What are NGOs How do they help and hinder development Essay

What are NGOs How do they help and hinder development - Essay Example rity organizations, and while their social aims may have political undertones, or political support, they are not created or run for political purposes (Ahmed & Potter, 2006) NGOs can be aimed towards a very diverse array of aims, ranging from environmental benefits, social benefits, poverty alleviations, awareness campaigns, health benefits, or educational reform. They can be very large, ranging across cities or countries, or they can be small, run by and consisting of only a handful of people. For example, in his book Three Cups of Tea, author and NGO worker Greg Mortenson describes his efforts at working in areas of Afghanistan and Pakistan, aiming to alleviate poverty and in particular focus on educating young girls. The benefit of NGOs is that they are very easy to set up and do not require government grants or tedious official proceedings in order to set up. Mortenson, who was initially a nurse and mountain-climber before directing his efforts towards social benefits, managed to educate over sixty thousand children, out of which more than 50,000 were girls, a remarkable feat in a place where women are rarely allowed to leave their houses, much less acquire education (Mortenson, 2007). As a result, one can conclude that NGOs maximize developmental efforts for two reasons. Governments tend to focus on geographically significant areas, that is, either areas that are significantly underdeveloped, or areas that are significantly developed. NGOs, being more personal in nature, can focus over a wider array of areas and subjects, which the government might not otherwise be able to focus on, owing either to a lack of resources or distribution of priorities. Secondly, they can be set up on any scale, and provide help on any level, be it small or big. Because it is the vision of common, dedicated individuals, not obligated by their jobs or other responsibilities, yet choosing to do so anyway, they are able to focus in a more converged environment and seek out greater

Understanding of the career opportunities in Sports Management Essay Example for Free

Understanding of the career opportunities in Sports Management Essay The field of sport and exercise persists to expand rapidly. This is proofed by the fact that sport is now regarded as a multi-billion dollar industry. As the sport practices increased expansion, many career opportunities are becoming obtainable for students skilled in sport and exercise linked majors. Sport management, as a career is broad-based enough to symbolize a diversity of sport-related areas including, but not limited to, leisure and sport facilities; hotels and resorts; public and private aquatic, golf, and/or racquet clubs; health and fitness programming found in corporations, hospitals, private agencies and clubs, and public settings; commodities; youth, interscholastic, intercollegiate, and professional sports; community recreation; collegiate leisure sports; armed services recreational sports; and nonprofit youth agency amusement and sport programs. Further, the sport management curriculums are flexible enough to convene the demands of student career concerns in such areas as sport leisure and recreation, sport and athletics, sporting goods industry, hostelries as well as travel, nonprofit agencies, and health and fitness management. In defining sport management Stier stated, Today sport management is in reality a multifaceted domain offering a multitude of opportunities for employment and self-fulfillment in a wide range of sport and sport related activities, both in the public and private sectors, as well as in the profit and not-for-profit arenas (Stier, 1999, p. 3). The umbrella of physical education is no longer, and never was, broad-based enough to cover the ever-expanding field of sport management and the other fields that have developed. Numerous organizational options are accessible for sport management programs. The least intimidating option is to remain within the department of physical education and seek an independent status with a separate budget and curricular freedom. A subsequent option is to seek departmental status, which would need a major financial commitment by the college/university throughout a time when dollars are short. Yet another alternative is to fold the sport management curriculum into the department of recreation management or recreation and leisure studies, forming a new, extended department of leisure and sport management. A degree in Sport Management facilitates students’ admission into recreation field. It serves numerous of the same clients and teaches related theory in the management area. The programs gives a distinct required core and a diversity of specializations such as recreation management, sport management, collegiate recreational sport management, aquatic management, health and fitness management, golf facilities management, recreation therapy, coaching education, and others (Kravitz, L. 2001). Sport management undergraduate and graduate programs inflate and prosper under the umbrella of recreation and sport management. Numerous opportunities available for growth of recreation and sport management programs in areas such as management, psychology, leadership, coaching etc. Career opportunity in the field of sports management role can differ extremely depending upon the setting, although the definite task of the manager will be to take general management functions and execute them in a sports setting. All management functions can pertain in different situations at different times, the actually skilful manager will discern when each applies and will use that progression properly. It is necessary for sports managers to comprehend that they are managing in a sports situation, and that they must be applying the correct business principles and practices as appropriate and pertinent to that situation, as colleagues will be doing in other industrial state. There has been some interruption in service industries usually in distinguishing that they have to apply management principles, as do product-based industries. There has been an additional gap in sport apprehending that it is in fact a service industry, but now it is hoped these thought processes and then good practices will instigate to be applied. Sports managers need background knowledge in the development of management, but they will more particularly need knowledge of sport and the people involved in it. To be really effective they will have to a have a feeling for the business of sport, as well as management skills. Basically, sports management is all concerning managing: †¢ The workplace †¢ The people †¢ Day-to-day operations †¢ The facility †¢ The activity †¢ The development process †¢ Partnership working. It has been accepted in a number of settings that there are five general approaches to management. The classical approach deals with the content, suggestive that there is core knowledge that every manager should possess. This comprises the functions of planning, organizing and controlling. The behavioral approach regards as the role of the individual within the management process and recognizes that each individual has needs, wants and desires. It considers that individuals are diverse and need to be properly treated. Management science sets out to use mathematical approaches in management to recuperate efficiency; it relays to operational problems and ways of solving these. The systems approach is based on conniving a specific system of management made up of a diversity of parts which should be brought together to function as an entire to congregate the organizations objectives. The contingency approach works on the supposition that there is no single best means to manage. The manager should be able to manage in diverse situations and distinguish that organizations can diverge in the best way. Though, there are always a diversity of theories and ideas while managing in any given situation, and they must be applied at the suitable time and in the proper manner. To have Sports management as career a manger should always be responsive of trends in sports and the resultant effects on participation. Change can be quick, e. g. the start of numerous people retiring early; or expected, e. g. the reduction in numbers of young people. In some such instance, sports management should react or, better still, anticipate. The profession of sports management desires people who have come from a realistic background with additional training, as well as those who could be professed as academics who have come from an educational background. In numerous situations the difference might be seen as more to do with attitudes than with explicit skill-based training most industrial settings, and sport and recreation is no different, would favor an open-minded wider-thinking person whatever their surroundings, so this is perceived to be one of the benefits of a more academic learning. â€Å"Education is leading human souls to what is best†¦the training which makes men happy in themselves also makes them more serviceable to others†. John Ruskin http://www. infed. org/christianyouthwork/spark_of_the_divine. htm Fundamentally it is much more significant for people to have the keenness and sympathy for sport and its participants than any written qualification, but it is significant that they have the capability to think widely enough to believe everything that may intrude on the operation of sport in their country as well as their explicit situation in a club or national body. The girth of education, perhaps from an extent or some other general management qualification, might well be useful for someone in sports administration if it is joined with commitment and eagerness for the activity of sport, the feature that distinguishes it from other management situations. Interpersonal skills and significance in sport are, though, more significant than any qualification or educational backdrop. The requirement for training is pertinent regardless of whether a person already possesses a condition, a degree or even a postgraduate award. Training can offer specific skills, knowledge and proficiency that will not come from degree-level courses and will be necessary for sports managers in the work situation. For instance, a degree in sports management is never going to train one specifically how to hold volunteers in some of the situations that can come up in the everyday sports arena. particular consideration has to be given to the physical constraints that face people working in sport and how they are going to manage with them this is usually best attained through a progressive and well-established training programme.

Evidence Based Case Study Social Work Essay

Evidence Based Case Study Social Work Essay Evidence based practice (EBP) refers to integrating professional expertise with the best available external research, and incorporating the views of service users (Beresford, 1996). Evidence based practice has received its reputation by examining the reasons why interventions are necessary (Duffy, Fisher and Munroe, 2008). Within my placement EBP was important for refining my practice so the service user was provided with appropriate support for her individual needs. I used my EBP to carry out research to determine what evidence supported or rejected the use of a specific intervention; within this case I used a counseling approach. The principle of social work intervention is to provide good practice and should be based on a decision-making framework (Preston-Shoot and Braye, 2009). This framework operates on four concepts:- The legislation that informs a decision; Social work ethics and NISCC codes of conduct; Information to ensure a well-informed decision; Knowledge drawn from research, theory, practice and other professionals. In addition to powers and duties of social workers, legislation embeds notions of partnership, respect, rights and anti-discriminatory practice, which are key elements in social work practice (Preston-Shoot and Braye, 2009). My practice learning opportunity involved working with adults with a learning disability in a day care setting. The benefits of the day centre were to provide a service for local people to access support in living with, or caring for someone, with a learning disability. Northern Ireland statistics show that in 2008 there were 9,460 people with a learning disability in contact with Trusts (www.northernireland.gov.uk). From the 9,460 people with a learning disability there were 2,574 benefiting from care management, 42% (1,086) of whom were being supported in their own homes and 35% (898) being cared for in residential homes solely for the use of people with learning disabilities (www.northernireland.gov.uk). This evidence based case study is based on Miss A, a 35 year old woman, who has a learning disability and Spina Bifida resulting in her using a wheel chair for mobility. Within the past few years Miss As family life has changed dramatically. In previous years Miss A had lived in the community with her elderly parents, who cared for her. She is one of three children and has two older brothers. Miss As mother, after being diagnosed with Dementia, was admitted to a residential care home. Her father after having been moved to residential care himself passed away in November 2008 due to his physical health. Miss A now resides in a private nursing home and attends day care three days per week. In March 2008, there were 75 residential homes in Northern Ireland solely for people with a learning disability providing 898 places (www.northernireland.gov.uk). Miss A has been previously diagnosed with MRSA; it is currently located in her toe, having been previously present in her urine. Treatments from the residential care staff have the infection under control, however the infection still remains. The recent death of her father plays a significant role in Miss As life and continues to affect her socially and emotionally. Some of the stereotypical assumptions I had before meeting Miss A were that because she had a physical and learning disability that she would be hard to communicate with, that she would have limited understanding and limited verbal skills. I have challenged this opinion and realised that Miss A is a very competent individual with good communication skills, and can express her likes and dislikes proficiently. As for her physical disability this does not affect her cognitive or cerebral functions. I had also made the assumption that as Miss A had MRSA that it could easily be cross-contracted due to a lack of knowledge and education. After researching the issue and contacting infection control within the Trust I deducted that MRSA is a problem within clinical settings but can be easily controlled with proper preventative procedures. This can be identified as a risk, but should not be a reason to oppress or discriminate Miss A. After having initially met Miss A, liaised with her social worker, accessed her case file and Tuned In to her life issues, I met with Miss A to prepare for the initial assessment and gather information into how best to support her. My role with Miss A was to provide a reassessment since the changes in her circumstances and the death of her father. My role was to determine what support she may need, and to include her wishes and feelings. Assessment: History has shown that there has always been an importance to assessment in social work, but since the 1990s there has been specific importance to a new form assessment to include risk. The National Health Service and Community Care Act 1990 stresses the importance of inter-agency collaboration and a multi-disciplinary assessment process (Trevithick, 2000). The purpose of an assessment may seem evident; that is, to assess the needs of individuals who may need help and/or support. In recent history however assessment seems to mean a relationship between need and available resources (Whittington, 2007, p23) leading to a question if this is ethical or effective practice? There are many purposes of an assessment, for example to assess risk, to assess need, to act as an advocate for someone and also to implement agency and government policy (Whittington, 2007, p25-26). Coulshed and Orme (2006) explain that assessment is an ongoing process where the purpose is to understand people in relation to their environment; it is a basis for planning what needs to be done to maintain, improve or bring about change with the service users participation. The initial preparation for the assessment with Miss A included visiting her social worker and studying her case file. This enabled me to gather information to dispel any preconceptions I had about meeting this service user. The social worker passed on her knowledge of Miss A, such as medical conditions, family circumstances and finances, and also any previous problems that had occurred. I felt it was important to work in partnership with Miss As social worker so I could keep her up to date with events, and also contact her if I required advice about Miss A. The purpose of Miss As individual assessment was to gather information by interacting and communicating with Miss A and others involved in her care, this was also to gain a holistic perspective to her needs. Her assessment was guided by legislation such as, the Chronically Sick and Disabled Persons Act (NI) 1978, which places a duty on health and social services to investigate a level of need, and also the Health and Personal Soc ial Services (NI) Order 1972 which stipulates a responsibility to provide personal social services for the promotion of social welfare for the general public (http://www.understandingindividualneeds.com). As a model of assessment I used Smales (1993) Models of Professional Care which were useful in gathering important information about Miss A. I used the procedural and questioning model to gather information into how Miss A felt about certain issues in her life, such as the bereavement of her father, contact with her other family, and other issues she felt were working or not working. I used these methods of assessment as this followed Trust guidelines. I used The Model of Professional Care to gain a holistic understanding of information. I also included the Exchange model in the assessment as I considered Miss A to be the expert of her own life. I feel the use of the Procedural model was useful in certain aspects of the assessment as it worked in collaboration with the Trusts format of assessment and worked as a form of gathering information, but feel I could have used more of an Exchange model to communicate effectively with Miss A rather than just form filling. I feel Smales method of assessment provided me with tools to help Miss A identify factors that were important for her to maintain, but also issues she would like to change. By working in partnership with her I felt we would have an open and trusting working relationship. I also focused on Person Centred Planning (PCP) in regards to the assessment with Miss A. Person Centred Planning, which evolved from the White Paper; a government policy known as Valuing People, suggested four key principles; Rights, Independence, Choice and Inclusion as a proposal of changing services (Thompson, Kilbane and Sanderson, 2008, p9). This policy also helped inform guidelines for Northern Irelands Equal Lives Policy (2005). Person Centred Planning focused on finding out what is important to and what is important for (health and safety) Miss A. I found PCP a continual process of listening and learning, by focusing on whats important to Miss A now and in the future (Thompson, Kilbane and Sanderson, 2008, p27). By using person centred tools, such as a one page profile, I gained knowledge of what was important to Miss A including her family, her boyfriend and her independence, as well as knowing what was important to keep her safe and healthy. I used a person centred approac h to make others aware of Miss As great personality characteristics as well as the help and support she would like. I feel this was fundamental to demonstrate that Miss A is a person behind her disability. I found by using this approach was an essential skill in understanding Miss A and helped me to be anti oppressive and actively support her needs One particular piece of legislation which I found to be significant in the assessment of Miss A was the Human Rights Act (1998), which identifies Miss As right to family life. Since the death of her father and the institutionalisation of her mother due to her mental health, Miss A has been experiencing disintegration of her family and has lost the support connected to it. The Human Rights Act could have a great significance as Miss A needs emotional and physical support to visit her mother and has not been receiving it; therefore her right to family life is being impeded. The assessment identified that contact with her family and friends are imperative for this right to be upheld. Therefore as a result my role was to facilitate this right, and help to support Miss A in retaining family contact. The main objectives we (Miss A and I) identified within the assessment were; That Miss A had limited support to help discuss the death of her father. That Miss A was not receiving contact with her mother or other family and would like to. From the identification of objectives Miss A and I decided to work towards solutions by preparing a work plan. Planning: After the initial assessment was carried out with Miss A we proceeded to work towards formulating a care plan and targeting her objectives. A care plan provided clear information for everyone involved with Miss A and helped work in partnership with her and the Trust. For a person centred care plan the word ‘support is used in preference to ‘care because the verb implies that support is there to help people achieve their goals and ambitions† (Thompson, Sanderson and Kilbane, 2008). â€Å"A support plan is developed by the person with help where necessary, and it describes how the person intends to be supported in order to live their own life† (Thompson, Sanderson and Kilbane, 2008). I feel the use of a support plan with Miss A, rather than a care plan is an anti-oppressive method, as it incorporates Miss As feelings and opinions into how she wishes to be supported. I used the formulation of a support plan with Miss A to record the objectives she would like to meet and used these to formulate an intervention. It was clear from the assessment and one page profile that limited contact with her mother was an issue, and that the death of her father had a significant impact on her life. I then proceeded to investigate theory of loss and grief as I had never experienced a loss of Miss As magnitude before. I found the Kubler-Ross Model and the 5 responses to grief to be particularly informative. (Goldsworthy, 2005). This theory helped inform my knowledge and in turn helped me be empathetic to Miss A. I was able to identify that Miss A can experience the 5 stages of grief and that they are not necessarily in a specific order. I felt Miss A was at two stages of grief, some days she experiences anger at her father leaving, and other times she has deep feelings of depression of losing him. I was able to use Kubler-Rosss model to identify these stages in Miss A, and also to advise her that these feelings were part of the normal process of grief. The assessment also identified that Miss A had a lack of support in discussing her feelings of grief. Research suggests that people with learning disabilities experience many of the emotions of bereavement but are limited in the opportunities they have to resolve their feelings of grief (Cathcart, 1995; Elliot, 1995; Read, 1996). There are many reasons for this and Murray et al explains that historically, professionals, parents or carers of individuals with learning disabilities believed that those in their care did not understand the concept of death and thus were unable to grieve for the loss of a loved one (McLoughlin, 1986; Elliot, 1995; Read, 1996 cited in Murray et al. 2000). Kitching (1987) and Bradford (1984) highlight that the capacity to grieve is not dependent on a persons intellectual ability, but that a person with learning disability may experience grief in the same way as a child. Therefore research shows that people with a learning disability experience grief and loss but have a limited support network to discuss it with. I used this research to formulate a plan for the intervention with Miss A and we concluded that I could be support for discussing her grief. From the assessment and care plan with Miss A, and following discussions my practice teacher, I discussed that I would use counselling skills to help support Miss A with her feelings of grief. I felt Miss A needed her emotional needs met since the feelings of the death of her father were so dominant. Miss A and I also decided that I would facilitate visits to her mother for emotional and physical support, as her mother was in the latter stages of dementia and Miss A found it hard to communicate with her. Intervention: Rationale for Counselling Intervention: After having conducted an assessment and care plan with Miss A, and building a rapport over numerous meetings, it was decided that a counselling intervention would be the most appropriate form of support for grief. My practice teacher and I felt that if Miss A had the opportunity to discuss her feelings this would help her grieve more effectively and perhaps help her cope better. The two models of counselling that are prominent in social work are the work of Carl Rogers and Gerard Egan, who base their counselling approaches from psychodynamic work around inner thoughts and feelings. Both counselling theories â€Å"reflect the social work values of accepting the individual, using skills in listening to the information that is given, and work towards a joint understanding and decision making about ways forward† (Coulshed and Orme, 2006). I focused on researching counselling theory to help me understand how I could help Miss A through her grief. Trevithick explains that within social work, humanistic approaches to counselling have been particularly influential, specifically with the work of Egan (1990) and Rogers (1961), mainly because they promote personal freedom and are consistent with anti-discriminatory practice and anti-oppressive perspectives† (Trevithick, 2000). I found that the Rogers (1961) Person Centred counselling informed me that I cou ld show unconditional positive regard for Miss A and understand that she is the expert of her own grief. I also analysed Egans (1990) Skilled Helper Model and found it to be an effective theory for an approach to counselling. I found that the structure and framework of the model and the three stages were useful as a guide to follow. I found that although this method of counselling may not be as person centred as Rogers it could be more effective in helping Miss A understand her own grief as it followed a certain framework, could empower her and could be evaluated over time. This theory helped inform my practice by helping me realise that I do not need to be a qualified counsellor to support someone; I just need to be able to actively listen, to use empathy and be reassuring knowing that Miss As agenda is paramount. I consider this in itself to be a person centred way of counselling. I decided to follow a combination of Rogerian method and Egans approach to help support Miss A as an intervention. I decided I would use the structure of Egans model to help build a logical, consistent framework to the intervention, while using the core principles of the Rogerian approach to demonstrate my skills and values, such as working with respect, empathy, genuineness and good active listening (Coulshed and Orme, 2006). Counselling Procedure: Egans Skilled Helper Model form of counselling provides a structured and solution focus basis. It is a three stage model in which each stage consists of specific skills that the helper uses to support the service user move forward (Nelson, 2007). Egans model is described as a three-stage process: identification of the service users current issue(s); identification of the service users desired situation; and the formulation of an action plan to achieve this. This process is facilitated by the â€Å"skilled helper† using the skills outlines by Egan (Nelson, 2007). The goal of using Egans model with Miss A was to help her manage her grief and better understand the â€Å"norms† associated with it, such as anger or depression according to the Kubler-Ross Model. Egan (1998) claims his model is to help people become better at helping themselves in their everyday lives. To provide Miss A with the empowerment to help herself grieve. The use of Egans Skilled Helper Model was to explore how Miss A felt about her bereavement. I used it to ask open questions about how Miss A felt about her father. We explored her past and discussed her relationship with her father before his death. I also used this stage to focus on aspects of her father before he died and what she missed about him, this was to explore and gather information about what her relationship was like with her dad. I was able to use a range of skills to gather information about Miss As grief. Trevithick (2000) explains that social work skills are â€Å"the degree of knowledge, expertise, judgement and experience that is brought into play within any given situation, course of action or intervention† (Trevithick, 2000). Some of the skills I incorporated into Egans counselling were active listening, I used this skill with a range of non verbal cues to indicate to Miss A that I was interested in what she was saying. I concentrated on active listening as Miss A was portraying feelings and knowledge of the death of her father which was a sensitive subject and needed my full concentration. I portrayed active listening by nodding, giving eye contact and facing Miss A which were successful in helping build a rapport with Miss A, thus helping her open up. Another skill I feel I used well with Miss A was empathy. I feel I portrayed my feelings of empathy by responding appropriately to her answers and reassuring her that her thoughts and feelings around grief were normal. I found myself using Empathy a great deal with Miss A as I had never experienced bereavement before and she helped me understand how it felt. Its easy to imagine how someone feels, but when youre faced with helping them I felt I really neede d to place myself in â€Å"her shoes†. I also found I made good use of silences with Miss A, I used these to give her time to reflect on her thoughts and answers. I have found by doing this that the meetings were paced better, and showed that she was the expert of her own grief and I was just there to listen and to reassure her. I found that by using Rogerian person centred skills like genuineness, empathy, communication and active listening I was able to understand Miss A and show her that I was there to support with her agenda. Throughout the discussions of grief I feel Miss A was able to vent a lot of her feelings that she had since her fathers funeral. I feel I was able to support her understand those feelings and help her recognise that anger, depression, or denial are normal feelings that many people in her situation suffer. Throughout Egans Skilled Helper Model and each of the sessions with Miss A I found that she responded well to being able to discuss her feelings with someone. The Rogerian influence on the intervention enabled me to build trust, partnership and a good rapport with her facilitating an open working relationship and providing her with support. Some of the values I tried to incorporate into my counselling and indeed my relationship with Miss A were empowerment and self-advocacy, by letting her know that her agenda was central. I wanted to create a balance of power and to provide a supporting role rather than a dictator role, which I feel I achieved by being able to listen to her views and incorporating PCP. Social work has a distinctive value base with beliefs and principles playing an important role in practice (Thompson, 2005). Challenging my values has helped me to treat Miss A with unconditional positive regard, and with the respect and dignity she deserves. I have challenged my values anti-oppressively by researching MRSA and not making assumptions about the condition; I have challenged my stereotypical attitude around learning disability demonstrating that Miss A is first and foremost a person with feelings and issues before recognising she has a disability. Evaluation: On evaluation of the Egans Skilled Helper Model and my intervention with Miss A have shown that her agenda was central to the sessions, a balance of power was necessary to achieve the trust and respect of one another and that listening is paramount to providing effective counselling. I entered the sessions with Miss A being unaware of what to expect, I was troubled that I would not have enough knowledge about grief to help support her. After the initial session I soon realised that I didnt need to be a qualified counsellor to make a difference to her understanding of grief, I just needed to be able to explain her feelings to her and reassure her that they were normal and not as she phrased it â€Å"being mental†. I found that by working with Miss A using the Skilled Helper Model I was able to apply my skills of listening, communication and empathy to help her understand her feelings. I have never personally had a bereavement of Miss As scale before but feel as a direct result of working with Miss A I have learned that grief is a powerful emotion for anyone to experience and it can take a significant amount of time to recover from. The only regret I have of using the Skilled Helper Model was that I feel I did not have enough time to fully help support Miss A, I feel as I had a placement of only eighty-five days I did not have enough time to fully counsel her for the best outcome. I feel throughout the intervention process I tried to maintain person centred principles with Miss A by providing her with the opportunity to discuss what was important to her. Research shows that the use of Egans model is not person centred as it incorporates the counsellor to ask all the questions, and therefore have the control; but I feel by working in partnership with Miss A to discuss the death of her father was important for her emotional well being and empowered her to help resolve her grief. I also incorporated Rogers core skills of genuineness, respect and trust to achieve this Conclusion Through working with Miss A I have found the experience to be invaluable learning. I have discovered that there is a spectrum of ability with adults and their learning disability. I have found that each person is an individual, and that group care is not necessarily recognising of this. In regards to Miss A I have learned not to make assumptions or stereotypes before meeting the person, as this can lead to oppression and even discrimination. Miss A is an individual, with individual needs, and at this assessment and intervention her emotional needs were prominent. I feel I completed the aims I had intended to by supporting Miss a through her grief using Egans Skilled Helper Model. I incorporated Rogers core skills into this model to help facilitate person centred sessions, and create an understanding that she was the expert, and I was there to listen and support her. If I was to repeat the intervention I would use Egans model again as it provided me with a structured, logical framework to work with and provided me with the identification of the skills I needed to make the sessions successful and effectively counsel Miss A. I feel my future learning needs from working with Miss A are to use more formal language as I identified I talked to her informally using words such as â€Å"wee†. I feel I did this to appear more friendly rather than her social worker, but realise this is not a professional manner to work. Other learning needs I identified were to pace the sessions more appropriately and ensure that Miss A understands the conversation. I feel during the initial sessions with Miss A I spoke more to engage her in the discussion, and feel this was more of a nervous reaction to having to counsel Miss A. During later sessions I was able to take this skill into consideration and settle quicker into sessions to give Miss A the opportunity to discuss what she wished. Overall I feel my relationship with Miss A was good, I feel the assessment and intervention were successful, and I feel I worked in a person centred way incorporating knowledge, skills and values to inform my practice. I feel Miss A felt positively about our work together as her feedback from sessions indicated that she was satisfied with the support I provided. References: 1. Beresford, P. (1996) The Standards we Expect: What Service Users and Carers Want fromSocial Services Workers. London: National Institute of Social Work 2. Bradford, J. (1984) Life after a Death, Parents Voice 34: 6-7 3. Cathcart, F. (1995) Death and People with Learning Disabilities: Interventions to Support Clients and Carers; British Journal of Clinical Psychology 34: 165-75 4. Coulshed, V., and Orme, J. (2006) Social Work Practice. Palgrave Macmillan, Fourth Edition 5. Duffy P, Fisher C, Munroe D (2008). Nursing knowledge, skill, and attitudes related to evidenced based practice: Before or After Organizational Supports. Medsurg Nursing 17 (1): 55-60 6. Egan, G (1990) The Skilled Helper: A Systematic Approach to Effective Helping. Pacific Grove, CA: Brooks/Cole 7. Elliot, D. (1995) Helping People with Learning Disabilities to Handle Grief, Nursing Times 91 (43): 27-9. 8. Goldsworthy, K. (2005) Grief and loss theory in social work practice: All changes involve loss, just as all losses require change, Australian Social Work, 58:2, 167 — 178 9. Kitching, N. (1987) Helping People with Mental Handicaps Cope with Bereavement, Mental Handicap 15: 60-3. 10. McLoughlin, I . (1986) Bereavement in the Mentally Handicapped, British Journal of Hospital Medicine October: 256-60. 11. Murray, G., McKenzie, K., and Quigley, A. (2000) The Grieving Process in Individuals with a Learning Disability; An Examination of the Knowledge and Understanding of Health and Social Care: Journal of Intellectual Disabilities; 4; 77 12. Nelson, P. (2007) An Easy Introduction to the Egans Skilled Helper Solution Focused Counselling Approach. Palgrave and Macmillan (Online at www.f-e-t-t.co.uk) (Accessed 2 March 2009) 13. Preston-Shoot, M., and Braye, S. (2009) Social work intervention (Online) Available at: http://www.scie.org.uk/publications/elearning/law/law08/index.asp [Accessed 5 May 2009]. 14. Read, S. (1996) Helping People with Learning Disabilities to Grieve, British Journal of Nursing 5 (2). 15. Smale, G and Tuson, G. (1993) Empowerment, Assessment, Care Management and the Skilled Worker. London. HMSO 16. Thompson, N. (2005) Understanding Social Work: Preparation for Practice. Second Edition. Palgrave Macmillan 17. Thompson, J., Kilbane, J., and Sanderson, H. (2008) Person Centred Practice for Professionals. Open University Press. 18. Trevithick, P (2000) Social Work Skills: A Practice Handbook. Open University Press. 19. Whittington, C. (2007) Assessment in social work: A guide for learning and teaching; London.Social Care Institute for Excellence 20. Williams, P (2006) Social Work with People with Learning Disabilities. Learning Matters Ltd Other: 21. http://www.northernireland.gov.uk/news/news-dhssps/news-dhssps-october-2008/news-dhssps-101008-community-statistics-for.htm (10/10/08) (Accessed on 8 May 2009) 22. http://www.understandingindividualneeds.com/policyandprocedure/statistics.htm (Accessed on 24 April 2009)

Chinese Footbinding :: essays research papers fc

The ancient Chinese custom of footbinding caused severe life-long suffering for the Chinese women involved. When researching the subject of footbinding, one of the difficult things is finding factual knowledge written before the 20th century. Most of the historical data has been gathered from writings, drawings and photographs from the 19th and 20th centuries. Additionally, the research indicates that the historical documentation was mainly from missionary accounts and literature from various anti-footbinding societies. These groups had a bias because of their opposing viewpoints. The first documented reference to footbinding was from the Southern Tang Dynasty in Nanjing (Vento 1). Although the history of footbinding is very vague it lasted for at least one thousand years.Early text referred to the Han Dynasty as people who preferred that the women have small feet (Vento, 1). Vento also acknowledged the first documented reference to actual binding of the feet was from the Tang Dynasty in Nanjing (1). Before the Sung Dynasty Binding was only slightly constricting, allowing for free movement, they were also thought to have used footbinding to suppress women. The Yuan Dynasty introduced binding into the central and southern parts of China. It may have been emphasized to draw a clear cultural distinction between the Chinese and their large footed conquerors, the Mongols. Footbinding was most popular during the Ming Dynasty, if parents cared for their sons they would not go easy on their studies and if they cared for their daughters they would not go easy on their footbinding (Levy, 47-49). One recent study estimated that there are still one million women in China with bound feet. The last Chinese women, still living with bound feet in Hawaii, was in 1994 (Kam, D-6).There are many legends of how footbinding began, one such legend is Lady Yao, a dancer and concubine for Prince Li Yu, danced with such grace that the prince required her to bind her feet to resemble new moons all the time. Another, is that it began out of the sympathy for Empress Taki who had club feet (Aero, 112-113). Although it has not been proven how footbinding started, one of the biggest reasons the practice continued for over 1000 years was it's sexual appeal (Kam, D-1).Humans have shown they will do just about anything- good, evil, or in-between for sex. Footbinding is a very bold issue that many Chinese do not like to talk about.

A Game of Thrones Chapter Fifty-five

Catelyn It was too far to make out the banners clearly, but even through the drifting fog she could see that they were white, with a dark smudge in their center that could only be the direwolf of Stark, grey upon its icy field. When she saw it with her own eyes, Catelyn reined up her horse and bowed her head in thanks. The gods were good. She was not too late. â€Å"They await our coming, my lady,† Ser Wylis Manderly said, â€Å"as my lord father swore they would.† â€Å"Let us not keep them waiting any longer, ser.† Ser Brynden Tully put the spurs to his horse and trotted briskly toward the banners. Catelyn rode beside him. Ser Wylis and his brother Ser Wendel followed, leading their levies, near fifteen hundred men: some twenty-odd knights and as many squires, two hundred mounted lances, swordsmen, and freeriders, and the rest foot, armed with spears, pikes and tridents. Lord Wyman had remained behind to see to the defenses of WhiteHarbor. A man of near sixty years, he had grown too stout to sit a horse. â€Å"If I had thought to see war again in my lifetime, I should have eaten a few less eels,† he'd told Catelyn when he met her ship, slapping his massive belly with both hands. His fingers were fat as sausages. â€Å"My boys will see you safe to your son, though, have no fear.† His â€Å"boys† were both older than Catelyn, and she might have wished that they did not take after their father quite so closely. Ser Wylis was only a few eels short of not being able to mount his own horse; she pitied the poor animal. Ser Wendel, the younger boy, would have been the fattest man she'd ever known, had she only neglected to meet his father and brother. Wylis was quiet and formal, Wendel loud and boisterous; both had ostentatious walrus mustaches and heads as bare as a baby's bottom; neither seemed to own a single garment that was not spotted with food stains. Yet she liked them well enough; they had gotten her to Robb, as their father had vowed, and nothing else mattered. She was pleased to see that her son had sent eyes out, even to the east. The Lannisters would come from the south when they came, but it was good that Robb was being careful. My son is leading a host to war, she thought, still only half believing it. She was desperately afraid for him, and for Winterfell, yet she could not deny feeling a certain pride as well. A year ago he had been a boy. What was he now? she wondered. Outriders spied the Manderly banners—the white merman with trident in hand, rising from a blue-green sea—and hailed them warmly. They were led to a spot of high ground dry enough for a camp. Ser Wylis called a halt there, and remained behind with his men to see the fires laid and the horses tended, while his brother Wendel rode on with Catelyn and her uncle to present their father's respects to their liege lord. The ground under their horses' hooves was soft and wet. It fell away slowly beneath them as they rode past smoky peat fires, lines of horses, and wagons heavy-laden with hardbread and salt beef. On a stony outcrop of land higher than the surrounding country, they passed a lord's pavilion with walls of heavy sailcloth. Catelyn recognized the banner, the bull moose of the Hornwoods, brown on its dark orange field. Just beyond, through the mists, she glimpsed the walls and towers of Moat Cailin . . . or what remained of them. Immense blocks of black basalt, each as large as a crofter's cottage, lay scattered and tumbled like a child's wooden blocks, half-sunk in the soft boggy soil. Nothing else remained of a curtain wall that had once stood as high as Winterfell's. The wooden keep was gone entirely, rotted away a thousand years past, with not so much as a timber to mark where it had stood. All that was left of the great stronghold of the First Men were three towers . . . three where there had once been twenty, if the taletellers could be believed. The Gatehouse Tower looked sound enough, and even boasted a few feet of standing wall to either side of it. The Drunkard's Tower, off in the bog where the south and west walls had once met, leaned like a man about to spew a bellyful of wine into the gutter. And the tall, slender Children's Tower, where legend said the children of the forest had once called upon their nameless gods to send the hammer of the waters, had lost half its crown. It looked as if some great beast had taken a bite out of the crenellations along the tower top, and spit the rubble across the bog. All three towers were green with moss. A tree was growing out between the stones on the north side of the Gatehouse Tower, its gnarled limbs festooned with ropy white blankets of ghostskin. â€Å"Gods have mercy,† Ser Brynden exclaimed when he saw what lay before them. â€Å"This is Moat Cailin? It's no more than a—† â€Å"—death trap,† Catelyn finished. â€Å"I know how it looks, Uncle. I thought the same the first time I saw it, but Ned assured me that this ruin is more formidable than it seems. The three surviving towers command the causeway from all sides, and any enemy must pass between them. The bogs here are impenetrable, full of quicksands and suckholes and teeming with snakes. To assault any of the towers, an army would need to wade through waist-deep black muck, cross a moat full of lizard-lions, and scale walls slimy with moss, all the while exposing themselves to fire from archers in the other towers.† She gave her uncle a grim smile. â€Å"And when night falls, there are said to be ghosts, cold vengeful spirits of the north who hunger for southron blood.† Ser Brynden chuckled. â€Å"Remind me not to linger here. Last I looked, I was southron myself.† Standards had been raised atop all three towers. The Karstark sunburst hung from the Drunkard's Tower, beneath the direwolf; on the Children's Tower it was the Greatjon's giant in shattered chains. But on the Gatehouse Tower, the Stark banner flew alone. That was where Robb had made his seat. Catelyn made for it, with Ser Brynden and Ser Wendel behind her, their horses stepping slowly down the log-and-plank road that had been laid across the green-and-black fields of mud. She found her son surrounded by his father's lords bannermen, in a drafty hall with a peat fire smoking in a black hearth. He was seated at a massive stone table, a pile of maps and papers in front of him, talking intently with Roose Bolton and the Greatjon. At first he did not notice her . . . but his wolf did. The great grey beast was lying near the fire, but when Catelyn entered he lifted his head, and his golden eyes met hers. The lords fell silent one by one, and Robb looked up at the sudden quiet and saw her. â€Å"Mother?† he said, his voice thick with emotion. Catelyn wanted to run to him, to kiss his sweet brow, to wrap him in her arms and hold him so tightly that he would never come to harm . . . but here in front of his lords, she dared not. He was playing a man's part now, and she would not take that away from him. So she held herself at the far end of the basalt slab they were using for a table. The direwolf got to his feet and padded across the room to where she stood. It seemed bigger than a wolf ought to be. â€Å"You've grown a beard,† she said to Robb, while Grey Wind sniffed her hand. He rubbed his stubbled jaw, suddenly awkward. â€Å"Yes.† His chin hairs were redder than the ones on his head. â€Å"I like it.† Catelyn stroked the wolfs head, gently. â€Å"It makes you look like my brother Edmure.† Grey Wind nipped at her fingers, playful, and trotted back to his place by the fire. Ser Helman Tallhart was the first to follow the direwolf across the room to pay his respects, kneeling before her and pressing his brow to her hand. â€Å"Lady Catelyn,† he said, â€Å"you are fair as ever, a welcome sight in troubled times.† The Glovers followed, Galbart and Robett, and Greatjon Umber, and the rest, one by one. Theon Greyjoy was the last. â€Å"I had not looked to see you here, my lady,† he said as he knelt. â€Å"I had not thought to be here,† Catelyn said, â€Å"until I came ashore at White Harbor, and Lord Wyman told me that Robb had called the banners. You know his son, Ser Wendel.† Wendel Manderly stepped forward and bowed as low as his girth would allow. â€Å"And my uncle, Ser Brynden Tully, who has left my sister's service for mine.† â€Å"The Blackfish,† Robb said. â€Å"Thank you for joining us, ser. We need men of your courage. And you, Ser Wendel, I am glad to have you here. Is Ser Rodrik with you as well, Mother? I've missed him.† â€Å"Ser Rodrik is on his way north from White Harbor. I have named him castellan and commanded him to hold Winterfell till our return. Maester Luwin is a wise counsellor, but unskilled in the arts of war.† â€Å"Have no fear on that count, Lady Stark,† the Greatjon told her in his bass rumble. â€Å"Winterfell is safe. We'll shove our swords up Tywin Lannister's bunghole soon enough, begging your pardons, and then it's on to the Red Keep to free Ned.† â€Å"My lady, a question, as it please you.† Roose Bolton, Lord of the Dreadfort, had a small voice, yet when he spoke larger men quieted to listen. His eyes were curiously pale, almost without color, and his look disturbing. â€Å"It is said that you hold Lord Tywin's dwarf son as captive. Have you brought him to us? I vow, we should make good use of such a hostage.† â€Å"I did hold Tyrion Lannister, but no longer,† Catelyn was forced to admit. A chorus of consternation greeted the news. â€Å"I was no more pleased than you, my lords. The gods saw fit to free him, with some help from my fool of a sister.† She ought not to be so open in her contempt, she knew, but her parting from the Eyrie had not been pleasant. She had offered to take Lord Robert with her, to foster him at Winterfell for a few years. The company of other boys would do him good, she had dared to suggest. Lysa's rage had been frightening to behold. â€Å"Sister or no,† she had replied, â€Å"if you try to steal my son, you will leave by the Moon Door.† After that there was no more to be said. The lords were anxious to question her further, but Catelyn raised a hand. â€Å"No doubt we will have time for all this later, but my journey has fatigued me. I would speak with my son alone. I know you will forgive me, my lords.† She gave them no choice; led by the ever-obliging Lord Hornwood, the bannermen bowed and took their leave. â€Å"And you, Theon,† she added when Greyjoy lingered. He smiled and left them. There was ale and cheese on the table. Catelyn tilled a horn, sat, sipped, and studied her son. He seemed taller than when she'd left, and the wisps of beard did make him look older. â€Å"Edmure was sixteen when he grew his first whiskers.† â€Å"I will be sixteen soon enough,† Robb said. â€Å"And you are fifteen now. Fifteen, and leading a host to battle. Can you understand why I might fear, Robb?† His look grew stubborn. â€Å"There was no one else.† â€Å"No one?† she said. â€Å"Pray, who were those men I saw here a moment ago? Roose Bolton, Rickard Karstark, Galbart and Robett Glover, the Greatjon, Helman Tallhart . . . you might have given the command to any of them. Gods be good, you might even have sent Theon, though he would not be my choice.† â€Å"They are not Starks,† he said. â€Å"They are men, Robb, seasoned in battle. You were fighting with wooden swords less than a year past.† She saw anger in his eyes at that, but it was gone as quick as it came, and suddenly he was a boy again. â€Å"I know,† he said, abashed. â€Å"Are you . . . are you sending me back to Winterfell?† Catelyn sighed. â€Å"I should. You ought never have left. Yet I dare not, not now. You have come too far. Someday these lords will look to you as their liege. If I pack you off now, like a child being sent to bed without his supper, they will remember, and laugh about it in their cups. The day will come when you need them to respect you, even fear you a little. Laughter is poison to fear. I will not do that to you, much as I might wish to keep you safe.† â€Å"You have my thanks, Mother,† he said, his relief obvious beneath the formality. She reached across his table and touched his hair. â€Å"You are my firstborn, Robb. I have only to look at you to remember the day you came into the world, red-faced and squalling.† He rose, clearly uncomfortable with her touch, and walked to the hearth. Grey Wind rubbed his head against his leg. â€Å"You know . . . about Father?† â€Å"Yes.† The reports of Robert's sudden death and Ned's fall had frightened Catelyn more than she could say, but she would not let her son see her fear. â€Å"Lord Manderly told me when I landed at White Harbor. Have you had any word of your sisters?† â€Å"There was a letter,† Robb said, scratching his direwolf under the jaw. â€Å"One for you as well, but it came to Winterfell with mine.† He went to the table, rummaged among some maps and papers, and returned with a crumpled parchment. â€Å"This is the one she wrote me, I never thought to bring yours.† Something in Robb's tone troubled her. She smoothed out the paper and read. Concern gave way to disbelief, then to anger, and lastly to fear. â€Å"This is Cersei's letter, not your sister's,† she said when she was done. â€Å"The real message is in what Sansa does not say. All this about how kindly and gently the Lannisters are treating her . . . I know the sound of a threat, even whispered. They have Sansa hostage, and they mean to keep her.† â€Å"There's no mention of Arya,† Robb pointed out, miserable. â€Å"No.† Catelyn did not want to think what that might mean, not now, not here. â€Å"I had hoped . . . if you still held the Imp, a trade of hostages . . . † He took Sansa's letter and crumpled it in his fist, and she could tell from the way he did it that it was not the first time. â€Å"Is there word from the Eyrie? I wrote to Aunt Lysa, asking help. Has she called Lord Arryn's banners, do you know? Will the knights of the Vale come join us?† â€Å"Only one,† she said, â€Å"the best of them, my uncle . . . but Brynden Blackfish was a Tully first. My sister is not about to stir beyond her Bloody Gate.† Robb took it hard. â€Å"Mother, what are we going to do? I brought this whole army together, eighteen thousand men, but I don't . . . I'm not certain . . . † He looked to her, his eyes shining, the proud young lord melted away in an instant, and quick as that he was a child again, a fifteen-year-old boy looking to his mother for answers. It would not do. â€Å"What are you so afraid of, Robb?† she asked gently. â€Å"I . . . † He turned his head away, to hide the first tear. â€Å"If we march . . . even if we win . . . the Lannisters hold Sansa, and Father. They'll kill them, won't they?† â€Å"They want us to think so.† â€Å"You mean they're lying?† â€Å"I do not know, Robb. What I do know is that you have no choice. If you go to King's Landing and swear fealty, you will never be allowed to leave. If you turn your tail and retreat to Winterfell, your lords will lose all respect for you. Some may even go over to the Lannisters. Then the queen, with that much less to fear, can do as she likes with her prisoners. Our best hope, our only true hope, is that you can defeat the foe in the field. If you should chance to take Lord Tywin or the Kingslayer captive, why then a trade might very well be possible, but that is not the heart of it. So long as you have power enough that they must fear you, Ned and your sister should be safe. Cersei is wise enough to know that she may need them to make her peace, should the fighting go against her.† â€Å"What if the fighting doesn't go against her?† Robb asked. â€Å"What if it goes against us?† Catelyn took his hand. â€Å"Robb, I will not soften the truth for you. If you lose, there is no hope for any of us. They say there is naught but stone at the heart of Casterly Rock. Remember the fate of Rhaegar's children.† She saw the fear in his young eyes then, but there was a strength as well. â€Å"Then I will not lose,† he vowed. â€Å"Tell me what you know of the fighting in the riverlands,† she said. She had to learn if he was truly ready. â€Å"Less than a fortnight past, they fought a battle in the hills below the Golden Tooth,† Robb said. â€Å"Uncle Edmure had sent Lord Vance and Lord Piper to hold the pass, but the Kingslayer descended on them and put them to flight. Lord Vance was slain. The last word we had was that Lord Piper was falling back to join your brother and his other bannermen at Riverrun, with Jaime Lannister on his heels. That's not the worst of it, though. All the time they were battling in the pass, Lord Tywin was bringing a second Lannister army around from the south. It's said to be even larger than Jaime's host. â€Å"Father must have known that, because he sent out some men to oppose them, under the king's own banner. He gave the command to some southron lordling, Lord Erik or Derik or something like that, but Ser Raymun Darry rode with him, and the letter said there were other knights as well, and a force of Father's own guardsmen. Only it was a trap. Lord Derik had no sooner crossed the Red Fork than the Lannisters fell upon him, the king's banner be damned, and Gregor Clegane took them in the rear as they tried to pull back across the Mummer's Ford. This Lord Derik and a few others may have escaped, no one is certain, but Ser Raymun was killed, and most of our men from Winterfell. Lord Tywin has closed off the kingsroad, it's said, and now he's marching north toward Harrenhal, burning as he goes.† Grim and grimmer, thought Catelyn. It was worse than she'd imagined. â€Å"You mean to meet him here?† she asked. â€Å"If he comes so far, but no one thinks he will,† Robb said. â€Å"I've sent word to Howland Reed, Father's old friend at Greywater Watch. If the Lannisters come up the Neck, the crannogmen will bleed them every step of the way, but Galbart Glover says Lord Tywin is too smart for that, and Roose Bolton agrees. He'll stay close to the Trident, they believe, taking the castles of the river lords one by one, until Riverrun stands alone. We need to march south to meet him.† The very idea of it chilled Catelyn to the bone. What chance would a fifteen-year-old boy have against seasoned battle commanders like Jaime and Tywin Lannister? â€Å"Is that wise? You are strongly placed here. It's said that the old Kings in the North could stand at Moat Cailin and throw back hosts ten times the size of their own.† â€Å"Yes, but our food and supplies are running low, and this is not land we can live off easily. We've been waiting for Lord Manderly, but now that his sons have joined us, we need to march.† She was hearing the lords bannermen speaking with her son's voice, she realized. Over the years, she had hosted many of them at Winterfell, and been welcomed with Ned to their own hearths and tables. She knew what sorts of men they were, each one. She wondered if Robb did. And yet there was sense in what they said. This host her son had assembled was not a standing army such as the Free Cities were accustomed to maintain, nor a force of guardsmen paid in coin. Most of them were smallfolk: crofters, fieldhands, fishermen, sheepherders, the sons of innkeeps and traders and tanners, leavened with a smattering of sellswords and freeriders hungry for plunder. When their lords called, they came . . . but not forever. â€Å"Marching is all very well,† she said to her son, â€Å"but where, and to what purpose? What do you mean to do?† Robb hesitated. â€Å"The Greatjon thinks we should take the battle to Lord Tywin and surprise him,† he said, â€Å"but the Glovers and the Karstarks feel we'd be wiser to go around his army and join up with Uncle Ser Edmure against the Kingslayer.† He ran his fingers through his shaggy mane of auburn hair, looking unhappy. â€Å"Though by the time we reach Riverrun . . . I'm not certain . . . â€Å" â€Å"Be certain,† Catelyn told her son, â€Å"or go home and take up that wooden sword again. You cannot afford to seem indecisive in front of men like Roose Bolton and Rickard Karstark. Make no mistake, Robb—these are your bannermen, not your friends. You named yourself battle commander. Command.† Her son looked at her, startled, as if he could not credit what he was hearing. â€Å"As you say, Mother.† â€Å"I'll ask you again. What do you mean to do?† Robb drew a map across the table, a ragged piece of old leather covered with lines of faded paint. One end curled up from being rolled; he weighed it down with his dagger. â€Å"Both plans have virtues, but . . . look, if we try to swing around Lord Tywin's host, we take the risk of being caught between him and the Kingslayer, and if we attack him . . . by all reports, he has more men than I do, and a lot more armored horse. The Greatjon says that won't matter if we catch him with his breeches down, but it seems to me that a man who has fought as many battles as Tywin Lannister won't be so easily surprised.† â€Å"Good,† she said. She could hear echoes of Ned in his voice, as he sat there, puzzling over the map. â€Å"Tell me more.† â€Å"I'd leave a small force here to hold Moat Cailin, archers mostly, and march the rest down the causeway,† he said, â€Å"but once we're below the Neck, I'd split our host in two. The foot can continue down the kingsroad, while our horsemen cross the Green Fork at the Twins.† He pointed. â€Å"When Lord Tywin gets word that we've come south, he'll march north to engage our main host, leaving our riders free to hurry down the west bank to Riverrun.† Robb sat back, not quite daring to smile, but pleased with himself and hungry for her praise. Catelyn frowned down at the map. â€Å"You'd put a river between the two parts of your army.† â€Å"And between Jaime and Lord Tywin,† he said eagerly. The smile came at last. â€Å"There's no crossing on the Green Fork above the ruby ford, where Robert won his crown. Not until the Twins, all the way up here, and Lord Frey controls that bridge. He's your father's bannerman, isn't that so?† The Late Lord Frey, Catelyn thought. â€Å"He is,† she admitted, â€Å"but my father has never trusted him. Nor should you.† â€Å"I won't,† Robb promised. â€Å"What do you think?† She was impressed despite herself. He looks like a Tully, she thought, yet he's still his father's son, and Ned taught him well. â€Å"Which force would you command?† â€Å"The horse,† he answered at once. Again like his father; Ned would always take the more dangerous task himself. â€Å"And the other?† â€Å"The Greatjon is always saying that we should smash Lord Tywin. I thought I'd give him the honor.† It was his first misstep, but how to make him see it without wounding his fledgling confidence? â€Å"Your father once told me that the Greatjon was as fearless as any man he had ever known.† Robb grinned. â€Å"Grey Wind ate two of his fingers, and he laughed about it. So you agree, then?† â€Å"Your father is not fearless,† Catelyn pointed out. â€Å"He is brave, but that is very different.† Her son considered that for a moment. â€Å"The eastern host will be all that stands between Lord Tywin and Winterfell,† he said thoughtfully. â€Å"Well, them and whatever few bowmen I leave here at the Moat. So I don't want someone fearless, do I?† â€Å"No. You want cold cunning, I should think, not courage.† â€Å"Roose Bolton,† Robb said at once. â€Å"That man scares me.† â€Å"Then let us pray he will scare Tywin Lannister as well.† Robb nodded and rolled up the map. â€Å"I'll give the commands, and assemble an escort to take you home to Winterfell.† Catelyn had fought to keep herself strong, for Ned's sake and for this stubborn brave son of theirs. She had put despair and fear aside, as if they were garments she did not choose to wear . . . but now she saw that she had donned them after all. â€Å"I am not going to Winterfell,† she heard herself say, surprised at the sudden rush of tears that blurred her vision. â€Å"My father may be dying behind the walls of Riverrun. My brother is surrounded by foes. I must go to them.†

Free Essays on King Vs. Socrates

The relationship between Socrates and Martin Luther King The similarities between Martin Luther King and Socrates are so close that it’s hard to imagine that either could have come up with their ideas alone. I believe as King quoted Socrates with, â€Å"†¦it was necessary to create a tension in the mind so that individuals could rise from the bondage of myths and half truths to the unfettered realm of creative analysis and objective appraisal†¦ to the majestic heights of understanding,† King stemmed his beliefs and strong arguments from ideas of fellow extremists. When reading King’s Letter from Birmingham Jail the first thing that came to mind was how closely related Socrates and King’s argument are about â€Å"the willingness of accepting the penalty by staying in jail to arouse the conscience of the community over its injustice,† as quoted by King. Is not the above quote what was the whole basis of Socrates argument in Plato’s Crito? Of course it was, the whole reason King couldn’t decide to escape from jail is because, â€Å"I would rather die having spoken after my manner than speak in your manner and live.† Socrates explains that â€Å"it is not possible that a bad man should injure someone better than himself.† While King says something of similar meaning with, â€Å"they have gone with the faith that right defeated is stronger than evil triumphant.† Socrates speaks of living a life in jail for what he believes of expanding the minds of Athenians to treasure â€Å" the improvemen t of the soul† while King’s beliefs reflect the same idea with, â€Å"the willingness to go to jail for conscience’s sake.† Would Socrates agree with King’s arguments? Without a doubt I would say Socrates would definitely understand King’s points and completely understand the need for direct and strong measures taken to stand for what the African Americans believe they needed to do for a â€Å"just cause.†... Free Essays on King Vs. Socrates Free Essays on King Vs. Socrates The relationship between Socrates and Martin Luther King The similarities between Martin Luther King and Socrates are so close that it’s hard to imagine that either could have come up with their ideas alone. I believe as King quoted Socrates with, â€Å"†¦it was necessary to create a tension in the mind so that individuals could rise from the bondage of myths and half truths to the unfettered realm of creative analysis and objective appraisal†¦ to the majestic heights of understanding,† King stemmed his beliefs and strong arguments from ideas of fellow extremists. When reading King’s Letter from Birmingham Jail the first thing that came to mind was how closely related Socrates and King’s argument are about â€Å"the willingness of accepting the penalty by staying in jail to arouse the conscience of the community over its injustice,† as quoted by King. Is not the above quote what was the whole basis of Socrates argument in Plato’s Crito? Of course it was, the whole reason King couldn’t decide to escape from jail is because, â€Å"I would rather die having spoken after my manner than speak in your manner and live.† Socrates explains that â€Å"it is not possible that a bad man should injure someone better than himself.† While King says something of similar meaning with, â€Å"they have gone with the faith that right defeated is stronger than evil triumphant.† Socrates speaks of living a life in jail for what he believes of expanding the minds of Athenians to treasure â€Å" the improvemen t of the soul† while King’s beliefs reflect the same idea with, â€Å"the willingness to go to jail for conscience’s sake.† Would Socrates agree with King’s arguments? Without a doubt I would say Socrates would definitely understand King’s points and completely understand the need for direct and strong measures taken to stand for what the African Americans believe they needed to do for a â€Å"just cause.†...