economic Journal 21). Global Warming is a state where the environment undergoes change. More often, this word is associated with change in climate. This is attributable to the fact that changes can only happen when there is human intervention or more appropriately, effects caused by human actions. For this very reason it is appropriate to put the blame on first world nations, more specifically United States. In the quest for improvement and technological advancement, the target is to produce more in order to achieve sustainable development. The United States is the leader in creating innovations and in providing new machineries or equipment to help mankind in the tedious task of manual labor. The vision was realized, but the consequences proved to be greater (Ray 72). In 1990s the United States account for a bigger responsibility in the total carbon emissions, as proven by the proposed reduction of their carbon emissions up to twelve percent during the Kyoto Protocol. Over the years, the noticeable detrimental effects of the fast-paced, technologically advanced lifestyle have prompted countries and various States to take action. Foremost of the concern for the protection of the environment is directed at First World Nations that undeniably contribute more to the decline of our environmental condition. This is mainly attributable to the fact that highly industrialized and technologically advance countries would naturally need more resources to utilize, and in so doing, reach a point of abusing what the environment has to offer. Utilization of such raw materials would require the help of machineries that mostly work by using petroleum or gas that emits harmful substances in our surroundings (Verhoosel 82). Given this scenario and counting the years that have gone by since we first started using such tools, it would ultimately result to the inevitable degradation of our mother earth. Environmental summits have been conducted to alleviate the condition of our environment. This is proof that the concern for our environmental situation has tremendously increased over the years. Accountability as Super Power Way back in the early 1990s, countries and states have searched for ways to curb if not totally eradicate the looming environmental concerns. Proof of that is the Earth summit in Rio de Janeiro. The purpose of this convention is to recognize the problem of global warming and to identify its link to human actions (Jeppessen 27). Identifying such human causes could inevitably lead to more solutions for the problem. But the efforts remained futile. Member States could not reach an agreement point where all will participate and contribute for the development of the society. The Green house effect is the result of gas emissions, more specifically carbon dioxide. According to the IPC or the Intergovernmental Panel on Climate change, there has been a significant change in the temperature during the latter parts of the twentieth century, prompting them to analyze and come up with the conclusion that this effect is tremendously caused by the Green house effect. This includes drastic changes in the environment, noticeable irregularities in the sea level, which could affect the production of crops and other agricultural harvest, thereby creating more problems for farmers and others who rely on the natural resources for food and daily living. World Politics determine the relationship that exists among states today. Even the course of history is greatly affected by the decision of the political elites. These so-called Political Elites comprise of State leaders, Prime Ministers, President and Monarchs, all of which have respective power and influence to have an impact in the international community (Neustadt, 17). The reason why leaders are oftentimes called the Makers and the Movers of world history is because highlighting the fact that leaders’ dominance and influence come into play when politics is concerned, and sometimes doing away with what really happened but focusing on who made it happen. This is attributable to the fact that as world leaders, they are expected to and assumed to make a positive difference in the International Community. It would be logical to deal with the situation having in mind that whoever are the responsible entities for such dilemma, given the fact that it would be fair and just to be answerable for the impact of certain states’ action in reference to the environment. The more important aspect of this realization is finding what the solution is and who needs to be accountable for the bigger share of the problem. This detrimental effect of green house is directly linked to industrialized countries that make use of high amount of gas, producing emissions. Given this fact, it is but right to point out that the United States, being a first world nation, is highly industrialized as shown by the various industries, companies and technologically advanced gadgets available in their market. This data would put a stronghold on the claim that United States, takes advantage of the environment by utilizing the resources to the point of exhausting the natural resources provided by mother earth. It would be logical to make United States answerable for the detrimental effects of green house, since they contribute the bigger part to the problem at hand. United States superiority In the Kyoto Protocol, The United States is directly affected because it seeks to lower carbon emissions up to twelve percent (Narula 102). If these conditions are imposed, large portion of the US economy will be affected tremendously, this is the reason why the United States takes advantage of their superiority and uses it to evade such conventions (Ray 213). The reason why up to now, the United States ha snot yet signed the Kyoto Protocol is because they refuse to be controlled. They do not want to take part in the convention if developing countries would not sign. This is a classic example of a super power that refuses to feel obliged to follow other States who are much inferior. Despite the fact that among the effects of global warming caused by the green house effect includes extinctions of various species that cannot adapt to the extreme weather, floods and the unbearable drought can also result from such effect and most importantly, diseases an increase given the irregularity in the weather, the United States remain stubborn. This prompted to more scientists studying and assessing the real causes of the decline in the earth’s environmental condition. Years after, the analysis was still the same. The environment is suffering a great deal because of human influence. The actions of the people towards the surroundings greatly affect the environment which led to its degradation. This served as the alarm bells of environment, leading for the member states to hold another convention called the Kyoto Protocol. This convention emphasized the need for the reduction of emissions caused by carbon dioxide. It is proposed that industrialized countries should make a commitment to lower their carbon gas emissions. The United States did not ratify such convention since they are contesting the condition that they should lower their gas emissions unlike developing countries. But the question lies in who gives more detrimental effect to the environment? Are the developing countries the bigger contributor of problem? It does not appear that way. The reason why the United States is being given a hard time is because of the fact that as an industrialized country, they contribute more gas emissions than what our environment can handle. Given this scenario, it is but just to impose on the United States higher responsibility for their actions. Conclusion The United States should take an active part in earth summit and convention such as Kyoto Protocol. By becoming part of environmental preservation agreements, the United States can show what it means to become a leader. The environment is a very important source of natural wealth. In this sense, it means that all resources that various States and Countries utilize for the development of their respective nations come from the surroundings. To take care of the environment would be the foremost responsibility of States and Countries alike. The promise of economic growth is very appealing, for it will address various economic problems and even pave way for social dilemmas faced by these countries. However, it would be detrimental to neglect looming environmental issues in the midst of progress. The environment is the lifeblood of all nations. All income sources emanate from the environment. Discoveries and technological advancements would not be realized if the environment does not possess the needed raw materials. In this sense, it is but right to give back to mother earth what she freely gave us. The first world nations, being the powerful States should show its power to lead developing countries in the preservation of the environment. Instead of using their power to contradict positive environmental conventions and use it to their advantage, Countries that are regarded as the most influential and powerful nations should strive hard to see to it that the aims of environmental conservation are well favored and observed. Given the influence and the right tools for information dissemination, the United States of America should own up to its reputation as a super power. By using this for the promotion of environmental concerns, their role as a super power is more than just instilling fears but also upholding truths and values. REFERENCES Jensen, Lloyd. Explaining Foreign Policy. Englewood Cliffs, N. J. : Prentice Hall, 1982. Ray, James Lee. Democracies and International Conflict. Columbia: University of South Carolina Press, 1995. Greenstein, Fred. Personality and Politics . Princeton, N. J: Princeton University Press, 1987. Neustadt, Richard. Presidential Power. New York: Wiley, 1976. Graham, Allison. Essence of Decision. Boston: Little Brown, 1981. Baumgartner, Frank. Agendas and Instability in American Politics. Chicago: University of Chicago Press, 1993. Young, Oran. System and Society in World Affairs: Implications for International Organizations. New York: Mc Millan Narula, R, Dunning, JH, 2000. â€Å"Industrial development. Globalization and multinational enterprises: new realities for developing countries. † Oxford Development Studies, vol. 28, pp. 141-167.

The Classical Hollywood Studio System

The Classical Hollywood Studio System The Hollywood studio era can be traced back to the beginning of sound in film. The first feature film with sound was The Jazz Singer (1927), directed by Alan Crosland based on a play by Samson Raphaelson. In the period of the silent cinema, the cinema itself was considered a technological marvel. But like all technologies, the inventors needed to find ways to sell their products, and seen as a large business potential, nickelodeons, through numerous theatres around America, laid down the basis of the Hollywood cinema. The golden age of Hollywood of course began with the introduction of sound in film and theatre, a big investment for the studios. With the approach of the US Recession in the early 1930s (in fact it was still felt until 1938) the studios looked for financial back-up by Banking Giants, the Wall Street which led to the total control of the studios by bankers and businessmen. Between the 1920s and the late 1940s Hollywood cinema was an oligopoly dominated by the Big Five: Paramount, MGM, Warner Brothers, FOX and RKO which were vertically integrated and also the Little Tree: Universal, Columbia and United Artists. Throughout this period, Hollywood was in a mass mode of production, it was heavily capitalised, it used precision machinery, employing thousands of workers(over 33000 people) and it had a centralised management. The modes of production continuously changed since 1895. There was the cameraman system (1895-1906), in which the film was shot and distributed by cameramen, the Director System (1907-1909), the Director-unit (1909-1914), a Central Producer System (1914-1930), a Producer-Unit System (1930-1945), and Package-Unit System (1945-1955). As the banks and businessmen took over the studios, it was clear that the most important aspect to them was that the films produced needed to be created for economical purposes. The studios began to look like b ig factories with the division of labour on the studio lot with 33000 people in production and over 133000 people in the industry. They had a story department, unit department, an assistant director department, art department, various workshops and wardrobe departments and many more. Paramount Pictures, considered one of the defining studios of the classical era was founded by Adolph Zukor, as an investor, he saw that the films were being enjoyed by the working class people, mainly immigrants. By the 1920s the studio expanded to an industry colossus with theatrical chains of 2000 screens and two production studios. . During the Depression period Paramount went near bankruptcy but in the late 1930s under Barney Balaban, Paramount became one of the biggest and most important of the Big Five. They released over 60 films a year and with the rise of sound in cinema, numerous stars were born: Gary Cooper, Mae West, Marlene Dietrich, Miriam Hopkins, Claudette Colbert, Dorothy Lamour, Carole Lombard, Bing Crosby and the Marx Brothers. Metro-Golden-Mayer was founded in 1924 and by 1940s it was considered the one to dominate the industry. Marcus Loew bought Metro Pictures Corporation in 1916 and Goldwyn Pictures in 1917 and in 1924 he bought Mayer Pictures. The producer Luis B, Mayer was made vice-president and head of studio operations in California, along with Irving Thalberg and Harry Rapf. MGM was considered a producer studio, there films were glamorous and they were considered quality productions. The studio was a star vehicle with names like William Haines , John Gilbert, Norma Shearer , Greta Garbo, and Joan Crawford, but they also had names hired from other studios like: Wallace Beery, Lon Chaney, William Powell and Buster Keaton. In the 1930s new stars were added: Jean Harlow, Robert Montgomery, Clark Gable, Myrna Loy, Nelson Eddy and Jeanette MacDonald. Warner Bros. was the first studio to introduce sound. The Jazz Singer (1927) was the first talking film and began to expand by acquiring large studios in Burbank and several important stars. While MGM was making start stuttering lavishing dramas, and musicals, Paramount made films about decadence, Warners was combining different genres: the gangster movies, backstage musicals and romantic adventure films. The way to identify a Warner Bros. film from other studios way in the way of the production value and a unique visual style (simple sets and low-key lighting) Sets at Warners were customarily bare and workmanlikeà ¢Ã¢â€š ¬Ã‚ ¦The scale of a film could be judged by its budget, and in 1932 the average production cost per feature at Warners was estimated at $200,000, lowest of the majors except for Columbia ($175,000): MGM by comparison, averaged $450,000 (Campbell, 1971, p. 2). With the introduction of color, the studio began to flourish. Thorough 1929-1931, Warners, were producing a staggering number of colored films, the majority being musicals. After associating musicals with color, the studio began to abandon it, and instead turned to a more social realistic storyline, the gangster films. Films like: I Am a Fugitive from a Chain Gang (1932), Little Caesar (1930), The Public Enemy (1931) G-Men (1935), Racket Busters (1938) etc. 20th Century-Fox was created through the merging of Fox Film Corporation and Twentieth Century Pictures. The studios stars did not compare with the likes of MGM, Warner or Paramount, but FOX managed to produce some A-grade films like The Grapes of Wrath (1940) the most expensive adaptation of that time- who won 2 Oscars, Thanks A Million (1935) with stars like: Shirley Temple and Will Rogers. RKO was formed in the beginning of sound in film and the stars working for the studio were: Cary Grant, musical team Fred Astaire and Ginger Rogers: In The Gay Divorcee (1934), Top Hat (1934) ETC. The most famous films at RKO were King Kong (1933) and Citizen Kane (1941). With every other Studio being associating with a genre, KRO didnt have any specific genre. The way to understand Hollywoods peculiarity as a mass entertainment industry the dream factory is through the couplet of standardisation/differentiation. The studios can be compared by classical narrative, genre and stars. The cult of the movie star, fostered by the money of the film industry, preserves not the unique aura of the person but the spell of personality, the phony spell of a commodity (Walter Benjamin, The Work of Art in the Age of Technical Reproducibility 1935). According to Benjamin the stars are human beings turned into a commodity, a product that can be sold and reproduced for economic purposes. According to John Ellis a star is A performer in a particular medium whose figure enters into subsidiary forms of circulation and then feeds back into future performances (Ellis, 1982, p. 1). Joan Crawford is the ideal example for a star. I never go out unless I look like Joan Crawford the movie star. If you want to see the girl next door, go next door (Joan Crawford). John Belton suggests that: A stars persona [à ¢Ã¢â€š ¬Ã‚ ¦] differs from that of an actor. For an actor, the persona provides a primary mask, which disguises the real person underneath. For a star, the persona includes the actors persona as well as the stars persona. (John Belton, 6). The star is a product, an investment. They must have the power to be identified with a particular type of film; many stars will only play in particular genres bearing the same persona: for example thorough the 1930s Joan Crawford was always playing vulnerable roles. By being in the centre of attention, stars always portrayed cinemas ability to show the passing of time (the mortality). Greta Garbo had a successful transition from silent film to sound, and she received an Oscar nomination for Anna Christie (1930), her first talkie. But Garbo wanted to be considered an ageless star. She didnt need to act in front of the camera; her natural looks and presence differentiated her from anyone else. Because she wanted to be seen as a myth, forever remembered as a beautiful and talented ageless star, she quit Hollywood after just 21 years in the business. Almost every Hollywood studio was associated with a specific type of genre; MGM had musicals and dramas, Warner Bros. Had gangster films, Universal had its share of horror films. Although different genres, they fallowed the same classical narrative structure. Problems arose in the beginning of the film and they must be solved in order to restore the balance in the world. To identify a genre we must look at their components. For example a western genre has elements, symbols to identify that world: for ex, there are sheriffs, outlaws and also the wilderness. Different genre requires different types of stars. In Warners gangster films the stars were associated with working class people, the only predominant audience left after the Great Depression. As they watched these movies they were attracted by the attack on the government and Warners profited from it. This may be considered an ideology. All the genres presented an idea, a ritual. All the studios had their own stars, they followed the same modes of production but the difference here is that on economic restraints the production quality of the studios differed from studio to studio. MGM had lavishing productions even with low budgets. A great example is Grand Hotel (1932) with an all star cast and just one massive set. Universal for their horror film used low key lighting, minimal sound and small sets, but the way in which they used low angle shots to mask the cheapness of the sets is impressive. To give a sense of depth to films like Dracula (1931), Universal brought along cinematographer Karl Freud, who worked on Metropolis (1927), to give the film a German expressionist style. As Hitchcock was begging to direct classical Hollywood films like Rebecca (1940), Psycho (1960), Vertigo (1958) etc., and putting his own stamp on them through its in camera editing he did not want control from his producer. During the producer-unit system the films were collaboratively made by different classes of labours, and they didnt have an individual artistic signature. They were controlled by the producer or the producer-director in some cases and not by the director. The strong director imposes his own personality on a film [à ¢Ã¢â€š ¬Ã‚ ¦]. The auteur theory values the personality of a director precisely because of the barriers to its expression (The American Cinema (Andrew Sarris, The American Cinema 1968, p31). A director like Alfred Hitchcock produces a rupture or a change in the narrative, so he can put its mark, to make the film individual and personal. The same thing can be said about Orson Welles who produced, directed and starred in his own production Citizen Kane (1941) with ought any constraints from the head office. Casting his own actors, with a closed set and his individualism it came out to be one of the greatest films of all times.

Villains, Sin, and Sex in Shakespeares Othello and King Lear Essays

Villains, Sin, and Sex in Othello and King Lear   Ã‚   Many of Shakespeare plays are littered with crude and graphic sexual references, jests, and insults. But there is one type of character present throughout Shakespeare's plays that twist the sexual imagery and repartee, and that is the villain. There is a deeply rooted combination between sex and evil.   This essay will develop this idea in depth by focusing on Iago of Othello and Edmund of King Lear.       Iago is probably viewed as one of Shakespeare's greatest villains. He's calm, cool, collected, and simply put: brilliant. He manipulates Othello, the moor's lieutenant Cassio, Desdemona's scorned suitor Roderigo, her father Brabantio, and his own wife Emilia with such masterful skill and ease, that there is no stopping him until it's too late. But what is this great skill that he wields at his victims? What hideous power can Iago possibly posses in order to pull the great puppeteer's strings? It's sex.       While Iago is not a sexual being per say, he certainly wields a sexually edged blade when he begins to attack his victims. In the grand scheme of things, he is angry that Othello has passed him over for the rank of lieutenant, and Iago wants his revenge. In order to complete his vendetta against the moor, he uses a sexually charged scheme that carefully embroils others to unwittingly aid him in his goal. In the very first scene of the play, Iago pulls in the jilted suitor Roderigo to begin his revenge. The moor has secretly married Desdemona, and now Iago plans to begin his downfall by informing her father. Roderigo is coerced into this plot by his own lust for the senator's daughter, which Iago exploits to his fullest capabilities. While trying to rouse Br... ...akespeare s Philosophical Patterns. London: Mass Peter  Ã‚   Smith, 1968.  Ã‚   Campbell, Lily B. Shakespeare's Tragic Heroes, Slaves of Passion. Gloucester: Peter Smith Publisher Inc., 1973. Schlegel, August Wilhelm.   Criticism on Shakespeare s Tragedies . A Course  Ã‚  Ã‚   of Lectures on Dramatic Art and Literature. London: AMS Press, Inc., 1965.  Ã‚   Shakespeare, William. King Lear.   Eric A., McCann, ed. Harcourt Brace Jovanovick, Canada Inc., Canada. 1998 Snyder, Susan. "Beyond the Comedy: Othello" Modern Critical Interpretations, Othello Ed. Harold Bloom, Pub. Chelsea House New Haven CT 1987. (page 23-37) Norman Sanders, ed. Othello. Cambridge: New York, 1995: 12. J. Adelman. "Iago's Alter Ego: Race as Projection in Othello," Shakespeare Quarterly v48 Summer 1997: 130. Kott, Jan. Shakespeare Our Contemporary. Garden City: Doubleday & Company, 1994.

A Game of Thrones Chapter Fifty-eight

Eddard The straw on the floor stank of urine. There was no window, no bed, not even a slop bucket. He remembered walls of pale red stone festooned with patches of nitre, a grey door of splintered wood, four inches thick and studded with iron. He had seen them, briefly, a quick glimpse as they shoved him inside. Once the door had slammed shut, he had seen no more. The dark was absolute. He had as well been blind. Or dead. Buried with his king. â€Å"Ah, Robert,† he murmured as his groping hand touched a cold stone wall, his leg throbbing with every motion. He remembered the jest the king had shared in the crypts of Winterfell, as the Kings of Winter looked on with cold stone eyes. The king eats, Robert had said, and the Hand takes the shit. How he had laughed. Yet he had gotten it wrong. The king dies, Ned Stark thought, and the Hand is buried. The dungeon was under the Red Keep, deeper than he dared imagine. He remembered the old stories about Maegor the Cruel, who murdered all the masons who labored on his castle, so they might never reveal its secrets. He damned them all: Littlefinger, Janos Slynt and his gold cloaks, the queen, the Kingslayer, Pycelle and Varys and Ser Barristan, even Lord Renly, Robert's own blood, who had run when he was needed most. Yet in the end he blamed himself. â€Å"Fool,† he cried to the darkness, â€Å"thrice-damned blind fool.† Cersei Lannister's face seemed to float before him in the darkness. Her hair was full of sunlight, but there was mockery in her smile. â€Å"When you play the game of thrones, you win or you die,† she whispered. Ned had played and lost, and his men had paid the price of his folly with their life's blood. When he thought of his daughters, he would have wept gladly, but the tears would not come. Even now, he was a Stark of Winterfell, and his grief and his rage froze hard inside him. When he kept very still, his leg did not hurt so much, so he did his best to lie unmoving. For how long he could not say. There was no sun and no moon. He could not see to mark the walls. Ned closed his eyes and opened them; it made no difference. He slept and woke and slept again. He did not know which was more painful, the waking or the sleeping. When he slept, he dreamed: dark disturbing dreams of blood and broken promises. When he woke, there was nothing to do but think, and his waking thoughts were worse than nightmares. The thought of Cat was as painful as a bed of nettles. He wondered where she was, what she was doing. He wondered whether he would ever see her again. Hours turned to days, or so it seemed. He could feel a dull ache in his shattered leg, an itch beneath the plaster. When he touched his thigh, the flesh was hot to his fingers. The only sound was his breathing. After a time, he began to talk aloud, just to hear a voice. He made plans to keep himself sane, built castles of hope in the dark. Robert's brothers were out in the world, raising armies at Dragonstone and Storm's End. Alyn and Harwin would return to King's Landing with the rest of his household guard once they had dealt with Ser Gregor. Catelyn would raise the north when the word reached her, and the lords of river and mountain and Vale would join her. He found himself thinking of Robert more and more. He saw the king as he had been in the flower of his youth, tall and handsome, his great antlered helm on his head, his warhammer in hand, sitting his horse like a horned god. He heard his laughter in the dark, saw his eyes, blue and clear as mountain lakes. â€Å"Look at us, Ned,† Robert said. â€Å"Gods, how did we come to this? You here, and me killed by a pig. We won a throne together . . . â€Å" I failed you, Robert, Ned thought. He could not say the words. I lied to you, hid the truth. I let them kill you. The king heard him. â€Å"You stiff-necked fool,† he muttered, â€Å"too proud to listen. Can you eat pride, Stark? Will honor shield your children?† Cracks ran down his face, fissures opening in the flesh, and he reached up and ripped the mask away. It was not Robert at all; it was Littlefinger, grinning, mocking him. When he opened his mouth to speak, his lies turned to pale grey moths and took wing. Ned was half-asleep when the footsteps came down the hall. At first he thought he dreamt them; it had been so long since he had heard anything but the sound of his own voice. Ned was feverish by then, his leg a dull agony, his lips parched and cracked. When the heavy wooden door creaked open, the sudden light was painful to his eyes. A gaoler thrust a jug at him. The clay was cool and beaded with moisture. Ned grasped it with both hands and gulped eagerly. Water ran from his mouth and dripped down through his beard. He drank until he thought he would be sick. â€Å"How long . . . ?† he asked weakly when he could drink no more. The gaoler was a scarecrow of a man with a rat's face and frayed beard, clad in a mail shirt and a leather half cape. â€Å"No talking,† he said as he wrenched the jug from Ned's hands. â€Å"Please,† Ned said, â€Å"my daughters . . . † The door crashed shut. He blinked as the light vanished, lowered his head to his chest, and curled up on the straw. It no longer stank of urine and shit. It no longer smelled at all. He could no longer tell the difference between waking and sleeping. The memory came creeping upon him in the darkness, as vivid as a dream. It was the year of false spring, and he was eighteen again, down from the Eyrie to the tourney at Harrenhal. He could see the deep green of the grass, and smell the pollen on the wind. Warm days and cool nights and the sweet taste of wine. He remembered Brandon's laughter, and Robert's berserk valor in the melee, the way he laughed as he unhorsed men left and right. He remembered Jaime Lannister, a golden youth in scaled white armor, kneeling on the grass in front of the king's pavilion and making his vows to protect and defend King Aerys. Afterward, Ser Oswell Whent helped Jaime to his feet, and the White Bull himself, Lord Commander Ser Gerold Hightower, fastened the snowy cloak of the Kingsguard about his shoulders. All six White Swords were there to welcome their newest brother. Yet when the jousting began, the day belonged to Rhaegar Targaryen. The crown prince wore the armor he would die in: gleaming black plate with the three-headed dragon of his House wrought in rubies on the breast. A plume of scarlet silk streamed behind him when he rode, and it seemed no lance could touch him. Brandon fell to him, and Bronze Yohn Royce, and even the splendid Ser Arthur Dayne, the Sword of the Morning. Robert had been jesting with Jon and old Lord Hunter as the prince circled the field after unhorsing Ser Barristan in the final tilt to claim the champion's crown. Ned remembered the moment when all the smiles died, when Prince Rhaegar Targaryen urged his horse past his own wife, the Dornish princess Elia Martell, to lay the queen of beauty's laurel in Lyanna's lap. He could see it still: a crown of winter roses, blue as frost. Ned Stark reached out his hand to grasp the flowery crown, but beneath the pale blue petals the thorns lay hidden. He felt them clawing at his skin, sharp and cruel, saw the slow trickle of blood run down his fingers, and woke, trembling, in the dark. Promise me, Ned, his sister had whispered from her bed of blood. She had loved the scent of winter roses. â€Å"Gods save me,† Ned wept. â€Å"I am going mad.† The gods did not deign to answer. Each time the turnkey brought him water, he told himself another day had passed. At first he would beg the man for some word of his daughters and the world beyond his cell. Grunts and kicks were his only replies. Later, when the stomach cramps began, he begged for food instead. It made no matter; he was not fed. Perhaps the Lannisters meant for him to starve to death. â€Å"No,† he told himself. If Cersei had wanted him dead, he would have been cut down in the throne room with his men. She wanted him alive. Weak, desperate, yet alive. Catelyn held her brother; she dare not kill him or the Imp's life would be forfeit as well. From outside his cell came the rattle of iron chains. As the door creaked open, Ned put a hand to the damp wall and pushed himself toward the light. The glare of a torch made him squint. â€Å"Food,† he croaked. â€Å"Wine,† a voice answered. It was not the rat-faced man; this gaoler was stouter, shorter, though he wore the same leather half cape and spiked steel cap. â€Å"Drink, Lord Eddard.† He thrust a wineskin into Ned's hands. The voice was strangely familiar, yet it took Ned Stark a moment to place it. â€Å"Varys?† he said groggily when it came. He touched the man's face. â€Å"I'm not . . . not dreaming this. You're here.† The eunuch's plump cheeks were covered with a dark stubble of beard. Ned felt the coarse hair with his fingers. Varys had transformed himself into a grizzled turnkey, reeking of sweat and sour wine. â€Å"How did you . . . what sort of magician are you?† â€Å"A thirsty one,† Varys said. â€Å"Drink, my lord.† Ned's hands fumbled at the skin. â€Å"Is this the same poison they gave Robert?† â€Å"You wrong me,† Varys said sadly. â€Å"Truly, no one loves a eunuch. Give me the skin.† He drank, a trickle of red leaking from the corner of his plump mouth. â€Å"Not the equal of the vintage you offered me the night of the tourney, but no more poisonous than most,† he concluded, wiping his lips. â€Å"Here.† Ned tried a swallow. â€Å"Dregs.† He felt as though he were about to bring the wine back up. â€Å"All men must swallow the sour with the sweet. High lords and eunuchs alike. Your hour has come, my lord.† â€Å"My daughters . . . â€Å" â€Å"The younger girl escaped Ser Meryn and fled,† Varys told him. â€Å"I have not been able to find her. Nor have the Lannisters. A kindness, there. Our new king loves her not. Your older girl is still betrothed to Joffrey. Cersei keeps her close. She came to court a few days ago to plead that you be spared. A pity you couldn't have been there, you would have been touched.† He leaned forward intently. â€Å"I trust you realize that you are a dead man, Lord Eddard?† â€Å"The queen will not kill me,† Ned said. His head swam; the wine was strong, and it had been too long since he'd eaten. â€Å"Cat . . . Cat holds her brother . . . â€Å" â€Å"The wrong brother,† Varys sighed. â€Å"And lost to her, in any case. She let the Imp slip through her fingers. I expect he is dead by now, somewhere in the Mountains of the Moon.† â€Å"If that is true, slit my throat and have done with it.† He was dizzy from the wine, tired and heartsick. â€Å"Your blood is the last thing I desire.† Ned frowned. â€Å"When they slaughtered my guard, you stood beside the queen and watched, and said not a word.† â€Å"And would again. I seem to recall that I was unarmed, unarmored, and surrounded by Lannister swords.† The eunuch looked at him curiously, tilting his head. â€Å"When I was a young boy, before I was cut, I traveled with a troupe of mummers through the Free Cities. They taught me that each man has a role to play, in life as well as mummery. So it is at court. The King's Justice must be fearsome, the master of coin must be frugal, the Lord Commander of the Kingsguard must be valiant . . . and the master of whisperers must be sly and obsequious and without scruple. A courageous informer would be as useless as a cowardly knight.† He took the wineskin back and drank. Ned studied the eunuch's face, searching for truth beneath the mummer's scars and false stubble. He tried some more wine. This time it went down easier. â€Å"Can you free me from this pit?† â€Å"I could . . . but will I? No. Questions would be asked, and the answers would lead back to me.† Ned had expected no more. â€Å"You are blunt.† â€Å"A eunuch has no honor, and a spider does not enjoy the luxury of scruples, my lord.† â€Å"Would you at least consent to carry a message out for me?† â€Å"That would depend on the message. I will gladly provide you with paper and ink, if you like. And when you have written what you will, I will take the letter and read it, and deliver it or not, as best serves my own ends.† â€Å"Your own ends. What ends are those, Lord Varys?† â€Å"Peace,† Varys replied without hesitation. â€Å"If there was one soul in King's Landing who was truly desperate to keep Robert Baratheon alive, it was me.† He sighed. â€Å"For fifteen years I protected him from his enemies, but I could not protect him from his friends. What strange fit of madness led you to tell the queen that you had learned the truth of Joffrey's birth?† â€Å"The madness of mercy,† Ned admitted. â€Å"Ah,† said Varys. â€Å"To be sure. You are an honest and honorable man, Lord Eddard. Ofttimes I forget that. I have met so few of them in my life.† He glanced around the cell. â€Å"When I see what honesty and honor have won you, I understand why.† Ned Stark laid his head back against the damp stone wall and closed his eyes. His leg was throbbing. â€Å"The king's wine . . . did you question Lancel?† â€Å"Oh, indeed. Cersei gave him the wineskins, and told him it was Robert's favorite vintage.† The eunuch shrugged. â€Å"A hunter lives a perilous life. If the boar had not done for Robert, it would have been a fall from a horse, the bite of a wood adder, an arrow gone astray . . . the forest is the abbatoir of the gods. It was not wine that killed the king. It was your mercy.† Ned had feared as much. â€Å"Gods forgive me.† â€Å"If there are gods,† Varys said, â€Å"I expect they will. The queen would not have waited long in any case. Robert was becoming unruly, and she needed to be rid of him to free her hands to deal with his brothers. They are quite a pair, Stannis and Renly. The iron gauntlet and the silk glove.† He wiped his mouth with the back of his hand. â€Å"You have been foolish, my lord. You ought to have heeded Littlefinger when he urged you to support Joffrey's succession.† â€Å"How . . . how could you know of that?† Varys smiled. â€Å"I know, that's all that need concern you. I also know that on the morrow the queen will pay you a visit.† Slowly Ned raised his eyes. â€Å"Why?† â€Å"Cersei is frightened of you, my lord . . . but she has other enemies she fears even more. Her beloved Jaime is fighting the river lords even now. Lysa Arryn sits in the Eyrie, ringed in stone and steel, and there is no love lost between her and the queen. In Dorne, the Martells still brood on the murder of Princess Elia and her babes. And now your son marches down the Neck with a northern host at his back.† â€Å"Robb is only a boy,† Ned said, aghast. â€Å"A boy with an army,† Varys said. â€Å"Yet only a boy, as you say. The king's brothers are the ones giving Cersei sleepless nights . . . Lord Stannis in particular. His claim is the true one, he is known for his prowess as a battle commander, and he is utterly without mercy. There is no creature on earth half so terrifying as a truly just man. No one knows what Stannis has been doing on Dragonstone, but I will wager you that he's gathered more swords than seashells. So here is Cersei's nightmare: while her father and brother spend their power battling Starks and Tullys, Lord Stannis will land, proclaim himself king, and lop off her son's curly blond head . . . and her own in the bargain, though I truly believe she cares more about the boy.† â€Å"Stannis Baratheon is Robert's true heir,† Ned said. â€Å"The throne is his by rights. I would welcome his ascent.† Varys tsked. â€Å"Cersei will not want to hear that, I promise you. Stannis may win the throne, but only your rotting head will remain to cheer unless you guard that tongue of yours. Sansa begged so sweetly, it would be a shame if you threw it all away. You are being given your life back, if you'll take it. Cersei is no fool. She knows a tame wolf is of more use than a dead one.† â€Å"You want me to serve the woman who murdered my king, butchered my men, and crippled my son?† Ned's voice was thick with disbelief. â€Å"I want you to serve the realm,† Varys said. â€Å"Tell the queen that you will confess your vile treason, command your son to lay down his sword, and proclaim Joffrey as the true heir. Offer to denounce Stannis and Renly as faithless usurpers. Our green-eyed lioness knows you are a man of honor. If you will give her the peace she needs and the time to deal with Stannis, and pledge to carry her secret to your grave, I believe she will allow you to take the black and live out the rest of your days on the Wall, with your brother and that baseborn son of yours.† The thought of Jon filled Ned with a sense of shame, and a sorrow too deep for words. If only he could see the boy again, sit and talk with him . . . pain shot through his broken leg, beneath the filthy grey plaster of his cast. He winced, his fingers opening and closing helplessly. â€Å"Is this your own scheme,† he gasped out at Varys, â€Å"or are you in league with Littlefinger?† That seemed to amuse the eunuch. â€Å"I would sooner wed the Black Goat of Qohor. Littlefinger is the second most devious man in the Seven Kingdoms. Oh, I feed him choice whispers, sufficient so that he thinks I am his . . . just as I allow Cersei to believe I am hers.† â€Å"And just as you let me believe that you were mine. Tell me, Lord Varys, who do you truly serve?† Varys smiled thinly. â€Å"Why, the realm, my good lord, how ever could you doubt that? I swear it by my lost manhood. I serve the realm, and the realm needs peace.† He finished the last swallow of wine, and tossed the empty skin aside. â€Å"So what is your answer, Lord Eddard? Give me your word that you'll tell the queen what she wants to hear when she comes calling.† â€Å"If I did, my word would be as hollow as an empty suit of armor. My life is not so precious to me as that.† â€Å"Pity.† The eunuch stood. â€Å"And your daughter's life, my lord? How precious is that?† A chill pierced Ned's heart. â€Å"My daughter . . . â€Å" â€Å"Surely you did not think I'd forgotten about your sweet innocent, my lord? The queen most certainly has not.† â€Å"No,† Ned pleaded, his voice cracking. â€Å"Varys, gods have mercy, do as you like with me, but leave my daughter out of your schemes. Sansa's no more than a child.† â€Å"Rhaenys was a child too. Prince Rhaegar's daughter. A precious little thing, younger than your girls. She had a small black kitten she called Balerion, did you know? I always wondered what happened to him. Rhaenys liked to pretend he was the true Balerion, the Black Dread of old, but I imagine the Lannisters taught her the difference between a kitten and a dragon quick enough, the day they broke down her door.† Varys gave a long weary sigh, the sigh of a man who carried all the sadness of the world in a sack upon his shoulders. â€Å"The High Septon once told me that as we sin, so do we suffer. If that's true, Lord Eddard, tell me . . . why is it always the innocents who suffer most, when you high lords play your game of thrones? Ponder it, if you would, while you wait upon the queen. And spare a thought for this as well: The next visitor who calls on you could bring you bread and cheese and the milk of the poppy for your pain . . . or he could bring you Sansa's head. â€Å"The choice, my dear lord Hand, is entirely yours.†