A Game of Thrones Chapter Ten

Jon Jon climbed the steps slowly, trying not to think that this might be the last time ever. Ghost padded silently beside him. Outside, snow swirled through the castle gates, and the yard was all noise and chaos, but inside the thick stone walls it was still warm and quiet. Too quiet for Jon's liking. He reached the landing and stood for a long moment, afraid. Ghost nuzzled at his hand. He took courage from that. He straightened, and entered the room. Lady Stark was there beside his bed. She had been there, day and night, for close on a fortnight. Not for a moment had she left Bran's side. She had her meals brought to her there, and chamber pots as well, and a small hard bed to sleep on, though it was said she had scarcely slept at all. She fed him herself, the honey and water and herb mixture that sustained life. Not once did she leave the room. So Jon had stayed away. But now there was no more time. He stood in the door for a moment, afraid to speak, afraid to come closer. The window was open. Below, a wolf howled. Ghost heard and lifted his head. Lady Stark looked over. For a moment she did not seem to recognize him. Finally she blinked. â€Å"What are you doing here?† she asked in a voice strangely flat and emotionless. â€Å"I came to see Bran,† Jon said. â€Å"To say good-bye.† Her face did not change. Her long auburn hair was dull and tangled. She looked as though she had aged twenty years. â€Å"You've said it. Now go away.† Part of him wanted only to flee, but he knew that if he did he might never see Bran again. He took a nervous step into the room. â€Å"Please,† he said. Something cold moved in her eyes. â€Å"I told you to leave,† she said. â€Å"We don't want you here.† Once that would have sent him running. Once that might even have made him cry. Now it only made him angry. He would be a Sworn Brother of the Night's Watch soon, and face worse dangers than Catelyn Tully Stark. â€Å"He's my brother,† he said. â€Å"Shall I call the guards?† â€Å"Call them,† Jon said, defiant. â€Å"You can't stop me from seeing him.† He crossed the room, keeping the bed between them, and looked down on Bran where he lay. She was holding one of his hands. It looked like a claw. This was not the Bran he remembered. The flesh had all gone from him. His skin stretched tight over bones like sticks. Under the blanket, his legs bent in ways that made Jon sick. His eyes were sunken deep into black pits; open, but they saw nothing. The fall had shrunken him somehow. He looked half a leaf, as if the first strong wind would carry him off to his grave. Yet under the frail cage of those shattered ribs, his chest rose and fell with each shallow breath. â€Å"Bran,† he said, â€Å"I'm sorry I didn't come before. I was afraid.† He could feel the tears rolling down his cheeks. Jon no longer cared. â€Å"Don't die, Bran. Please. We're all waiting for you to wake up. Me and Robb and the girls, everyone . . . â€Å" Lady Stark was watching. She had not raised a cry. Jon took that for acceptance. Outside the window, the direwolf howled again. The wolf that Bran had not had time to name. â€Å"I have to go now,† Jon said. â€Å"Uncle Benjen is waiting. I'm to go north to the Wall. We have to leave today, before the snows come.† He remembered how excited Bran had been at the prospect of the journey. It was more than he could bear, the thought of leaving him behind like this. Jon brushed away his tears, leaned over, and kissed his brother lightly on the lips. â€Å"I wanted him to stay here with me,† Lady Stark said softly. Jon watched her, wary. She was not even looking at him. She was talking to him, but for a part of her, it was as though he were not even in the room. â€Å"I prayed for it,† she said dully. â€Å"He was my special boy. I went to the sept and prayed seven times to the seven faces of god that Ned would change his mind and leave him here with me. Sometimes prayers are answered.† Jon did not know what to say. â€Å"It wasn't your fault,† he managed after an awkward silence. Her eyes found him. They were full of poison. â€Å"I need none of your absolution, bastard.† Jon lowered his eyes. She was cradling one of Bran's hands. He took the other, squeezed it. Fingers like the bones of birds. â€Å"Good-bye,† he said. He was at the door when she called out to him. â€Å"Jon,† she said. He should have kept going, but she had never called him by his name before. He turned to find her looking at his face, as if she were seeing it for the first time. â€Å"Yes?† he said. â€Å"It should have been you,† she told him. Then she turned back to Bran and began to weep, her whole body shaking with the sobs. Jon had never seen her cry before. It was a long walk down to the yard. Outside, everything was noise and confusion. Wagons were being loaded, men were shouting, horses were being harnessed and saddled and led from the stables. A light snow had begun to fall, and everyone was in an uproar to be off. Robb was in the middle of it, shouting commands with the best of them. He seemed to have grown of late, as if Bran's fall and his mother's collapse had somehow made him stronger. Grey Wind was at his side. â€Å"Uncle Benjen is looking for you,† he told Jon. â€Å"He wanted to be gone an hour ago.† â€Å"I know,† Jon said. â€Å"Soon.† He looked around at all the noise and confusion. â€Å"Leaving is harder than I thought.† â€Å"For me too,† Robb said. He had snow in his hair, melting from the heat of his body. â€Å"Did you see him?† Jon nodded, not trusting himself to speak. â€Å"He's not going to die,† Robb said. â€Å"I know it.† â€Å"You Starks are hard to kill,† Jon agreed. His voice was flat and tired. The visit had taken all the strength from him. Robb knew something was wrong. â€Å"My mother . . . â€Å" â€Å"She was . . . very kind,† Jon told him. Robb looked relieved. â€Å"Good.† He smiled. â€Å"The next time I see you, you'll be all in black.† Jon forced himself to smile back. â€Å"It was always my color. How long do you think it will be?† â€Å"Soon enough,† Robb promised. He pulled Jon to him and embraced him fiercely. â€Å"Farewell, Snow.† Jon hugged him back. â€Å"And you, Stark. Take care of Bran.† â€Å"I will.† They broke apart and looked at each other awkwardly. â€Å"Uncle Benjen said to send you to the stables if I saw you,† Robb finally said. â€Å"I have one more farewell to make,† Jon told him. â€Å"Then I haven't seen you,† Robb replied. Jon left him standing there in the snow, surrounded by wagons and wolves and horses. It was a short walk to the armory. He picked up his package and took the covered bridge across to the Keep. Arya was in her room, packing a polished ironwood chest that was bigger than she was. Nymeria was helping. Arya would only have to point, and the wolf would bound across the room, snatch up some wisp of silk in her jaws, and fetch it back. But when she smelled Ghost, she sat down on her haunches and yelped at them. Arya glanced behind her, saw Jon, and jumped to her feet. She threw her skinny arms tight around his neck. â€Å"I was afraid you were gone,† she said, her breath catching in her throat. â€Å"They wouldn't let me out to say good-bye.† â€Å"What did you do now?† Jon was amused. Arya disentangled herself from him and made a face. â€Å"Nothing. I was all packed and everything.† She gestured at the huge chest, no more than a third full, and at the clothes that were scattered all over the room. â€Å"Septa Mordane says I have to do it all over. My things weren't properly folded, she says. A proper southron lady doesn't just throw her clothes inside her chest like old rags, she says.† â€Å"Is that what you did, little sister?† â€Å"Well, they're going to get all messed up anyway,† she said. â€Å"Who cares how they're folded?† â€Å"Septa Mordane,† Jon told her. â€Å"I don't think she'd like Nymeria helping, either.† The she-wolf regarded him silently with her dark golden eyes. â€Å"It's just as well. I have something for you to take with you, and it has to be packed very carefully.† Her face lit up. â€Å"A present?† â€Å"You could call it that. Close the door.† Wary but excited, Arya checked the hall. â€Å"Nymeria, here. Guard.† She left the wolf out there to warn of intruders and closed the door. By then Jon had pulled off the rags he'd wrapped it in. He held it out to her. Arya's eyes went wide. Dark eyes, like his. â€Å"A sword,† she said in a small, hushed breath. The scabbard was soft grey leather, supple as sin. Jon drew out the blade slowly, so she could see the deep blue sheen of the steel. â€Å"This is no toy,† he told her. â€Å"Be careful you don't cut yourself. The edges are sharp enough to shave with.† â€Å"Girls don't shave,† Arya said. â€Å"Maybe they should. Have you ever seen the septa's legs?† She giggled at him. â€Å"It's so skinny.† â€Å"So are you,† Jon told her. â€Å"I had Mikken make this special. The bravos use swords like this in Pentos and Myr and the other Free Cities. It won't hack a man's head off, but it can poke him full of holes if you're fast enough.† â€Å"I can be fast,† Arya said. â€Å"You'll have to work at it every day.† He put the sword in her hands, showed her how to hold it, and stepped back. â€Å"How does it feel? Do you like the balance?† â€Å"I think so,† Arya said. â€Å"First lesson,† Jon said. â€Å"Stick them with the pointy end.† Arya gave him a whap on the arm with the flat of her blade. The blow stung, but Jon found himself grinning like an idiot. â€Å"I know which end to use,† Arya said. A doubtful look crossed her face. â€Å"Septa Mordane will take it away from me.† â€Å"Not if she doesn't know you have it,† Jon said. â€Å"Who will I practice with?† â€Å"You'll find someone,† Jon promised her. â€Å"King's Landing is a true city, a thousand times the size of Winterfell. Until you find a partner, watch how they fight in the yard. Run, and ride, make yourself strong. And whatever you do . . . â€Å" Arya knew what was coming next. They said it together. † . . . don't . . . tell . . . Sansa!† Jon messed up her hair. â€Å"I will miss you, little sister.† Suddenly she looked like she was going to cry. â€Å"I wish you were coming with us.† â€Å"Different roads sometimes lead to the same castle. Who knows?† He was feeling better now. He was not going to let himself be sad. â€Å"I better go. I'll spend my first year on the Wall emptying chamber pots if I keep Uncle Ben waiting any longer.† Arya ran to him for a last hug. â€Å"Put down the sword first,† Jon warned her, laughing. She set it aside almost shyly and showered him with kisses. When he turned back at the door, she was holding it again, trying it for balance. â€Å"I almost forgot,† he told her. â€Å"All the best swords have names.† â€Å"Like Ice,† she said. She looked at the blade in her hand. â€Å"Does this have a name? Oh, tell me.† â€Å"Can't you guess?† Jon teased. â€Å"Your very favorite thing.† Arya seemed puzzled at first. Then it came to her. She was that quick. They said it together: â€Å"Needle!† The memory of her laughter warmed him on the long ride north.

SQ3R Method of Reading †Retain More Information

Throughout college and graduate school, you can expect to be assigned a great deal of reading,  and students who arent comfortable with reading or who feel like their skills are deficient will find it hard to succeed.  Attend class without having read and youll hurt only yourself. The most efficient students read with purpose and set goals. The SQ3R Method is designed to help you read faster and retain more information than ordinary reading methods. SQ3R stands for the steps in reading: survey, question, read, recite, review. It might seem like it takes more time to use the SQ3R method, but youll find that you remember more and have to reread less often. Lets take a look at the steps: Survey Before reading, survey the material. Glance through the topic headings and try to get an overview of the reading. Skim the sections and read the final summary paragraph to get an idea of where the chapter is going. Survey — dont read. Survey with purpose, to get a background knowledge, an initial orientation that will help you to organize the material as you read it. The surveying step eases you into the reading assignment Question Next, look at the first heading in the chapter. Turn it into a question. Create a series of questions to be answered in your reading. This step requires conscious effort but is worth it as it leads to active reading, the best way to retain written material. Asking questions focuses your concentration on what you need to learn or get out of your reading  Ã¢â‚¬â€Ã‚  it provides a sense of purpose. Read Read with purpose — use the questions as a guide. Read the first section of your reading assignment to answer your question. Actively search for the answers. If you finish the section and have not found an answer to the question, reread it. Read reflectively. Consider what the author is trying to say, and think about how you can use that information. Recite Once you have read a section, look away and try to recite the answer to your question, using your own words and examples. If you can do this, it means that you understand the material. If you cannot, glance over the section again. Once you have the answers to your questions, write them down. Review After reading the entire assignment, test your memory by reviewing your list of questions. Ask each one and review your notes. Youve created a set of notes that provide an overview the chapter.  You likely will not have to reread the chapter again. If youve taken good notes, you can use them to study for exams. As you review your notes, consider how the material fits with what you know from the course, experience, and other classes. What is the informations significance? What are the implications or applications of this material? What questions are you left with? Thinking about these bigger questions helps to place what youve read within the context of the course and your education — and is likely to lead to better retention. The extra steps of the SQ3R method may seem time-consuming, but they lead to a better understanding of the material so youll get more out of the reading with fewer passes. How many of the steps you follow is up to you. As you become more efficient you may find that you can read more — and retain more — with less effort. Regardless, if an assignment is important, be sure to take notes so that you dont have to reread it later.

Which States Have the Richest Biodiversity

Biodiversity is the richness of life in all of its forms, from genes to ecosystems. Biodiversity is not distributed equally over the globe; several factors combine to create so-called hotspots. For example, the Andes in South America or the forests in Southeast Asia have many more species of plants, mammals, or birds than almost anywhere else. Here, let’s examine the number of species in individual states, and see where North America’s hot spots are located. The rankings are based on the distribution of 21,395 plant and animal species represented in the databases of NatureServe, a non-profit group devoted to supplying information on the status and distribution of biodiversity. The Rankings California. The richness of California’s flora makes it a biodiversity hotspot even in global comparisons. A lot of that diversity is driven by the large variety of landscapes found in California, including the driest of deserts, lush coastal coniferous forests, salt marshes, and alpine tundra. Mostly separated from the rest of the continent by high elevation mountain ranges, the state has a large number of endemic species. The Channel Islands off California’s southern coast provided even more opportunities for the evolution of unique species.Texas. Like in California, the species richness in Texas comes from the states sheer size and the variety of ecosystems present. In a single state, one can encounter ecological elements from the Great Plains, the southwestern deserts, the rainy Gulf Coast, and the Mexican subtropics along the Rio Grande. In the heart of the state, the Edwards Plateau (and its numerous limestone caves) holds a rich diversity and many unique plants a nd animals. The Golden-cheeked Warbler is a Texas endemic relying on the juniper-oak woodlands of the Edwards Plateau.Arizona. At the junction of several great arid ecoregions, Arizona’s species richness is dominated by desert-adapted plants and animals. The Sonoran Desert in the southwest, the Mojave Desert in the northwest, and the Colorado Plateau in the northeast each bring a unique suite of arid land species. The high elevation woodlands in the mountain ranges add to this biodiversity, especially in the southeast portion of the state. There, small mountain ranges collectively referred to as the Madrean Archipelago carry pine-oak forests more typical of the Mexican Sierra Madre, and along with them species reaching the very northern end of their distribution.New Mexico. This state’s rich biodiversity also comes from being at the intersection of several major ecoregions, each with unique plants and animals. For New Mexico, much of the biodiversity comes from the Gre at Plains influences in the east, the Rocky Mountains incursion in the north, and the botanically diverse Chihuahuan Desert in the south. There are small but significant inclusions of the Madrean Archipelago in the southwest and the Colorado Plateau in the northwest.Alabama. The most diverse state east of the Mississippi, Alabama benefits from a warm climate, and the absence of recent biodiversity-leveling glaciations. Much of the species richness is driven by the thousands of miles of freshwater streams running through this rain-soaked state. As a result, there is an unusually high number of freshwater fish, snails, crayfish, mussels, turtles, and amphibians. Alabama also boasts a variety of geological substrates, which support different ecosystems in sand dunes, bogs, tallgrass prairies, and glades where the bedrock is exposed. Another geological manifestation, extensive limestone cave systems, supports many unique animal species. Source NatureServe. States of the Union: Ranking America’s Biodiversity.

The American Dream By Robert D. Putnam - 877 Words

â€Å"Want to write the script of your own life? Come to America!† This is the best slogan for appealing foreigners to come to the U.S, and it is also the best description of American Dream. However, is this so-called â€Å"dream† actually achievable? It has always been a controversial topic for the world. But some immigrants did succeed after they can to America, but others argues that since the time has long passed this American dream is now only a dream. Nevertheless, in my own point of view, the American dream still remains achievable, yet it gets harder than ever given our unstable economy/society, technology advancement and inequality. First of all, even the U.S has now become the most powerful â€Å"empire† throughout the world, but economic problems still arises frequently, and the whole economy has actually declined in some aspects. As Robert D. Putnam states in his article â€Å"Crumbling American Dreams†, â€Å"By 2012 the average worker in Ot tawa County had not had a real raise for four decades and, in fact, is now paid roughly 16 percent less in inflation-adjusted dollars than his or her grandfather in the early 1970s.† (Putnam, 2) Furthermore, the inflation and currency devaluation are also significantly preventing people from pursuing their own dreams. However, there is method to avoid and overcome those obstacles, and that is called education. Education has always been the number one thing for most teenagers, and the majority of them also choose to go to universities, andShow MoreRelatedRobert Putnam s Our Kids : The American Dream Crisis1356 Words   |  6 PagesThe American Dream is becoming less attainable, and now resembles a myth that Americans can only hope to achieve. 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A common metric test data from the 1940s through to the mid-200s, shows that there is greater gap in scores between youth whoseRead MoreNashi: Pro-regime Youth Groups in Russia2270 Words   |  10 Pagesengaging in politics, voluntary organizations are able to cultivate a more aware and better informed citizenry who participate in political sphere and hold governments accountable by voicing their interests (1989). More recently, in his seminal work Robert Putnam provides evidence that even non-political civil organizations are able to contribute to democratic governance by building social capital, which can then build political capital (2000). Indeed, the state and society are interconnected in that theRead MoreToni Morrison and Historical Memory5014 Words   |  21 PagesMost of literature written by American minority authors is pedagogic, not toward the dominant culture, but for the minority cultures of which they are members. These authors realize that the dominant culture has misrepresented minority history, and it is the minority writers burden to undertake the challenge of setting the record straight to strengthen and heal their own cultures. Unfortunately, many minorities are ambivalent because they vacillate between assimilation (thereby losing their separatenessRead MoreOpportunities23827 Words   |  96 PagesFor the exclusive use of D. DE ALEJANDRO 9-801-361 REV: SEPTEMBER 30, 2005 NANCY F. KOEHN Howard Schultz and Starbucks Coffee Company Prologue: International Expansion On August 2, 1996, Starbucks Coffee Company opened its first store outside North America. Like many of its U.S. and Canadian outlets, the new store was located in a busy district of a prominent city—Tokyo. Starbucks managers had devoted much time to selecting the site, designing the store’s layout and fixtures, training

Should Public High School Students Have Access to “The Kite Runner”‘s Content Free Essays

Should Public High School students have access to â€Å"The Kite Runner†Ã¢â‚¬Ëœs content? Khaled Hosseni’s famous novel, â€Å"The Kite Runner† is one of the most popular books of the decade. It is #1 New York Bestseller with sold more than 10 million copies. Even though the book has immense popularity, the book is banned in several countries including Afghanistan, Hosseni’s mother land because of its sexual orientation and the use of vulgar language. We will write a custom essay sample on Should Public High School Students Have Access to â€Å"The Kite Runner†Ã¢â‚¬Ëœs Content or any similar topic only for you Order Now The government believes the novel will outrage the Afghan community and may lead to chaotic situation. Even though some advocates of banning the novel for education curriculum may argue that, the book contains rapes in graphic detail, the use of vulgar language, offensive language and ethnic tensions, these romantic critics are too dogmatic in their provincial ideology. Hosseni’s novel, â€Å"The Kite Runner† shouldn’t be banned from high school students because of its teaching about loyalty, forgiveness, sacrifice and also provides an insight of real world alongside its immense popularity. Khaled Hosseni’s best-seller book, â€Å"The Kite Runner† shouldn’t be banned from high school curriculum. The book demonstrates different incidents which provide important lessons for the reader through its quotes. For example, when Amir talked about sin, Baba said, â€Å"No matter what the mullah teaches, there is only one sin, only one. And that is theft† (Hosseni, 17). Baba believed stealing is the only sin a person can commit; other crimes are just different form of crime. This demonstrates the discouragement of vice, exists in the novel, which has great impact on reader’s mind. Additionally, the book provides a depth insight of the real world. It demonstrates the depravity of the war, the importance of kinship and also encourages people to stand up for the truth and demolish the false. So that’s why the book shouldn’t be banned. On the other hand, the opponents of the idea argue to deny the access of book to public high school students for various reasons. The book contains a sodomy rape scene in graphic detail which is arguably inappropriate for high school students. †(Green, Tracy. It’s Banned Book of the Week? Why Kite Runner? www. authorexposure. com . Sept 30, 2009. Web. April 13, 2013. http://www. authorexposure. com/2009/09/its-banned-book-week-why-kite-runner. html) As Assef tries to teach Hassan a lesson, â€Å"Assef knelt behind Hassan, put his hand on Hassan’s hips and lifted his bare buttocks. He k ept one hand on Hassan’s back and undid his own belt buckle with his free hand. He unzipped How to cite Should Public High School Students Have Access to â€Å"The Kite Runner†Ã¢â‚¬Ëœs Content, Essays

Contemporary Issues In Health And Social Care Management

Question: You are required to write a report that includes: An analysis of the extent to which local attitudes are reflected nationally. An evaluation of the validity of public attitudes and behaviours in relation to a specific issues. A justification of possible consequences of contemporary thinking for health and social care provision and services. Answer: Introduction: In the field of health and social care (HSC), the patient care is the focus for the professionals. However, these days several issues are evident in the contemporary society due to changing attitudes and behaviors of HSC professionals towards the patients (Saleh and Qadir, 2013). The current assignment deals with the contemporary issue of negligence in the HSC sector of UK. It highlights the case of a 98 years old woman, Mrs. Yvonne Grant being neglected by her carer in the Oban House care home in Croydon, South London. The patient died but the incident of negligence is revealed through the hidden camera in her room placed by her granddaughter. This study analyses the local attitudes, validity of public behavior and probable effects of the issue in HSC system. Analysis of the extent of national reflection of local attitudes: The several incidents taking place in the HSC settings vividly reflect the local attitudes of the healthcare professionals (Jayaweera and Quigley, 2010). Considering the case of Mrs. Grant, the carer is seen to neglect the calls made by the patient repeatedly for seeking help to go to the washroom. As recorded in the camera, the patient faced several such incidents in the last few days of her life before she died. Similar incidents are evident in other cases as that of Gillian Astbury case in the Mid Staffordshire hospital where the negligence and abuse by the nurses led to the death of the patient. As stated by Reader andGillespie (2013), it reflects the great extent to which the local attitudes lead to severe detrimental effects on the health of the patients. The issue of neglect and abuse among the elder patients is a widespread phenomenon in the HSC settings of the current times. The older patients as Mrs. Grant with poor physical strength and inability to report against the carers makes them highly vulnerable to the risk of neglect and abuse. As put forward by Cummings (2012), in several cases, with the fast paced lifestyle in the developed countries as UK, the older people with chronic diseases are mostly admitted to hospitals and not much contacted by their family members. It further increases their level of vulnerability. Mrs. Grant with her husband deceased long back seems to experience the same. She was admitted to the hospital for long-term stay as per requirement. Patients admitted to the care homes, especially the older ones expect to receive a comforting and relevant care facility and service from the staffs (Armstrong et al. 2012). Contradictorily, most patients as Mrs. Grant face neglect and abuse as lack of response from th e carers to address the issues or provide relevant support to the need of the patients. As highlighted by Cummings (2012), the lack of adequate legislative measures and acts to punish the staffs on incidences of neglect and abuse of patients by the health care is a major reason for the growing events of negligence and patient abuse of the elderly. The attitude of the healthcare professionals that they will be exempted from any harsh punishments and consequences on conduction of such acts of abuse and neglect to the vulnerable patients. Through the incidence of Mrs. Grant, it is clear that the local people admitting their family members to the healthcare settings are well aware of the incidences of neglect and abuse taking place due to the inappropriate acts of the healthcare staffs at the respective care home. As asserted by Jayaweera and Quigley (2010), such incidents reflect the high level of helplessness of the local people admitting their patients to the hospitals. The act of revealing the incidence that happened with Mrs. Grant; through the camera footage by her gr anddaughter indicate the high intension of the local people to punish the staffs through this revelation. Studies reflect the relation of increase in abuse risk of the elderly patients with increase in their dependency on the healthcare staff for their own protection, care and safety. The increasing aging population in UK leads to the increase in number of older patients admitted to the healthcare settings. With the increase in the number of older patients, the pressure on the healthcare staffs attending them also increases and thus raises the risk of abuse and neglect to them. Evaluation of public attitude and behavior validity relating to the specific issue of patient abuse and neglect: In Europe, the issue of patient neglect and abuse is a major concern in the recent times. The incidence of receiving 22,847 complaints against NHS in 2011 relating to the issues of staff attitudes, patient dignity and communication reflects the validity of the issue (Reader andGillespie, 2013). However, with the rising aging population in UK and the increasing older patients being admitted to the hospitals, the staffs experience a greater extent of pressure as well. It increases the risk of ageist attitude development among the healthcare professionals. As identified by Briggs (2010), the carers dealing with the older patients need to have a very high level of patience and understanding capability. It is because mostly the older patients depict the need of assistance to their daily activities, which are tiring for the healthcare staffs. Several old patients in the chronic care settings are found to depict adverse behaviors as aggressiveness, intolerance of the healthcare staffs and t reatment procedures, loss of memory and such other cognitive functions. Dealing with such patients on a long-term basis is a stressful work to do for the healthcare service providers. It leads them to the development of ageist attitude delivering a rude and negligent service to the patients (Tzeng, 2011). In several studies, it is highlighted that the care settings with older people often reveal difficulties in attracting and retaining staffs. It further validates the local attitudes and behaviors of the staffs indicating their non-adherence and lack of interest to serve the older people. Saleh and Qadir (2013) correctly opines that although by the UK government sufficient laws against discrimination in terms of age are passed, yet discriminatory acts still take place indirectly. Researches identifying insufficient training, education, communication ability and poor access to the essential services and rehabilitation contribute to the prevalence of the acts of neglect and abuse to patients in the HSC setting in UK. It leads to the development of the negative attitude of the care providers towards the patients (Pei and Ayub, 2015). A lack of recognition regarding the needs and expectations of the patients leads to negligence and abuse in several cases. The lower priority to older patients in some healthcare organizations are eminent contributing factors to the deteriorated care standards delivered to the patients. Pharoah and Harrow (2011) argue that the underfunding status and low priority for the service development for older people by the healthcare organizations and higher authorities directs the attitudes of the carers regarding care service to this sector. However, the issue of neglect and abuse of patients by the carer is a major concern depicted through the high level of catastrophic consequences it produces. Evidences as that of Mid Staffordshire NHS Foundation Trust depicting 1200 patient deaths in the period of 2005 to 2008 due to the failure to conduct daily and basic routines, indicate the eminent need to address this issue. Possible effects of contemporary thinking in health and social care provision and services: The various consequences of contemporary thinking for HSC provision and services include bureaucracy, accountability, privatization and increase in funding (Deber, 2014). The significance of the bureaucracy is highlighted as the government officials determine the various provisions without being elected by the common public through voting. The accountability effect of the contemporary thinking in HSC sector involves the activities that ensure better health care service facilities for the service users as well as the staffs. According to Mullins (2012), with the increasing understanding of the people about the HSC system because of the contemporary thinking, the funding structure and status of the HSC sector can improve largely. Due to the contemporary thinking, the HSC services and system can experience a reduction of resources. It can take place not only in financial terms but also in terms of human resource as well. As stated by Simonet (2010), the lack of adequate efficient and talented healthcare staff results in the growing incidence of abuse and neglect for patients lowering the standards of healthcare services in UK. It is evident through the case of Mrs. Grant where the staff attending her depicts a severe level of inappropriate behavior and highly negative attitude in not responding to her request for assistance. It is also a depiction of violating the legal norms set by the government of UK, which states that a health care service provider needs to attend and communicate the patient in their responsibility at every 1-hour interval. This highlights the severe risk of abuse and neglect to which the patients are exposed to in the healthcare settings. Although discrimination of patients on basis of age or disease status is strictly prohibited, yet the studies conducted by Dyer (2012), on the healthcare settings across UK points out several events of discriminating behaviors enacted by the carers, especially to the vulnerable patients as elderly people with inability to report against the carers. Due to these issues, a result as privatization of the HSC sector is very much probable in the near future. As per the view of Lamarche et al. (2011), the contemporary thinking can lead to an emphasis on the healthcare service availability. With the stark highlighting of the incidents as that of Mrs. Grant, Mid Staffordshire hospital the authorities and government of UK will focus on provisions of better access to the healthcare services by the vulnerable patients as older people. Thus, it can be said that the contemporary thinking in HSC services sector can be expected to bring a change in the health care services and provisions in a posit ive way. Conclusion: The current assignment is seen to highlight the extent of the local attitudes of HSC staffs towards the patients, especially the vulnerable ones as the woman in the case study Mrs. Grant. The issues as abuse and negligence resulting in failure to meet the patients need and detrimental effects on the patients are evident clearly through this study. The various incidents of patient abuse and neglect across UK provide evidences supporting the validity of such issues. The study identifies the severe consequences of contemporary thinking as reduction of resources along with the chances of bringing positive changes in services and provisions in the HSC sector. References Armstrong, K., Akroyd, K. and Burke, L. (2012). The role of the emergency care practitioner in the provision of health advice and health promotion to patients within the UK National Health Service. Journal of Interprofessional Care, 26(1), pp.64-65. Briggs, D. (2010). Notes on the end of life: the social interactions between patients, carers and professionals. Quality Ageing Older Adults, 11(2), pp.35-46. Cummings, G. (2012). The Road to Improving Patient-Reported Outcomes: Measures or Healthcare Reform?. hcpap, 11(4), pp.24-28. Deber, R. (2014). Thinking about Accountability. hcpol, 10(SP), pp.12-24. Dyer, C. (2012). Age discrimination in UK healthcare will become unlawful in October. BMJ, 344(jun13 3), pp.e4134-e4134. Jayaweera, H. and Quigley, M. (2010). Health status, health behaviour and healthcare use among migrants in the UK: Evidence from mothers in the Millennium Cohort Study. Social Science Medicine, 71(5), pp.1002-1010. Lamarche, P., Pineault, R., Gauthier, J., Hamel, M. and Haggerty, J. (2011). Availability of Healthcare Resources, Positive Ratings of the Care Experience and Extent of Service Use: An Unexpected Relationship. hcpol, pp.46-54. Mullins, J. (2012). PLAN B: RE-THINKING FUNDING. Business Strategy Review, 23(4), pp.47-49. Pei, K. and Ayub, A. (2015). Measuring Customer Satisfaction towards Cafeteria Services in Primary Health Care Setting: A Cross-Section Study among Patients and Health Care Providers in Bintulu, Sarawak. OALib, 02(04), pp.1-11. Pharoah, C. and Harrow, J. (2011). A legacy for the nation's health the challenges faced by UK health charities in legacy funding. Journal of Communication in Healthcare, 4(1), pp.13-26. Reader, T. W.andGillespie, A. (2013)Patient neglect in healthcare institutions: a systematic review and conceptual model, BMC Health Services Research,13:156doi:10.1186/1472-6963-13-156 Saleh, A. and Qadir, S. (2013). Patients Attitude Towards Clinical Care at Academic Institutions. International Journal of Integrative Medicine, p.1. Simonet, D. (2010). Healthcare reforms and cost reduction strategies in Europe. International J Health Care QA, 23(5), pp.470-488. Tzeng, H. (2011). Nurses' Caring Attitude: Fall Prevention Program Implementation as an Example of Its Importance. Nursing Forum, 46(3), pp.137-145.

Music Business Essays - Copyright Collection Societies,

Music Business Music Business Exam Number One Question 1. The music publishing industry at a glance would seem to be those who print sheet music, method books, lead sheets, and all of the texts or notated music that musicians (and those aspiring to be musicians) use. Years ago, this was what most music publishers did, but as the industry has evolved the process that become much more complex. Music is not just ink and paper, intellectual material and property to the individual who writes it. Therefore the song does not become a song when it is written down. This is not an easy concept to grasp because the song by itself has no physical makeup. A song could exist once it is played for the first time, and songs can even exist inside the mind of a songwriter. This concept is why the publishing business can be so complex; we are dealing with intellectual property. The heart of the music publishing business lies in the rights to the original music. After the music is successful enough to financially support itself the music is printed in mass quantities in a variety of ways. This could be everything from guitar tabs to choral arrangements for a junior high choir. The publishers main source of income is through record royalties, performance royalties received from companies like the American Society of Composers, Authors and Publishers (ASCAP), Broadcast Music Incorporated (BMI), and the Society of European Stage Authors and Composers (SESAC) for performances of music copyrighted by the publisher. These royalties could be from many different types of performances but most are though radio and songs on television. The success of a songwriter lies in the greatly in the hands of his/her publisher. Normally we hear of a bands success when they are signed with a record deal, but most record companies not only produce and promote an album, they also a ct as the publisher who, when contracted, owns the rights to the music. When a publisher own the song it is put in to their catalog. Merchandise retailers have catalogs of their goods just like publishers have a catalog of songs that they own rights to. Publishing firms such as Warner/Chappell, BMG Music, MCA Music, and Sony music have catalogs of many styles of music. These companies are referred to as full-line companies. A broad repertoire allows them to market their music to many audiences. Most of these full-line companys roots can be traced back to the music of Hollywood and the show music of Broadway. Publishers today may have thousands of songwriters in its catalog including all styles of music from around the globe. Representative Warner/Chappell owns, administers, or sub-publishes more that a million copyrights here and abroad. Todays full-line publishers have many different divisions to their company. Large publishers handle virtually every aspect of a writers music, its recordings, distribution, sales, promotion, advertising, touring, and legal affairs. This figure lays out all the divisions a full-line publisher may have. The administration division is the division that handles the operations of the firm. All business affairs go through administration. When money is received from or paid to customers the firm the accounting divisions keeps all the financial records of these kinds of operations. The accounting division also would handle loans given to artist that are signed to the firm under the publishers record label. When a band records an album under a label they become a liability to the label because money has to be spent to record, produce and promote a artists music. Full-line publishers front this money and all profits from the artist come back and are split 50-50 with the publisher and the writer. If the artist maintains the rights to their songs the record contract will include a controlled composition clause that calls for a reduced mechanical royalty paid to the artist by the record label. This clause may reduce the royalty split to 75-25, the larger portion going to the record label. This clause would not be insisted to artists who place the full rights to works in the hands of the record companys publisher. The artist remains a liability to the publisher as long as the artist has not made as much money as