The Struggle for Civil Liberties and Social Justice Essay

The Struggle for Civil Liberties and Social Justice - Essay Example The name of Martin Luther King is synonymous with the Black civil rights movement. The quintessential element of King's quest for civil rights was its allegiance to non-violence and its respect for human rights (D'Angelo 2000). That is why, even today, Martin Luther King is considered a human rights icon. Through his zealous and immaculately polished oratorical skills, King tried his best to sensitize the American masses to the universal quest for human respect and dignity. What King intended to do was to hit hard against racial discrimination and social injustice. However, this essentially peaceful and non-violent champion of civil rights was brutally assassinated in 1968. Malcolm X's commitment to black pride and social justice had its origins in the racial harassment that he and his family had to bear with in his growing up years. Being a smart and brilliant student, he soon realized that though violence was certainly not the right strategy to combat racial injustice, yet it was important to be ardently vociferous in one's struggle for social justice (D'Angelo 2000). Hence, he became an active member and spokesperson of the Nation of Islam. However, this non-violent but fiery crusader for social justice had to meet a tragic death because of his moral opposition to the Nation of Islam leader Elijah Mohammad.One another prominent name in the universal struggle for civil rights and social justice is Chico Mendes. Chico was a regular Brazilian rubber tapper who also happened to be an avid environmental activist and a guardian of the rights of native rubber tappers. Chico's struggle for saving environment eventually metamorphosed into a fight to save the Brazilian rainforests and in turn to save the future of humanity. Tragically, this peaceful adherent of social justice was violently silenced by his more radical opponents. Rosa Parks also known as the mother of Modern Civil Rights Movement was an African American civil rights activist (D'Angelo 2000). Parks' gestures of blatant defiance to the festering symbols of racial injustice bestowed on her an iconic status. Courtesy her jest for social justice, she received many national and international honors and accolades. The Mothers of Plaza de Mayo was a group of Argentinean mothers and concerned citizens who peacefully and non-violently protested against the disappearance of many children and youngsters during the military dictatorship that lasted roughly seven years. Several members of this group were abducted and assassinated.Hence, the one thing common to all the above-mentioned civil rights movements and activists is that they were predominantly non-violent and their peaceful struggle enabled them to win a conclusive and lasting victory over their more violent adversaries.References D'Angelo, Raymond. The American Civil Rights Mov

Hume Versus Kant Essay Example for Free

Hume Versus Kant Essay Hume and Kant offered two differing views on morality. Humes philosophy regarding moral theory came from the belief that reason alone can never cause action. Desire or thoughts cause action. Because reason alone can never cause action, morality is rooted in us and our perception of the world and what we want to gain from it. Virtue arises from acting on a desire to help others. Humes moral theory is therefore a virtue-centered morality rather than the natural-law morality, which saw morality as coming from God. Kants notion of morality stems from his notion of one universal moral law. This law is pertinent to all people and can be used at all times before carrying our actions According to Kant, you ought to act according to the maxim that is qualified for universal law giving; that is, you ought to act so that the maxim of your action may become a universal law. While Hume and Kants moral theory differ dramatically, they share one quality and that is the fact that neither centers around the concept of God and his will. Humes theories may be considered by some not really philosophical theories at all. It is to say that he is not searching for that philosophical life that is seen in a Plato, or Augustine. He believes that capitalism promotes prosperity for people, and that only science and math is the realm for reason. To discuss Humes ethical theory you have to look at the central theme, which are feelings. Humes ethical theory says that moral judgments are made on feelings as oppose to reason. Humes feelings are based upon the belief that people make moral judgments because it is useful to society. He uses the examples of benevolence and justice to support this idea. Benevolence leads to happiness in society, which is the main basis for moral approval. Justice, for Hume, is regarded as good because again it is useful to society. He says that justice would not exist if everybody was not selfish, and one of its main uses is to protect private property. Justice for Hume is a very business oriented type of justice in which a transaction that is made must be suitable for both parties. If humans were not selfish than justice would not even come to mind in these types of situations because the transaction would be totally dominated by one individual, and that would not be justice. Humes view poses the question, which is better social peace or economic prosperity? Hume states that human beings are an animal whose life consists of worldly pleasures, and this is what leads them to a happy life. Again we see a clear contradiction to what traditional philosophers believe to be a happy life. As you can see Hume leaves out the spiritual, reasoning, and thinking part of human nature. Leaving all these factors out he comes up with his contributions to the well being of society. He believes that chastity, confidentiality, avoiding gossip, avoiding spying, being well mannered, and loyal are what can lead you to becoming prosperous. Hume looks at this from being prosperous only from a business-orientated point of view. People do like to become prosperous and have economic growth, but is that all that matters to us as humans? For Hume these feelings are justified because he says that we naturally care about other people and if we do not suffer from something we have a natural inclination to help others out. Hume finally comes a conclusion to his ethical theory in which he states that there are only four reasons in which to do morally good: useful to society, useful to oneself, agreeable to oneself, agreeable to others. Actions that are morally good are categorized into one of these four categories. These actions must be made with sentiment or feeling over reason, for Hume states man is a creature with feelings and reason lets us figure that out. Hume believed that reason is, and ought only to be, the slave of the passions. He argued that reason is used to discover the causes of pain or pleasure, but it is the prospect of pain or pleasure that causes action, not the reasoning alone, as that is entirely indifferent to us. This notion of always being motivated by pleasure or pain is very important, as it follows from this that when we act morally, it is a desire that makes us act and not reason. Since morals, therefore, have an influence on the actions and affections, if follows that they cannot be derived from reason, and that because reason alone, as we have already proved, can never have any such influence. Kant takes a different approach in his ethical theory and the understanding of morality and what is morally good. For Kant moral goodness is defined as goodwill, and that we as humans have a moral obligation to do what is right. He says that moral worth is seen much clearer if someone does things out of duty. Opposite of what Hume says Kant believes that feelings and inclinations are irrelevant and that feelings are not what drive moral obligations. Then how does Kant justify what is morally obliged? He has cancelled out feelings, and has left it as an obligation for people. For Kant first you must take out all feelings. Moral obligation must be binding for everyone. If any action cannot be approved be everyone than it is not morally obliged. The standard for moral standards has to be universal or absolute. Kants ethical theory is put into a comparison of categorical and hypothetical imperatives. Hypothetical imperatives are looked upon as recommendations or laws by others. This is to say that it is someone else or some other thing is telling us what to do. Hypothetical imperatives are unproblematic. They are straightforward sentences that express mundane statements of fact. Categorical ones, on the other hand, are highly problematic. Categorical imperatives deal with autonomy. These are the moral obligations that Kant believes in, the morally obliged actions. In Kants view, only if a person is acting solely on the categorical imperative such as doing something out of duty, can the act be morally good. This is because if somebody is acting out of the hypothetical imperative, he/she has an ulterior motive in acting in that way and are therefore not acting out of duty but are pursuing a certain end. They need not be acting in self-interest, but if they act because of a desire to act in that way, this is not morally worthy. You can still act morally if it gives you pleasure, as long as the reason for your action is solely out of duty. For instance we ought to help other because you may need help some day. What makes it valuable is that it is valuable in itself. It allows us to treat ourselves and others with self respect. It is clearly seen that in Kants theory there is no feelings or emotions attached to these theories only obligations that will benefit all of society. When taking into account who is right or wrong, the type of person you are comes into play. Some individuals live their lives based off of feelings and emotions alone, and most decisions that these types of individuals make are what is going to them happy or something that could perhaps make them sad but another group in society happy. Then there are the other groups of individuals that do things without thinking of who they will affect but only take into account what they believe they should do based on societys circumstances. Ultimately the decision on how to make moral judgments should be entirely based on you and your character and your experiences. If a person has been hurt by trying to be morally good then his feelings will come into play no matter how he made his original decision. If this person was making a decision based on obligation and he still got hurt from it in the long run then his next decision could be very feeling based. These two decisions on morality may continue to intertwine with each other. Hume and Kant are similar in that their moral theories are not the will as laid down by God, instead they see morality as embedded in humans themselves. However from here the theories diverge. Hume sees moral judgements as being caused by sentiments of pain or pleasure within an agent as reason alone can never motivate, whereas Kant see the only moral actions as being those caused by reason alone, or the categorical imperative. Both theories have difficulty with coming up with absolute moral laws Humes theory because absolute morality would appear to be impossible if morality is based on an individuals sentiment, and Kants theory because it cannot prove the existence of the categorical imperative.

Victorian Essentials Learning Standards Essay -- Education

Victorian Essentials Learning Standards (VELS) is a learning strand purposed to develop problem solvers out of learners (VCAA, 2009). Focusing on ways to communicate, comprehend and envision both ideas as well as information. With all intent of developing independent leaner’s, who can think for themselves as well as be creative when it call for it. On the other hand, Principles of Learning and Teaching (PoLTS) helps the teacher review lessons and assess whether learning has taken place, in so doing determining whether the set learning objectives were met, if not how could the learning be better improved to make up for it (DEECD, 2011). It has six principles with component parts. LESSON 1: WRITING. Lesson 1 is a writing lesson. It is intended to enable learners develop and or improve their communication skills through storytelling. In the process, aid them appreciate their abilities to express themselves variously other than through just speech. The indeed intended learning out comes, which were to tell a story and communicate through text and images were achieved. It actually superseded all expectations. Learners were so engrossed in the exercise it was a pain to have to break the process at the end of the lesson. Not only was the entire lesson interactive, learners hardly needed any supervision after being shown what was required of them to accomplish. There was a lot of free expression and their involvement was total, even from the usually shy students. Moving around among them to supervise what they were doing showed they had caught on well with the lesson. Every one of them was excited to show off what they had been able to achieve and all were proud of their results. By virtue of the fact the learners were able to tell t... ...aching. Retrieved June 3, 2012, from http://www.education.vic.gov.au/studentlearning/teachingprinciples/default.htm ERIC Digest, ED407938 1997-00-00 Concept Mapping: A Graphical System for Understanding the Relationship between Concepts. Retrieved June 3, 2012, from www.eric.ed.gov Jonassen, D. H., Carr, C.& Yueh, H. P. (1998) Computers as Mindtools for Engaging Learners in Critical Thinking. TechTrends, v43 n2 p24-32 Sarama, J. & Clements, D. H. (2006) Mathematics, Young Students, and Computers: Software, Teaching Strategies and Professional Development. University at Buffalo, State University of New York. 2006, Vol. 9, No. 2, 112-134 VCAA. (2009). Teaching, learning and assessment advice. Retrieved June 3, 2012, from http://vels.vcaa.vic.edu.au/support/teaching.html VELS. (2008) Interdisciplinary Learning Strand: Information and Communications Technologies

International approaches to learning Essay

E1. Provide an explanation of three different international approaches to learning. One international approach to learning is Forest Schools. A Forest School is an outdoor education in which the children who attend get the opportunity to visit forest and woodland areas and develop different skills such as, personal, social and technical skills. Forest Schools offer children and young people the opportunity to develop their confidence through hands-on learning in a woodland environment. Forest Schools are also a unique way of building independence and self-esteem in children and young people. â€Å"Forest Schools aim to develop a greater understanding of their own natural and man-made environments, a wide range of physical skills, social communication skills, independence and a positive mental attitude, self-esteem and confidence.† Carolyn Meggitt, 2012, Childcare and Education, London, Hodder Education Another international approach to learning is The Maria Montessori Approach . The Montessori Approach is an educational approach created by a woman called Maria Montessori. Montessori education is focused on a motivated aim: To aid the child’s development into a complete adult human being, comfortable with themselves, the community and everyone around them. The Montessori Method to education is a child-centered educational process based on scientific observations of children from birth to adulthood. This approach values the human spirit and the development of the whole child – physical, social, emotional, cognitive. â€Å"Montessori education offers children opportunities to develop their potential as they step out into the world as engaged, competent, responsible and respectful citizens with an understanding and appreciation that learning is for life†. http://amshq.org/Montessori-Education/Introduction-to-Montessori/Benefits-of-Montessori Another international approach to learning is The Steiner Approach. The Steiner Approach to education was formed by Rudolf Steiner who was an Australian philosopher. When it came to education, Rudolf Steiner believed in developing the whole person. â€Å"The education approach differs from mainstream education in several ways. For a start, Steiner schools put a strong emphasis on the important of spiritual values and social skills and the teaching method is based on a balance of intellectual, practical and artistic teaching†. Physical skills is considered as important too and they use dance to help the children’s development. Steiner as considered color as important especially for helping the children with their imagination skills.  In Steiner Schools, children tend to have the same teacher from the age of six or seven until the age of fourteen and in each class there will be a mix of different age groups. E2. Choose one international approach from E1 and give reasons for your choice. The international approach to children’s learning which interests me the most is the Forest School approach. The reason I have chosen this approach is because E3. Explain the background to the approach you have chosen and write about it. Philosophers, naturalists and educators in Europe and the UK such as Wordsworth, Ruskin, Baden Powell, Leslie Paul, Kurt Hahn, Susan Issacs and the Macmillan Sisters all laid the foundations for what is known as Forest Schools today. Forest Schools were originally based on a rich heritage of outdoor learning going back to the 19th century. Forest schools originated in Sweden in the 1950’s as a way of teaching children about the natural world. Denmark adopted the idea of Forest Schools and it became an important part of early year’s provision. The Forest School concept was then brought to England in 1993 by the staff of Bridgewater, Somerset after an exchange visit to Denmark. Forest Schools have had a huge impact on children within the UK. Forest Schools have made differences in children’s confidence; the children have the freedom, time and space to learn and develop independence. Seen differences in their social skills; the children have learned to gain awareness of the consequences of their actions on other children through different activities, for example sharing tools and playing with one another. Differences have been seen in communication; the language development has been supported by the sensory activities children have been taking part in. Seen differences in their physical skills; these improvements were characterized by the development of physical stamina and gross and fine motor skills. Also, differences were seen in their knowledge and understanding; the children and developed interests with the environment and natural surrounding which meant they were willing to learn more and they gained respect for the environment. E4. Describe the key principles of your chosen approach. Forest Schools have six main key principles. The first one is ‘A Forest School is a long-term process of frequent and regular sessions in a woodland or natural environment, rather than a one-off visit. Planning, adaptation, observations and reviewing are integral elements of Forest School.’ This means that the same group of learners should ideally attend a Forest School at least once every other week and continue to do so for a long period of time. A Forest School programme has a structure which is based on the observations and joint work between learners and practitioners. This will show progression of their learning. The early sessions of any programme begin to form physical and behavioural boundaries as well as making their first observations on which to base future programme development. The second key principle is ‘Forest School takes place in a woodland or natural wooded environment to support the development of a relationship between the learner and the natu ral world’. This means that the woodland area is ideal for the Forest School practice and the individual needs of learners as it provides them with space and the environment in which they are able to explore and discover. This links to The EYFS – A unique child – play and exploration. Forest School aims to develop relationships with nature through regular personal experiences in order to develop long-term practices in staff and learners and the wider community. Also Forest Schools uses natural resources for inspiration, to enable ideas and to encourage key motivation. The third key principle is ‘Forest School aims to promote the holistic development of all those involved, fostering resilient, confident, independent and creative learners’. Holistic development means to develop everything†¦ their physical, social, cognitive, verbal, emotional, artistic, creative skills and spiritual aspects as well. The Forest School leader/practitioner will also try a link Forest School experiences to the children’s home and school life. The fourth key principle is ‘Forest School offers learners the opportunity to take supported risks appropriate to the environment and to th emselves’. This means that the Forest School leaders provide the children with sharp tools and allow them to build fires when under supervision; this allows the children to take safe risks and learn how to use these tools properly providing them with lifelong skills. Any Forest School experience follows a Risk–Benefit process managed by the practitioner and the child that is personalised to the developmental stage of the child. This also means that  Forest School opportunities are aimed to build on the individual’s motivation and positive attitudes and interests of the children. The fifth key concept is ‘Forest School is run by qualified Forest School practitioners who continuously maintain and develop their professional practice’. This means that a Forest School must be ran by practitioners who hold a minimum qualification of Level 3 Forest School qualification and also must hold a Paediatric First Aid qualification which include outdoor elements. It means that there must be a high ratio of practitioner/adult to children. The Forest School leader must have working documents which have all the up to date policies and procedures which are required to run a Forest School and which have the correct information for all the roles and responsibilities of the practitioners and any volunteers. Also the Forest School leader is a reflective practitioner and sees themselves as a learner too. The final key principle is ‘Forest School uses a range of learner-centred processes to create a community for development and learning’. This means â€Å"A learner-centred pedagogical approach is employed by Forest School that is responsive to the needs and interests of learners.† http://www.forestschoolassociation.org/full-principles-and-criteria-for-good-practice/ Also, play and choice is an essential part to the Forest School learning and play is seen vital to the learning and development of children at the Forest School. Forest School provides motivation for all learning preferences and dispositions. Also reflective practice is a key feature of each session to ensure learners and practitioners can understand their achievements, develop emotional intelligence and plan for the future. Practitioner observation is an important part of Forest School pedagogy. Observations link into ‘scaffolding’ and adapting experiences to learning and development. Scaffolding links to Jerome Bruner and his theory on Scaffolding. â€Å"A ‘scaffold’ ensures that children aren’t left to their own devices to understand something. The support is removed when the student is ready, like the scaffolding that supports workers who’ve been constructing or repairing a building, which is removed when construction is complete.† http://education-portal.com/academy/lesson/jerome-bruner-scaffolding-and-constructivism-theories.html#lesson E5. Describe the materials and resources that support the children’s learning  in your chosen approach. E6. Provide information on how these materials and resources are used to promote learning. E7. Explain the role of the practitioner in supporting learning in your chosen approach. In a Forest School, the role of the practitioner to boost and develop self-esteem and self-belief and confidence by suggesting small, manageable tasks and ensure that they have time and freedom to learn at their own pace without pressure. This supports the children’s learning because they are At a forest school, the role of the practitioner is to constantly model suitable behviour and encourage the children to develop better awareness of their own and other’s emotional needs. The role of the practitioner is to complete all health and safety and risk assessments. They must follow all policies and procedures. The role of the practitioner is to administrate first aid when needed and maintain a first aid it at all times. The role of the practitioner is to count the equipment in and out as well. All this is done to make sure the children and kept safe from any kind of harm and to maintain the safety and welfare of all the children. The role of the practitioner is to always take into consideration the specific needs of a particular group of children or an individual child and will ensure that every child is respected as an individual, that bullying is not tolerated and that the rules and guidelines are followed. In the event of an emergency they will direct the group to safety. Another role the practitioner must do is complete child observations. This helps the practitioners to understand how individual children learn and play. Also helps with planning so the practitioner can tailor activities to meet each child’s individual needs. The role of the practitioner is to make sure that they complete planning, ensuring that all the children are getting the best out of their experience and by making sure it is a stimulating and inspiring experience for all children and meet the individual needs of all children and the developmental stages of The Early Years Foundation Stage. The role of the practitioner is to maintain the Forest School site. Ensure environmental considerations are being met by making sure the site is kept clean and tidy after every session at the Forest School.

Should All School Pupils Be Made to Learn at Least One Foreign Language

Should all school pupils be made to learn at least one foreign language? Opinions. 1-it's difficult to support the theory all children should learn a foreign language when most appear to be so woefully inadequate in their native tongue. http://www. helium. com/debates/124525-should-all-school-pupils-be-made-to-learn-at-least-one-foreign-language 2-Foreign languages are important for the individual pupil. Employers value people who are able to speak more than one language. Learning a language will therefore help students get good jobs when they are older.It will also increase their understanding of other cultures. ttp://www. idebate. org/debatabase/topic_details. php? topicID=524 3-it is also important for English-speakers to learn foreign languages, since not everyone speaks English. And it is polite to be able to speak some of another person’s language. Governments should try to promote economic growth. Since languages are important for the economy, governments should make al l young people learn them. http://debatepedia. idebate. org/en/index. php/Debate:_Compulsory_foreign_languages_in_school4-Requiring school pupils to learn at least one foreign language makes them more responsible and capable global citizens. (by Merr Chandler) -Foreign languages are important for the individual pupil. Employers value people who are able to speak more than one language. (http://debatepedia. idebate. org/en/index. php/Debate:_Compulsory_foreign_languages_in_school)FACTS, 1-In today’s world, with instant communication, and widespread travel, we humans come into contact with people of other lands, other cultures, and speaking foreign languages, much more frequently than in former times. ( Carolyn Tytler) 2-A foreign language is important to learn for a few reasons. The first reason as to why it is important to learn is because it gives you a highly

Divine Wind essays

Divine Wind essays The Kamikaze Special Attack Corps was destined to become not only the most famous of Japans suicide weapons but also the most effective (1.WW 2 Kamikazes, Earle Rice Jr. 12). The Kamikaze method of attack was first developed and used to fight the Americans in the war for the Pacific in 1944. These Divine Wind attackers would swoop out of the sky and sacrifice themselves for their country. The Kamikaze attack method was a very affective weapon in the Battles for the Pacific in WW 2. One way that these suicidal bombers were affective was that they had no fear of death; it was better to be someone who dies very bravely than someone who lived to surrender. Fighting to the death regardless of the odds and chances of success was a deeply embodied tradition in Japan (2. Thunder Gods: The Kamikaze Pilots Tell Their Story, Boye De Mente). It is obvious that if you step onto a battlefield with a fearless attitude, that you have a definite advantage over the competition. Do not fear to die for the cause of everlasting justice. Do not stay alive in dishonor (New orders issued by General Hideki Tojo on Jan.3 1941). Once again this demonstrates the nature of the Japanese resolve. They are being ordered to be ready to die to for the sake of justice and to maintain order to their family. The Kamikaze was one of the most effective killing tactics in the Second World War. Attackers flying at a low altitude were instructed to climb quickly to about fifteen-hundred feet upon sighting their target before commencing a steep dive on target...to ensure a steep downward plunge for maximum effectiveness (1. 65). Kamikazes were not only pilots with a death wish; they were trained to fly the most effective route because it could cause the most damage. In fact, only some of the most skilled pilots could do it. Suicide pilots were instructed to concentrate their efforts on ...

Free Essays on Safety Management Systems

SAFETY MANAGEMENT SYSTEMS ABSTRACT: Author: Title: Safety Management Systems Institution: Year: 2005 This paper briefly describes the Safety Management Systems (SMS) recently mandated by Transport Canada for all Canadian Airlines. The paper first summarizes where the program originated and the events that led to its inception. The paper then reviews the components and key elements of SMS. Finally the paper concludes by observing the benefits and obstacles to implementing SMS. SAFETY MANAGEMENT SYSTEM (SMS); WHERE IT COMES FROM: On August 24, 2001 Air Transat flight 236 was in route from Toronto, Canada to Lisbon, Portugal when the crew noticed a fuel imbalance. Within minutes the crew initiated a diversion to Terceira Island in the Azores due to a fuel shortage. Approximately 25 minutes after the initial diversion the right engine flamed out and just 13 minutes after that the left engine flamed out, both due to fuel exhaustion. With the assistance of Air Traffic Control (ATC) the crew flew the Airbus A-330 without power from an altitude of 34,500 feet and a distance of 65 nautical miles to a successful landing at the Lajes Airport, Terceira Island in the Azores. The aircraft suffered substantial damage and 16 passengers and 2 crew members were injured during the ensuing evacuation. Transport Canada and Air Transat did not wait for the final accident report, which took more than three years, to be published before taking action. In order to salvage their Extended Range Twin Operation (ETOPS) certificate, and their airline, Air Transat needed to make some changes. Transport Canada was in the process of developing Safety Management System (SMS) regulation and as a result of this incident, Air Transat would become the first airline in Canada to implement SMS. The Canadian Aviation Regulations (CAR) defines SMS as â€Å"a systematic, explicit comprehensive and proactive process for managing risks that integrat... Free Essays on Safety Management Systems Free Essays on Safety Management Systems SAFETY MANAGEMENT SYSTEMS ABSTRACT: Author: Title: Safety Management Systems Institution: Year: 2005 This paper briefly describes the Safety Management Systems (SMS) recently mandated by Transport Canada for all Canadian Airlines. The paper first summarizes where the program originated and the events that led to its inception. The paper then reviews the components and key elements of SMS. Finally the paper concludes by observing the benefits and obstacles to implementing SMS. SAFETY MANAGEMENT SYSTEM (SMS); WHERE IT COMES FROM: On August 24, 2001 Air Transat flight 236 was in route from Toronto, Canada to Lisbon, Portugal when the crew noticed a fuel imbalance. Within minutes the crew initiated a diversion to Terceira Island in the Azores due to a fuel shortage. Approximately 25 minutes after the initial diversion the right engine flamed out and just 13 minutes after that the left engine flamed out, both due to fuel exhaustion. With the assistance of Air Traffic Control (ATC) the crew flew the Airbus A-330 without power from an altitude of 34,500 feet and a distance of 65 nautical miles to a successful landing at the Lajes Airport, Terceira Island in the Azores. The aircraft suffered substantial damage and 16 passengers and 2 crew members were injured during the ensuing evacuation. Transport Canada and Air Transat did not wait for the final accident report, which took more than three years, to be published before taking action. In order to salvage their Extended Range Twin Operation (ETOPS) certificate, and their airline, Air Transat needed to make some changes. Transport Canada was in the process of developing Safety Management System (SMS) regulation and as a result of this incident, Air Transat would become the first airline in Canada to implement SMS. The Canadian Aviation Regulations (CAR) defines SMS as â€Å"a systematic, explicit comprehensive and proactive process for managing risks that integrat...

Antonio López de Santa Anna, 11-Time Mexican President

Antonio Là ³pez de Santa Anna, 11-Time Mexican President Antonio Là ³pez de Santa Anna (February 21, 1794–June 21, 1876) was a Mexican politician and military leader who was President of Mexico 11 times from 1833 to 1855. He was a disastrous president for Mexico, losing first Texas and then much of the current American West to the United States. Still, he was a charismatic leader, and, in general, the people of Mexico supported him, begging him to return to power time and again. He was by far the most important figure of his generation in Mexican history. Fast Facts: Antonio Là ³pez de Santa Anna Known For: President of Mexico 11 times, defeated U.S. troops at the Alamo, lost much Mexican territory to the U.S.Also Known As:  Antonio de Padua Marà ­a Severino Là ³pez de Santa Anna y Pà ©rez de Lebrà ³n, Santa Anna, The man who was Mexico, Napoleon of the WestBorn:  February 21, 1794 in Xalapa,  Veracruz  Parents: Antonio Lafey de Santa Anna and Manuela Perez de LabronDied:  June 21, 1876 in Mexico City, MexicoPublished Works:  The Eagle: The Autobiography of Santa AnnaAwards and Honors:  Order of Charles III,  Ã‚  Order of GuadalupeSpouse(s): Marà ­a Inà ©s de la Paz Garcà ­a, Marà ­a de los Dolores de TostaChildren: Marà ­a de Guadalupe, Marà ­a del Carmen, Manuel, and Antonio Là ³pez de Santa Anna y Garcà ­a. Recognized illegitimate children: Paula, Marà ­a de la Merced, Petra, and Josà © Là ³pez de Santa AnnaNotable Quote: As general-in-chief I fulfilled my duty by issuing the necessary orders for the vigilance of our camp, as a man I succumbe d to an imperious necessity of nature for which I do not believe that a charge can be justly brought against any general, much less if such a rest is taken at the middle of the day, under a tree, and in the very camp itself. Early Life Santa Anna was born in Xalapa on February 21, 1794. His parents were Antonio Lafey de Santa Anna and Manuela Perez de Labron and he had a comfortable middle-class childhood. After some limited formal education, he worked for a short time as a merchant. He longed for a military career and his father procured an appointment for him at an early age in the Army of New Spain. Early Military Career Santa Anna quickly rose through the ranks, making colonel by the age of 26. He fought on the Spanish side in the Mexican War of Independence. When he recognized that it was a lost cause, he switched sides in 1821 with Agustà ­n de Iturbide, who rewarded him with a promotion to general. During the turbulent 1820s, Santa Anna supported and then turned on a succession of presidents, including Iturbide and Vicente Guerrero. He gained a reputation as a valuable if treacherous ally. First Presidency In 1829, Spain invaded, attempting to retake Mexico. Santa Anna played a key role in defeating them- his greatest (and perhaps only) military victory. Santa Anna first rose to the presidency in the 1833 election. Ever the astute politician, he immediately turned over power to Vice President Valentà ­n Gà ³mez Farà ­as and allowed him to make some reforms, including many aimed at the Catholic Church and the army. Santa Anna was waiting to see if the people would accept these reforms. When they did not, he stepped in and removed Gà ³mez Farà ­as from power. Texas Independence Texas, using the chaos in Mexico as a pretext, declared independence in 1836. Santa Anna himself marched on the rebellious state with a massive army, but the invasion was conducted poorly. Santa Anna ordered crops burned, prisoners shot, and livestock killed, alienating many Texans who might have supported him. After he defeated the rebels at the Battle of the Alamo, Santa Anna unwisely divided his forces, allowing Sam Houston to surprise him at the Battle of San Jacinto. Santa Anna was captured and forced to negotiate with the Mexican government for recognition of Texas independence and to sign papers saying he recognized the Republic of Texas. The Pastry War and Return to Power Santa Anna returned to Mexico in disgrace and retired to his hacienda. Soon there came another opportunity to seize the stage. In 1838, France invaded Mexico in order to make them pay some outstanding debts. This conflict is known as the Pastry War.  Santa Anna rounded up some men and rushed to battle. Although he and his men were soundly defeated and he lost one of his legs in the fighting, Santa Anna was seen as a hero by the Mexican people. He would later order his leg buried with full military honors. The French took the port of Veracruz and negotiated a settlement with the Mexican government. War With the United States In the early 1840s, Santa Anna was in and out of power frequently. He was inept enough to be regularly driven out of power but charming enough to always find his way back in. In 1846, war broke out between Mexico and the United States. Santa Anna, in exile at the time, persuaded the Americans to allow him back into Mexico to negotiate a peace. Once there, he assumed command of the Mexican army and fought the invaders. American military strength (and Santa Annas tactical incompetence) carried the day and Mexico was defeated. Mexico lost much of the American West in the Treaty of Guadalupe Hidalgo, which ended the war. Final Presidency Santa Anna went into exile again  but was invited back by conservatives in 1853, so he served as president for two more years. He sold some lands along the border to the United States (known as the Gadsden Purchase) in 1854 to help pay some debts. This infuriated many Mexicans, who turned on him once again. Santa Anna was driven from power for good in 1855 and went once again into exile. He was tried for treason in absentia, and all of his estates and wealth were confiscated. Schemes and Plots For the next decade or so, Santa Anna schemed at getting back into power. He attempted to hatch an invasion with mercenaries. He negotiated with the French and Emperor Maximilian in a bid to come back and join Maximilians court  but was arrested and sent back into exile. During this time he lived in different countries, including the United States, Cuba, the Dominican Republic, and the Bahamas. Death Santa Anna finally was given an amnesty in 1874 and returned to Mexico. He was then about 80 years old and had given up any hope of returning to power. He died on June 21, 1876, in Mexico City. Legacy Santa Anna was a larger-than-life character and inept dictator. He was officially president six times, and unofficially five more. His personal charisma was astounding, on a par with other Latin American leaders such as Fidel Castro or Juan Domingo Perà ³n. The people of Mexico supported him multiple times, but he kept letting them down, losing wars and lining his own pockets with public funds time and again. Like all people, Santa Anna had his strengths and weaknesses. He was an able military leader in some respects. He could very quickly raise an army and have it marching, and his men seemed to never give up on him. He was a strong leader who always came when his country asked him to (and sometimes when they didnt ask him to). He was decisive and had some crafty political skills, often playing liberals and conservatives off against one another to build a compromise. But Santa Annas weaknesses tended to overwhelm his strengths. His legendary treacheries kept him always on the winning side  but caused people to mistrust him. Although he could always raise an army quickly, he was a disastrous leader in battles, winning only against a Spanish force at Tampico that was ravaged by yellow fever and later at the famous Battle of the Alamo, where his casualties were three times higher than those of the outnumbered Texans. His ineptitude was a factor in the loss of vast tracts of land to the United States and many Mexicans never forgave him for it. He had serious personal defects, including a gambling problem and a legendary ego. During his final presidency, he named himself dictator for life and made people refer to him as most serene highness. He defended his status as a despotic dictator. A hundred years to come my people will not be fit for liberty, he famously said. To Santa Anna, Mexicos unwashed masses could not handle self-government and needed a firm hand in control- preferably his. Santa Anna left a mixed legacy to Mexico. He provided a certain degree of stability during a chaotic time and despite his legendary corruption and incompetence, his dedication to Mexico (especially in his later years) is rarely questioned. Still, many modern Mexicans revile him for the loss of so much territory to the United States. Sources Brands, H.W. Lone Star Nation: The Epic Story of the Battle for Texas Independence. Anchor Books, 2004.Eisenhower, John S.D.  So Far from God: The U.S. War with Mexico, 1846-1848. University of Oklahoma Press, 1989.Henderson, Timothy J. A Glorious Defeat: Mexico and its War with the United States. Hill and Wang, 2007.Herring, Hubert. A History of Latin America From the Beginnings to the Present. Alfred A. Knopf, 1962Wheelan, Joseph. Invading Mexico: Americas Continental Dream and the Mexican War, 1846-1848. Carroll and Graf, 2007.

Analysis of the Firm and Competitive Advantage Essay

Analysis of the Firm and Competitive Advantage - Essay Example It is a series of activities (i.e. a production process) that constitutes a chain creating and building value. The summation of these generated values is called the total value performed by an organization ("Value Chain Analysis"). It is "full range of activities that are required to bring a product from its conception to its end use and beyond" (qtd. in "Basic Concepts"). A value chain is divided into two parts: primary activities and support activities. The former is a collection of essential activities (e.g. inbound logistics, operations, outbound logistics, marketing and sales, service) that builds up the actual production process of a product, while the latter activities (e.g. procurement, technology development, human resources management, and firm infrastructure) bolsters the former, ensuring its effectiveness and productivity ("Value Chain Analysis"). The performers of these activities may be found in a single firm or in various firms in different countries. Global value chains is an internationalization of the production process wherein different countries act as participants in the various stages of production of a particular good. Under this operational system, quality and efficiency of production is optimized since the site of a specific stage of production is in a place where it is done in the most efficient and most economical way ("Global Value Chains"). The modern day textile industry is among those that heavily rely on the global value chain to subsist. With the proliferation of branded and designer clothes, the clothing industry has become a sought-after commodity that requires the specialization of different countries to produce a quality product that satisfies the discriminating preferences of its consumers. Belonging to the buyer-driven type of global value chain, "those wherein large retailers, marketers, and branded manufacturers play pivotal roles in setting up decentralized production networks in various exporting countries." (qtd. in Gereffi and Memedovic 5); the developing countries, which mainly constitutes the exporting countries under this set-up, have a great opportunity in participating in the global business scene. One of the countries that maximize its competency in textile global value chains is China. Endowed with lush flora used as raw materials for producing cloth and populated by hundreds of millions of workforce that receives one of the lowest wage rates in the world, China has definitely an edge in producing textiles and apparels. Statistics have proven that they are indeed the world's top apparel exporter, producing $39.2b worth of apparel in the year 2000, which comprises 14.5% of all her export items. With all these advantages in their favor, Chinese textile firms really have competitive advantage over American companies (Gereffi and Memedovic 29). The Esquel Group, one of China's leading producers of premium cotton shirts, exhibits this competitiveness as against US firms. Though cotton is also grown on American soil, efficiency and economy propels the success of Chinese firms, particularly of Esquel Group. The Esquel Group's Global Value Chain The Esquel Group manufactures clothing for well-known and highly esteemed global brands such as Tommy Hilfiger, Hugo Boss, Brooks Brothers, Abercrombie and Fitch, Nike, Land's End, and Muji. They also supply

Why is Chinas Economic Growth Slowing Down Essay

Why is Chinas Economic Growth Slowing Down - Essay Example China single-handedly accounts for approximately one-fifth of the total world economic output; thereby, a slowdown in Chinese economy will hinder a global recovery. In addition, several of Asia’s largest and emerging economies have struck deal with China as a trading partner; hence, a downturn in Chinese economy will adversely affect them. Until 2010, Chinas economic growth rate was more than ten percent, which encouraged officials to boost domestic consumption combined with a reduction in exports to accomplish sustainable growth. Consequently, while the construction and industrial boom decelerated, the retail sales held up strong. Many of today’s economic issues can be traced back to the global financial crisis period between 2008 and 2009 when China attempted to accelerate economic growth through injecting capital and boosting government spending. Back then, the central government pumped tremendous amounts of money in the economy by investing in infrastructure and con struction industries. However, on the downside, this created excess capacity, property prices soared sky-high with a simultaneous rise in inflation and consumer costs. Faced with these economic plights and the fear of Chinese economy overheating, policymakers then implemented measures aimed at curtailing lending and slowing down inflation. Unfortunately, these measures along with a sharp drop in the global demand for Chinese goods triggered the recent cycle of a slowdown. A fact that Chinese policy makers failed to take into account is that credit does no more good to economy than steroids do to body, every time bigger injection are needed to maintain the desired effect. In 2011, Chinese economic growth rate was 9.2 percent in contrast to the rate of 10.4 percent during 2010. Despite the imminent cyclical weakness that will decelerate China’s economy, even more, Chinese officials claimed that there is a way out. The World Bank has also supported this argument as it stated tha t the prospects for a soft landing appear positive, as China has largely mitigated the domestic property bubble invigorated by speculation. Chinese officials hold that they are working to temper the super economic growth towards more sustainable growth without triggering an economic recession. One of such simulative measures included the recent cut in interest rates after June by The People’s Bank of China. Likewise, the central government is striving to spur growth by relaxing reserve requirements so that bank lending could accelerate, which in turn would lead to greater injections of credit in the economy (Bradsher â€Å"Heavy Lending Creates a Surge in Chinese Economy†). Although, the construction and industrial sectors have registered a slowdown; however, retail sales have stayed strong. The Chinese government is determined to rebalance the economy by reducing reliance on investment and exports and escalating domestic consumption (Bradsher â€Å"Chinese Official R eaffirms ‘Rebalancing’ of Economy†). Policymakers hold that the government is empowered with myriad tools to prevent an economic collapse. They pointed out how unlike other major economies such as America and United Kingdom, China managed to survive through 2009’s recessionary period, marked by extensive layoffs and social unrest. Officials contend that they are deliberately aiming for sustainable growth after double-digit growth registered in the previous years that overheat the economy. Therefore, for them, the economic slowdown is solely a planned action. Official economic statistics released by China are futile in stopping the economic squabbling about the soft landing prospects for Chinese economy. The increasing

Opinion about William Bennet's 1998 Quote on Education Essay

Opinion about William Bennet's 1998 Quote on Education - Essay Example This phenomenon is still, however; conceptually unclear to many people and few understand how it impacts the schools on which the legalization operates (Neal & Kirp, 1985; 2000). There are various aspects of the modern schooling which have been concealed. These include the deterioration such a legalization system imposes in the morality of students and teachers versus that of the parents. The parents have no say when it comes to choosing their children’s teachers. There is not much information given on teachers because of the protection of such information by law. Interestingly, the State knows so little about it. In this confusion, the teachers who are disposed have no idea of each other’s information (State University, 2011). Duplication of knowledge has been proposed as the best way to go for developing countries. Yet, we have restrictions on copyright materials. It is common knowledge that not every student will invent new ideas. Setting up legal restrictions on who can use the education materials and how, poses a great challenge for those who might not afford the cost. As can be seen, the Copyright Act gives a number of exceptional situations to the above law. Protecting the author’s work is good, but this has an effect on limiting the number of people who can access them. This brings about discrimination since not all students will have the money to afford purchase of such materials (Neal & Kirp, 1985; 2000). The legalization of education system in the 1950s brought about the entry of minorities into the public schools that practiced segregation. However; this exposed them to greater problems of chaos and constant violence, which in most cases went unpunished leading to the white flight to private institutions of learning (State University, 2011). Legalizations of education institutions are mostly aimed at making the schools a conducive place for all to acquire education. However; given the restrictions imposed on the teachers and the administration, the schools lose focus on their main missions and objectives. The legalization leads to the known de-emphasis on the teaching process and learning, which are meant to be the basic tenets of institutional establishments in the first place. With the growth of the state into a more litigious status, the schools have become even more bureaucratic in the process. It is truly appalling since learning institutions are supposed to be flexible and nurtures of change, efficiency and effectiveness. Yet many agree that schools, especially institutions of higher learning are the most bureaucratic establishments in the current society. It is like copying the government system and perfecting the art of bureaucracy (State University, 2011). Given the legalization processes, the school administrators turn institutions into fiefdoms as places of exercising their unchecked authority. Principals have had to meet out serious and unfair punishments to teachers who are in record for havin g questioned their status quo. The restrictions given to education institutions could still be looked at as one way of the government’s evasion of responsibility for what goes on in these schools. Instead of being fully involved in the process, the state takes an oversight role and leaves the backlog of problems to the school authorities who end up misusing such powers. Laws alone without a thorough implementation and

Management high performance Essay Example | Topics and Well Written Essays - 500 words

Management high performance - Essay Example In autocratic leadership, the leaders possess total authority over their team (Rao, 2010). Other members of the team are incapacitated to air their views, even when such opinions may benefit the organizations. Most employees discredit this leadership form. As such, it leads to low work force turnover. However, it may be suitable in situations requiring quick decision-making processes. Autocratic leaders tend to be more formal than informal and more centralized. Democratic/participative leadership model incorporates other team members in their decision-making process; thought the final decision-making process is mandated to the leader (Rao, 2010). This capacitates the employees to make time-to-time suggestions to their leaders for various improvements. Such leaders tend to be more informal than formal and more decentralized. In the article, ‘Is Autocratic Leadership Relevant today?’ Rao critically examines Autocratic leadership over other leadership forms and its suitability in today’s environment (Rao, 2010). Rao argues that though this form of leadership is practical in fields such as the military, it may be impractical to incorporate it in today’s business environment, where employees call for incorporation in various decision-making processes and act as core partners, since they play a key role in the goal achievement of an organization. Additionally, Rao argues that in case a firm experiences challenges, the leader takes the sole responsibility. Rao also perceives Autocratic leadership to be marred with dissatisfied customers, and the recurrence of absenteeism within an organization (Walker, 2011). Autocratic leadership also creates a weak workforce, owing to the continued fear of the leader’s directives. Wrong decisions may lead to unprecedented losses, since employees only follow such directives without questioning (Daft, 2014). Choi’s article attempts to put forward the key differences of

E-learning Essay Example | Topics and Well Written Essays - 3000 words

E-learning - Essay Example The acquisition of learning techniques and styles by students depends on the personal characteristics of the student, the subject of study, and the student’s level of understanding of the subject. Research confirms that different people prefer different approaches to learning. No one approach or strategy of e-learning is optimal for all students. The methods and technologies used for e-learning in the United Arabs Emirates include the use of web-based education techniques, podcasting, internet video conferencing, social networking software, and computer-assisted instructions, among others. The styles of e-learning are especially gaining popularity in the higher education sector where most of the students are distant learners. This paper discusses how the learning preferences of an individual influence the extent to which e-learning can be an effective learning tool, especially in the United Arabs Emirates. E-learning allows the adoption of the education content to suit the learning styles of individual students. It may entail the incorporation of digital media, digitized materials, graphics, web-based interactions, interactive videos, among others. The adoption of different learning styles and methods impact on the effectiveness of e-learning in the higher education sector. Some researchers have supported the adoption of e-learning with the argument that it allows for the adjustment of educational content to suit the learning needs of the students. However, majority of studies in this field have been confined to the use of standard conventional learning styles in the e-learning systems (Brown, Zoghi, Williams, Jaberzadeh, Roller, Palermo, & Holt, 2009, p.4). This includes tutorial, lecture, problem-based learning, and written text. The relationship between the styles of e-learning and the effectiveness of the e-learning system, as well as the attitude of students towards e-learning, h as been discussed in

Management high performance Essay Example | Topics and Well Written Essays - 500 words

Management high performance - Essay Example In autocratic leadership, the leaders possess total authority over their team (Rao, 2010). Other members of the team are incapacitated to air their views, even when such opinions may benefit the organizations. Most employees discredit this leadership form. As such, it leads to low work force turnover. However, it may be suitable in situations requiring quick decision-making processes. Autocratic leaders tend to be more formal than informal and more centralized. Democratic/participative leadership model incorporates other team members in their decision-making process; thought the final decision-making process is mandated to the leader (Rao, 2010). This capacitates the employees to make time-to-time suggestions to their leaders for various improvements. Such leaders tend to be more informal than formal and more decentralized. In the article, ‘Is Autocratic Leadership Relevant today?’ Rao critically examines Autocratic leadership over other leadership forms and its suitability in today’s environment (Rao, 2010). Rao argues that though this form of leadership is practical in fields such as the military, it may be impractical to incorporate it in today’s business environment, where employees call for incorporation in various decision-making processes and act as core partners, since they play a key role in the goal achievement of an organization. Additionally, Rao argues that in case a firm experiences challenges, the leader takes the sole responsibility. Rao also perceives Autocratic leadership to be marred with dissatisfied customers, and the recurrence of absenteeism within an organization (Walker, 2011). Autocratic leadership also creates a weak workforce, owing to the continued fear of the leader’s directives. Wrong decisions may lead to unprecedented losses, since employees only follow such directives without questioning (Daft, 2014). Choi’s article attempts to put forward the key differences of

Gender difference in CALL Programs for English as a second Language Essay

Gender difference in CALL Programs for English as a second Language Acquisition - Essay Example Lai and Kuo have struggled to further prove this claim by evaluating the learning outcomes of both male and female counterparts making use of CALL programmes. 2. Aim: The study is conducted to identify the effects of language learning through CALL programs on gender basis. Many researches provide evidence that gender does affect the learning process. The basic distinction of this research paper is the evaluation of English learning pace and attributes in second language acquisition using CALL programs. Which means that this study also incorporates the evaluation of computer based learning on gender basis. The study also aims to identify the differences in the attitudes of male and female students towards learning, their differing views about learning efficacy, their differing levels of learning anxiety in learning language via CALL programs and the different learning barriers they identified. 3. Methodology: Proper methodology is mandatory to produce valid results. Lai and Kuo used b oth quantitative and qualitative techniques to produce reliable results. To develop initial understanding, Lai and Kuo, used different studies conducted by various researchers. They produced proper setting and created an appropriate understanding of the importance given to this area of research. The quantitative data was collected from a sample of 200 students of which 166 were female and the rest of 34 were male. The participants were given a questionnaire to gather data about EFL & CALL. The qualitative data was collected by interviewing 10 participants including 5 males and 5 females. The qualitative data aimed to identify the key challenges that each gender faces in learning language through CALL programs. ... The qualitative data aimed to identify the key challenges that each gender faces in learning language through CALL programs. 4. Results: The results of this research were divided into 4 parts. The first part was about the learning attitudes of male and female participants using Computer Assisted Language Learning (CALL) Programs. A fairly large number of male participants provided an affirmative result on the learning processes of language via CALL programs. In contrast to 91.1 percent males, only 42.7% females showed a positive result on using computer based learning for English language. Results on learning efficacy were also in line with this trend. Only 53.6 percent females believed that it may be helpful to increase learning efficacy whereas, 88.2 percent male participants believed that CALL programs are helpful in increasing the learning efficacy. A different result was found when the participants were asked about the learning techniques used in CALL programs. Both groups found it interesting to use computers in learning Language and a smaller population marked CALL programs as ‘boring’. In addition, majority believed that CALL programs may be more beneficial to enhance reading, writing and listening skills but less helpful in increasing speaking power. Learning anxiety was lesser in male (14.2%) counterparts on using computer as a learning tool as compared to female participants (19.2%). Learning barriers for female students was the difficulty of using the CALL programs’ software, whereas, the only big hurdle for the male participants was the availability of learning software due to expensive nature of new technologies. 5. Interpretation of Data: The results obtained by the authors were as expected if compared with other studies

Review Questions Essay Example for Free

Review Questions Essay What are some factors (patterns of behavior) that project a company’s culture? List several examples from organizations you work in. The factors that are most important in the creation of an organization’s culture include founders’ values, preferences, and industry demands. A company’s culture, particularly during its early years, is inevitably tied to the personality, background, and values of its founder or founders, as well as their vision for the future of the organization. It is shaped in the early days of a company’s history. When entrepreneurs establish their own businesses, the way they want to do business determines the organization’s rules, the structure set-up in the company, and the people they hire to work with them. While founders undoubtedly exert a powerful influence over corporate cultures, the industry characteristics also play a role. Industry characteristics and demands act as a force to create similarities among organizational cultures. For example, despite some differences, many companies in the insurance and banking industries are stable and rule oriented, many companies in the high-tech industry have innovative cultures, and companies in the nonprofit industry tend to be people oriented. 3. What are three major elements that complicate listening? Give customer-service related examples of each. The three elements that complicate listening comprise the internal, environmental and interactional elements. To start with, internal elements involve the use of words at a level that the hearer can hear, and the most importantly, can understand. Talking loudly and nonsensely or meaninglessly can totally deviate your customers from doing business with your company. The customer services on the phone can result in such scenario if the voice of the customer rep is too low or too loud, or the line is not clear or s/he uses very technical words that the receiver cannot understand. Secondly, the environmental factors â€Å"which determine what we are able to listen to and what we cannot. These factors can impact our individual ability to listen and our organization’s listening capacity, as well. These factors include:   Our individual listening capacity, the presence of noise, and the use or misuse of gatekeepers. † (Timm, Paul, Pg. 43) â€Å"In contrast to the environmental elements of the listening process, the interactional elements concern internal psychological processes that are not as easily identified. Two such psychological elements deserve careful consideration: self-centeredness and self-protection.

Environment Essay: Mitigation Measures

Environment Essay: Mitigation Measures Chapter 3: Reducing Emissions From Deforestation Forest Degradation (REDD) 3.1 Genesis and emergence of REDD The current international climate change framework is a long way from delivering the emissions reductions required for a global stabilisation target necessary to give the world a realistic chance of limiting global warming to 2 ºc equivalent to atmospheric CO2e at 445-490ppm or lower. Further strong and urgent concerted international action will be needed from both developed and developing countries to meet this goal across all sectors: Increase energy efficiency Reduce demand for emissions intensive goods and services Switch to lower carbon technologies for transport and industrial sectors Action on non-energy emissions such as deforestation. Different mitigation measures are required for different sectors as mentioned above with emphasizing more on forests sector which is the main scope of this paper. It is estimated that in the absence of any mitigation efforts, emission from the forest sector alone will increase atmospheric carbon stock to around 30ppm by 2100, at which the current atmospheric CO2e levels stand at 433ppm according to the analysis of Eliasch Review (2008). Thus there is certainly urgency for forests to be a central part of any global climate change deal by placing it in the top priority as it is increasingly accepted that mitigation of climate change will not be achieved without the inclusion of forests fully into the framework in post 2012. Part of the explanation for this is that forests offer the greatest single opportunity in tackling climate change and to reduce carbon emissions immediately and cost-effectively as opposed to developing and inventing expensively new technological infrastructure and when compared with abatement in other sectors. This is confirmed by reports from Stern Review (2007) and IPCC AR4 (2007) in which deforestation accounts for nearly a fifth of global carbon emissions (18-25%), surprisingly a very significant and greater share second only to energy. Forests including woodlands play many roles in climate change mitigation through carbon sequestration, emission reductions, and carbon substitution. It has been estimated that 80% of the total emissions savings agreed under the current protocol of the convention would be wiped out if the current forest loss in forested developing countries such as Brazil and Indonesia to continue until 2012 (Stern, 2008). Given this significant rate of forest loss worldwide, thus reducing emissions from deforestation and forest degradation (REDD) would undeniably make a major contribution to meeting an emission stabilisation target by complementing measures such as afforestation, reforestation and restoration. These measures would increase global carbon stocks by sequestering and storing atmospheric carbon when new forests are planted and grow. Additionally, natural forests maintain carbon stocks and transfers, and act as a carbon sink besides other co-benefits including biodiversity conservation, ec osystem services, poverty alleviation and livelihoods. The increased use of wood-based biofuels and wood products with bioenergy crops plantation are options for carbon substitution. Currently developing countries have no obligations under UNFCCC to mitigate GHG emissions although most cases of deforestation are originating from tropical developing countries which accounts for over 1Gt per year of emission resulting from deforestation in the tropics (Stern, 2007). However, developing countries can contribute to global emission reductions by hosting projects under the CDM which include both afforestation and reforestation projects. Measures on REDD were initially excluded from the land use, land use change and forestry sector (LULUCF which is now referred to as agriculture, forestry and other land use (AFOLU) within the IPCC Guidelines for National Greenhouse Gas Inventories as of 2006 for technical consistency) within the UNFCCC’s CDM during CoP7 in Marrakesh. The explanation on REDD exclusion was due of the possibility that if incentives were provided for individual projects, the result would be displacement of deforestation activity elsewhere within a co untry, with little or no net gain. Discussions for the inclusion of REDD was initiated at CoP11/MoP1 in Montreal during late 2005, which marked the first step for entry into force of the Kyoto Protocol on 16 February 2005. However, during the CoP13/MoP3 which was convened in Bali in December 2007, agreed to what is known as the Bali Roadmap. The main advances in the roadmap are the commitments to be negotiated including: emphasising the development of appropriate policy approaches and positive incentives that would lead to REDD and the role of forest conservation in the carbon trading regime, sustainable forest management and the forest carbon stock enhancement; Financing the adaptation needs of developing countries; and Funding the transfer of low-carbon technologies to developing nations. The inclusion of REDD in the roadmap is seen as a way to address environmental destruction by assigning value to intact forest ecosystems including peatlands and swamps. REDD has the potential to shift the balance of underlying economic market forces that currently in favour of deforestation, by allowing incentives and ultimately payments for the ecosystem services provided by forests in the tropical regions. REDD credits offer the opportunity to utilise funding from developed countries to reduce deforestation in developing countries despite question on how to reward forest conservation for the following approaches to pay countries: for reducing deforestation relative to a baseline of past deforestation rates, and/or future projections of deforestation; according to a fixed formula based on forest area and/or the carbon stock represented. In general, forest destruction takes place because forest countries can make more money by using the land for intensive agricultural activities, as they capture the value of standing natural timber, then annual harvests of agricultural produce such as beef, palm oil and soya beans (Tickell, 2008). Thus reward payments would therefore have to be sufficient to protect forests from competing land uses and he suggested that countries would be rewarded based on maintaining agreed areas: for pure conservation, with no exploitation save that of indigenous or long-established peoples; for limited, sustainable exploitation focussed on non-timber products; for more intensive exploitation, including for timber but subject to certification for sound management; of plantation, but including measures to protect soils, water and biodiversity; of degraded and destroyed forest undergoing restoration and rehabilitation to one of the above categories. The deadline for reaching an agreement on the specifics of an international REDD mechanism, at least as regards to it being implemented in the short and medium term, is the CoP15 which will be held in Copenhagen in December 2009. REDD still faces many challenges especially in implementation as there are particular problems with regards to controlling these emissions owing to: their dispersed nature, making them hard to control, and hard or indeed impossible to measure with accuracy. The difficulty of distinguishing with certainty between emissions that are of natural origin, and those that are due to deliberate human interventions; Issues of national sovereignty in which some forest rich developing countries do not take kindly to other countries telling them what they may and may not do with their forests. These three factors make it inconceivable that these emissions should be controlled at source in the same way as emissions from other sources. There are also many problems with the approach currently being developed under the framework to protect forests, which is to incorporate REDD within the carbon trading regime. While much of the deforestation under consideration is the result of legal land-use change and logging, there is also a significant proportion that is illegal. If avoided deforestation is to become a credible element of an international system for controlling greenhouse gas emissions, forest areas will have to be managed over the very long term and be subject to effective legal enforcement.   It is not yet clear whether the necessary investment in standing forests will come from a public fund or private markets, but, if the latter is the case, it is likely that carbon captured in countries with effective forest law enforcement will be valued more highly than in those with poor sectoral governance. 3.2 Expectation for global climate deal at CoP15 Talks on commitments for the post 2012 period are on-going since CoP13/MoP3 in Bali in December 2007. Forest carbon emissions together with emissions from other sources are a global negative externality. The cost of each unit released into the atmosphere is not borne by the emitter. Instead the costs are imposed on the international community as a whole in the form of exposure to the carbon toxification and damaging effects of climate change. There is currently no comprehensive system that rewards REDD efforts although it brings global benefits. Thus it is reasonable that any international climate change framework should internalise the emissions from forests in order to incentivise forest nations to protect and conserved their natural standing forest from deforestation and degradation. According to the Eliasch Review (2009), there are likely three criteria that a successful international climate change framework should meet: Effectiveness to deliver the emission reductions at required scale by tackling three major challenges, that is, leakage, additional and permanence.  Issues range from permanence (whether a county can ensure that forest carbon savings are permanent) to leakage (what happens when carbon conservation in one area drives deforestation in another?) to baseline data establishment (how does one measure historic deforestation to establish a baseline for calculating reduction?). Efficiency to minimise the overall cost of achieving the emissions reductions; and Equitable to ensure that the benefits of international action are distributed fairly.  questions over land rights (will REDD trigger a land rush by industrial agriculture giants and forestry firms?) as well as how local communities will benefit There is also ongoing squabbling between a coalition of forest nations and Brazil, which sees REDD as an attempt to limit its economic development of the Amazon rainforest. Some forest-rich countries that have low deforestation rates have expressed concern they will be left out of the process since their forests are not under immediate threat. 3.3 Sources of funding Despite various concerns mentioned above, it appears likely the REDD initiatives will move forward. According to ITTO  ( ), funds are starting to flow to tropical countries via international REDD initiatives and voluntary carbon offset projects. The potential to channel resources to tropical countries under any successor to the UNFCCC’s Kyoto Protocol, which expires in 2012, will have to be improved significantly over present arrangements in order to have any impact. The level of assistance provided to tropical forests through the existing CDM has so far been a bitter disappointment to many. The negative experience of the CDM in the relatively straight forward areas in which it has operated to date inspires little confidence in its ability to encompass the far trickier area of emissions from deforestation. Last week nine industrialized governments announced plans to put US$165 million (â‚ ¬114 million) toward the World Banks newly created Forest Carbon Partnership Facility, a scheme that will offer tropical countries carbon offset credits to preserve forests. The U.S. did not pledge any funds but some 30 tropical countries in Africa, Latin America and the Asia-Pacific stood to benefit from what the World Bank called the first financial mechanism to pay countries for saving their tropical forests. In the spirit of the progress on REDD, Governors from the Brazilian state of Amazonas and the Indonesian provinces of Aceh, Papua and West Papua agreed to a moratorium on logging until the carbon values of their forest lands is assessed. 3.4 Linking to carbon markets Kyoto includes defined flexible mechanisms such as Emissions Trading, the Clean Development Mechanism and Joint Implementation to allow annex I economies to meet their GHG emission limitations by purchasing GHG emission reductions credits from elsewhere, through financial exchanges, projects that reduce emissions in non-annex I economies, from other annex I countries, or from annex I countries with excess allowances. In practice this means that non-annex I economies have no GHG emission restrictions, but have financial incentives to develop GHG emission reduction projects to receive carbon credits that can then be sold to annex I buyers, encouraging sustainable development. [4]In addition, the flexible mechanisms allow annex I nations with efficient, low GHG-emitting industries, and high prevailing environmental standards to purchase carbon credits on the world market instead of reducing greenhouse gas emissions domestically. Annex I entities typically will want to acquire carbon cre dits as cheaply as possible, while non-annex I entities want to maximize the value of carbon credits generated from their domestic Greenhouse Gas Projects. While there is an urgent need to reduce emissions from deforestation, there are considerable dangers in including forests within the carbon trading regimes. This is because GHG emissions need to be cut both from forest destruction and from fossil fuels, that is not to trade the one off against the other. By putting carbon credits from REDD into the Kyoto Protocol’s carbon trading regime, the Annex 1 parties will be able to continue to pollute at will provided they offset their pollution by REDD elsewhere. Developing countries are not expected to de-carbonize their economy unless developed countries supply enough funding and technology. Setting no immediate restrictions under the UNFCCC serves three purposes: it avoids restrictions on their development, because emissions are strongly linked to industrial capacity, they can sell emissions credits to nations whose operators have difficulty meeting their emissions targets, they get money and technologies for low-carbon investments from the developed countries in Annex II. Developing countries may volunteer to become Annex I countries when they are sufficiently developed. Common but differentiated responsibility The United Nations Framework Convention on Climate Change agreed to a set of a common but differentiated responsibilities. The parties agreed that: the largest share of historical and current global emissions of greenhouse gases originated in developed countries; per capita emissions in developing countries are still relatively low;  Brunei do have a high per capita emission the share of global emissions originating in developing countries will grow to meet social and development needs. China, India, and other developing countries were not included in any numerical limitation of the Kyoto Protocol, because they were not main contributors to the greenhouse gas emissions in the pre-treaty industrialization period. China has since become the largest greenhouse gas emitter.However, even without responsibility under the Kyoto target, developing countries were to share the common responsibility of all countries to reduce emissions. The protocol defines a mechanism of compliance as a monitoring compliance with the commitments and penalties for non-compliance The five principal concepts of the Kyoto Protocol are: commitments to reduce greenhouse gases that are legally binding for annex I countries, as well as general commitments for all member countries; implementation to meet the Protocol objectives, to prepare policies and measures which reduce greenhouse gases; increasing absorption of these gases and use all mechanisms available, such as joint implementation, clean development mechanism and emissions trading; being rewarded with credits which allow more greenhouse gas emissions at home; minimizing impacts on developing countries by establishing an adaptation fund for climate change; accounting, reporting and review to ensure the integrity of the Protocol; compliance by establishing a compliance committee to enforce compliance with the commitments under the Protocol. 3.4 Institutional aspect for Designated National Authority (DNA) Among the annex I signatories, all nations have established Designated National Authorities to manage their greenhouse gas portfolios; countries including Japan, Canada, Italy, the Netherlands, Germany, France, Spain and others are actively promoting government carbon funds, supporting multilateral carbon funds intent on purchasing carbon credits from non-annex I countries, and are working closely with their major utility, energy, oil and gas and chemicals conglomerates to acquire greenhouse gas certificates as cheaply as possible. Virtually all of the non-annex I countries have also established Designated National Authorities to manage the Kyoto process, specifically the CDM process that determines which GHG Projects they wish to propose for accreditation by the CDM Executive Board.

Chaucers Vivid Characters :: essays papers

Chaucers Vivid Characters Essay- Chaucer’s Vivid Characters Chaucer’s Canterbury Tales is so poignant that it almost single-handedly defines a whole epoch in history. It is the people living in the time period who define the era, and it was Chaucer who described the people living in the Middle Ages. Just describing a few people in an offhand way would not have had a profound impact. Chaucer’s writings did have impact because he characterized every social class using very vivid characters. Describing his characters with much vividness is key for that is what defines the way the reader feels about the character and the degree of power of association the reader makes with the character. Hence, the vividness of the character is directly proportional to how pointed his work is which creates the tone. Themes and proportions are tools Chaucer uses to create his tone. The more vivid the character is, the more pointed the message. For example, his writing is very vivid as to how ugly the Summoner is. Thus indicating Chaucer’s e xtreme dislike for what the Summoner represents. Through the use of literary tone, the characters of the Wife of Bath and the Summoner are described very vividly. Through The Wife of Bath, Chaucer gives an example of a freethinking individual. In regards to virginity, the Wife of Bath said, â€Å"advice is not commandment, no; He left the thing to our own judgment so.† This statement was very extraordinary for it’s time as it questioned the sanctimonious state of virginity. Moreover, the Wife of Bath is attributed with reasoning powers, which was probably not a common practice when portraying women in those times. The Wife of Bath gives an example of a character that is an independent thinker very much like Chaucer himself. Chaucer’s tone when describing the Wife of Bath was sensuous. Her face being fair with red hue and her buttocks large as she sat upon an ambler gives vivid impression of a tactile and visual nature. She had a bold face that coincides with her strong character. Not only does the tone conjure up pleasure; it also expresses mental thoughtfulness. It questions the church’s foundation of St. Peter’s ideas about virginity. Chaucer uses the Wife of Bath to indirectly express the church’s inconsistency in regards to the natural propagation of the human race and virginity. The Wife of Bath is honest. She feels no shame in ‘dancing the old dance of love’.

Australian Poets: Oodgeroo Noonuccal Essay

This week we will be talking about an aboriginal poet Oodgeroo Noonuccal, also known as Kath walker, who lived from 1920 until 1993. Oodgeroo came from the Noonuccal tribe in Queensland. Once she had completed primary school she left because she believed that even if she stayed in school there wasn’t the slightest possibility of getting a better. Oodgeroo travelled the world telling others about the dreadful conditions the aboriginals were living under and campaigned for equal rights across Australia. Oodgeroo has published many poems including: Understand old one, Municipal gum, Namatjira and We are going. Although she did not begin publishing her poems until she was encouraged by a well known writer, when she was in her forties. Oodgeroo expresses her opinions on how life has changed for aboriginals through her poetry. This is evident in the poem Understand old one. In this poem Oodgeroo compares what Australia was like for her ancestors to what it is like for her. This poem expresses how life in Australia has changed especially for aboriginals. In the first half of the poem Oodgeroo is talking about how life was for her ancestors. It was calm and serene ? there on the old peaceful camping place of your red fires along the quiet waters’. She uses the soft drawn out words such as ? peaceful’ and ? place’ to help this image. Then she explains what life is like now. The busy cities, cars everywhere, ? towering stone gunyas high in the air’, ? planes in the sky’. It is now noisy and busy. She uses quick short sentences in this part of the poem to help bring across the idea of busyness. Her world is the complete opposite of the world that her ancestors lived in. Oodgeroo uses a metaphor of bees. She compares the swarms of cars in the city to bees to give the image of fast, paced, hustle and bustle of the city. She also uses alliteration to help emphasise the imagery used. She uses the alliteration of ? p’ sounds in the first half of the poem to help bring across the image of serenity and peacefulness. She then uses the repetition of ? s’ sounds (sky, swarm) to give an almost buzzing sound to help with imagery of bees. Finally she uses ? f’ sounds of ? frantic’ and ? flight’ to give the impression of speed. Oodgeroo also expresses her view on the way aboriginals have been treated in her poetry. An example of this is municipal gum. This poem compares the image of a gum tree in a city street and an overworked animal to what has happened to the aboriginal people. Oodgeroo compares the aboriginal people to the gum tree when she says ? o fellow citizen what have they done to us’. She likens the tree to herself giving her and the tree a sense of unity. She does this to help give a picture of how aboriginal people have been treated. She also compares the gumtree to a cart-horse. The gumtree has been removed from the forest and placed in the city with hard bitumen around it just as the poor cart-horse has been abused, ?castrated, broke, a thing wronged’ and ripped out of its habitat and is now depressed and miserable. She uses imagery throughout this poem. Firstly she gives the image of the ? cool world of leafy green halls’ where the tree should be. Then she says ? set in your black grass of bitumen’ giving the image of the tree imbedded in bitumen rather than in green grass. ?Whose hung head and listless mien express’ is giving the image of this animal that is broken, sad and wishing for death because it is so miserable. At the end of this poem Oodgeroo asks the rhetorical question ? What have they done to us? ‘ This gets the audience thinking but it also suggests that this image of a gum tree is just like what has happened to the aboriginal people. It compares the aboriginals to this gumtree stuck in the city instead of its natural place, the country. Oodgeroo often uses language that is spoken by aboriginals rather than proper English in her poetry. For example in municipal gum she says ? here you seems to me’ which breaks grammatical intentionally so that the language is closer to aboriginal spoken language. Another example is in Understand old one when she uses the word ?gunya’ to describe modern buildings. Gunya is the aboriginal word for houses. She purposely uses aboriginal language to create empathy and contrast and make it more aboriginal. Oodgeroo’s many works have been recognised for a number of awards including the Mary Gilmore medal (1970), The Jessie Lynchford Award (1975) and the Fellowship of Australian Writers’ Award. Oodgeroo was inspired by her aboriginal upbringing and heritage to write this poetry. Her father was a major influence. He told her to always be proud of her aboriginality and she was.

A Game of Thrones Chapter Sixteen

Eddard They've found her, my lord.† Ned rose quickly. â€Å"Our men or Lannister's?† â€Å"It was Jory,† his steward Vayon Poole replied. â€Å"She's not been harmed.† â€Å"Thank the gods,† Ned said. His men had been searching for Arya for four days now, but the queen's men had been out hunting as well. â€Å"Where is she? Tell Jory to bring her here at once.† â€Å"I am sorry, my lord,† Poole told him. â€Å"The guards on the gate were Lannister men, and they informed the queen when Jory brought her in. She's being taken directly before the king . . . â€Å" â€Å"Damn that woman!† Ned said, striding to the door. â€Å"Find Sansa and bring her to the audience chamber. Her voice may be needed.† He descended the tower steps in a red rage. He had led searches himself for the first three days, and had scarcely slept an hour since Arya had disappeared. This morning he had been so heartsick and weary he could scarcely stand, but now his fury was on him, filling him with strength. Men called out to him as he crossed the castle yard, but Ned ignored them in his haste. He would have run, but he was still the King's Hand, and a Hand must keep his dignity. He was aware of the eyes that followed him, of the muttered voices wondering what he would do. The castle was a modest holding a half day's ride south of the Trident. The royal party had made themselves the uninvited guests of its lord, Ser Raymun Darry, while the hunt for Arya and the butcher's boy was conducted on both sides of the river. They were not welcome visitors. Ser Raymun lived under the king's peace, but his family had fought beneath Rhaegar's dragon banners at the Trident, and his three older brothers had died there, a truth neither Robert nor Ser Raymun had forgotten. With king's men, Darry men, Lannister men, and Stark men all crammed into a castle far too small for them, tensions burned hot and heavy. The king had appropriated Ser Raymun's audience chamber, and that was where Ned found them. The room was crowded when he burst in. Too crowded, he thought; left alone, he and Robert might have been able to settle the matter amicably. Robert was slumped in Darry's high seat at the far end of the room, his face closed and sullen. Cersei Lannister and her son stood beside him. The queen had her hand on Joffrey's shoulder. Thick silken bandages still covered the boy's arm. Arya stood in the center of the room, alone but for Jory Cassel, every eye upon her. â€Å"Arya,† Ned called loudly. He went to her, his boots ringing on the stone floor. When she saw him, she cried out and began to sob. Ned went to one knee and took her in his arms. She was shaking. â€Å"I'm sorry,† she sobbed, â€Å"I'm sorry, I'm sorry.† â€Å"I know,† he said. She felt so tiny in his arms, nothing but a scrawny little girl. It was hard to see how she had caused so much trouble. â€Å"Are you hurt?† â€Å"No.† Her face was dirty, and her tears left pink tracks down her cheeks. â€Å"Hungry some. I ate some berries, but there was nothing else.† â€Å"We'll feed you soon enough,† Ned promised. He rose to face the king. â€Å"What is the meaning of this?† His eyes swept the room, searching for friendly faces. But for his own men, they were few enough. Ser Raymun Darry guarded his look well. Lord Renly wore a half smile that might mean anything, and old Ser Barristan was grave; the rest were Lannister men, and hostile. Their only good fortune was that both Jaime Lannister and Sandor Clegane were missing, leading searches north of the Trident. â€Å"Why was I not told that my daughter had been found?† Ned demanded, his voice ringing. â€Å"Why was she not brought to me at once?† He spoke to Robert, but it was Cersei Lannister who answered. â€Å"How dare you speak to your king in that manner!† At that, the king stirred. â€Å"Quiet, woman,† he snapped. He straightened in his seat. â€Å"I am sorry, Ned. I never meant to frighten the girl. It seemed best to bring her here and get the business done with quickly.† â€Å"And what business is that?† Ned put ice in his voice. The queen stepped forward. â€Å"You know full well, Stark. This girl of yours attacked my son. Her and her butcher's boy. That animal of hers tried to tear his arm off.† â€Å"That's not true,† Arya said loudly. â€Å"She just bit him a little. He was hurting Mycah.† â€Å"Joff told us what happened,† the queen said. â€Å"You and the butcher boy beat him with clubs while you set your wolf on him.† â€Å"That's not how it was,† Arya said, close to tears again. Ned put a hand on her shoulder. â€Å"Yes it is!† Prince Joffrey insisted. â€Å"They all attacked me, and she threw Lion's Tooth in the river!† Ned noticed that he did not so much as glance at Arya as he spoke. â€Å"Liar!† Arya yelled. â€Å"Shut up!† the prince yelled back. â€Å"Enough!† the king roared, rising from his seat, his voice thick with irritation. Silence fell. He glowered at Arya through his thick beard. â€Å"Now, child, you will tell me what happened. Tell it all, and tell it true. It is a great crime to lie to a king.† Then he looked over at his son. â€Å"When she is done, you will have your turn. Until then, hold your tongue.† As Arya began her story, Ned heard the door open behind him. He glanced back and saw Vayon Poole enter with Sansa. They stood quietly at the back of the hall as Arya spoke. When she got to the part where she threw Joffrey's sword into the middle of the Trident, Renly Baratheon began to laugh. The king bristled. â€Å"Ser Barristan, escort my brother from the hall before he chokes.† Lord Renly stifled his laughter. â€Å"My brother is too kind. I can find the door myself.† He bowed to Joffrey. â€Å"Perchance later you'll tell me how a nine-year-old girl the size of a wet rat managed to disarm you with a broom handle and throw your sword in the river.† As the door swung shut behind him, Ned heard him say, â€Å"Lion's Tooth,† and guffaw once more. Prince Joffrey was pale as he began his very different version of events. When his son was done talking, the king rose heavily from his seat, looking like a man who wanted to be anywhere but here. â€Å"What in all the seven hells am I supposed to make of this? He says one thing, she says another.† â€Å"They were not the only ones present,† Ned said. â€Å"Sansa, come here.† Ned had heard her version of the story the night Arya had vanished. He knew the truth. â€Å"Tell us what happened.† His eldest daughter stepped forward hesitantly. She was dressed in blue velvets trimmed with white, a silver chain around her neck. Her thick auburn hair had been brushed until it shone. She blinked at her sister, then at the young prince. â€Å"I don't know,† she said tearfully, looking as though she wanted to bolt. â€Å"I don't remember. Everything happened so fast, I didn't see . . . â€Å" â€Å"You rotten!† Arya shrieked. She flew at her sister like an arrow, knocking Sansa down to the ground, pummeling her. â€Å"Liar, liar, liar, liar.† â€Å"Arya, stop it!† Ned shouted. Jory pulled her off her sister, kicking. Sansa was pale and shaking as Ned lifted her back to her feet. â€Å"Are you hurt?† he asked, but she was staring at Arya, and she did not seem to hear. â€Å"The girl is as wild as that filthy animal of hers,† Cersei Lannister said. â€Å"Robert, I want her punished.† â€Å"Seven hells,† Robert swore. â€Å"Cersei, look at her. She's a child. What would you have me do, whip her through the streets? Damn it, children fight. It's over. No lasting harm was done.† The queen was furious. â€Å"Joff will carry those scars for the rest of his life.† Robert Baratheon looked at his eldest son. â€Å"So he will. Perhaps they will teach him a lesson. Ned, see that your daughter is disciplined. I will do the same with my son.† â€Å"Gladly, Your Grace,† Ned said with vast relief. Robert started to walk away, but the queen was not done. â€Å"And what of the direwolf?† she called after him. â€Å"What of the beast that savaged your son?† The king stopped, turned back, frowned. â€Å"I'd forgotten about the damned wolf.† Ned could see Arya tense in Jory's arms. Jory spoke up quickly. â€Å"We found no trace of the direwolf, Your Grace.† Robert did not look unhappy. â€Å"No? So be it.† The queen raised her voice. â€Å"A hundred golden dragons to the man who brings me its skin!† â€Å"A costly pelt,† Robert grumbled. â€Å"I want no part of this, woman. You can damn well buy your furs with Lannister gold.† The queen regarded him coolly. â€Å"I had not thought you so niggardly. The king I'd thought to wed would have laid a wolfskin across my bed before the sun went down.† Robert's face darkened with anger. â€Å"That would be a fine trick, without a wolf.† â€Å"We have a wolf,† Cersei Lannister said. Her voice was very quiet, but her green eyes shone with triumph. It took them all a moment to comprehend her words, but when they did, the king shrugged irritably. â€Å"As you will. Have Ser Ilyn see to it.† â€Å"Robert, you cannot mean this,† Ned protested. The king was in no mood for more argument. â€Å"Enough, Ned, I will hear no more. A direwolf is a savage beast. Sooner or later it would have turned on your girl the same way the other did on my son. Get her a dog, she'll be happier for it.† That was when Sansa finally seemed to comprehend. Her eyes were frightened as they went to her father. â€Å"He doesn't mean Lady, does he?† She saw the truth on his face. â€Å"No,† she said. â€Å"No, not Lady, Lady didn't bite anybody, she's good . . . â€Å" â€Å"Lady wasn't there,† Arya shouted angrily. â€Å"You leave her alone!† â€Å"Stop them,† Sansa pleaded, â€Å"don't let them do it, please, please, it wasn't Lady, it was Nymeria, Arya did it, you can't, it wasn't Lady, don't let them hurt Lady, I'll make her be good, I promise, I promise . . . † She started to cry. All Ned could do was take her in his arms and hold her while she wept. He looked across the room at Robert. His old friend, closer than any brother. â€Å"Please, Robert. For the love you bear me. For the love you bore my sister. Please.† The king looked at them for a long moment, then turned his eyes on his wife. â€Å"Damn you, Cersei,† he said with loathing. Ned stood, gently disengaging himself from Sansa's grasp. All the weariness of the past four days had returned to him. â€Å"Do it yourself then, Robert,† he said in a voice cold and sharp as steel. â€Å"At least have the courage to do it yourself.† Robert looked at Ned with flat, dead eyes and left without a word, his footsteps heavy as lead. Silence filled the hall. â€Å"Where is the direwolf?† Cersei Lannister asked when her husband was gone. Beside her, Prince Joffrey was smiling. â€Å"The beast is chained up outside the gatehouse, Your Grace,† Ser Barristan Selmy answered reluctantly. â€Å"Send for Ilyn Payne.† â€Å"No,† Ned said. â€Å"Jory, take the girls back to their rooms and bring me Ice.† The words tasted of bile in his throat, but he forced them out. â€Å"If it must be done, I will do it.† Cersei Lannister regarded him suspiciously. â€Å"You, Stark? Is this some trick? Why would you do such a thing?† They were all staring at him, but it was Sansa's look that cut. â€Å"She is of the north. She deserves better than a butcher.† He left the room with his eyes burning and his daughter's wails echoing in his ears, and found the direwolf pup where they chained her. Ned sat beside her for a while. â€Å"Lady,† he said, tasting the name. He had never paid much attention to the names the children had picked, but looking at her now, he knew that Sansa had chosen well. She was the smallest of the litter, the prettiest, the most gentle and trusting. She looked at him with bright golden eyes, and he ruffled her thick grey fur. Shortly, Jory brought him Ice. When it was over, he said, â€Å"Choose four men and have them take the body north. Bury her at Winterfell.† â€Å"All that way?† Jory said, astonished. â€Å"All that way,† Ned affirmed. â€Å"The Lannister woman shall never have this skin.† He was walking back to the tower to give himself up to sleep at last when Sandor Clegane and his riders came pounding through the castle gate, back from their hunt. There was something slung over the back of his destrier, a heavy shape wrapped in a bloody cloak. â€Å"No sign of your daughter, Hand,† the Hound rasped down, â€Å"but the day was not wholly wasted. We got her little pet.† He reached back and shoved the burden off, and it fell with a thump in front of Ned. Bending, Ned pulled back the cloak, dreading the words he would have to find for Arya, but it was not Nymeria after all. It was the butcher's boy, Mycah, his body covered in dried blood. He had been cut almost in half from shoulder to waist by some terrible blow struck from above. â€Å"You rode him down,† Ned said. The Hound's eyes seemed to glitter through the steel of that hideous dog's-head helm. â€Å"He ran.† He looked at Ned's face and laughed. â€Å"But not very fast.†