Two Ways to Belong in America

America Dream† she never lost who she was. She never lost her Indian background. Two sisters went to America, so that they can get a great education and also a great Job. Even though they had the same idea coming to America, they both went different ways. These two sisters, they are exactly the same. They have some differences but then it starts happening when they get married.Mira gets married to an Indian man and Bharati gets married to an American man. Mira worked hard to make a living so that when she is ready to retire she has enough to move back to India. Bharati traveled around North America with her husband being an American citizen. Mira wasn't a citizen and her boss wanted a labor certification, but she couldn't provide it so she felt like she was being used. Mira paid her taxes, she loves America and she loves India.She believes that they should start the bill for immigrants who come into the country after the bill has been passed. I feel that Mira doesn't have to be in love with the country but she puts enough dedication to the country that she wants to be a citizen so she doesn't have to go back to India. In the end Bharati explains that her sister Mira is an example of a bigger issue that many people come to America on visa's and when it's over they want to stay because they think it's a great place.

A Game of Thrones Chapter Nineteen

Jon The courtyard rang to the song of swords. Under black wool, boiled leather, and mail, sweat trickled icily down Jon's chest as he pressed the attack. Grenn stumbled backward, defending himself clumsily. When he raised his sword, Jon went underneath it with a sweeping blow that crunched against the back of the other boy's leg and sent him staggering. Grenn's downcut was answered by an overhand that dented his helm. When he tried a sideswing, Jon swept aside his blade and slammed a mailed forearm into his chest. Grenn lost his footing and sat down hard in the snow. Jon knocked his sword from his fingers with a slash to his wrist that brought a cry of pain. â€Å"Enough!† Ser Alliser Thorne had a voice with an edge like Valyrian steel. Grenn cradled his hand. â€Å"The bastard broke my wrist.† â€Å"The bastard hamstrung you, opened your empty skull, and cut off your hand. Or would have, if these blades had an edge. It's fortunate for you that the Watch needs stableboys as well as rangers.† Ser Alliser gestured at Jeren and Toad. â€Å"Get the Aurochs on his feet, he has funeral arrangements to make.† Jon took off his helm as the other boys were pulling Grenn to his feet. The frosty morning air felt good on his face. He leaned on his sword, drew a deep breath, and allowed himself a moment to savor the victory. â€Å"That is a longsword, not an old man's cane,† Ser Alliser said sharply. â€Å"Are your legs hurting, Lord Snow?† Jon hated that name, a mockery that Ser Alliser had hung on him the first day he came to practice. The boys had picked it up, and now he heard it everywhere. He slid the longsword back into its scabbard. â€Å"No,† he replied. Thorne strode toward him, crisp black leathers whispering faintly as he moved. He was a compact man of fifty years, spare and hard, with grey in his black hair and eyes like chips of onyx. â€Å"The truth now,† he commanded. â€Å"I'm tired,† Jon admitted. His arm burned from the weight of the longsword, and he was starting to feel his bruises now that the fight was done. â€Å"What you are is weak.† â€Å"I won.† â€Å"No. The Aurochs lost.† One of the other boys sniggered. Jon knew better than to reply. He had beaten everyone that Ser Alliser had sent against him, yet it gained him nothing. The master-at-arms served up only derision. Thorne hated him, Jon had decided; of course, he hated the other boys even worse. â€Å"That will be all,† Thorne told them. â€Å"I can only stomach so much ineptitude in any one day. If the Others ever come for us, I pray they have archers, because you lot are fit for nothing more than arrow fodder.† Jon followed the rest back to the armory, walking alone. He often walked alone here. There were almost twenty in the group he trained with, yet not one he could call a friend. Most were two or three years his senior, yet not one was half the fighter Robb had been at fourteen. Dareon was quick but afraid of being hit. Pyp used his sword like a dagger, Jeren was weak as a girl, Grenn slow and clumsy. Halder's blows were brutally hard but he ran right into your attacks. The more time he spent with them, the more Jon despised them. Inside, Jon hung sword and scabbard from a hook in the stone wall, ignoring the others around him. Methodically, he began to strip off his mail, leather, and sweat-soaked woolens. Chunks of coal burned in iron braziers at either end of the long room, but Jon found himself shivering. The chill was always with him here. In a few years he would forget what it felt like to be warm. The weariness came on him suddenly, as he donned the roughspun blacks that were their everyday wear. He sat on a bench, his fingers fumbling with the fastenings on his cloak. So cold, he thought, remembering the warm halls of Winterfell, where the hot waters ran through the walls like blood through a man's body. There was scant warmth to be found in Castle Black; the walls were cold here, and the people colder. No one had told him the Night's Watch would be like this; no one except Tyrion Lannister. The dwarf had given him the truth on the road north, but by then it had been too late. Jon wondered if his father had known what the Wall would be like. He must have, he thought; that only made it hurt the worse. Even his uncle had abandoned him in this cold place at the end of the world. Up here, the genial Benjen Stark he had known became a different person. He was First Ranger, and he spent his days and nights with Lord Commander Mormont and Maester Aemon and the other high officers, while Jon was given over to the less than tender charge of Ser Alliser Thorne. Three days after their arrival, Jon had heard that Benjen Stark was to lead a half-dozen men on a ranging into the haunted forest. That night he sought out his uncle in the great timbered common hall and pleaded to go with him. Benjen refused him curtly. â€Å"This is not Winterfell,† he told him as he cut his meat with fork and dagger. â€Å"On the Wall, a man gets only what he earns. You're no ranger, Jon, only a green boy with the smell of summer still on you.† Stupidly, Jon argued. â€Å"I'll be fifteen on my name day,† he said. â€Å"Almost a man grown.† Benjen Stark frowned. â€Å"A boy you are, and a boy you'll remain until Ser Alliser says you are fit to be a man of the Night's Watch. If you thought your Stark blood would win you easy favors, you were wrong. We put aside our old families when we swear our vows. Your father will always have a place in my heart, but these are my brothers now.† He gestured with his dagger at the men around them, all the hard cold men in black. Jon rose at dawn the next day to watch his uncle leave. One of his rangers, a big ugly man, sang a bawdy song as he saddled his garron, his breath steaming in the cold morning air. Ben Stark smiled at that, but he had no smile for his nephew. â€Å"How often must I tell you no, Jon? We'll speak when I return.† As he watched his uncle lead his horse into the tunnel, Jon had remembered the things that Tyrion Lannister told him on the kingsroad, and in his mind's eye he saw Ben Stark lying dead, his blood red on the snow. The thought made him sick. What was he becoming? Afterward he sought out Ghost in the loneliness of his cell, and buried his face in his thick white fur. If he must be alone, he would make solitude his armor. Castle Black had no godswood, only a small sept and a drunken septon, but Jon could not find it in him to pray to any gods, old or new. If they were real, he thought, they were as cruel and implacable as winter. He missed his true brothers: little Rickon, bright eyes shining as he begged for a sweet; Robb, his rival and best friend and constant companion; Bran, stubborn and curious, always wanting to follow and join in whatever Jon and Robb were doing. He missed the girls too, even Sansa, who never called him anything but â€Å"my half brother† since she was old enough to understand what bastard meant. And Arya . . . he missed her even more than Robb, skinny little thing that she was, all scraped knees and tangled hair and torn clothes, so fierce and willful. Arya never seemed to fit, no more than he had . . . yet she could always make Jon smile. He would give anything to be with her now, to muss up her hair once more and watch her make a face, to hear her finish a sentence with him. â€Å"You broke my wrist, bastard boy.† Jon lifted his eyes at the sullen voice. Grenn loomed over him, thick of neck and red of face, with three of his friends behind him. He knew Todder, a short ugly boy with an unpleasant voice. The recruits all called him Toad. The other two were the ones Yoren had brought north with them, Jon remembered, rapers taken down in the Fingers. He'd forgotten their names. He hardly ever spoke to them, if he could help it. They were brutes and bullies, without a thimble of honor between them. Jon stood up. â€Å"I'll break the other one for you if you ask nicely.† Grenn was sixteen and a head taller than Jon. All four of them were bigger than he was, but they did not scare him. He'd beaten every one of them in the yard. â€Å"Maybe we'll break you,† one of the rapers said. â€Å"Try.† Jon reached back for his sword, but one of them grabbed his arm and twisted it behind his back. â€Å"You make us look bad,† complained Toad. â€Å"You looked bad before I ever met you,† Jon told him. The boy who had his arm jerked upward on him, hard. Pain lanced through him, but Jon would not cry out. Toad stepped close. â€Å"The little lordling has a mouth on him,† he said. He had pig eyes, small and shiny. â€Å"Is that your mommy's mouth, bastard? What was she, some whore? Tell us her name. Maybe I had her a time or two.† He laughed. Jon twisted like an eel and slammed a heel down across the instep of the boy holding him. There was a sudden cry of pain, and he was free. He flew at Toad, knocked him backward over a bench, and landed on his chest with both hands on his throat, slamming his head against the packed earth. The two from the Fingers pulled him off, throwing him roughly to the ground. Grenn began to kick at him. Jon was rolling away from the blows when a booming voice cut through the gloom of the armory. â€Å"STOP THIS! NOW!† Jon pulled himself to his feet. Donal Noye stood glowering at them. â€Å"The yard is for fighting,† the armorer said. â€Å"Keep your quarrels out of my armory, or I'll make them my quarrels. You won't like that.† Toad sat on the floor, gingerly feeling the back of his head. His fingers came away bloody. â€Å"He tried to kill me.† † ‘S true. I saw it,† one of the rapers put in. â€Å"He broke my wrist,† Grenn said again, holding it out to Noye for inspection. The armorer gave the offered wrist the briefest of glances. â€Å"A bruise. Perhaps a sprain. Maester Aemon will give you a salve. Go with him, Todder, that head wants looking after. The rest of you, return to your cells. Not you, Snow. You stay.† Jon sat heavily on the long wooden bench as the others left, oblivious to the looks they gave him, the silent promises of future retribution. His arm was throbbing. â€Å"The Watch has need of every man it can get,† Donal Noye said when they were alone. â€Å"Even men like Toad. You won't win any honors killing him.† Jon's anger flared. â€Å"He said my mother was—† â€Å"—a whore. I heard him. What of it?† â€Å"Lord Eddard Stark was not a man to sleep with whores,† Jon said icily. â€Å"His honor—† â€Å"—did not prevent him from fathering a bastard. Did it?† Jon was cold with rage. â€Å"Can I go?† â€Å"You go when I tell you to go.† Jon stared sullenly at the smoke rising from the brazier, until Noye took him under the chin, thick fingers twisting his head around. â€Å"Look at me when I'm talking to you, boy.† Jon looked. The armorer had a chest like a keg of ale and a gut to match. His nose was flat and broad, and he always seemed in need of a shave. The left sleeve of his black wool tunic was fastened at the shoulder with a silver pin in the shape of a longsword. â€Å"Words won't make your mother a whore. She was what she was, and nothing Toad says can change that. You know, we have men on the Wall whose mothers were whores.† Not my mother, Jon thought stubbornly. He knew nothing of his mother; Eddard Stark would not talk of her. Yet he dreamed of her at times, so often that he could almost see her face. In his dreams, she was beautiful, and highborn, and her eyes were kind. â€Å"You think you had it hard, being a high lord's bastard?† the armorer went on. â€Å"That boy Jeren is a septon's get, and Cotter Pyke is the baseborn son of a tavern wench. Now he commands Eastwatch by the Sea.† â€Å"I don't care,† Jon said. â€Å"I don't care about them and I don't care about you or Thorne or Benjen Stark or any of it. I hate it here. It's too . . . it's cold.† â€Å"Yes. Cold and hard and mean, that's the Wall, and the men who walk it. Not like the stories your wet nurse told you. Well, piss on the stories and piss on your wet nurse. This is the way it is, and you're here for life, same as the rest of us.† â€Å"Life,† Jon repeated bitterly. The armorer could talk about life. He'd had one. He'd only taken the black after he'd lost an arm at the siege of Storm's End. Before that he'd smithed for Stannis Baratheon, the king's brother. He'd seen the Seven Kingdoms from one end to the other; he'd feasted and wenched and fought in a hundred battles. They said it was Donal Noye who'd forged King Robert's warhammer, the one that crushed the life from Rhaegar Targaryen on the Trident. He'd done all the things that Jon would never do, and then when he was old, well past thirty, he'd taken a glancing blow from an axe and the wound had festered until the whole arm had to come off. Only then, crippled, had Donal Noye come to the Wall, when his life was all but over. â€Å"Yes, life,† Noye said. â€Å"A long life or a short one, it's up to you, Snow. The road you're walking, one of your brothers will slit your throat for you one night.† â€Å"They're not my brothers,† Jon snapped. â€Å"They hate me because I'm better than they are.† â€Å"No. They hate you because you act like you're better than they are. They look at you and see a castle-bred bastard who thinks he's a lordling.† The armorer leaned close. â€Å"You're no lordling. Remember that. You're a Snow, not a Stark. You're a bastard and a bully.† â€Å"A bully?† Jon almost choked on the word. The accusation was so unjust it took his breath away. â€Å"They were the ones who came after me. Four of them.† â€Å"Four that you've humiliated in the yard. Four who are probably afraid of you. I've watched you fight. It's not training with you. Put a good edge on your sword, and they'd be dead meat; you know it, I know it, they know it. You leave them nothing. You shame them. Does that make you proud?† Jon hesitated. He did feel proud when he won. Why shouldn't he? But the armorer was taking that away too, making it sound as if he were doing something wrong. â€Å"They're all older than me,† he said defensively. â€Å"Older and bigger and stronger, that's the truth. I'll wager your master-at-arms taught you how to fight bigger men at Winterfell, though. Who was he, some old knight?† â€Å"Ser Rodrik Cassel,† Jon said warily. There was a trap here. He felt it closing around him. Donal Noye leaned forward, into Jon's face. â€Å"Now think on this, boy. None of these others have ever had a master-at-arms until Ser Alliser. Their fathers were farmers and wagonmen and poachers, smiths and miners and oars on a trading galley. What they know of fighting they learned between decks, in the alleys of Oldtown and Lannisport, in wayside brothels and taverns on the kingsroad. They may have clacked a few sticks together before they came here, but I promise you, not one in twenty was ever rich enough to own a real sword.† His look was grim. â€Å"So how do you like the taste of your victories now, Lord Snow?† â€Å"Don't call me that!† Jon said sharply, but the force had gone out of his anger. Suddenly he felt ashamed and guilty. â€Å"I never . . . I didn't think . . . â€Å" â€Å"Best you start thinking,† Noye warned him. â€Å"That, or sleep with a dagger by your bed. Now go.† By the time Jon left the armory, it was almost midday. The sun had broken through the clouds. He turned his back on it and lifted his eyes to the Wall, blazing blue and crystalline in the sunlight. Even after all these weeks, the sight of it still gave him the shivers. Centuries of windblown dirt had pocked and scoured it, covering it like a film, and it often seemed a pale grey, the color of an overcast sky . . . but when the sun caught it fair on a bright day, it shone, alive with light, a colossal blue-white cliff that filled up half the sky. The largest structure ever built by the hands of man, Benjen Stark had told Jon on the kingsroad when they had first caught sight of the Wall in the distance. â€Å"And beyond a doubt the most useless,† Tyrion Lannister had added with a grin, but even the Imp grew silent as they rode closer. You could see it from miles off, a pale blue line across the northern horizon, stretching away to the east and west and vanishing in the far distance, immense and unbroken. This is the end of the world, it seemed to say. When they finally spied Castle Black, its timbered keeps and stone towers looked like nothing more than a handful of toy blocks scattered on the snow, beneath the vast wall of ice. The ancient stronghold of the black brothers was no Winterfell, no true castle at all. Lacking walls, it could not be defended, not from the south, or east, or west; but it was only the north that concerned the Night's Watch, and to the north loomed the Wall. Almost seven hundred feet high it stood, three times the height of the tallest tower in the stronghold it sheltered. His uncle said the top was wide enough for a dozen armored knights to ride abreast. The gaunt outlines of huge catapults and monstrous wooden cranes stood sentry up there, like the skeletons of great birds, and among them walked men in black as small as ants. As he stood outside the armory looking up, Jon felt almost as overwhelmed as he had that day on the kingsroad, when he'd seen it for the first time. The Wall was like that. Sometimes he could almost forget that it was there, the way you forgot about the sky or the earth underfoot, but there were other times when it seemed as if there was nothing else in the world. It was older than the Seven Kingdoms, and when he stood beneath it and looked up, it made Jon dizzy. He could feel the great weight of all that ice pressing down on him, as if it were about to topple, and somehow Jon knew that if it fell, the world fell with it. â€Å"Makes you wonder what lies beyond,† a familiar voice said. Jon looked around. â€Å"Lannister. I didn't see—I mean, I thought I was alone.† Tyrion Lannister was bundled in furs so thickly he looked like a very small bear. â€Å"There's much to be said for taking people unawares. You never know what you might learn.† â€Å"You won't learn anything from me,† Jon told him. He had seen little of the dwarf since their journey ended. As the queen's own brother, Tyrion Lannister had been an honored guest of the Night's Watch. The Lord Commander had given him rooms in the King's Tower—so-called, though no king had visited it for a hundred years—and Lannister dined at Mormont's own table and spent his days riding the Wall and his nights dicing and drinking with Ser Alliser and Bowen Marsh and the other high officers. â€Å"Oh, I learn things everywhere I go.† The little man gestured up at the Wall with a gnarled black walking stick. â€Å"As I was saying . . . why is it that when one man builds a wall, the next man immediately needs to know what's on the other side?† He cocked his head and looked at Jon with his curious mismatched eyes. â€Å"You do want to know what's on the other side, don't you?† â€Å"It's nothing special,† Jon said. He wanted to ride with Benjen Stark on his rangings, deep into the mysteries of the haunted forest, wanted to fight Mance Rayder's wildlings and ward the realm against the Others, but it was better not to speak of the things you wanted. â€Å"The rangers say it's just woods and mountains and frozen lakes, with lots of snow and ice.† â€Å"And the grumkins and the snarks,† Tyrion said. â€Å"Let us not forget them, Lord Snow, or else what's that big thing for?† â€Å"Don't call me Lord Snow.† The dwarf lifted an eyebrow. â€Å"Would you rather be called the Imp? Let them see that their words can cut you, and you'll never be free of the mockery. If they want to give you a name, take it, make it your own. Then they can't hurt you with it anymore.† He gestured with his stick. â€Å"Come, walk with me. They'll be serving some vile stew in the common hall by now, and I could do with a bowl of something hot.† Jon was hungry too, so he fell in beside Lannister and slowed his pace to match the dwarf's awkward, waddling steps. The wind was rising, and they could hear the old wooden buildings creaking around them, and in the distance a heavy shutter banging, over and over, forgotten. Once there was a muffled thump as a blanket of snow slid from a roof and landed near them. â€Å"I don't see your wolf,† Lannister said as they walked. â€Å"I chain him up in the old stables when we're training. They board all the horses in the east stables now, so no one bothers him. The rest of the time he stays with me. My sleeping cell is in Hardin's Tower.† â€Å"That's the one with the broken battlement, no? Shattered stone in the yard below, and a lean to it like our noble king Robert after a long night's drinking? I thought all those buildings had been abandoned.† Jon shrugged. â€Å"No one cares where you sleep. Most of the old keeps are empty, you can pick any cell you want.† Once Castle Black had housed five thousand fighting men with all their horses and servants and weapons. Now it was home to a tenth that number, and parts of it were falling into ruin. Tyrion Lannister's laughter steamed in the cold air. â€Å"I'll be sure to tell your father to arrest more stonemasons, before your tower collapses.† Jon could taste the mockery there, but there was no denying the truth. The Watch had built nineteen great strongholds along the Wall, but only three were still occupied: Eastwatch on its grey windswept shore, the ShadowTower hard by the mountains where the Wall ended, and Castle Black between them, at the end of the kingsroad. The other keeps, long deserted, were lonely, haunted places, where cold winds whistled through black windows and the spirits of the dead manned the parapets. â€Å"It's better that I'm by myself,† Jon said stubbornly. â€Å"The rest of them are scared of Ghost.† â€Å"Wise boys,† Lannister said. Then he changed the subject. â€Å"The talk is, your uncle is too long away.† Jon remembered the wish he'd wished in his anger, the vision of Benjen Stark dead in the snow, and he looked away quickly. The dwarf had a way of sensing things, and Jon did not want him to see the guilt in his eyes. â€Å"He said he'd be back by my name day,† he admitted. His name day had come and gone, unremarked, a fortnight past. â€Å"They were looking for Ser Waymar Royce, his father is bannerman to Lord Arryn. Uncle Benjen said they might search as far as the ShadowTower. That's all the way up in the mountains.† â€Å"I hear that a good many rangers have vanished of late,† Lannister said as they mounted the steps to the common hall. He grinned and pulled open the door. â€Å"Perhaps the grumkins are hungry this year.† Inside, the hall was immense and drafty, even with a fire roaring in its great hearth. Crows nested in the timbers of its lofty ceiling. Jon heard their cries overhead as he accepted a bowl of stew and a heel of black bread from the day's cooks. Grenn and Toad and some of the others were seated at the bench nearest the warmth, laughing and cursing each other in rough voices. Jon eyed them thoughtfully for a moment. Then he chose a spot at the far end of the hall, well away from the other diners. Tyrion Lannister sat across from him, sniffing at the stew suspiciously. â€Å"Barley, onion, carrot,† he muttered. â€Å"Someone should tell the cooks that turnip isn't a meat.† â€Å"It's mutton stew.† Jon pulled off his gloves and warmed his hands in the steam rising from the bowl. The smell made his mouth water. â€Å"Snow.† Jon knew Alliser Thorne's voice, but there was a curious note in it that he had not heard before. He turned. â€Å"The Lord Commander wants to see you. Now.† For a moment Jon was too frightened to move. Why would the Lord Commander want to see him? They had heard something about Benjen, he thought wildly, he was dead, the vision had come true. â€Å"Is it my uncle?† he blurted. â€Å"Is he returned safe?† â€Å"The Lord Commander is not accustomed to waiting,† was Ser Alliser's reply. â€Å"And I am not accustomed to having my commands questioned by bastards.† Tyrion Lannister swung off the bench and rose. â€Å"Stop it, Thorne. You're frightening the boy.† â€Å"Keep out of matters that don't concern you, Lannister. You have no place here.† â€Å"I have a place at court, though,† the dwarf said, smiling. â€Å"A word in the right ear, and you'll die a sour old man before you get another boy to train. Now tell Snow why the Old Bear needs to see him. Is there news of his uncle?† â€Å"No,† Ser Alliser said. â€Å"This is another matter entirely. A bird arrived this morning from Winterfell, with a message that concerns his brother.† He corrected himself. â€Å"His half brother.† â€Å"Bran,† Jon breathed, scrambling to his feet. â€Å"Something's happened to Bran.† Tyrion Lannister laid a hand on his arm. â€Å"Jon,† he said. â€Å"I am truly sorry.† Jon scarcely heard him. He brushed off Tyrion's hand and strode across the hall. He was running by the time he hit the doors. He raced to the Commander's Keep, dashing through drifts of old snow. When the guards passed him, he took the tower steps two at a time. By the time he burst into the presence of the Lord Commander, his boots were soaked and Jon was wild-eyed and panting. â€Å"Bran,† he said. â€Å"What does it say about Bran?† Jeor Mormont, Lord Commander of the Night's Watch, was a gruff old man with an immense bald head and a shaggy grey beard. He had a raven on his arm, and he was feeding it kernels of corn. â€Å"I am told you can read.† He shook the raven off, and it flapped its wings and flew to the window, where it sat watching as Mormont drew a roll of paper from his belt and handed it to Jon. â€Å"Corn,† it muttered in a raucous voice. â€Å"Corn, corn.† Jon's finger traced the outline of the direwolf in the white wax of the broken seat. He recognized Robb's hand, but the letters seemed to blur and run as he tried to read them. He realized he was crying. And then, through the tears, he found the sense in the words, and raised his head. â€Å"He woke up,† he said. â€Å"The gods gave him back.† â€Å"Crippled,† Mormont said. â€Å"I'm sorry, boy. Read the rest of the letter.† He looked at the words, but they didn't matter. Nothing mattered. Bran was going to live. â€Å"My brother is going to live,† he told Mormont. The Lord Commander shook his head, gathered up a fistful of corn, and whistled. The raven flew to his shoulder, crying, â€Å"Live! Live!† Jon ran down the stairs, a smile on his face and Robb's letter in his hand. â€Å"My brother is going to live,† he told the guards. They exchanged a look. He ran back to the common hall, where he found Tyrion Lannister just finishing his meal. He grabbed the little man under the arms, hoisted him up in the air, and spun him around in a circle. â€Å"Bran is going to live!† he whooped. Lannister looked startled. Jon put him down and thrust the paper into his hands. â€Å"Here, read it,† he said. Others were gathering around and looking at him curiously. Jon noticed Grenn a few feet away. A thick woolen bandage was wrapped around one hand. He looked anxious and uncomfortable, not menacing at all. Jon went to him. Grenn edged backward and put up his hands. â€Å"Stay away from me now, you bastard.† Jon smiled at him. â€Å"I'm sorry about your wrist. Robb used the same move on me once, only with a wooden blade. It hurt like seven hells, but yours must be worse. Look, if you want, I can show you how to defend that.† Alliser Thorne overheard him. â€Å"Lord Snow wants to take my place now.† He sneered. â€Å"I'd have an easier time teaching a wolf to juggle than you will training this aurochs.† â€Å"I'll take that wager, Ser Alliser,† Jon said. â€Å"I'd love to see Ghost juggle.† Jon heard Grenn suck in his breath, shocked. Silence fell. Then Tyrion Lannister guffawed. Three of the black brothers joined in from a nearby table. The laughter spread up and down the benches, until even the cooks joined in. The birds stirred in the rafters, and finally even Grenn began to chuckle. Ser Alliser never took his eyes from Jon. As the laughter rolled around him, his face darkened, and his sword hand curled into a fist. â€Å"That was a grievous error, Lord Snow,† he said at last in the acid tones of an enemy.

Athens vs Han China Dbq

Athens was known for it’s talent; like we know today, Pericles, Plato, Socrates and more. While Athens Greece was prospering, China was suffering. During this period, Confucius lived and taught. His teachings had a rather big influence on Han China and China’s Golden Age. Chinese achievements rivaled the achievements of the Athenians. In spite of Han China and Athens Greece, they were two major empires that both ruled around the same time frame. They had differences such as population, government, and religion/culture. One of the differences Athens and Han China shared were there forms of government. Document 4 shares the characteristic of government with documents 5, 6 7. In â€Å"the oration of Pericles†(4) â€Å"Our form of government is called a democracy because it’s administration is in the hands of the peoples† while â€Å"Mandate of Heaven† (6) In this document Mencius tells the story of Yao and Shun. The Mandate of Heaven is China’s belief that emperors where chose by Heaven. In the document Wan Chang asked â€Å"in that case who gave the Empire to Shun? † and Mencius said, â€Å" Heaven gave it to him. † Wang Chang believed that Heaven gave Shun the Empire. He had that point of view because of what Mencius had told him about the Mandate of Heaven. In â€Å"Government in Athens† (5) It discusses how the Athenian Golden Age was inspired by the development of democracy by the Athenians. â€Å"In the most precise and literal sense Athenians governed themselves† there wasn’t a King or an almighty ruler. Generals were elected from the Assembly and served for a year’s term† On the contrary, â€Å"A remarkably Successful Kind of Government†(7) discusses how the Emperor appoints governors to each district. This type of government was effective because the central government was further enhanced by delegation of different areas . â€Å"The Chinese empire was indeed the largest political system in the classical world. † A document that would have been nice to read about would be a document with citizens from both Athens and Han, and their perspective and outlook on their form of government . Another difference Athens and Han China both had were population. Document 1 shares the characteristic of population with documents 2 3. In document one it shows two maps, one of Athens, and one of the Han Empire. These maps are a biased point of view though because it has the Han Empire map enlarged so it makes the map of Athens look smaller, but also on the map of Athens in the bottom corner it has an enlarged box of Attica. This document is not resourceful if you wanted to compare the size of Athens and Han because the maps are two different sides. It would have been helpful to have the maps the same size, also they could have showed the populations in the areas and where most people lived and where they traveled. â€Å"Athens population distribution† (2) This document shows the total population of Attica which is 315,000 . It also shows how many people were in each class, the class that had the most people were the slaves with 115,00. â€Å"Han China : population distribution†(3) This document shows the total population in Han China, 65,000,000 . Clearly Athens and Han differed in there size and population. Also in this document it shows how many people were in each class. The class with the most people is, Peasant farmers/urban workers with 58,500,000 people. Culture/ Religion is another difference Athens and Han China had. Document 8 shares the characteristic of Culture/Religion just like documents 9,10,11 12. â€Å"what is a good citizen†(8) This shows Athenian culture and what they had believed is a good citizen. This document discusses how each individual isn’t just interested in his own problems or his own self, but he’s also interested in the state and it’s affairs. While in document 10 â€Å"Confucius on the Individual and the State† This document is showing culture because the people of the Han China culture believed what Confucius taught and said. In this document Confucius said that fathers are to cover up for their sons and sons to cover up for their fathers. What would have made this document more relevant to Han China’s culture would be facts on how Confucius culturally and religiously influenced Han China and it’s peoples to believe his teachings. â€Å"Dialogue of Socrates and Crito in Prison†(9) This document is about Crito trying to get Socrates to escape from prison. Socrates was thrown into prison because he was charged for not believing in the gods that everyone believed, introducing other gods, and corrupting the youth. This shows culture because that’s what people did if you did not believe in the same Gods they believed in. Socrates did not believe or listen to Crito, he had that point of view because nothing would convince him other wise of what he thought, â€Å" I know that anything more, which you may say, will not convince me† – Socrates. Document 11†Discus Thrower† is a painting of an Athenian man throwing a discuss, the cultural style of art differed from Han China’s style of art. Ch’ iu Ying Landscape (12) differed from document 11. This is a painting of a landscape, while document 11 was a portrait. What would have been better to help further contrast these different cultures styles of art would be more documents of Han Athens’s artworks. In closing, Han China and Athens Greece had there differences in three categories, but there are more differences then just those three. For example, everyday life for the citizens. Although Han China and Athens Greece were two major empires that both ruled around the same time frame. They had there differences such as population, government, and religion/culture. Athens vs Han China Dbq Athens was known for it’s talent; like we know today, Pericles, Plato, Socrates and more. While Athens Greece was prospering, China was suffering. During this period, Confucius lived and taught. His teachings had a rather big influence on Han China and China’s Golden Age. Chinese achievements rivaled the achievements of the Athenians. In spite of Han China and Athens Greece, they were two major empires that both ruled around the same time frame. They had differences such as population, government, and religion/culture. One of the differences Athens and Han China shared were there forms of government. Document 4 shares the characteristic of government with documents 5, 6 7. In â€Å"the oration of Pericles†(4) â€Å"Our form of government is called a democracy because it’s administration is in the hands of the peoples† while â€Å"Mandate of Heaven† (6) In this document Mencius tells the story of Yao and Shun. The Mandate of Heaven is China’s belief that emperors where chose by Heaven. In the document Wan Chang asked â€Å"in that case who gave the Empire to Shun? † and Mencius said, â€Å" Heaven gave it to him. † Wang Chang believed that Heaven gave Shun the Empire. He had that point of view because of what Mencius had told him about the Mandate of Heaven. In â€Å"Government in Athens† (5) It discusses how the Athenian Golden Age was inspired by the development of democracy by the Athenians. â€Å"In the most precise and literal sense Athenians governed themselves† there wasn’t a King or an almighty ruler. Generals were elected from the Assembly and served for a year’s term† On the contrary, â€Å"A remarkably Successful Kind of Government†(7) discusses how the Emperor appoints governors to each district. This type of government was effective because the central government was further enhanced by delegation of different areas . â€Å"The Chinese empire was indeed the largest political system in the classical world. † A document that would have been nice to read about would be a document with citizens from both Athens and Han, and their perspective and outlook on their form of government . Another difference Athens and Han China both had were population. Document 1 shares the characteristic of population with documents 2 3. In document one it shows two maps, one of Athens, and one of the Han Empire. These maps are a biased point of view though because it has the Han Empire map enlarged so it makes the map of Athens look smaller, but also on the map of Athens in the bottom corner it has an enlarged box of Attica. This document is not resourceful if you wanted to compare the size of Athens and Han because the maps are two different sides. It would have been helpful to have the maps the same size, also they could have showed the populations in the areas and where most people lived and where they traveled. â€Å"Athens population distribution† (2) This document shows the total population of Attica which is 315,000 . It also shows how many people were in each class, the class that had the most people were the slaves with 115,00. â€Å"Han China : population distribution†(3) This document shows the total population in Han China, 65,000,000 . Clearly Athens and Han differed in there size and population. Also in this document it shows how many people were in each class. The class with the most people is, Peasant farmers/urban workers with 58,500,000 people. Culture/ Religion is another difference Athens and Han China had. Document 8 shares the characteristic of Culture/Religion just like documents 9,10,11 12. â€Å"what is a good citizen†(8) This shows Athenian culture and what they had believed is a good citizen. This document discusses how each individual isn’t just interested in his own problems or his own self, but he’s also interested in the state and it’s affairs. While in document 10 â€Å"Confucius on the Individual and the State† This document is showing culture because the people of the Han China culture believed what Confucius taught and said. In this document Confucius said that fathers are to cover up for their sons and sons to cover up for their fathers. What would have made this document more relevant to Han China’s culture would be facts on how Confucius culturally and religiously influenced Han China and it’s peoples to believe his teachings. â€Å"Dialogue of Socrates and Crito in Prison†(9) This document is about Crito trying to get Socrates to escape from prison. Socrates was thrown into prison because he was charged for not believing in the gods that everyone believed, introducing other gods, and corrupting the youth. This shows culture because that’s what people did if you did not believe in the same Gods they believed in. Socrates did not believe or listen to Crito, he had that point of view because nothing would convince him other wise of what he thought, â€Å" I know that anything more, which you may say, will not convince me† – Socrates. Document 11†Discus Thrower† is a painting of an Athenian man throwing a discuss, the cultural style of art differed from Han China’s style of art. Ch’ iu Ying Landscape (12) differed from document 11. This is a painting of a landscape, while document 11 was a portrait. What would have been better to help further contrast these different cultures styles of art would be more documents of Han Athens’s artworks. In closing, Han China and Athens Greece had there differences in three categories, but there are more differences then just those three. For example, everyday life for the citizens. Although Han China and Athens Greece were two major empires that both ruled around the same time frame. They had there differences such as population, government, and religion/culture.

The Role of Insurance Companies and Real Estate Investment Trusts in Assignment

The Role of Insurance Companies and Real Estate Investment Trusts in Serving the Individual, Industry and the Property Market - Assignment Example Insurance is the increasing necessity of today’s life. Insurance companies are the best and the only place that can offer insurance. The increasing importance of the insurance companies can be realized by the fact the increasing role that insurance companies are playing in the lives of the individuals, industry and the market. The role of insurance companies can be categorized as hedging risk and capital formation. Insurance companies are a big help in hedging many different types of risks that can result in minimizing the losses. Another role of an insurance company is to provide and mobilize resources for the development of any country’s economy. The function of any insurance company is to provide insurance to protect individuals, the industries and the markets against losses that they can not afford. The insurance company does this by transferring the risks of the individuals, industries, business and so to itself. The company then reimburses the affected individual for the losses mentioned in the policy or the agreement. In today’s fast-paced world, where there is no time for the individual to look after their health and lives, insurance companies come to aid. How? The need for people to protect themselves against different risks that life offers, the insurance company provides a vast range of products that cater to the needs of different individuals. Some of the products that insurance company offers are health insurance, life insurance and so on. The need for the type of insurance depends on the people and their needs. Like pointed out before, life is full of unexpected surprises. These surprises can either lead to financial profits or financial losses. For instance, whenever anyone drives, there is always a possibility of running into a severe accident either accident of an individual’s life or that of the property.

Personal Career Essay Example | Topics and Well Written Essays - 750 words

Personal Career - Essay Example First, I need to evaluate my principles/values and align my career in a way that honors these values in order to have a deep satisfaction in the career that I intend to pursue. Since childhood to date, I have passion for economics and finance and math. I really look up to building a successful career in financial analysis in a prominent investment firm. This is because this is a prestigious career that is highly respected in the business world and I intend to work my way from junior position to senior level. Secondly, I have to make adequate planning on my career. I believe I have done so, since I have already set my vision, mission and overall objectives. My vision is to be a highly qualified business analyst who provides quality services to others (Hooley, Watts, Sultana & Neary, 2013). My mission is participation in business consultancy world with the aim of providing quality financial solutions to firms, individuals, institutions and the government in general. Additionally my objectives are, to provide quality financial solutions to firms and to maximize profits while maintaining economic ethics. Additionally, since I am undertaking a business related course, I believe that the skills acquired will enable me perform the duties as required and since I intend to further my course by doing business mathematics, economics and computer packages, my skills will be very essential and will facilitate me achieve success (Hooley, Marriott, Watts & Coiffait, 2012). In addition to this, I intend to evaluate my career plans annually. This will bring clarity and focus to my career and enable me avoid distractions. This annual evaluation will enable me to reflect on my career course, as well as identify areas of failure, success opportunities wasted and threats to my career. It is very important to integrate personal likes, dislikes, hobbies, past time activities basic wants and needs in your career plan. In this regard, I have to

Company Law and Virtue Ethics Essay Example | Topics and Well Written Essays - 3000 words

Company Law and Virtue Ethics - Essay Example A promoter main duty is to offer sufficient funding or capital for the company and to ensure that all the formalities required by the statute of incorporation are met. The promoters have a fiduciary duty to the company and its shareholders. The promoters cannot use secret corporate information for their personal gain or advantage. Becky and Asif can sue Candy to reclaim the gift of Rex 2010 for breach of fiduciary duties. Promoters normally owe fiduciary duties to the company that they are forming. They should thus disclose any profit they are making from the promotion either to the company shareholders or to an independent board. The company may sue a promoter for disgorgement of the profit and for rescission in case there is a breach of duty. Becky and Asif can also replace Candy as a shareholder because the gift of Rex 2010 created a conflict of interest between Candy and the company. When shareholders have a conflict with the decision taken by one of the employees, he or she can be changed or replaced in accordance with its articles or the pertinent law provisions. Furthermore, a company enjoys an independent existence and is used by shareholders to achieve the shareholder's economic purposes. The company can thus be used as a means of replacing or seeking compensation from Candy because she created a risk of loss of compensation for the company. The gift was a business courtesy- it was a gift from a client. Before accepting the gift, Candy should have informed the other partners and not kept the gift for personal use, instead, she created a conflict of interest by having a business relationship with Yienshiu. The most imperative character of Candy’s job was not to acquire a secret gain at the expense of the company. Candy-a promoter- had a legal obligation not to make secret proceeds from promoting the company without the consent of the other promoters (Tengku Abdullah v Mohd Latiff bin Shah Mohd,[1996] 2 MLJ 265). She also had the legal duty of dis closing to the Company about the gift by Yienshiu. She was not transparent in her dealings with the other shareholders and thus did not remain true to her fiduciary duties (Fairview Schools Sdn. Bhd v Indrani a/p Rajaratnam (No1)[1998] 1 MLJ 110). The rights of the two shareholders-Becky & Asif- were harmed by an act done to the company, it is to the company that they should look to institute appropriate action because though the company and shareholders suffered the same wrong, it is only the two shareholders right that was infringed. Candy was seen by Becky and Asif as a fiduciary of the company because her relationship with the other shareholders was supposed to be one of confidence and trust. Candy owed legal and ethical duties to the company as well as to Becky & Asif which she did not honor. She did not exercise due care while carrying out her duty and did not subordinate her personal interests to the organization of the company. Candy abused her position of reliance at the co mpany in spite of the fact that Becky & Asif expected her to devote her full working efforts and time to the interests of the company and to stay away from any doings that would conflict or distract the company interests.

The advantages and disadvantages of Tilling as a technique in plant Essay

The advantages and disadvantages of Tilling as a technique in plant breeding - Essay Example It is a technology that used in molecular biology to directly identify mutations in genes. These technologies have their advantages that make them suitable for adoption and use by human life as well as disadvantages that make them a hazard to human life. This paper, therefore, seeks to establish the advantages and disadvantages of TILLING in plant breeding. TILLING is a molecular biology procedure that uses chemicals and x-rays to bring about undirected point mutations in a plant genome. This is usually the first step in the process. The second step involves an analysis of DNA which aids in the selection of plants that have a mutation that contains the desired gene (Schmidt et al 2011). The method combines a standard and an equally effective technique of mutagenesis with the use of a chemical mutagen such as Ethyl methanesulphonate (EMS) that contains a sensitive DNA screening method to which identifies point mutations in a target gene. This process of plant breeding may include mutation effects that may include gene deactivation and sub sequent reverse crossing with other varieties. This results with a plant that has the desirable mutation such as an amylase free potato. Some biotechnology critics such as Greenpeace have done ‘acceptance’ tests on TILLING method and have cited a large difference in genetic engineering. Some of the advantages of this biological process are; This means that the process can be applied on virtually every organism. This is because it entails modifying the molecular unit of heredity in a living organism. Therefore, plants can grow with a certain desired characteristic. This can be used to fight hunger by increasing food production. Another great advantage of TILLING in plant breeding is that the method its adaptability to high throughput genotyping. This is because it allows choosing appropriate technology for the intended goals and stage of an experiment. The method allows for the independence of the

Accountability of public health service Essay Example | Topics and Well Written Essays - 1000 words

Accountability of public health service - Essay Example This paper provides an insightful study of the accountability issues involved in the British National Health Service organisation. The National Health Service is basically the most renowned government backed health care systemIt is the free provision of complete health care from the UK government to the general public that provides funding for its operations. The organisation is run by the Department of Health under the supervision of Secretary of State for Health. As it is a government funded and publicly run health service organisation, the accountability and answerability concerns are of utmost importance in the organisation. Hence, this paper investigates into the accountability requirements in the British National Health System and the types of accountability involved therein.Accountability has been defined several times with several meanings and perspectives such as Ijiri (1983), Robinson (2002), Sinclair (1995) etc. According to Mulgan (2000, p555), "complex and chameleon-like term", which calls for the usage of term as ever changing and available in various forms and ranges. In much simpler words, we can define accountability as the notion of being accountable and answerable for the deeds and doings. Accountability is involved in many forms in various aspects of human lives. For instance, an organisation is accountable to its shareholders, and a minister is accountable to parliament etc (Mosley 2000). Accountability is essential in the sense that it creates a sense of responsibility and sets a value framework for the actions to be performed. Accountability in public health service is of enhanced importance because of the nature of operations it conducts. If the funds provided by the government are to be allocated completely to the desired beneficiaries and if the prescribed operations are to be performed in the best manner, some necessary accountability measures need to be taken. Such strategies need to be undertaken so as to combat misuse of resources, ensure abidance to defined rules, and enhance efficiency in the health care system. Schedler (1999) says that answerability is the vital component of accountability, which refers to the notion of being answerable for the deeds and decisions. Accountability is pre-eminently important in public health service, because it the utmost responsibility of any government in the world to make the provision of best medical and health care facilities to its people. Any lack of accountability can lead to the corruption, mal-practice and misuse of the resources on the part of the government personnel. Brinkerhoff (2001) refers to the following types of accountability that should be enforced in public health care system: Financial Accountability It makes the public officials accountable for their use of financial resources of the organisation with the help of various tools such as accounting, auditing, and budgeting etc. As public health care system is funded by ministries, the government needs to enforce control measure using predetermined budget for specific facilities and setting limit standards for spending power granted to different levels of authority. This type of accountability is needed to reduce the corruption among public officials in the health sector. The Audit Commission and National Audit Office can take National Health Service bodies under investigation but not much of the information is disclosed outside the organisation. However, the recent reforms introduced by the government require the NHS bodies to publish and disseminate the organisation's annual reports plus their business plans. This counts for an enhanced accountability in financial aspect because the uses and outcomes of financial resources can ea sily be analysed through the financial statements. Managerial Accountability Managerial accountability lies in measuring the performance of the organisation in terms of the results achieved out of its various operations. The personnel can be made accountable through the

Moral Skepticism Essay Example | Topics and Well Written Essays - 1250 words

Moral Skepticism - Essay Example Illness of the mind causes brain dysfunction (Graham). Graham’s view of antirealism is that the term mental and disorder are separate and must always be viewed in dualism. Mental cannot be viewed in a disorderly form since they are always arranged in a particular way. Thus, it is a state of mind function that can be used to describe how a person behaves. Moral anti-realism is the denial of the fact that mental disorders bring almost the moral change of a person. A fact that has been forwarded is that mental illness is a dualistic activity that the physicians call metaphysical scepticism. They also argue that mental illness is indefensible and thus cannot be argued against it. Therefore, an ill person will have to behave in such a way that he does not respect other people in the society (Graham). The argument is that the person’s brains are not medically fit and cannot be questioned. The state of questioning lacks because it is the brain that controls the behaviour. Given that the person mind are alright, it is the sickness of the brain that will transform a person to behave the way he or she does. Thomas Szasz argues that determining and terming a person as mentally disordered is disrespectful. Indeed. He argues that the idea demoralises their dignity as human. The reason of his argument is that the mental illness can be likened to physical illness thereby exposing the sick to various contestable experiments in terms of the values of the person. The social-political character that the person get exposed to be unfairly judged since mental disorder or sickness cannot be compared with the physical destruction of the body. The mentally ill people are thus considered as a lesser human being who do not attract respect from the society. Therefore, it is the moral procedural that they lack, but not sickness as the no medicine can be administered to restore the order of the brain. The idea is

Context Research Essay on Charge of the Light Brigade

Context Research on Charge of the Light Brigade - Essay Example The poem is based on the Crimean war in which the Russians, British, Russian French and Ottoman Empire participated (Donner 5). The war took 3 years and the combatants were fighting for Ottoman territory that was in a decline at the time. The events are actually based on a true story of the light brigade, which was supposed to pursue and capture a Russian artillery train, but instead ended up being sent to the â€Å"Valley of Death† (Tennyson 7, 16); so named because it was an ideal kill zone as they were heading directly towards a heavily fortified Russian defense. The soldiers understood that there had been a mistake and the Commander had blundered but like true British soldiers, they stuck to their orders and never questioned them marching gallantly to their death. In the contemporary setting, the poem is so popular because it reflects the expression of courage under fire and impossible circumstances and the ability of the British army to prevail bravery even in the face of death (Rumens). Many of the soldiers were cut down and historically it is approximated that over 247 out of the 600 soldiers were killed. This is not very much unlike the situation that was replicated in the recent Afghan and Iraq invasions in which hundreds of soldiers died in wars that coud as well have been needless but they were just following orders. The peom is thereore likely to appeal to the modern audience especially in lieu of the fact that the cause of the deaths could be attributed to a miscommunication between the solders and the officers. The phrase â€Å"valley of death† appears to be an allusion from the bible in psalms when David says he will not fear to walk in the shadow of death, the soldiers appear not to fear the danger of death because they hav e faith in God. In contrast with psalms, the subjects in the poem had unwavering faith in their leader but

Philosophy of education Essay Example for Free

Philosophy of education Essay Philosophy is a set of beliefs or ideas one has towards their discipline or line of work. Don Kauchak and Paul Eggen, authors of the textbook â€Å"Introduction to Teaching: Becoming a Professional,† define philosophy as â€Å"The study of theories of knowledge, truth, existence, and morality† [ (Kauchak Eggen, 2011) ]. The philosophy of education is a very important aspect of teaching. It is meant to guide teachers in the classroom and offer insight to the thinking of past experts [ (Kauchak Eggen, 2011) ]. It often will answer the main questions any new and even seasoned teachers have when preparing to teach in the classroom. There are various degrees of philosophy, for example; there is the philosophy of life, the philosophy of religion, and the philosophy of education. However, there are four philosophies of education they include: Perennialism, Essentialism, Progressivism, and Social Reconstructionism. After calculating my scores on the philosophical assessment in the Kauchak and Eggen textbook, I found that my personal philosophy of education is an equal combination of Perennialism and Social Reconstructionism. According to Kauchak and Eggen, Perennialism consists of the teaching of classic knowledge [ (Kauchak Eggen, 2011) ]. This includes literacy, mathematics, and science. Another way of looking at this is teaching student’s subjects that they will use in the future, even if it does not seem relevant now. The definition of perennial is â€Å"long-term† and that is exactly how a teacher with a Perennialism philosophy teaches. Social Reconstructionism, according to Kauchak and Eggen is â€Å"An educational philosophy suggesting that schools, teachers, and students should lead in alleviating social inequities in our society† [ (Kauchak Eggen, 2011) ]. In other words, a teacher with this philosophy teaches their students about social problems, improving society and teaching their students about personal responsibilities. Perennialism and Social Reconstructionism are each on opposite ends of the spectrum. Social Reconstructionism focuses more on the society in which the student lives, while Perennialism focuses more on the intellect of the student. Having these two as my personal philosophies is a bit difficult. While I do believe teaching tolerance and understanding is important, I also know that learning mathematics, science and literacy is equally important. After reading the scenario on page 219 of the Kauchak and Eggen textbook, I would respond to the students by first trying to motivate them. Offering incentives is a great way to get students’ attention; they are more eager to pay attention if they are pursuing it to get something out of it. You can use anything as a motivator; my favorite was always free dessert at lunch! You can also give extra credit points on the next quiz or for younger students you could offer an incentive such as â€Å"line leader† or â€Å"bathroom monitor† for the day. The younger students love when they think they are in charge of something, it can also help their self-esteem knowing they are doing something important. I do believe this is more of an example of Perennialism, however, depending on the specific motivator and the response it gets; it could be Social Reconstructionism as well. The second response I would try is starting a discussion. I would try getting the students’ attention by putting them in discussion groups or having a discussion as a whole class. This would definitely be an example of Social Reconstructionism. This encourages the students to work together and to come up with a solution together. It gives them a chance to ask each other questions before asking the teacher. It also compels them to stay focused on the topic and eliminates the â€Å"my hand wasn’t raised† excuse. My third response, though I would make it my last resort, would be to write a summary on what was taught during the instruction. By doing this, it makes the students want and need to listen in order to do their assignment correctly. This also offers a chance to get some feedback from the teacher and allows you to reflect on what you learned and what you need to work on. This is an example of Perennialism, as it deals with the thought process and encouraging literacy. While Perennialism and Social Reconstructionism are complete opposites, they also share some characteristics, making it easier to teach using both philosophies. Many common knowledge subjects can be transitioned to include activities that work well to alleviate social problems. In math, you can have the students work in groups. This promotes team work and logic. In literacy, you may give reading assignments dealing with a specific problem in society (e. g. poverty, bullying, etc) and have the students write summaries on what they read. This can promote logical thinking as well as establishing knowledge of the society issue in the reading.

Women and gender studies Essay Example for Free

Women and gender studies Essay In WGS101 (Introduction to Women and Gender Studies), we have seen many examples in the news that have related to theories and issues from the textbook and from lecture (e.g. homophobia with pasta ads; genetic testing of athletes). This assignment is your opportunity to identify an issue in the news (Canada or the world) concerning women and/or gender and build an essay around it. Process: ï  ¬Identify an issue in the news and specify its historical context (when) and location (where) and the power relationships involved (how and what). ï  ¬Formulate a thesis and connect it to theories and ideas found in course readings and lecture. What is the connection to course themes? ï  ¬What are the relevant facts? Cite these when you use them. ï  ¬What Textbook or Atlas information can you add to support your thesis? ï  ¬Find additional sources to support your thesis; cite them. ï  ¬Formulate a conclusion Essays should demonstrate what you have learned from the lectures, readings and your own research with additional sources. Integrate these ideas into a well written, organized and analyzed essay. Three pages, double-spaced, 15%. Writing support: For advice on the proper style and format of academic papers, see http://library.utm.utoronto.ca/write and http://www.writing.utoronto.ca/home. Look also to UTM’s Academic Skills Centre for support: http://www.utm.utoronto.ca/asc/Students/tips.htm: †¢Ten most common grammatical errors †¢Referencing styles, how to cite, what to cite More writing advice: http://www.writing.utoronto.ca/ How not to plagiarize: http://www.writing.utoronto.ca/advice/using-sources/how-not-to-plagiarize

Stateless Auto Configuration Addressing With Ipv6 Computer Science Essay

Stateless Auto Configuration Addressing With Ipv6 Computer Science Essay Because of the ever increasing amount of devices that require IP addresses, IPv4 addressing will no longer be enough to provide these devices with an IP address. IPv6 was introduced to solve the problems of the exhaustion of IPv4 addresses by increasing the IP address size from 32b to 128b. This allows for more than enough IP addresses to be given out and is no chance of them ever running out. In this report you will see the different ways in which IPv6 addresses can be assigned to host machines on a network whether it be statically or dynamically. There are benefits and also drawbacks for each method which will be covered in this report. What is IPV6? IPv6 is an internet protocol which was developed to solve the problem of IPv4 address exhaustion. IPv4 uses 32b addressing so that means that it is 2^32 = 4,294,967,296 addresses. This may seem like more than enough IP addresses to provide everyone but in fact is not enough to keep up with the growing demand of IP addresses for the newer technology which requires IP addresses. IPv6 uses 128b addressing 2^128 = 340,282,366,920,938,463,463,374,607,431,768,211,456 addresses. [1] As you can see there are a huge number of IPV6 addresses available which will almost never run out. Because of this it makes it harder for us humans to understand them in binary like in IPv4 so this is why with IPv6 they are changing to use hexadecimal instead of binary. By using hexadecimal it shortens the addresses to allot less than it would be if we kept on using binary but the drawback for this is that many people do not understand hexadecimal as most people havenà ¢Ã¢â€š ¬Ã¢â€ž ¢t seen it implemented before. Stateless auto configuration The stateless auto configuration is when host machines on a network have the ability to configure themselves with a routable IP address without the need of a DHCP server to assign it an address. The way this is done is that hosts generate a link local address for each interface connected to it but like MAC and IP addresses the link local address must be unique for each host. To make sure that all of the link local addresses are unique the host machines send a neighbour solicitation message containing its possible link local address that it wants to use. If there is a reply then it means that another host has the same address that it wants to use and so must change its possible address and send the neighbour solicitation message again until it gets a unique address it can use on its interface. Once the host has obtained a link local address its next aim is now to gain an IP address. To do this routers constantly send out router advertisements that hosts on the network listen out for and once the host receives an advertisement it then gains the network information to give its self an IP address to access the network. Advantages of stateless auto configuration are that there is almost no configuration for the client to do when it the computer tries to gain an IP address. All the client needs to do is wait on the machine getting an IP address from the information gained from the router and that is all that is required to get up and running. Another benefit of stateless auto configuration is that it does not need a DHCP server in order for hosts to gain IP addresses and even if it needs to get other information later on it can then contact a DHCP server to get other information such as DNS server addresses. A disadvantage of this method is that it doesnà ¢Ã¢â€š ¬Ã¢â€ž ¢t get the entire network configuration that it may need to be fully functional on the network. Instead it uses DHCPv6 when it has enough configuration to get reach the DHCPv6 server to get the rest of the configuration. This is not good as it would be more efficient to get all of the needed configuration by using stateless auto configuration. [2] Stateful auto configuration Stateful auto configuration is similar to DHCP in the way that IP addresses are given out to hosts on a network by using a server. Even though with IPv6 and its massive amounts of IP`s it is still a good idea to use a server to manage IP`s for companies to control and easily maintain what computers from each room or department are connected to the router. It also allows you to easily change the configuration of the network if needed from a central point in the network, this case being the DHCPv6 server and change settings such as the DNS server and the range of addresses to provide to hosts and this will also update to the clients when they are due to renew their lease. Stateful auto configuration is used when there is no router on the link that is advertising router advertisements to provide the information to give its self an IP address. Instead it goes to a DHCP server that issues the host with all of the required configuration to get access to the network. A disadvantage of stateful auto configuration is that it needs a DHCPv6 server in order to get an IP address and if the DHCPv6 server goes down then there is no way for hosts to get network configurations unless there is a router on the link that is advertising router advertisements. But in the worst case scenario when their being no router available then there is no way for hosts to get assigned an IP address. DHCPv6 DHCPv6 is the protocol that has been developed to work with IPv6. It allows for hosts on a network to gain an IP address and other settings like DNS and default gateway from the DHCPv6 server by using statefull DHCP. The hosts make contact to the DHCP server by using multicasts and also using the UDP protocol. Below is information on the different messages that are exchanged between the host and the DHCP server in order for the host to gain a valid IPv6 address and get access to network resources with the address given to the host. Solicit This is when the client first makes contact with the DHCP server. Advertise This is when the DHCP server sends an advertise message saying that it is available to assign IP addresses to the client. Request The client machine now sends a request message to the server requesting an IP address and other information such as DNS, Default gateway. Confirm The client now sends a confirm message asking if the information is still valid since the IP address was given out. Renew This is when the clients DHCP lease time is running out and needs to be extended or given out a new IP address. With DHCP is it most likely during a renew process that the IP address will be extended to the client. Rebind This is similar to the renew message but with the rebind message the client contacts the server to increase its lease time but is also able to update any changes to other network configuration such as the DNS servers without changing its IP address Reply This is when the server sends a reply message with network configuration information in response to a solicit, request, renew and rebind messages received from the client before. The server then sends another reply message to confirm that the configuration that the client has received is appropriate for that network the client is connected to. Release The release message is used to indicate to the DHCP server that the client will no longer use the IP address and that the IP address the client had can go back into the address pool for another client to use. Decline The decline message is sent from the client to tell the DHCP server that the IP address given out from the server has already been assigned to another host on the network. Reconfigure This message is sent from the DHCP server to inform the client that there is new configuration on the network and the client must then send a renew and reply message in order to receive the updated information. [3] Conclusion IPv6 is a vast improvement on the previous IPv4 protocol with the ability to provide almost unlimited IP addresses to hosts. The two ways in which hosts can gain an IP address are both adequate ways to distribute IP addresses but there are disadvantages with both stateful and stateless auto configuration. Because stateless requires that there must be a router that is advertising router adverts then it means that if there is no router then of course also means it cannot gain its IP address by using stateless configuration. Another disadvantage of this is that the router advertisements do not provide the hosts with all of the network configuration that it may need and then the host has to go to a DHCPv6 server using stateful configuration to get the rest of the configuration. There are also disadvantages for stateful addressing too in that if there is no DHCP server available then it cannot issue IP addresses to hosts. But out of the two auto configurations I would choose stateful to be the best method of issuing IP addresses because it allows for a remote server to distribute address and you can easily change the network settings on the DHCP server and it will also update the clients on the network. It also allows for more control on who gets what range of IP addresses and lets you easily manage IP`s to be issued to certain departments or rooms in a company so you can monitor the machines more easily.

macbeth :: essays research papers

Developing (or dynamic) character. A character who during the course of a story undergoes a permanent change in some aspect of his/her personality or outlook. Static character. A character who is the same sort of person at the end of a story as s/he was at the beginning. Lady Macbeth "They met me in the day of success: and I have learned by the perfectest report, they have more in them than mortal knowledge" (1.5.1-3). Lady Macbeth is reading the letter in which Macbeth tells of his meeting with the witches. After she has read the letter, Lady Macbeth is determined that she will make the witches' prophecy come true. She prepares herself to work her husband into a murderous state of mind. She also gets hereself into a murderous state of mind, crying out, "Come, you spirits / That tend on mortal thoughts, unsex me here, / And fill me from the crown to the toe top-full / Of direst cruelty!" (1.5.40-43) When Macbeth arrives, she advises him to put on an innocent face in front of the King and to leave the rest to her. [Scene Summary] See, see, our honour'd hostess!" (1.6.10). Thus King Duncan greets Lady Macbeth at the gates of Macbeth's castle. In a display of consummate hypocrisy, Lady Macbeth gives a warm welcome to the man she is planning to murder. [Scene Summary] While King Duncan is having supper in Macbeth's castle, Macbeth steps out to think about the plan to kill the King. When Lady Macbeth finds Macbeth, she exclaims, "He has almost supp'd: why have you left the chamber?" (1.7.29). Then, in order to keep Macbeth committed to the murder plan, she verbally assaults his courage and manhood. This is the scene in which she brags that if she had made a vow to do a murder, she would follow through. Even if it were her own baby, she "would, while it was smiling in my face, / Have pluck'd my nipple from his boneless gums, / And dash'd the brains out, had I so sworn as you / Have done to this" (1.7.56-59). In a few minutes, Macbeth sees things her way. [Scene Summary] Banquo tells Macbeth that the King has been very pleased with the hospitality shown to him, and that "This diamond he greets your wife withal, / By the name of most kind hostess" (2.1.15-16).

My first Sonne and Mid Term Break Essay -- English Literature

My first Sonne and Mid Term Break In this essay I will be comparing and commenting on the poems ‘My first Sonne’, by Ben Johnson and ‘Mid Term Break’ by Seamus Heaney. These poems are all a reflection on a close relative’s death and portray the poet’s emotions, feelings and thoughts. However while Ben Johnson loses a son Seamus Heaney loses a brother, from these poems we see two different types of emotions. Mid term break is an autobiographical poem written by Seamus Heaney when thinking back about the death of his little brother. ‘My first Sonne’ is also autobiographical, but is about the death of Ben Johnson’s seven year old son. Despite the fact that both poems are about death the poets’ emotions are very different, ban Johnson regrets loving his son and Heaney finds peace when he sees his brother once again. In life there is a moral order of death, which is that parents should never have to bury their children, but both the poems are the opposite of the moral order. Even though both poems are different responses to death I think that they are both equally effective. The poets’ use of lexis, structures and themes help make their poems effective. Meaning is important in both poems, it shows us that death can strike at any time and can have a great impact on us. I think both poems have straight forward meaning- we see Benn Johnson trying to create meaning in his poem for why his son died. Ben Johnson blames himself for loving his child too much, even though we know that infant mortality was high at this point. Johnson does not take into mind the context of the time he was living in. Structure is important in poems as it affects the rhythm and the tone, this could affect the whole meaning of a ... ...e Gods with Jesus’. Even though the reader may not be religious the use of expressions makes it easier to understand than Mid Term Break. Heaney in his final line uses alliteration to end the poem, this final stanza gains our sympathy and we empathise with him. Johnson uses a similar technique, using his final line to gain the views understanding and sympathy. Both poets use words which describe what has happened and how they feel, for example Johnson describes his son being ‘exacted’. This is another meaning for collecting, debt collecting. I feel that both poems are effective in their meaning- however personally My First Sonne gains my empathy more than Mid- Term Break. I think this is because it is more understandable and not as complex. Having lost a close person I can understand what Johnson feels- a rush of anger followed by love and regret.

Capital Punishment Essay -- Justice Law Government Morals Ethics Essay

Capital Punishment Should we kill killers is the question to answer regarding the controversial subject of capital punishment. There is strong support for both sides and many people have offered their opinions in writing for all of us to examine. John M. Olin, the Professor of Jurisprudence and Public Policy at Fordham University, gave us his Pro-Capital Punishment opinion in the Harvard Law Review in 1986. Although his article was written more than a decade ago the argued topics have not changed. In his work The Ultimate Punishment: A Defense Mr. Olin addresses why he feels capital punishment is necessary in our society and across the world. According to Olin retribution is the number one reason for capital punishment. He goes on to say that the retributive notion of punishment in general is that as a foundational matter of justice, criminals deserve punishment and punishment should be equal to the harm done. What counts as â€Å"punishment equal to harm†? Olin refers to lex talionis commonly known as â€Å"an eye for an eye†. This idea was drawn from the Babylonian Law of Hammurabi from the 18th century. It states: If a builder builds a house for someone, and does not construct it properly, and the house which he built falls in and kills its owner, then that builder shall be put to death. If it kills the son of the owner, then the son of that builder shall be put to death. Besides being totally absurd there are a couple of points to make. First, retribu tion cannot be uniformly applied to every harm committed. What about rapist? Should they be raped? What about those who commit mass murder? How can we make their punishment proportional? The answer is we can not. Killing one person who killed another serves no practical... ...ntly, especially if death is involved, then we need to stop, back up and say â€Å"what is going on here?† Criminals no doubt deserve to be punished, and punished with severity appropriate to the harm they have caused to the innocent. But severity of punishment has its limits, both by justice and basic human dignity. Too many studies have shown that a lengthy sentence of 20 to 30 years of a murderer has been proven to be sufficient. After this period of time most individuals have proven to be constructive, worthy members of society and have lived prosperous lives after being released. I do however; recognize the fact that many individuals should stay in prison for the rest of their lives for the safety of all as well as retribution. For a Nation that is supposed to be founded on Christian morals and beliefs I have to wonder how they justify much of what they do.

Power in Shakespeare

Power has significantly marked the society where we are in current development. Power is one of the best ways to control a society, yet it impacts the society in a negative way when it comes to distributing rights and opportunities. That is, since it involves the worst issues within the government known as corruption. In William Shakespeare’s play, Richard III, and Aristophanes’ play, Lysistrata, both authors employ the major role and concept of power.Both Shakespeare’s and Aristophanes’ approach to power has influenced the understanding of power and through their examples; one can employ their ideas as to why sometimes I feel powerless or powerful in my current life of a student. The views expressed by these authors are focused politically to power, which make people reflect on what power means; this involves attraction and subjugates provocation. The power is so great that it will always be seen negatively. With power one can organize groups but, there n eeds to be an authority.For example, like those with the political, economic, military or religious power. Yet, the problem comes when the abuse of power arises and when having too much power, the mind can be corrupted. It is necessary that one should have a good posture when power comes into hand and one should see it as something to improve on rather than to enhance on the small things that one does not need. Power should be seen as the ability to control to do the right thing and for that reason, be able to accomplish positive changes for the rest of the community.As a student, one has the ability to have power or not to have power either by sitting in a regular classroom or being at the university in general. At the university, there are laws, rules and authority that needs to be followed and for that reason a student could sometimes feel powerless. For instance, there is a rule at FAU that a student can’t be absent from a class for a certain amount of days. The student i s able to feel powerful because he or she has the ability to not go to class.Yet, once he or she reaches or passes the amount of days, the student will be automatically dropped out and in addition will receive a penalty for it. So a student can feel powerless because it has no other choice but to go to the class just so he or she wouldn’t get penalized. In other words, one could explain how different styles of power could have similar characteristics through the norms and rules that exist today. For example, the power exerted from a government of any country must be abided by the people who inhabit it through compliance ith the same laws and standards. Also, the student of any university must also follow the same rules and laws established by the university. As you can see, this example represents a power running scheme of a major and minor scale, but with a similar goal, which is how to maintain order where there is always power. The penalty is always the consequence, that i s, if you decide to take too much power into your own hands. If one has power, he or she should be able to manipulate it well enough to not let it go into the wrong hands.Similarly in Richard III, Shakespeare employs Hastings as a lord with honor who always remains loyal and trustworthy to the family. But when he gives all his trust and all his power to Richard, Richard ends up killing him. With power comes a consequence, and coinciding to this idea, that is why with power, corruption always occur. To that reason, a student will feel powerless because he or she has no other choice but to attend class. In order to be able to advance and be successful in class, you have to depend on your surroundings rather than self-advancement.One should be able to find peers and ask them what they did the whole class. Also, one is able to get the notes and basically get everything of what the teacher did without being in class. This being said, a student will feel powerful only if they have their s urroundings by the palm of their hand. If the student is going to use his or her power, it will need to depend on its surroundings in order to be able to get the power that he or she wants. As said by Shakespeare, â€Å"Which done, God take King Edward to his mercy, and leave the world for me to bustle in, for then I’ll marry Warwick’s youngest daughter† (5).At school, one cannot depend on himself or herself, but on the teacher and on the peers. In Shakespeare view, he is showing how Richard views his power and Richard needs his surroundings and his superiority in order to get to King Edward’s throne. As for Aristophanes, Lysistrata would have never been able to succeed if she did not have the help of the other women. Her use of manipulation helped her gain power and she was able to take back her man and bring peace to the city. In addition, manipulating is being able to handle, control, or use someone or something cleverly and skillfully for one's own ad vantage.A student can exercise the power to manipulate other students not to follow the rules or establish academic programs. Students who do not have responsibility and honesty are able to induce other students not to follow their school schedule, for example the student’s class attendance. The student’s friends will tell them to not attend class, go to the beach, or miss class just to miss it. And likewise, they are able to decrease the academic level in their classes because they assume no responsibility and maturity with the commitment to remain in a serious institution such as a university.These students still depend on their parents and since they know their parents will pay everything for them, they get low self-esteem and they won’t be able to value themselves and appreciate what they have. For this reason, they are people who have no responsibility and have no commitment when it comes to effort and it will be reflected once they attend the university. T herefore, that is why they influence other students to do the same. Aristophanes explains how the women were able to manipulate the power and strength of their husbands and warriors, exerting some manipulation of their womanhood and wife.Similarly, Shakespeare speaks of Elizabeth’s power over King Edward. By then, Richard is seeing the king as being weak and being handled by women. â€Å"Why, this it is, when men are ruled by women; my Lady Grey his wife, Clarence, ‘tis she that tempers him to this extremity† (Shakespeare 3). Comparing the previous texts, a student to a certain extent, can manipulate by being able to respect and enforce the university rights. For example, receiving an academic background in the area specified and chosen by the student and freely expressing its ideas and not being able to get punished because of them.This is why universities should take responsibility to train professionals and specialists in various areas of knowledge, as well as the formation of authentic citizens with moral and ethical responsibilities committed to the social reality around them. In Lysistrata, the women had a hard time being heard by the town and similarly, I have that same problem with my life as a college student. Just as the commissioner said in Lysistrata, â€Å"you expect me to take orders from a woman. I’d die first† (Aristophanes 91).The men during that era did not take the women into consideration and they were never taken into account. They were always ignored and predominated the power of men. Aristophanes portrayed the women into another new level by giving them the importance that they needed. Although they were only valued as a house wife, Aristophanes took into consideration how important sex is in the life of men, and gave power to the women using their ingenuity. Due to the fact that FAU has a great amount of tudents not only in the school in general but in the classes as well, the professors cannot provide a personalized education for each student. For that reason, that is why students sometimes feel ignored. It is very complicated for a professor to dictate a class with an abundance of students and the time assigned by the university because it limits them to give just a general class. In the other hand, it is not the professor’s fault but it is the university’s in general as to why most students are ignored. It is up on our time to go to the professor’s office hours just to have a conversation from person to person.People usually ask what they have to do in order to get to power while having the connections and influences and at the same time being a normal and ordinary person. For me, the answer or explanation to this question is due to my presence here at Florida Atlantic University because it is obtained through preparation, school work, and knowledge. For that reason, there is a famous phrase said by nearly everyone today that â€Å"knowledge is power†. Yet, through the knowledge that I gain, I have the ability and power to make my own decisions. Power in Shakespeare Power has significantly marked the society where we are in current development. Power is one of the best ways to control a society, yet it impacts the society in a negative way when it comes to distributing rights and opportunities. That is, since it involves the worst issues within the government known as corruption. In William Shakespeare’s play, Richard III, and Aristophanes’ play, Lysistrata, both authors employ the major role and concept of power.Both Shakespeare’s and Aristophanes’ approach to power has influenced the understanding of power and through their examples; one can employ their ideas as to why sometimes I feel powerless or powerful in my current life of a student. The views expressed by these authors are focused politically to power, which make people reflect on what power means; this involves attraction and subjugates provocation. The power is so great that it will always be seen negatively. With power one can organize groups but, there n eeds to be an authority.For example, like those with the political, economic, military or religious power. Yet, the problem comes when the abuse of power arises and when having too much power, the mind can be corrupted. It is necessary that one should have a good posture when power comes into hand and one should see it as something to improve on rather than to enhance on the small things that one does not need. Power should be seen as the ability to control to do the right thing and for that reason, be able to accomplish positive changes for the rest of the community.As a student, one has the ability to have power or not to have power either by sitting in a regular classroom or being at the university in general. At the university, there are laws, rules and authority that needs to be followed and for that reason a student could sometimes feel powerless. For instance, there is a rule at FAU that a student can’t be absent from a class for a certain amount of days. The student i s able to feel powerful because he or she has the ability to not go to class.Yet, once he or she reaches or passes the amount of days, the student will be automatically dropped out and in addition will receive a penalty for it. So a student can feel powerless because it has no other choice but to go to the class just so he or she wouldn’t get penalized. In other words, one could explain how different styles of power could have similar characteristics through the norms and rules that exist today. For example, the power exerted from a government of any country must be abided by the people who inhabit it through compliance ith the same laws and standards. Also, the student of any university must also follow the same rules and laws established by the university. As you can see, this example represents a power running scheme of a major and minor scale, but with a similar goal, which is how to maintain order where there is always power. The penalty is always the consequence, that i s, if you decide to take too much power into your own hands. If one has power, he or she should be able to manipulate it well enough to not let it go into the wrong hands.Similarly in Richard III, Shakespeare employs Hastings as a lord with honor who always remains loyal and trustworthy to the family. But when he gives all his trust and all his power to Richard, Richard ends up killing him. With power comes a consequence, and coinciding to this idea, that is why with power, corruption always occur. To that reason, a student will feel powerless because he or she has no other choice but to attend class. In order to be able to advance and be successful in class, you have to depend on your surroundings rather than self-advancement.One should be able to find peers and ask them what they did the whole class. Also, one is able to get the notes and basically get everything of what the teacher did without being in class. This being said, a student will feel powerful only if they have their s urroundings by the palm of their hand. If the student is going to use his or her power, it will need to depend on its surroundings in order to be able to get the power that he or she wants. As said by Shakespeare, â€Å"Which done, God take King Edward to his mercy, and leave the world for me to bustle in, for then I’ll marry Warwick’s youngest daughter† (5).At school, one cannot depend on himself or herself, but on the teacher and on the peers. In Shakespeare view, he is showing how Richard views his power and Richard needs his surroundings and his superiority in order to get to King Edward’s throne. As for Aristophanes, Lysistrata would have never been able to succeed if she did not have the help of the other women. Her use of manipulation helped her gain power and she was able to take back her man and bring peace to the city. In addition, manipulating is being able to handle, control, or use someone or something cleverly and skillfully for one's own ad vantage.A student can exercise the power to manipulate other students not to follow the rules or establish academic programs. Students who do not have responsibility and honesty are able to induce other students not to follow their school schedule, for example the student’s class attendance. The student’s friends will tell them to not attend class, go to the beach, or miss class just to miss it. And likewise, they are able to decrease the academic level in their classes because they assume no responsibility and maturity with the commitment to remain in a serious institution such as a university.These students still depend on their parents and since they know their parents will pay everything for them, they get low self-esteem and they won’t be able to value themselves and appreciate what they have. For this reason, they are people who have no responsibility and have no commitment when it comes to effort and it will be reflected once they attend the university. T herefore, that is why they influence other students to do the same. Aristophanes explains how the women were able to manipulate the power and strength of their husbands and warriors, exerting some manipulation of their womanhood and wife.Similarly, Shakespeare speaks of Elizabeth’s power over King Edward. By then, Richard is seeing the king as being weak and being handled by women. â€Å"Why, this it is, when men are ruled by women; my Lady Grey his wife, Clarence, ‘tis she that tempers him to this extremity† (Shakespeare 3). Comparing the previous texts, a student to a certain extent, can manipulate by being able to respect and enforce the university rights. For example, receiving an academic background in the area specified and chosen by the student and freely expressing its ideas and not being able to get punished because of them.This is why universities should take responsibility to train professionals and specialists in various areas of knowledge, as well as the formation of authentic citizens with moral and ethical responsibilities committed to the social reality around them. In Lysistrata, the women had a hard time being heard by the town and similarly, I have that same problem with my life as a college student. Just as the commissioner said in Lysistrata, â€Å"you expect me to take orders from a woman. I’d die first† (Aristophanes 91).The men during that era did not take the women into consideration and they were never taken into account. They were always ignored and predominated the power of men. Aristophanes portrayed the women into another new level by giving them the importance that they needed. Although they were only valued as a house wife, Aristophanes took into consideration how important sex is in the life of men, and gave power to the women using their ingenuity. Due to the fact that FAU has a great amount of tudents not only in the school in general but in the classes as well, the professors cannot provide a personalized education for each student. For that reason, that is why students sometimes feel ignored. It is very complicated for a professor to dictate a class with an abundance of students and the time assigned by the university because it limits them to give just a general class. In the other hand, it is not the professor’s fault but it is the university’s in general as to why most students are ignored. It is up on our time to go to the professor’s office hours just to have a conversation from person to person.People usually ask what they have to do in order to get to power while having the connections and influences and at the same time being a normal and ordinary person. For me, the answer or explanation to this question is due to my presence here at Florida Atlantic University because it is obtained through preparation, school work, and knowledge. For that reason, there is a famous phrase said by nearly everyone today that â€Å"knowledge is power†. Yet, through the knowledge that I gain, I have the ability and power to make my own decisions.