Traffic congestion Essay Example for Free

Traffic congestion Essay Introduction Traffic congestion is one of the most compelling global problems especially in developed cities. London is among those cities which suffer from the traffic problems. According to the London city council, Londons population was 8. 17 million in 2011. By the year 2011, every 100 people in London owns 60-65 personal cars, which means cars have been the prior transportation tools for local people (Blythe, 2005). Frequently using cars as vehicle contributes to the traffic problems. As the rapid growth of population, the rate of car ownership would reach to a higher level hich is a severe test to the environment. According to Hickman et al (2010), Approximately 25% of carbon dioxide(C02) emissions is contributed by transport tools. Obviously, traffic problem is a magnificent cause of the environmental damage. Although some relevant policy has been implemented to reduce the congestion, traffic problems still exist across the capital with the growth of population and employment. (Transport Committee, 2008) According to Transport Committee (2008), Londons traffic speeds are below average speeds of global cities such as New York nd Singapore. Meanwhile, the population and the demands of Jobs in London are predicted to reach to a high level by 2025. The location of the additional Job will force a large number of people to go through the city at peak hours, which is a severe challenge to the local traffic situation. (Transport Committee, 2008) Thus, light rail transit systems (LRT) could be the ideal solution to traffic problem. However, the high cost might limit the scale of this method. Electronic toll collection system (ETC) is regarded as another option with relatively low cost.

Use Case Diagram Details For Library Management Computer Science Essay

Use Case Diagram Details For Library Management Computer Science Essay The Library Management System would be a Web application. A simpler form of library based management system provides multi functional processes to log in, register, add books, add categories, search or issue or return the books. The basic language used in the follow up of this system is C# and the data base used for the same is SQL Server and SQL Client. These all have been used in the code of processing a Library Management System at any place (Gupta). There are certain advantages of using visual basic in Library Management System that it provides a very decent atmosphere for all the programmers to develop a graphical user interface which is considere4d to be a ready to use component in the main working of Library Management System. This will be providing all functionality for Abu Dhabi University library operations. The specific details of each user are given below in this document.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A librarian can add all details of new books / journals / periodicals / CDs / DVDs using create new book menu from his administrative panel, from this administrative panel librarian can also delete any previous entry of books / journals / periodicals / CDs / DVDs and if librarian just want to update status of books / journals / periodicals then he can update details of books / journals / periodicals / CDs / DVDs details also but in this case if library management system found any invalid id of any invalid book details then it will give and immediate alert pop-up to administrator of the system will also kept record of each alert and the most useful feature of this library management system is librarian can search any of the books / journals / periodicals / CDs / DVDs from the database using title or author name. Librarian can also update and of the user details and delete or block users if there fee or fine is not submitted or he found a nything wrong with and of the students user account. Librarian is also have privileges to see amount of fee and fine that any user have to pay and also overall money that is going to debited. A database manager can create a new database and took back-up of day to day updated database of library management system. Database manager have to design whole schema once and have to made changes time to time if needed. A guest user will have a limited or no access to data. Guest can register himself/herself and become a regular user of Student or Faculty type after getting approval of library management systems administer. In library management system for Abu Dhabi University there would be two types of user exist. First one would be student type and second type is of faculty type this faculty type users are having unlimited account for borrowing books but in place of student type account there would be some limit for borrowing books at a time. This student type user have to submit their book within a period or re-borrow them if they need it for more longer else the fine will be charged to students type user but in case of faculty type user there is no time limit for any borrowed new books / journals / periodicals / CDs / DVDs. A student type user can login to library management system after fulfilling his/her authentication if it library management system found any invalid account then will give a alert massage and will also report to administer at another hand after logged in he can check is his account which contains the amount that he/she has to pay including all fine details and this will also having all of history of his/her borrowed new books / journals / periodicals / CDs / DVDs. The student user can borrow books / journals / periodicals / CDs / DVDs and the system is also having an option for re-borrow of books / journals / periodicals / CDs / DVDs. The library management system facilitated more to students and faculties too there is an option to put a request of home delivery with any borrow request. The charges of home delivery will be automatically added to their accounts. The biggest useful feature of this library management system is user of all type can search any of the books / journals / pe riodicals / CDs / DVDs from the database using title or author name of borrowing it. The student and faculty type user can also request for any new required book in library and this request will directly goes to the administrator of this library management system which will precede this request to further steps. One more feature of this library management system is feedback the user of student type and faculty can rate for any books / journals / periodicals / CDs / DVDs and also put their comments for any of them which will help other users and librarian too to decide about that books / journals / periodicals / CDs / DVDs so that review also done in this library management system. There are some other categories of Use Case Diagram for Library Management System, for example E Draw Soft Diagrammer 4 which is a new UML Diagram and is considered to be a new type of diagram tool for the software engineers and various designers. E Draw is a short form of Easy to Draw diagram for UML model (Use Case Diagram For Library Management System).

How does Miller use Alfieri to inspire Sympathy for Eddie? Essay

How does Miller use Alfieri to inspire Sympathy for Eddie? How successful is he? In his play â€Å"A View from the Bridge†, Arthur Miller intends us to feel sympathy towards the protagonist, Eddie Carbone. Miller wants the audience to view Eddie positively, however Eddie displays negative personality traits like aggression, violence and over-protectiveness therefore there is a conflict between how Miller wants us to feel, that Eddie is a tragic hero, and how he actually does behave. The narrator Alfieri is deployed to often defend or explain Eddie’s actions. After Eddie has shown a negative characteristic, Alfieri is deployed to get the audience back on Eddie’s side. Without Alfieri, the audience would dislike Eddie and would immediately reject him. The audience’s views towards Eddie are constantly shifting throughout the play. Miller, like many playwrights, was influenced by Greek theatre. Alfieri’s role is similar to the way the chorus operated in Greek tragedy because he comments on the action throughout the play. Our first impressions of Alfieri are positive. In the ancillary text, he is described as, â€Å"a lawyer in his fifties† which suggests that he is an educated and mature man. Alfieri is well dressed in a suit and is very well mannered. It is extremely important that the audience likes and trusts Alfieri if he is to influence the audience’s views of Eddie during the play. This is why Alfieri is dressed smartly and looks experienced right at the beginning of the play. He speaks directly to the audience in an approachable and friendly way using the personal pronoun â€Å"you† which shows that he is trying to build a rapport with the audience right from the start of the play. Alfieri is articulate a... ...e is an element of contradiction to Alfieri’s final words because he believes that it is wise to compromise and yet he loves Eddie who refused to. This shows that it is not possible to have a fixed view on Eddie throughout the whole play. Miller uses Alfieri to constantly shift the audience’s view of Eddie by deploying Alfieri every time Eddie shows a negative trait. I think Alfieri finally does inspire sympathy for Eddie although some people may not sympathise with him but completely dislike him because of his negative behaviour. This is Miller’s intention throughout the play because of his use of Alfieri. I do not sympathise with Eddie but i pity him because he knew no better and he was a product of his cultural background. Eddie was not fully equipped for the predicament he faced and his limited intellect led to a tragic event at the end of the play.

John Steinbeck Essay -- essays research papers

John Steinbeck was born on February 27, 1902 in Salinas, California, a farming community with of about 2500 people. He was the third of four children and the only son of John Ernst and Olive Hamiton Steinbeck. His sisters Beth and Esther were much older than John and he felt closest to Mary, the youngest. He spent his childhood and adolescence in the Salinas Valley, which he later called â€Å"the salad bowl of the nation.† John’s mother, Olive, was the daughter of Irish immigrants. She left her parents’ ranch to become a teacher. John remembered his mother as energetic and full of fun. He called his father, in contrast, â€Å"a singularly silent man.† Steinbeck’s father, also named John, worked as the treasurer of Monterey County. He had chosen a safe, practical course in life, in order to support his family.   Ã‚  Ã‚  Ã‚  Ã‚  John enjoyed literature from an early age on. His mother read him the fairy tales of Hans Christian Andersen, Robert Louis Stevenson, and the stories of King Arthur.   Ã‚  Ã‚  Ã‚  Ã‚  John attended Salinas High School, an experience he generally disliked, but one bright spot in his high school carrer was his ninth grade English teacher, Miss Cupp. She admired the compositions he wrote and encouraged him to continue with his writing. Throughout high school, John spent most of his free time writing stories in his room.   Ã‚  Ã‚  Ã‚  Ã‚  John graduated from HS in 1919 and then went to Stanford University. John wanted to study to be a writer, but his mother wanted him to be something practical, like a lawyer.   Ã‚  Ã‚  Ã‚  Ã‚  While attending Stanford University, John Steinbeck decided that a degree was of no use to a writer. Instead, he studied the things that interested him and would help him progress as a writer. He studied literature, history, and classical Greek. He convinced university officials to let him learn human anatomy alongside the medical students. Dissecting cadavers would help him â€Å"know more about people†, he explained. Steinbeck’s creative writing teacher taught him to write stories that were â€Å"true.† She didn’t mean the events in the story had to have actually happened, but instead the story and characters must reflect real human feelings and conflicts.   Ã‚  Ã‚  Ã‚  Ã‚  During his college years, Steinbeck worked at a number of different jobs to help pay for his educ... ...gories including physics, chemistry, physiology or medicine, literature, peace, and economics. The Prize is awarded to those who have made valuable contributions to the â€Å"good of humanity.†   Ã‚  Ã‚  Ã‚  Ã‚  The Nobel Prize was the greatest honor of John Steinbeck’s life. His acceptance speech concluded with the observation that â€Å"St. John the Apostle may well be paraphrased: In the end is the Word, and the Word is Man--the Word is with Man.†   Ã‚  Ã‚  Ã‚  Ã‚  After receiving the Prize, John began having heart problems and he was moved to his home in New York. John Steinbeck died peacefully on December 20, 1968, with Elaine lying at his side. He was 66 years old.   Ã‚  Ã‚  Ã‚  Ã‚  As John Steinbeck experienced life in Ameria he recorded his observation, his enjoyment of life, and his belief in human goodness. Several of his works are now considered classics. His books differ in content and in form, â€Å"Of Mice and Men† is similar to a play and â€Å"The Sea of Cortez† is a scientific account. But Steinbeck wrote all of his books with a particular goal in mind. As he explained, â€Å"My whole work drive as been aimed at making people understand each other.†

Qualitative and Quantitative Research Essays -- Evaluation Methods

Introduction This essay aims to cover two main focus points. The first section of this essay will take an in depth look at the major differences between two research methods – Qualitative and Quantitative. I will explore when and why they are used for specific types of research and how they apply to some types of work more effectively. The second area for this essay will be based around the research question- what factors contribute to you feeling anxious during sport or exercise? I will then go on to show that the best method to use to analyse this will be by using qualitative research, and then how it can be applied to it to extract all relevant information from it. Qualitative and Quantitative Research Methods The qualitative and quantitative research methods are divided by many fundamental differences. You could suggest that these two research methods represent the two different ends of a linear spectrum. Qualitative research looks to deal with the in depth, word based side of research whereas on the other end of the spectrum quantitative research works predominantly with number based research and statistics. Birley and Moreland (1998) support this by saying that â€Å"the two methodologies reflect various paradigms and that the theoretical model that each method uses to conduct the research come from different areas†. Qualitative research involves the consideration of emotions and thought processes concerning certain situations, whilst quantitative data collection sets about using statistics and numbers to determine the results (Mosby's Dictionary of Medicine, Nursing, & Health Professions). In addition, qualitative research gives a more detailed view of a situation compared to quantitative, which only collects discrete d... ... European Journal of Sport Science. 8 (3), p143. Holt, N.L and Mandigo, J.L. (2004). Coping with performance worries among youth male cricket players. Journal of sport behaviour. 27 (1) p39-57 Kerr, J and Grange, P. (2010). Physical aggression in Australian football: A qualitative study of elite athletes. Psychology of Sport & Exercise. P11 Open Coding (No date). Available from http://www.researchproposalsforhealthprofessionals.com/open_coding.htm(06/03/12) Patton, M.Q. (2002). Qualitative Research and Evaluation Methods. Thousand Oaks, CA: Sage. ‘quantitative analysis’ 2009, in Mosby's Dictionary of Medicine, Nursing, & Health Professions, Elsevier Health Sciences, Philadelphia, PA, USA Silverman, D: (2006) What is qualitative research?. Interpreting qualitative data: methods for analyzing talk, text and interaction. 3rd ed., London: Sage. p.48

A Game of Thrones Chapter One

Bran The morning had dawned clear and cold, with a crispness that hinted at the end of summer. They set forth at daybreak to see a man beheaded, twenty in all, and Bran rode among them, nervous with excitement. This was the first time he had been deemed old enough to go with his lord father and his brothers to see the king's justice done. It was the ninth year of summer, and the seventh of Bran's life. The man had been taken outside a small holdfast in the hills. Robb thought he was a wildling, his sword sworn to Mance Rayder, the King-beyond-the-Wall. It made Bran's skin prickle to think of it. He remembered the hearth tales Old Nan told them. The wildlings were cruel men, she said, slavers and slayers and thieves. They consorted with giants and ghouls, stole girl children in the dead of night, and drank blood from polished horns. And their women lay with the Others in the Long Night to sire terrible half-human children. But the man they found bound hand and foot to the holdfast wall awaiting the king's justice was old and scrawny, not much taller than Robb. He had lost both ears and a finger to frostbite, and he dressed all in black, the same as a brother of the Night's Watch, except that his furs were ragged and greasy. The breath of man and horse mingled, steaming, in the cold morning air as his lord father had the man cut down from the wall and dragged before them. Robb and Jon sat tall and still on their horses, with Bran between them on his pony, trying to seem older than seven, trying to pretend that he'd seen all this before. A faint wind blew through the holdfast gate. Over their heads flapped the banner of the Starks of Winterfell: a grey direwolf racing across an ice-white field. Bran's father sat solemnly on his horse, long brown hair stirring in the wind. His closely trimmed beard was shot with white, making him look older than his thirty-five years. He had a grim cast to his grey eyes this day, and he seemed not at all the man who would sit before the fire in the evening and talk softly of the age of heroes and the children of the forest. He had taken off Father's face, Bran thought, and donned the face of Lord Stark of Winterfell. There were questions asked and answers given there in the chill of morning, but afterward Bran could not recall much of what had been said. Finally his lord father gave a command, and two of his guardsmen dragged the ragged man to the ironwood stump in the center of the square. They forced his head down onto the hard black wood. Lord Eddard Stark dismounted and his ward Theon Greyjoy brought forth the sword. â€Å"Ice,† that sword was called. It was as wide across as a man's hand, and taller even than Robb. The blade was Valyrian steel, spell-forged and dark as smoke. Nothing held an edge like Valyrian steel. His father peeled off his gloves and handed them to Jory Cassel, the captain of his household guard. He took hold of Ice with both hands and said, â€Å"In the name of Robert of the House Baratheon, the First of his Name, King of the Andals and the Rhoynar and the First Men, Lord of the Seven Kingdoms and Protector of the Realm, by the word of Eddard of the House Stark, Lord of Winterfell and Warden of the North, I do sentence you to die.† He lifted the greatsword high above his head. Bran's bastard brother Jon Snow moved closer. â€Å"Keep the pony well in hand,† he whispered. â€Å"And don't look away. Father will know if you do.† Bran kept his pony well in hand, and did not look away. His father took off the man's head with a single sure stroke. Blood sprayed out across the snow, as red as surnmerwine. One of the horses reared and had to be restrained to keep from bolting. Bran could not take his eyes off the blood. The snows around the stump drank it eagerly, reddening as he watched. The head bounced off a thick root and rolled. It came up near Greyjoy's feet. Theon was a lean, dark youth of nineteen who found everything amusing. He laughed, put his boot on the head, and kicked it away. â€Å"Ass,† Jon muttered, low enough so Greyjoy did not hear. He put a hand on Bran's shoulder, and Bran looked over at his bastard brother. â€Å"You did well,† Jon told him solemnly. Jon was fourteen, an old hand at justice. It seemed colder on the long ride back to Winterfell, though the wind had died by then and the sun was higher in the sky. Bran rode with his brothers, well ahead of the main party, his pony struggling hard to keep up with their horses. â€Å"The deserter died bravely,† Robb said. He was big and broad and growing every day, with his mother's coloring, the fair skin, red-brown hair, and blue eyes of the Tullys of Riverrun. â€Å"He had courage, at the least.† â€Å"No,† Jon Snow said quietly. â€Å"It was not courage. This one was dead of fear. You could see it in his eyes, Stark.† Jon's eyes were a grey so dark they seemed almost black, but there was little they did not see. He was of an age with Robb, but they did not look alike. Jon was slender where Robb was muscular, dark where Robb was fair, graceful and quick where his half brother was strong and fast. Robb was not impressed. â€Å"The Others take his eyes,† he swore. â€Å"He died well. Race you to the bridge?† â€Å"Done,† Jon said, kicking his horse forward. Robb cursed and followed, and they galloped off down the trail, Robb laughing and hooting, Jon silent and intent. The hooves of their horses kicked up showers of snow as they went. Bran did not try to follow. His pony could not keep up. He had seen the ragged man's eyes, and he was thinking of them now. After a while, the sound of Robb's laughter receded, and the woods grew silent again. So deep in thought was he that he never heard the rest of the party until his father moved up to ride beside him. â€Å"Are you well, Bran?† he asked, not unkindly. â€Å"Yes, Father,† Bran told him. He looked up. Wrapped in his furs and leathers, mounted on his great warhorse, his lord father loomed over him like a giant. â€Å"Robb says the man died bravely, but Jon says he was afraid.† â€Å"What do you think?† his father asked. Bran thought about it. â€Å"Can a man still be brave if he's afraid?† â€Å"That is the only time a man can be brave,† his father told him. â€Å"Do you understand why I did it?† â€Å"He was a wildling,† Bran said. â€Å"They carry off women and sell them to the Others.† His lord father smiled. â€Å"Old Nan has been telling you stories again. In truth, the man was an oathbreaker, a deserter from the Night's Watch. No man is more dangerous. The deserter knows his life is forfeit if he is taken, so he will not flinch from any crime, no matter how vile. But you mistake me. The question was not why the man had to die, but why I must do it.† Bran had no answer for that. â€Å"King Robert has a headsman,† he said, uncertainly. â€Å"He does,† his father admitted. â€Å"As did the Targaryen kings before him. Yet our way is the older way. The blood of the First Men still flows in the veins of the Starks, and we hold to the belief that the man who passes the sentence should swing the sword. If you would take a man's life, you owe it to him to look into his eyes and hear his final words. And if you cannot bear to do that, then perhaps the man does not deserve to die. â€Å"One day, Bran, you will be Robb's bannerman, holding a keep of your own for your brother and your king, and justice will fall to you. When that day comes, you must take no pleasure in the task, but neither must you look away. A ruler who hides behind paid executioners soon forgets what death is.† That was when Jon reappeared on the crest of the hill before them. He waved and shouted down at them. â€Å"Father, Bran, come quickly, see what Robb has found!† Then he was gone again. Jory rode up beside them. â€Å"Trouble, my lord?† â€Å"Beyond a doubt,† his lord father said. â€Å"Come, let us see what mischief my sons have rooted out now.† He sent his horse into a trot. Jory and Bran and the rest came after. They found Robb on the riverbank north of the bridge, with Jon still mounted beside him. The late summer snows had been heavy this moonturn. Robb stood knee-deep in white, his hood pulled back so the sun shone in his hair. He was cradling something in his arm, while the boys talked in hushed, excited voices. The riders picked their way carefully through the drifts, groping for solid footing on the hidden, uneven ground. Jory Cassel and Theon Greyjoy were the first to reach the boys. Greyjoy was laughing and joking as he rode. Bran heard the breath go out of him. â€Å"Gods!† he exclaimed, struggling to keep control of his horse as he reached for his sword. Jory's sword was already out. â€Å"Robb, get away from it!† he called as his horse reared under him. Robb grinned and looked up from the bundle in his arms. â€Å"She can't hurt you,† he said. â€Å"She's dead, Jory.† Bran was afire with curiosity by then. He would have spurred the pony faster, but his father made them dismount beside the bridge and approach on foot. Bran jumped off and ran. By then Jon, Jory, and Theon Greyjoy had all dismounted as well. â€Å"What in the seven hells is it?† Greyjoy was saying. â€Å"A wolf,† Robb told him. â€Å"A freak,† Greyjoy said. â€Å"Look at the size of it.† Bran's heart was thumping in his chest as he pushed through a waist-high drift to his brothers' side. Half-buried in bloodstained snow, a huge dark shape slumped in death. Ice had formed in its shaggy grey fur, and the faint smell of corruption clung to it like a woman's perfume. Bran glimpsed blind eyes crawling with maggots, a wide mouth full of yellowed teeth. But it was the size of it that made him gasp. It was bigger than his pony, twice the size of the largest hound in his father's kennel. â€Å"It's no freak,† Jon said calmly. â€Å"That's a direwolf. They grow larger than the other kind.† Theon Greyjoy said, â€Å"There's not been a direwolf sighted south of the Wall in two hundred years.† â€Å"I see one now,† Jon replied. Bran tore his eyes away from the monster. That was when he noticed the bundle in Robb's arms. He gave a cry of delight and moved closer. The pup was a tiny ball of grey-black fur, its eyes still closed. It nuzzled blindly against Robb's chest as he cradled it, searching for milk among his leathers, making a sad little whimpery sound. Bran reached out hesitantly. â€Å"Go on,† Robb told him. â€Å"You can touch him.† Bran gave the pup a quick nervous stroke, then turned as Jon said, â€Å"Here you go.† His half brother put a second pup into his arms. â€Å"There are five of them.† Bran sat down in the snow and hugged the wolf pup to his face. Its fur was soft and warm against his cheek. â€Å"Direwolves loose in the realm, after so many years,† muttered Hullen, the master of horse. â€Å"I like it not.† â€Å"It is a sign,† Jory said. Father frowned. â€Å"This is only a dead animal, Jory,† he said. Yet he seemed troubled. Snow crunched under his boots as he moved around the body. â€Å"Do we know what killed her?† â€Å"There's something in the throat,† Robb told him, proud to have found the answer before his father even asked. â€Å"There, just under the jaw.† His father knelt and groped under the beast's head with his hand. He gave a yank and held it up for all to see. A foot of shattered antler, tines snapped off, all wet with blood. A sudden silence descended over the party. The men looked at the antler uneasily, and no one dared to speak. Even Bran could sense their fear, though he did not understand. His father tossed the antler to the side and cleansed his hands in the snow. â€Å"I'm surprised she lived long enough to whelp,† he said. His voice broke the spell. â€Å"Maybe she didn't,† Jory said. â€Å"I've heard tales . . . maybe the bitch was already dead when the pups came.† â€Å"Born with the dead,† another man put in. â€Å"Worse luck.† â€Å"No matter,† said Hullen. â€Å"They be dead soon enough too.† Bran gave a wordless cry of dismay. â€Å"The sooner the better,† Theon Greyjoy agreed. He drew his sword. â€Å"Give the beast here, Bran.† The little thing squirmed against him, as if it heard and understood. â€Å"No!† Bran cried out fiercely. â€Å"It's mine.† â€Å"Put away your sword, Greyjoy,† Robb said. For a moment he sounded as commanding as their father, like the lord he would someday be. â€Å"We will keep these pups.† â€Å"You cannot do that, boy,† said Harwin, who was Hullen's son. â€Å"It be a mercy to kill them,† Hullen said. Bran looked to his lord father for rescue, but got only a frown, a furrowed brow. â€Å"Hullen speaks truly, son. Better a swift death than a hard one from cold and starvation.† â€Å"No!† He could feel tears welling in his eyes, and he looked away. He did not want to cry in front of his father. Robb resisted stubbornly. â€Å"Ser Rodrik's red bitch whelped again last week,† he said. â€Å"It was a small litter, only two live pups. She'll have milk enough.† â€Å"She'll rip them apart when they try to nurse.† â€Å"Lord Stark,† Jon said. It was strange to hear him call Father that, so formal. Bran looked at him with desperate hope. â€Å"There are five pups,† he told Father. â€Å"Three male, two female.† â€Å"What of it, Jon?† â€Å"You have five trueborn children,† Jon said. â€Å"Three sons, two daughters. The direwolf is the sigil of your House. Your children were meant to have these pups, my lord.† Bran saw his father's face change, saw the other men exchange glances. He loved Jon with all his heart at that moment. Even at seven, Bran understood what his brother had done. The count had come right only because Jon had omitted himself. He had included the girls, included even Rickon, the baby, but not the bastard who bore the surname Snow, the name that custom decreed be given to all those in the north unlucky enough to be born with no name of their own. Their father understood as well. â€Å"You want no pup for yourself, Jon?† he asked softly. â€Å"The direwolf graces the banners of House Stark,† Jon pointed out. â€Å"I am no Stark, Father.† Their lord father regarded Jon thoughtfully. Robb rushed into the silence he left. â€Å"I will nurse him myself, Father,† he promised. â€Å"I will soak a towel with warm milk, and give him suck from that.† â€Å"Me too!† Bran echoed. The lord weighed his sons long and carefully with his eyes. â€Å"Easy to say, and harder to do. I will not have you wasting the servants' time with this. If you want these pups, you will feed them yourselves. Is that understood?† Bran nodded eagerly. The pup squirmed in his grasp, licked at his face with a warm tongue. â€Å"You must train them as well,† their father said. â€Å"You must train them. The kennelmaster will have nothing to do with these monsters, I promise you that. And the gods help you if you neglect them, or brutalize them, or train them badly. These are not dogs to beg for treats and slink off at a kick. A direwolf will rip a man's arm off his shoulder as easily as a dog will kill a rat. Are you sure you want this?† â€Å"Yes, Father,† Bran said. â€Å"Yes,† Robb agreed. â€Å"The pups may die anyway, despite all you do.† â€Å"They won't die,† Robb said. â€Å"We won't let them die.† â€Å"Keep them, then. Jory, Desmond, gather up the other pups. It's time we were back to Winterfell.† It was not until they were mounted and on their way that Bran allowed himself to taste the sweet air of victory. By then, his pup was snuggled inside his leathers, warm against him, safe for the long ride home. Bran was wondering what to name him. Halfway across the bridge, Jon pulled up suddenly. â€Å"What is it, Jon?† their lord father asked. â€Å"Can't you hear it?† Bran could hear the wind in the trees, the clatter of their hooves on the ironwood planks, the whimpering of his hungry pup, but Jon was listening to something else. â€Å"There,† Jon said. He swung his horse around and galloped back across the bridge. They watched him dismount where the direwolf lay dead in the snow, watched him kneel. A moment later he was riding back to them, smiling. â€Å"He must have crawled away from the others,† Jon said. â€Å"Or been driven away,† their father said, looking at the sixth pup. His fur was white, where the rest of the litter was grey. His eyes were as red as the blood of the ragged man who had died that morning. Bran thought it curious that this pup alone would have opened his eyes while the others were still blind. â€Å"An albino,† Theon Greyjoy said with wry amusement. â€Å"This one will die even faster than the others.† Jon Snow gave his father's ward a long, chilling look. â€Å"I think not, Greyjoy,† he said. â€Å"This one belongs to me.†

Law Enforcement Essay

In the US, the role of the police is known by many as â€Å"to protect and preserve†. While this phrase is ideal for public relations purposes, it tends to greatly oversimplify the role played by the law enforcement officers. This is especially because they usually face numerous challenges and end up performing much more than law enforcement and by extension, order maintenance. However, when these challenges hamper the effectiveness of the police roles, the criticism is often directed at the law enforcement administrators. If I were a department head, although there are numerous problems that are faced by law enforcement administrators, I would regard increased crime rates as my number one concern. Among the problems that law enforcement administrators have to deal with are the political aspects of their work. Here, it is important to note that even if it may not be obvious from far, these administrators, having been appointed by political leaders have to serve some political interests. The administrators thus have to combine several roles as the top law enforcement officer, part administrator, and part politician. The other problem is deviance and corruption among law enforcement officers. Although police corruption is not as high as it was in history, it is still a major hindrance in the attempts by administrators to ensure that their officers on the ground dispense their roles as required under their employment terms. As I had already mentioned, as a department head, I would view increased crime rates as the major problem that law enforcement administrators have to address. In the US, although there have been relentless efforts to bring crime rates as down as possible, this has proved to be a hard task to accomplish. In fact, the relevant authorities have only managed to produce a wave of statistics where crime rates fall and rise almost in equal measures. Notably, at the helm of this major concern are law enforcement administrators who tend to receive all the blame despite the fact that the  police officers at work could be the real failures. Additionally, the administrators not only have to deal with the concerned community, but also political leaders and interest groups such as NGOs. This explains why whenever there is a security crisis, calls are usually made demanding for the resignation of or increased responsibility on the part of the administrators and not the police officers. This in tu rn puts a lot of pressure on the administrators especially in cases where they are being failed by the police officers under them. Some of them even resort to resign as a measure to evade the numerous fingers pointed at them. One of the measures that I would take to address increased crime rates would be to engage the community involved in what is known as community policing. I would seek to identify the root causes of increased crimes after which I would engage both individuals and groups in the community in establishing ideal solutions. I would also ensure open and constant communication with the police officers so that I can as well identify any issues that may be hindering them from attending to their duties properly. I am positive that these two measures would come in handy in either providing a solution or laying a foundation for development of viable solutions. In conclusion, although law enforcement administrators have to keep in check various challenges, I view the major one as increase in crime rates. This problem puts the administrators on focus by diverse groups, which may place unbearable pressure on them. If I were a department head, I would practice effective community policing, as well as engage the police officers working under me to bring the crime rates down.