The Pianist

The Pianist 1. ‘The Pianist’ is about a Jewish pianist named Szpilman living in Poland and his time during World War II. He and his family are aware of the Nazis and Hitler’s designs on Poland but were convinced that the Nazis are a threat that will pass when England and France will come to aid Poland. In November 1940, all Jews were forced in the Warsaw Ghetto where living conditions were horrible. Soon after, the family was forced to go to concentration camps but Szpilman was saved by a friend. He becomes a slave but escapes and hides with the help of a non-Jewish friend.He was then discovered by another person who realizes that he is a Jew. His next hiding place was a room with a piano but was forced to be quiet. In 1944 he was forced to escape as a tank shells his hiding place. After, he became alone and desperately searches for food and water but was discovered by a German officer named Hosenfeld. After Szpilman tells him that he is a pianist, he was asked to play on the piano close by. His performance moves Hosenfeld and he hides Szpilman in an empty house and brings him food.In 1945, Hosenfeld meets Szpilman for the last time and he promises to listen to him on the radio also giving him his coat. Soon after, Polish soldiers tried to shoot him but stops when they realise that he is Polish. The next scene shows captured German soldiers, Hosenfeld being one of them. Later on, Szpilman is seen performing in an orchestra. 2. ‘The Pianist’ depicts the horrors of war through various film techniques. The lighting of the movie always seemed to be dark and gloomy showing how the war was a dark time for everyone.The realistic sounds of the gunshots create tension and anxiety to the audience. The scene where he was alone after his whole family was taken, is one that demonstrates the loneliness of war. The Jews, especially the main character are shown to have a miserable expression on their face throughout the movie. The music in the background seemed beautiful yet depressing showing how the beauty of life was destroyed by the vicious and destructiveness of war. As Szpilman hides in the destroyed hospital, he looked more gaunt and gloomy, his expression representing the horror and dreadfulness of war.Many of the camera shots portray Szpilman as a weak and small character while the Nazis are shown to be big and strong showing the difference between the Jews and the Nazis during World War II. 3. ‘The Pianist’ have taught me the horrors and dreadfulness of World War II through the perspective of a lone survivor. The film showed specific dates for certain events that were accurate – for example at the beginning it showed the date September 1939. It also showed the restrictions that the Jews had – when all of them had to wear the Yellow Star of David.It illustrates the horrible living conditions of the Warsaw Ghetto and how the Jews were treated there. The scene where an old man was thrown to death on a wheelchair and where a young child was beaten from the other side of the wall was some of them that showed how cruelly the Jews were treated. However, when Szpilman meets the German officer, it demonstrated that not all of the Nazis were bad. Most of the time, Szpilman is shown to be alone showing the loneliness that some people felt during the war. 4. ‘The Pianist’ was very historically accurate.The movie is based on a Holocaust survivor named Wladyslaw Szpilman and his time in Warsaw, Poland during World War II. Throughout the movie, there are specific dates for certain events, for example it showed on the 16th of August, 1942 the Jews were sent to concentration camps. The names were also accurate in this movie. The director of this film was also a survivor from the Holocaust which helps it become more accurate. 5. I would recommend this film to others as it is historically accurate and shows the horrors of war realistically.The film is through a perspec tive of an actual survivor from the Holocaust. It also received significant critical praise and won multiple awards and nominations. The sounds of war – gunshots were extremely realistic. The lighting and music suited with the mood of the film. The scenes were very detailed showing the horrors of war to a great extent. Therefore, ‘The Pianist’ is one of the most detailed and accurate films, with the atmosphere in Poland well captured and is one of the most realistic and touching Holocaust films. The Pianist Johnson 1 Kayla Johnson Prof. Hirchfelder, K-213 ENG2102, Sec. 06 26 March 2013 Scene Analysis Paper Musical Dependency The 2002 film, The Pianist directed by Roman Polanski focuses on the hardships of a well-known, local concert pianist, Wladyslaw Szpilman. Wladyslaw Szpilman is played by actor Adrien Brody, who does an excellent job portraying both the warmhearted side of Szpliman and the desperate struggling side we see later on in the film. The film is based on Szpilman’s book, The Pianist where he discusses true events he underwent during the German takeover of Warsaw.He was one of twenty survivors out of the 360,000 Jewish people killed from Warsaw, Poland. â€Å"Passion for Survival in Polanski’s The Pianist† by Diana Diamond reflects the direct and indirect use of music throughout the film. Diamond uses multiple scenes and circumstances to support her thoughts on Szpilman’s characterization as a pianist. Throughout The Pianist, Szpilman goes throug h a significant amount of trauma, whether it be done to him personally, his family or to strangers in his surroundings. Polanski uses many horrific scenes to prove just how brutal the German police are.Diamond identifies one in particular in her article, which stands out to me as well. â€Å"The Nazi’s disrupt a family at dinner, tossing an old man in a wheelchair out of the window for failing to rise when they enter and Johnson 2 shooting the rest of the family as they run down the street† (427). The German police clearly have no mercy on any of the Jewish citizens of Warsaw. This is only the beginning of the twisted and remorseless actions the German’s render upon the Jews. After about two hours into the film, Szpilman has reached his lowest point.He has been bombed out of just about every hiding place he can find, escaped control under Jewish police and is now struggling to survive in an abandoned house. The director, Polanski, throws certain elements into th e scene to depict him this way. He is unshaven, unbathed, and noticeably weak. His cloths are too big for him, signifying he has lost weight from eating so scantily. He is even limping because he was hurt just by jumping over a five foot fence. Szpilman has gone through every obstacle to be thrown at him until he breaks.Stumbling through this huge house he finds a single can of food and eagerly begins to search for something to open it. He finally comes across a fireplace poker. As he tries to stab his way into the can it falls to the ground and the camera enters an extreme close-up on it. By using a close-up we have nothing else to look at and nothing else to think about aside from this fallen can. Suddenly we see feet and the camera slowly tilts upward creating suspense until it reaches an extremely calm yet serious German officer.The officer speaks, â€Å"What are you doing here? † At first, Szpilman at a loss for words, in fear does not answer. â€Å"Who are you? â€℠¢ the officer asks, ‘Understand? † When Szpilman assures him he does the officer repeats, â€Å"What are you doing? † â€Å"I was†¦ trying to open this can. † Szpilman mumbles out. Johnson 3 Soon after the officer asks, â€Å"What do you do? † â€Å"I am†¦ I was, a pianist† Szpilman responds with every bit of dignity he has left. (2:01-2:03) The man standing in this scene looks entirely different from the spirited concert pianist we knew.It is almost hard for the audience to view Szpilman as the same man from the beginning of the film. However, with the proper use of dialogue Polanski reminds us he is still that man, he is a pianist. The scene directly following is used in Diana Diamond’s, â€Å"Passion for Survival in Polanski’s The Pianist† for music as a symbol throughout the film. Music is often used in films as a background component. It can create a sense of joy, distress, horror, even confidence can be cap tured with the use of a simple melody. Diamond finds music to be a source of uplift for Szpilman during the overall film.She exclaims, â€Å"We see him rescued from the edge of extinction, not only by the altruism of the German officer, but also by his own reconnection with his artistic power† (429). By playing the piano at this time Szpilman is proving to the officer he is who he says he is and therefore, unknowingly saving him in more ways than one. As Szpilman plays the piano after all this time he remembers who is he and that saves him more than anything. Diamond uses multiple examples to show how important music is to Szpilman. The importance of it is, in fact, shown as the first scene of the movie and sets the standard throughout the entire film. When the Nazi’s invade Warsaw and German bombs explode in the radio studio where Szpilman is performing, he persists in playing Chopin’s nocturne in C sharp minor, refusing to flee until shrapnel lacerates his fac e† (429). Even through a bomb attack Szpilman will not stop playing until he is given the signal from his partner that he has no other choice. Johnson 4 Many parts of the film also use music at times when words aren’t enough. The film is constantly relating music back to Szpilman’s father. Towards the beginning the family decides to hide their money in the father’s violin.Thus symbolizing the sense of security a father carries in the family. Later we see his violin being violently taken from him by a Nazi guard right before deportation, where he loses all control over his families’ security just like losing his violin. Diamond reflects the impact of this scene on Szpilman, â€Å"the instrapsychic trauma of the son witnessing the father’s impending destruction, the state of utter desolation and remorse over this, and the restoration of the father and paternal authority internally in the son’s will to live and survive† (430).Music acts as the symbol of Wladyslaw’s relationship with his father, it brings them together. After Szpilman must watch his father so helpless and defeated it fuels him to survive in honor of him. Roman Polanski’s film, The Pianist and Diana Diamond’s article, â€Å"Passion for Survival in Polanski’s The Pianist† bring together the symbolism of music during the film. We enjoy the beautiful sounds of Wladyslaw Szpilman playing the piano while also understanding how music exemplifies his strength in survival throughout the Nazi’s takeover of Warsaw.Szpilman used music to remember who he was when he was lost the most and also to remember who his father was. He survives and lives on as a musician in his memory. Works Cited Boggs, Joseph. Petrie, Dennis. The Art of Watching Films. 7th ed. New York: McGraw-Hill, 2008. Print. Diamond, Diana. â€Å"Passion for Survival in Polanski's The Pianist. † Psychoanalytic Inquiry 27. 4 (2007): 425-39. Prin t. The Pianist. Dir. Roman Polanski. Perf. Adrien Brody. 2002. DVD. The Pianist The Pianist 1. ‘The Pianist’ is about a Jewish pianist named Szpilman living in Poland and his time during World War II. He and his family are aware of the Nazis and Hitler’s designs on Poland but were convinced that the Nazis are a threat that will pass when England and France will come to aid Poland. In November 1940, all Jews were forced in the Warsaw Ghetto where living conditions were horrible. Soon after, the family was forced to go to concentration camps but Szpilman was saved by a friend. He becomes a slave but escapes and hides with the help of a non-Jewish friend.He was then discovered by another person who realizes that he is a Jew. His next hiding place was a room with a piano but was forced to be quiet. In 1944 he was forced to escape as a tank shells his hiding place. After, he became alone and desperately searches for food and water but was discovered by a German officer named Hosenfeld. After Szpilman tells him that he is a pianist, he was asked to play on the piano close by. His performance moves Hosenfeld and he hides Szpilman in an empty house and brings him food.In 1945, Hosenfeld meets Szpilman for the last time and he promises to listen to him on the radio also giving him his coat. Soon after, Polish soldiers tried to shoot him but stops when they realise that he is Polish. The next scene shows captured German soldiers, Hosenfeld being one of them. Later on, Szpilman is seen performing in an orchestra. 2. ‘The Pianist’ depicts the horrors of war through various film techniques. The lighting of the movie always seemed to be dark and gloomy showing how the war was a dark time for everyone.The realistic sounds of the gunshots create tension and anxiety to the audience. The scene where he was alone after his whole family was taken, is one that demonstrates the loneliness of war. The Jews, especially the main character are shown to have a miserable expression on their face throughout the movie. The music in the background seemed beautiful yet depressing showing how the beauty of life was destroyed by the vicious and destructiveness of war. As Szpilman hides in the destroyed hospital, he looked more gaunt and gloomy, his expression representing the horror and dreadfulness of war.Many of the camera shots portray Szpilman as a weak and small character while the Nazis are shown to be big and strong showing the difference between the Jews and the Nazis during World War II. 3. ‘The Pianist’ have taught me the horrors and dreadfulness of World War II through the perspective of a lone survivor. The film showed specific dates for certain events that were accurate – for example at the beginning it showed the date September 1939. It also showed the restrictions that the Jews had – when all of them had to wear the Yellow Star of David.It illustrates the horrible living conditions of the Warsaw Ghetto and how the Jews were treated there. The scene where an old man was thrown to death on a wheelchair and where a young child was beaten from the other side of the wall was some of them that showed how cruelly the Jews were treated. However, when Szpilman meets the German officer, it demonstrated that not all of the Nazis were bad. Most of the time, Szpilman is shown to be alone showing the loneliness that some people felt during the war. 4. ‘The Pianist’ was very historically accurate.The movie is based on a Holocaust survivor named Wladyslaw Szpilman and his time in Warsaw, Poland during World War II. Throughout the movie, there are specific dates for certain events, for example it showed on the 16th of August, 1942 the Jews were sent to concentration camps. The names were also accurate in this movie. The director of this film was also a survivor from the Holocaust which helps it become more accurate. 5. I would recommend this film to others as it is historically accurate and shows the horrors of war realistically.The film is through a perspec tive of an actual survivor from the Holocaust. It also received significant critical praise and won multiple awards and nominations. The sounds of war – gunshots were extremely realistic. The lighting and music suited with the mood of the film. The scenes were very detailed showing the horrors of war to a great extent. Therefore, ‘The Pianist’ is one of the most detailed and accurate films, with the atmosphere in Poland well captured and is one of the most realistic and touching Holocaust films.

The effect of talent management on business success in Nigeria’s telecoms sector

Summary Talent management is a key challenge for organisations in the current economic climate and, in particular, when it comes to a dynamic industry within an emerging market. With this in mind, the research proposed here looks at the role of talent management in gaining business success, with specific reference to Etisalat, a growing telecoms company within the Nigerian economy. Introduction In emerging economies, such as Nigeria, there is a need to consider the strategy for growth within organisations, both national and multinational. This raises several questions, in terms of business strategy and specifically requires the consideration of whether or not talent management should be the central theme for this discussion. As part of this research the key themes will be to look at talent management in the context of how this aligns with busienss success and then beyond that how it works within the emerging economies. . Motivation for the Research Determining the level of importance of talent management and the way in which it is best incorporated into the wider business strategy is of key importance to Etisalat and the technological industry, in general, but also potentially has an impact on the other industries looking to enter an emerging market and aiming to develop and utilise home grown talent, as well as identifying how talent can be encouraged to join and develop the region. This is a dynamic region and is currently in an appropriate stage for research to be undertaken as to how to develop this, in the future. Rationale for the Research Countries, such as Nigeria, are under an ongoing pressure to provide a region of growth for both their own national companies and for multinational organisations looking to make the most of developing regions that may offer a strategic advantage, in the long ru. (Newman, 2001). This research offers value to the current organisation and any other company looking to going into the region. Where such development is likely, the research here will provide strong guidelines which can be used for the future. Scope and Limitation of the Research This research will look specifically at the issue of talent management within a large telecoms company in Nigeria which is, in itself, a limitation on the research, as the telecoms industry is dynamic and constantly changing. Therefore, although this provides a good area of research currently, it needs to be borne in mind that this is likely to change over time and also when moving from industry to industry. Furthermore, different countries will have slightly different dynamics, which will need to be taken into consideration when looking at research areas for the future. Research Questions / Hypotheses and Objectives The overall research hypotheses aim to prove, or indeed disprove, the link between early adoption of talent management within the organisation and ultimate business success. It is suggested, at the outset, that there is a direct link between the ability of an organisation to expand successfully and the concerted approach to talent management that is taken by the management team, at the outset. The objective is to identify whether this is indeed a substantial link and, if so, what specific management practices are effective and which are not. Literature Review The concept of talent management has been well documented across a variety of different jurisdictions, including the UK. Talent management is referred by the CIPD (2010) as being â€Å"initiatives and strategies†¦ to harness the unique talents of individual employees and convert their talent potential into optimum organisation performance†. Although there are multiple different definitions in relation to talent management, this is seen as being one of the leading definitions. Back in 2001, the concept of talent management was established by McKinse and Company 2001, who created the concept of â€Å"the war on talent†, which was then taken on by the CIPD, with the likes of the 2012 CIPD documentation, where talent was considered to be the qualities â€Å"of those individuals who can make a difference to organisational performance either through their immediate contribution or, in the longer-term, by demonstrating the highest levels of potential†. Bearing these principles in mind, the literature can then go to consider the role that this approach would take within the emerging market of Nigeria and with particular reference to the telecoms industry. For example, Etisalat created a strategy plan that would span 2011 – 2016 called â€Å"Engage†, with the aim of inspiring staff and encouraging greater emphasis being placed on management and its ability to engage with the staff during a period of dynamic expansion (Etisalat, 2014). When looking specifically at the area of the telecoms industry, it is seen that Etisalat is one of the more pro-active talent management companies, with its own Academy providing learning and development opportunities for staff members in its central head office, in Dubai. As well as creating learning opportunities, there are is also an argument that the company has gained success by looking at the greater brand loyalty from the staff, with the wider perception of what is meant by talent management and how this can link with the emerging markets and companies, such as Etisala (Etisalat, 2014). Gap in LiteratureA seeming gap in the literature which is to be dealt with as part of this research is that of understanding the role of traditional talent management will have on an emerging market and, in particular, the telecoms industry. Specific consideration needs to be given to the notion that there is likely to be an issue with the mobility of staff and the willingness of individuals to move either to or from the area, in order to sustain employment. Research MethodologyResearch designThe proposed research method is deductive in nature, involving multiple different observations which ultimately provide an overall theory. In order to achieve this, it is necessary to undertake both primary and secondary research, to gather a rounded understanding of both theory and then its practical application.Data SourcesFor the literature review, the information will be primarily gathered from journals and reports surrounding the area of talent management, as well as from direct information from Etisalat. It is anticipated that this information will be gathered from free sources, as well as subscribed online journals such as Emerald Insight. Primary research will look at the opinions of HR staff, as well as those subject to â€Å"talent management† within the workplace.Data Collection / Analysis TechniquesA total of 100 individuals will be contacted through the use of questionnaires, to determine the use of talent management and the perc eptions of talent management within the workplace. Of these 100 questionnaires, a further 10 one-to-one interviews will be undertaken, to supplement and further the understanding gained as part of the wider questionnaires. This is based on availability and time constraints, as well as the desire to obtain a balanced view, overall.Sampling TechniquesThe selected individuals will be a mixture of HR professionals and staff members who are targeted as part of the talent management process. This split is thought to be approximately 80 / 20 and will allow both sides of the action to be considered alongside each other and research then undertaken into whether or not the perceptions of the staff differ from the perceptions of the managers implementing these agendas.Practical ConsiderationsEthical considerationsA potential difficulty emerges with the primary research, in that it is asking employees about their perceptions of talent management within the organisation. This is because some ind ividuals may be concerned that expressing honest opinions could have a negative impact on their own career progression. For this reason, as well as commercial confidentiality reasons, the data collected will be entirely anonymised and pass-worded, so that the answers cannot be directly linked to the individuals in question.Suggested Research TopicsThe overall topic is the link between talent management and business success; however, there will be several sub areas of research that will also be considered as part of this; for example, how can various initiatives impact on the role of talent management, the role of talent management from the point of view of recruitment, performance management and promotion. Consideration will also be given to the mobility of individuals within the emerging world and the political aspects that may be relevant. Project Plan The research will take place over one academic year and 10 months of total work. This is broken down as follows: Month 1Background research and delineation of questions and areas of research Month 2Literature review and setting out the questionnaires for the primary research Month 3Literature review and sending out of primary research Month 4Collation of primary research and analysis Month 5Collation of primary research and analysis Month 6Review of literature based on findings of primary research Month 7Review of literature based on findings of primary research, conclusions and summary Month 8Conclusions and summary Month 9Writing of report Month 10Review and preparation of presentation This is a reasonably flexible time frame, with recognition that there will need to be a consolidation time period at the end, to revisit key areas. Bibliography – suggested initial bibliography (to be added to during the research) Bersin & Associates. (2012). New research finds UK talent acquisition spending rose six per cent in 2011. London: Bersin & Associates. Chartered Institute of Personnel and Development. (2006). Talent management: understanding the dimensions. London: CIPD. Chartered Institute of Personnel and Development. (2010). The talent perspective: what does it feel like to be talent-managedCIPD, London. Available: http://www.cipd.co.uk/NR/rdonlyres/95D2D604 -36C6-450A-996A-01F45F0B17C5/0/5262_Talent_Perspective.pdf (Accessed 18/09/12) Chartered Institute of Personnel and Development. (2012). Talent management: an overview, CIPD, London. Available: http://www.cipd.co.uk/hr-resources/factsheets/talent-management-overview.aspx (Accessed 3/10/12) Cheese, P. (2008). The talent powered organisation: strategies for globalisation, talent management and high performance. Cornwall: MPG Books ltd. Etisalat (2014) Etisalat Strategu. Available at: thttp://www.etisalat.com/en/ir/corporateinfo/etisalat-strategy.jsp McKinsey & Company. (2001). The war on talent, McKinsey & Company Inc, USA. Available: http:// autoassembly.mckinsey.com/html/downloads/articles/War_For_Talent.pdf Newman, E. (2012). What is the definition of CRMInside Talent Management Technology, Available at:

Leadrship Development and business Ethics Coursework - 2

Leadrship Development and business Ethics - Coursework Example Therefore, in order to mitigate the issue of malnutrition, WEP took varied types of initiatives such as concentration over the issue malnutrition in the year 2009 as well as high attention on the purchase of the products in 2008. These programs or initiatives are taken by WEP in order to reduce the negative impacts of malnutrition from the developing countries that may decrease the rate of deaths. Therefore, it might be clearly stated that as the issue of malnutrition took place due to lack of inappropriate nutrients in food materials, so it is also considered as an ethical one. However, in order to reduce the negative impacts of the ethical issue, discussed above numerous world famous companies such as Kraft Foods, Unilever and DSM joined hands with WEP in the program (Project laser Beam). The prime cause behind such type of cooperation of these above mentioned organizations is to offer hygienic foods materials. Hygienic food materials and clean drinking water may comprise of high in-tech of varied types of nutrients that might prove effective in reducing the rate of malnutrition from the developing countries to a considerable extent. However, in order to offer highly nutrient food materials, the organization of WEP also tried to produce best quality of plants. Only then, the program of WEP might become successful in offering best quality of products to the malnutrition children in various villages in the entire globe. Hence such type of holistic approach might also prove worthy in reducing the effects of HIV/Aids and TB from the malnutrition children in t he developing countries. Other than this, effective health-care programs are also offered to the children and women in schools and villages in order to improve their level of awareness over hygiene and cleanliness. By doing so, the rate of deaths might get reduced resulting in

Knowledge Management Essay Example | Topics and Well Written Essays - 2500 words

Knowledge Management - Essay Example In order to efficiently control people who comprise the desired tacit knowledge, it is fundamental to take into consideration their cultural and social values, likings and dislikings, feelings and eagerness’s for creating new knowledge (Asian Foundation, 2008). The paper includes the recognition and analysis of knowledge management as a crucial component in organisational progression and also the importance of managing the people who deal with managing knowledge in the organization as well as the effect of wrong culture on reducing the effectiveness of knowledge management. Significance of Knowledge Management in the Organisational Context Knowledge management is one of the most critical arguments in this world of globalization. It is famous both in the industry and the information research world. In reality, an individual deals with huge amount of data and information but these do not become knowledge unless certain value is found out of it. For this reason, knowledge managem ent is required. Knowledge management deals with the processes of acquiring, creating and sharing knowledge and cultural and technical justifications that can substantiate them. Knowledge management is the collection of numerous technologies of information that are used to simplify the gathering, organizing, alteration and transformation of knowledge among employees. Knowledge management has both benefits as well as limitations. The various advantages are focused in a brief way. In every organization, there is need to find the specific knowledge which can be utilized by individual’s for future requirements. This would rather help to gain more knowledge in a short time frame. Besides, the other crucial aspect is the ability of all individual employees to use the organization’s knowledge and... The intention of this study is knowledge management as one of the most critical arguments in this world of globalization. It is famous both in the industry and the information research world. In reality, an individual deals with huge amount of data and information but these do not become knowledge unless certain value is found out of it. For this reason, knowledge management is required. Knowledge management deals with the processes of acquiring, creating and sharing knowledge and cultural and technical justifications that can substantiate them. Knowledge management is the collection of numerous technologies of information that are used to simplify the gathering, organizing, alteration and transformation of knowledge among employees. Knowledge management has both benefits as well as limitations. The various advantages are focused in a brief way. In every organization, there is need to find the specific knowledge which can be utilized by individual’s for future requirements. Th is would rather help to gain more knowledge in a short time frame. Besides, the other crucial aspect is the ability of all individual employees to use the organization’s knowledge and experiences in their own way so that it can be helpful in the path of life. Moreover, another significant point of concern is availability of the knowledge, at exact time and in right manner so that it can be transmitted according to the needs. Thus, knowledge management enables an organisation to gather required information for reference in any point of time by any employee.

Prison violence overlook Essay Example | Topics and Well Written Essays - 500 words

Prison violence overlook - Essay Example Ones downward march to destruction and negativity can be replaced by an upward march to construction and positivity. Robert J Meadows writes, . â€Å".....violence results from many factors, including but not limited to mental illness, racism, poverty, gangs, drugs, availability of guns, biomedical problems, media influences and family relatives.†(p.3) Everyone has the right to become a worthy individual and the proud citizen of his country in particular and the world at large. The prime questions are, what sort of circumstances and mind-set pushes one on to the track of self and societal destruction? How self-reformation is possible? The managers of the society own the responsibility to open the door to a new realm, a new direction and provide a new lease of life to those who have been entangled in the web of crime. The causes due to which they took to the path of crimes are many-fold. Throwing light upon this aspect Meadow opines, â€Å"Those who are poor or disenfranchised turn to violence because it is a means to an end. That is to say, society expects everyone to be winners, but not everyone has the same economic opportunity.†(p.4) An intensely shattered personality lies with the four walls of the prison and his/her psyche needs constant care. The criminals have great potentialities. They are gutsy individuals. In the absence of proper channelizing of their abilities, they have moved to the wrong track. But if checked and guided well in time,they can become good leaders. Their capacity for hard work is immense and there is something special in them. Upon release or acquittal, one has to restart and rebuild life amidst a society that will not willingly allow the process of assimilation easily. Whether guilty or guilty, the prison stamp shall remain forever on the individual. For the hardcore criminals, prison is the place to plan the next bout of criminal activities, once they are out of the prison. This is the

Reflection Essay Example | Topics and Well Written Essays - 1250 words

Reflection - Essay Example Brief Overview of your Leaflet The leaflet highlights many aspects that seek to enlighten both students and parents on the available resources for improving the experience of year six students. The introductory part of the leaflet highlights the driving force of Sunnyfields which is the fact that each student has an intrinsic capacity inherent since birth and requires nurturing for them to utilize their potential to the maximum level. However, the school environment lacks the potential of providing sufficient resources for children to nurture all their talents. The focus of Sunnyfields is year 6 students who are in their final year of studies. As the leaflet highlights, year six students require advanced preparation for the next level of studies. They face a surging pressure of succeeding in their statutory assessment tests (SATs). Sunnyfields realized that schools focused on motivating other students for these exams taken in May while assuming the surging need for year 6 students to receive worthwhile encouragement and assistance in preparation for these critical tests that reflect the ability of students. Sunnyfields comes in to offer students an opportunity to prepare adequately for the SATs. The program of preparing students for these examinations usually factor in multiple considerations to ensure that each student receives a lot of attention. On the other hand, Sunnyfields provides platforms for year 6 students to develop a diverse range of skills and have fun. There is a range of clubs and groups that focus on different interests of the students. Through registration, students can have the opportunity of developing indispensable skills as well as having thrilling experiences alongside their friends. Moreover, year 6 students can register for a breakfast program that focuses on offering students with a nutritious diet that presents them with all the nutritional requirements for maximizing their learning experience. The objectives of Sunnyfields are in lin e with the theory developed by Piaget that schemata are critical in the development of children. Through these mental orders, children exhibit the capacity of learning new skills. Aspects of Learning and Teaching The most critical aspect of learning offered by the Sunnyfields is the program that seeks to provide students with an opportunity of familiarizing themselves with the new format for the statutory assessment programs. The program offers sessions on Monday, Wednesday, and Friday for about ten students to meet in the library with access to multiple resources for their tuition classes. The limited number of students helps the students to receive personalized help from the qualified staff who exhibit expertise and awareness of the new aspects tested in the SATs as evident in the Chace Community Schoolwebsite. The sessions equip students with adequate knowledge and information enabling them to excel in their exams.During these sessions, students can pose any question or concern a nd receive assistance. Through the assimilation process defined by Piaget, children are able to apply the information gained to solve new sets of problems in their exams. In addition, a diverse learning opportunity is the science club that offers students with the required empowerment to become outstanding scientists. The club offers students with scientific interest to build a strong foundation for their future careers. Moreover, students have an opportunity to develop film

Philosophy of Religion Essay Example | Topics and Well Written Essays - 2000 words

Philosophy of Religion - Essay Example In part, the Critique of Pure Reason assesses the claims of rationalism and metaphysics regarding the capacity of the mind to probe into the nature of reality without the support of the senses (Adorno 41). The main features in Kant’s Critique to Pure Reason are the relationship between a priori knowledge and analytic knowledge on the one hand, and a posteriori knowledge and synthetic knowledge on the other hand (Adorno 50). Kant contends that analytic knowledge is distinguished by the fact that the concept in the predicate is necessarily contained in the concept in the subject. Synthetic judgments are distinguished by the fact that the concepts in the predicate have information that is lacking in the concept in the subject. In the Critique of Pure Reason, Kant assigns the qualities of a priori and synthetic judgments to all mathematical truth and scientific principles (Adorno 63). In his philosophy, such truths have a universal element and their truth-values are not dependent on sense experiences. The a priori and synthetic elements of the human mind, according to Kant, makes it possible for the mind to discern knowledge but does not imply the express capacity for the mind to discern the mysteries of the universe as understood within the claims of metaphysics. The perceiving mind, according to Kant, processes information acquired and interprets it in accordance with time and space. It is within the same element of the perceiving mind that Kant explains the capacity of the human subject to make sense of the laws of causality. The critique introduces the role of intuitions and the faculties of sensibility and understanding as some of the key determinants of knowledge. Time and space, according to this lin e of though, become only intuitions generated by the faculty of sensibility. The faculty of understanding, on the other hand, generates scientific concepts. Knowledge from sense experience occurs after the processing and organizing of the experience in line with the intuitions of time and space. The faculty of understanding, according to Kant, organizes the events we experience in order for them to make sense. Finally, Kant argues that it is not entirely impossible to know the nature of ‘noumena,’ which he compares to â€Å"things-in-themselves.† The challenge of metaphysics, according to the philosopher, is that it attempts to unravel realities of things that go beyond the limits of knowledge (Adorno 70). In the Critique of Practical Reason, Kant argues that practical reason is capable in guiding the attainment of knowledge more effectively and reliably than in the desire-based practical reasoning (Adorno 33). The critique proposes the fostering and cultivation of pure practical reasoning. This second Critique departs significantly from the position adopted by the Critique of Pure Reason, whose conclusion affirmed the fact that metaphysical subjects such as knowledge on the existence of God are ultimately unknowable. The Critique of Practical Reason confronts the challenges of pure reason because of the difficulty in probing into noumenal truths. In essence, the effort is linked to the aspect of â€Å"the highest good,† (Freydberg 101). Kant argues that the pursuit of the highest good will necessarily lead to the pursuit of the metaphysical truths. Kant’s arguments in â€Å"Religion within the limits of reason alone,† seeks to re-establish an alternative framework of assessing the authenticity and truths of religion outside the conventional systems as established by conventions and religious dogma. Kant sought to establish the place of faith, in this critique, by pointing out certain weaknesses in the existing argument s of reason, which were based on

Attitude to Exercises and Activity Levels Essay

Attitude to Exercises and Activity Levels - Essay Example Individuals become lazy and less active. Some people are able to counter this by regular exercise schedules to keep the body fit and be physically and mentally alert. But majority of people are unable to find time to do so due to various factors. They become overweight leading to reduced activity levels. However, almost everyone agrees that physical fitness is needed to keep oneself active. Some relevant research works in these aspects are discussed below. Peter D Hart Research Associates reported the results of their survey on attitude towards physical activity and fitness among Americans conducted in 1993. Lack of positive attitude to exercise and poor activity levels were found to be a nation-wide problem not confined to any socio-demographic section. About 54% of less active persons were in the age group of 18 to 44. Physical fitness and overall health were higher in more active groups. Encouragingly, about 60% persons in the less active group desired to be more physically active. But there was no effort to implement this desire. The major constraints cited were: lack of time, poor health, family problems, lack of motivation, lack of access and satisfied with the current status. Health consciousness was the biggest motivator. (Anonymous, undated-a) A survey among university stu... (Mack and Shaddox, 2004) Similar results were reported in schoolchildren of Greece by Christodoulos et al (2006). The authors predicted the possibility of slowing down decline in physical activity due to increasing age. Hagger et al. (1997) in a UK study stressed the need for developing positive attitude among schoolchildren towards physical activity to maintain healthy and active life styles. Findings of Kearney (1999), Margetts et al (1999), Martinez et al (2007) involved studies on attitudes towards physical activity, body weight, health and activity levels. Physical activity was adjudged as more important to be more active and reduce overweight. But a large majority believed their present level of physical activity to be adequate. Removal of stress could be used as a motivator for increased physical activity through exercises. Young, tertiary-educated, slim, non-smoking and active males are more likely to consider physical activity more important. Quinn et al (2008) observed positive effects for physical education programme on obese females. Stein et al (2007) found increased physical activity resulting in increased athletic and social self-perception in boys and girls, but there was no effect on scholastic capability. Amireault et al (2008) identified age and annual income as moderators of intention-behaviour relationship and perceived control of behaviour by testing Azjen's theory of planned behaviour. These moderators could be considered for positive effects of intervention programmes. Seabra et al (2008) observed reduced physical activity in Portuguese female adolescents unlike male adolescents. Based on a review of works in exercise-physical activity, Livingstone et al (2003) concluded that methodology for physical

Internal and External Business Environments Research Paper

Internal and External Business Environments - Research Paper Example Answer of Question 1 The main five segments of the of the general business environment that tend to have significant effect on an industry and all the companies belonging to an industry (irrespective of the size and revenue) happens to be macro environmental forces in the form of political, economic, social, technological, legal and environmental or better known as PESTLE. Although it is needless to say that all the factors are of great significance but as per the requirement of the study economic and social factors have been chosen as the two most significant forces to reckon with. The main reason for such choice is the fact that these two factors only affects the businesses & the industry but also have a close interrelation with the other forces and corresponding affect on the businesses and the industry (Porter, 1980). Economic factors The retail industry in U.S. happens to be second largest industry in the country. The industry is responsible for 12% of the overall employment of the country. Majority of the retail industry is dominated by the organized retail chains. The country has the presence of some f the major global retailers in the form of Wal-Mart (the largest in the world) followed by Kroger, Target, Best Buy, the Home Depot, etc. However, like many other industries the retail industry is also looking to combat the wrath of the 2008 economic downturns. The economic downturn coupled the high level of competition has meant that the growth rate of the industry is going to be slow as the economy is still going through a stage of downturn. The economic downturn has also increased the unemployment rate and reduced the disposable income which most certainly will continue be a reason for the slow growth rate. It is needless to say that Wal-Mart has been affected by the economic conditions just like any other retailers. However, there have been certain opportunities that have been available to the industry such as the free trade zone. Also in the year 2009, the retailer awarded benefits worth $2 billion that included bonuses, contributions, profit sharing and attractive merchandise discounts. Here it is to be noted that this was a move that was respected by the employees and the government also most of the retailers were looking to cut down on costs and employee benefits during that period of time. But from the perspective of growth it is to be said that the company needs to focus a lot more on the operations in the emerging economies. Simply because, the economy of Germany, UK, USA is matured in nature and provide very little opportunity for growth; On the contrary the emerging economies like India and china have a relatively un-taped market and hence would provide would provide a lot more opportunity for growth than some of the matured economies. Social Factors Off late the retail industry in the country has witnessed a paradigm of shift in the domain of consumer behavior. This actually has been an affect multiple factors. Due to th e environmental concern regarding global warming the customers have become a lot more environmental conscious and like to consume green products. Consumers have also become a lot of health conscious too. Also, as mentioned above the due to the economic downturn there has been a rise in the unemployment rate and dip in the disposable income of the people. Unlike earlier due the hectic and complex schedules and high fuel costs the people prefer to

Personal statement explaining a positive criminal background check for

Explaining a positive criminal background check for entering a Nursing program - Personal Statement Example The DWI offense happened in June of 1994 as a misdemeanor that ensued from having a few alcoholic beverages at a wedding reception and using poor judgment concerning driving home. I was placed on 2 years’ probation with community service and finished probation early. I have never driven while intoxicated since this incident and have since encouraged people not to do it either. In August of 1994, I completed a court ordered DWI education program (rehabilitative effort) that focused on learning about the negative consequences of driving while drunk. The experience reinforced the lesson never to drive while intoxicated due to the risks that could be posed on oneself and on others. On March 11, 1997, I was arrested for Driving While License Suspended and I was so surprised because this offense was apparently a mistake by the law enforcement agencies. Their records showed that I did not complete the above DWI Education course which was a compulsory requirement for DWI; and they suspended my license without duly informing me about it until I got pulled over that day. I went to court to clear matters up and they dismissed the case due to "Insufficient Evidence" since I showed proof that I was able to complete the DWI education on time and their records showed that they were at fault. This incident should have been duly noted and recorded and therefore should not even be taken into consideration as a misdemeanor and a behavior characteristic. I am hereby attesting that these narrated incidents are factual and having transpired more than 17 years ago, I believe these isolated incidents, despite one’s immaturity and irresponsible behavior at the time they occurred, should not bear significantly on future potentials and plans to be a registered nurse after pursuing the Nursing Program. I assure the Nursing Board that I have learned the lessons

Special Education Inclusion Essay Example for Free

Special Education Inclusion Essay Special Education Inclusion addresses the controversy of inclusion in education. It argues that inclusions controversy stems from its relation to educational and social values in addition to individual worth. Stout states the important questions that should always be asked when discussing inclusion. She gives us some arguments from advocates on both sides of the issue and everyone in between. She recognizes that inclusion has no simple answers. She merely intends to overview the concepts of inclusion and offers some recommendations to ensure the needs of all students are met. Her overview begins with definitions of common vocabulary, discusses laws governing inclusion, court decisions that have governed placement under IDEA (Individuals with Disabilities Education Act), and ends with a conclusion, research, and discussion. Finally, she gives recommendations for inclusion success. When discussing inclusion address three important question: â€Å"Do we value all students equally? , What do we mean by ‘inclusion’? , and Are there some children for whom ‘inclusion’ is inappropriate? † The wide range of answers to these questions makes inclusion so debatable. This range places advocates for and against inclusion on a wide spectrum of believe. James Kauffman, University of Virginia, opposes of inclusion. He defines inclusionais â€Å"a policy driven by an unrealistic expectation that money will be saved. † He feels that â€Å"trying to force all students into the inclusion mold is just as coercive and discriminatory. † No one should be forced into special education, residential institutions, or inclusion. I do agree that not all children can cope with inclusion. Proponents to inclusion believe all students belong in a regular classroom. They argue that each student will have their needs met by a â€Å"good† teacher. The nature of those needs shouldn’t be a factor. In between proponents and opponents to inclusion is a large group of confused parents and educators. They are unsure of the legality of inclusion and if it’s best for the students. The school districts obligation to the children remains unclear to them. The overview tries to clear this up. Common vocabulary makes the concept of inclusion is clear. Mainstreaming means the placement of special education students in at least on â€Å"regular† education class. Inclusion includes a commitment to support the student in â€Å"regular’ education classrooms as long as the student benefits from it. Full inclusion means a regular classroom all the time regardless of the severity of the handicap. These definitions lead to distinction between the conceptual or philosophical ideas to mainstreaming and inclusion. Supporters of mainstreaming believe disabilities have to earn their way into the regular education classrooms from the special education classroom. On the other hand, supporters of inclusion believe all students belong in the regular education classroom unless it is impossible to provide services there. After reading these definitions it made things clearer to me. I would be more in favor of mainstreaming than inclusion. The overview addresses the laws of inclusion. Tow federal laws oversee the disabilities in students, neither law requires inclusion. IDEA required â€Å"the least restrictive environment† for educating students with disabilities which begins in a regular education classroom. However, IDEA recognizes that all students can not be placed in regular education classrooms. It says placement must be determined in an IEP (individual Education Plan by a team and not solely by a school’s convenience or a parent’s desire. The second law, Section 504 of the Rehabilitation Act of 1973 states schools must educated students with disabilities and those without disabilities together as appropriate because they are recipients of federal funds. Too much of what is expected from school districts is left to interpretation by the district and parents. Even after IDEA’s amendments many questions remain unanswered. To what extent must a school go to provide inclusion? How important is the academic achievement? What rights do students without disabilities have? Some cases that have generated guidelines on inclusion include: Greer vs. Rome City School District – won by the parents because the district was refusing services base on added costs which is not allowed. Sacramento City Unified School District vs. Holland – ruled in favor of the parent for full time regular education because the district must also consider non-academic benefits. Oberti vs. Board of Education of the Borough of Clementon School District – the parents received a ruling in their favor of a more inclusive education because of educational benefits. Poolaw vs. Parker Unified School District – the district won this case because of the minimal education benefits in regular education placement vs. residential placement. School District of Wisconsin Dells vs. Z. S. – the district won this fight for home education for an autistic student with a history of violence and destruction. Stout found no comparative information available in her research for the impact of inclusive vs.non-inclusive settings on academic gains, graduation rates, or work. This information has proponents to inclusion claiming segregation is detrimental. Because of the range of statistics provided on inclusion Stout has concluded that the concern should â€Å"be based on the needs of the child, her/his peers, and the system’s ability to meet those needs. † I agree that every child needs to be evaluated case by case. Stout ends the paper with recommendations for inclusion. Before implementing inclusion two things need to occur. First, when considering an inclusive approach the entire school community should be included. Second, these changes need to be research based. With this mind some recommendations include: †¢Use Well-developed IEP’s should guide a child’s placement †¢Include teachers and support staff must be included in decision making †¢Make available staff development must be available †¢Develop a process to allow teachers to challenge and IEP †¢Involve parents and students in the process of making decisions †¢Consider team teaching, co-teaching, and other programs Stout concludes that for inclusion to be effective, through planning is critical. Planning must involve special education, regular education, and all involved in the restructuring of a school’s entire program for â€Å"real inclusion. † Constant assessment and reflection are absolutely necessary. Currently education classroom teachers seem unprepared and understaffed to be able to handle inclusion in their classroom. Stout, K. S. (2007, March 15). Wisconsin Education Association Council. Retrieved September 29, 2011, from Resource Pages on Issues: http://www. weac. org/Issues_Advocacy/Resource_Pages_On_Issues_One/Special_Education/special_education_inclusion. aspx.

Motivation Letter Essay Example for Free

Motivation Letter Essay Motivation Letter Application For Studying In University Paul Cezanne Aix Marseille To whom it may concern: In addition to all my documents provided, I would like to take this great opportunity to write a motivation letter to clarify my main reason that drives me to study in University Paul Cezanne Aix Marseille. After graduation from _____ University major in Industry International Trade, I acquired knowledge in an extensive business area, for example, accounting, finance, international trade, corporate management, law etc. I worked at Credit Control department at Accenture Consulting Company for around 2 years. My responsibility includes providing customer service to UK clients, collecting overdue debt, applying cash payments, making financial adjustments and analyzing credit status for customers. My interpersonal skills improved greatly and English skill was polished as well through daily contact with British customers. Currently I have been worked as assistant product manager at Golden Label 5 International Trade Company. My responsibilities are to communicate with the sales team, the distributors and the promotional girls in order to motivate them and to let them be more and more aware of our brands images to manage efficiently the existing marketing tools to participate in the development of new marketing tools and participate in the development of the promotions for the day market. I believe that my current working experience is the main reason that drives me to study in France. By choosing to study University Paul Cezanne Aix Marseille there are a few advantages that I can achieve my goal: My current job is to assist my French boss (marketing director) to communicate with the sales team, the distributors and the promotional girls in order to motivate them and to let them be more and more aware of our brands images. Meanwhile boost and maintain our brand image. In order to cooperate better with my boss, I started to learn French since last June. Although we still discuss in English during daily life, my French language does help me a lot when I explain some authentic French traditional wines and spirits knowledge to customers. I know more and more about French, French culture, French wine, etc. And I believe that what I will obtain in University Paul Cezanne Aix Marseille give me a global view of International corporate management and have a multi-culture background. France is a multicultural country, and University Paul Cezanne Aix Marseille is a well-known multicultural university. I can learn how to interact within different cultures to improve my interpersonal skills. I also can build up a network that comprises friends from different countries and areas. France has good relationship with China. And now China is becoming certainly the biggest potential market for France. With my multi- culture background and French experience and skills, when I have completed study in France and returns China, I can participate into the development of business cooperation or any other relationship. In short, by choosing to study in University Paul Cezanne Aix Marseille, I will benefit greatly from the extraordinary experience for building up my professional career, and I will help to build China, my motherland, into a well-managed market economy country. I am looking forward that my application can be assessed and approved at your earliest convenience! Kind Regards Li

The Theory Of Substance Dualism

The Theory Of Substance Dualism An argument has been made against Descartes interactive substance dualism theory that will be analyzed and evaluated in this paper. The Christian apologist J.P. Moreland argued in an online video that goes as such: If interactive substance dualism is true, a non-physical substance could have an effect on a physical substance. It is metaphysically impossible that a non-physical substance could have an effect on a physical substance. Interactive substance dualism is false. (Moreland J. P., 2009) This paper will set forth to point out that this argument against Descartes interactive substance dualism theory, while being valid in nature, is unsound because its second premise is false. With the help of modern science; this paper will argue that it is indeed metaphysically possible for a non-physical substance to have an effect on a physical substance. Before we can appropriately analyze and evaluate the argument, some terms must be defined first so that we may understand how this paper will defend interactive substance dualism. The first step when evaluating an argument is to look at the logic of the argument. According to Bruce Miller of the University of Michigan an argument is logically sound only if the premises were true, this fact would constitute good grounds for accepting the conclusion as true (Miller, 2000). The current argument against Descartes appears to follow logical correctness which leads to the next idea. Is the argument a deductively valid one? Miller also states that an argument form is deductively valid if and only if it is impossible that its conclusion is false given its premises are true. (Miller, 2000) If we were to assume that the premises of the argument in question were true then we would also be drawn to the same conclusion found in the argument. The second premise of the argument states that the first is untrue and therefor the conclusion is true. If the second premise were in fact true, then one could safely claim that interactive substance dualism is indeed false. This flow of sound logic structures and frames this as a deductively valid argument, but is it deductively sound? Even though an argument can be structured logically and found to be deductively valid; that may not always make the argument sound. A sound argument can be summed up as an argument that is based on truths. If a conclusion or argument is drawn from false premises then the argument is considered unsound. For instance, if I were to say that all X are Y and all Y are Z, then I could safely conclude that all X are Z. Yet using a qualifier such as all or every can be tricky, because if just one Y is not Z, then not all Xs could be Zs making the statement deductively unsound. So now that we understand what deductively sound and unsound is, let us apply it to the argument at hand. To do this we will evaluate the premises and decide whether they are true or false. The first premise of the argument at hand is a reiteration of Descartes interactive substance dualism theory that a non-physical substance could have an effect on a physical substance. Substance dualism generally holds that the body is a physical object having physical properties and that the mind is a mental substance containing mental properties irreducible to the physical. (Moreland Craig, 2003) When one experiences pain for example, the body may incur certain electrical and chemical stimulus (physical properties), which results in the self or mind consciously experiencing the felt quality and awareness of the pain (mental property). Descartes argues within substance dualism that the mind and brain closely interact with each other, though they are different substances with differing properties. This is considered to be Descartes main point in the interactive substance dualism theory and this premise will be considered true. The second premise is where this paper focuses because the argument claims that it is metaphysically impossible that a non-physical substance could have an effect on a physical substance. This premise is false because modern science has shown the effects a mind has over a body and vice versa. It appears fairly obvious to most that physical properties do not have the same features as mental properties. For example, we are unable to apply physical qualities like mass and spatial dimensions to mental events such as thoughts, feelings of pleasure and sensory experiences. (Moreland Craig, 2003) As philosopher Keith Maslin summarizes, physical occurrences do not just appear to be different from consciousness; they are utterly different, so utterly different in fact, that it is inconceivable how the physical could produce the mental. (Maslin, 2001) Yet in a published journal we find that Bruce Hinrichs pointed out that when a person reads a sentence, hears a speech, experiences an emotion, or thinks a thought, a cluster or network of brain cells fires in a certain pattern with particular intensity and timing. (Hinrichs, 2001) Similarly, it has been observed that when a part of ones brain is touched with an electrode, it may cause a mental experience such as a memory to occur. (Moreland Craig, 2003) This is evidence in itself that mental states (the mind) can be reduced to physical states (firing of electrodes/electricity); but this only demonstrates so much. While the mind is partly connected to the body, they are not identical. Therefore, the distinctiveness of mental and physical properties and states argues favorably of substance dualism; and the casual connection the mind and body share is evidence supporting Descartes interactive substance dualism theory. The existence of secondary qualities also argues favorably for interactive substance dualism. Secondary qualities are said to consist of properties like color, taste, sounds, smells and textures, whereas primary qualities are properties that characterize matter such as weight, shape, size, solidity, and motion. (Moreland Craig, 2003) Frank Jackson explains that a strictly physical and material world would arguably force us to deny it: We sense the world as made up of coloured, materially continuous, macroscopic, stable objects; Science and, in particular, Physics, tells us that the material world is constituted of clouds of minute, colourless, highly-mobile particlesà ¢Ã¢â€š ¬Ã‚ ¦ Science forces us to acknowledge that physical or material things are not colouredà ¢Ã¢â€š ¬Ã‚ ¦ This will enable us to conclude that sense-data are all mental, for they are coloured. (Jackson, 1977) Effort should be made to at least acknowledge the criticisms of interactive substance dualism and potentially defend against them. Some have pointed out a problem of interaction when it comes to substance dualism. This may be the leading criticism against Descartes theory. How can the soul, lacking all physical dimensions, possibly affect, and be affected by, the extended body? (Maslin, 2001) It does not appear that we reasonably explain how each separate substance could interact with the other. This argument though appears to be based on an appeal to our ignorance. It assumes that if we do not understand how X causes Z that it is not reasonable to believe the two can interact. Craig and Moreland wrote that a tack can be moved by a magnetic field, and gravity acts on a planet millions of miles away. (Moreland Craig, 2003) The magnetic fields and gravitational forces have very different properties to the solid and spatially located entities they affect, and while we may not fully und erstand how such an interaction occurs, it nevertheless does just as we recognize the interaction between mind and body. An argument was made against Descartes interactive substance dualism theory that will be analyzed and evaluated in this paper. The paper set forth to point out that this argument against Descartes interactive substance dualism theory, while being valid in nature, is unsound because its second premise is false. We discussed that the argument, while logically framed and deductively valid, was inevitably false because of its second premise. The paper presented several arguments in favor of substance dualism by showing the distinctiveness of mental and physical properties and states; as well as the existence of secondary qualities. The paper also examined the main criticism of interactive substance dualism and the problem of interaction between mind and body. Given the above arguments for interactive substance dualism and the successfully countered criticism, it seems clear to me that it is indeed metaphysically possible for a non-physical substance to have an effect on a physical substa nce. If this paper has performed its purpose adequetly, then you as the reader can agree that the 2nd premise of the argument against Descartes is false. If a conclusion is drawn from a false premise then the argument becomes deductively unsound and should leave the interactive substance dualism theory in a very convincing position.

The Perfect Class :: essays research papers

If you could design any class, anyway you wanted; do you know what you would do? Whether it is reclining chairs or nap time you want. You get to decide whether you want, one or the other or both. You get to design the class any way you want. If I could design the perfect class it would have to have†¦ The perfect class would have to have air conditioning. This would keep us cool and refreshed. Most students would concentrate better because they’re not distracted thinking about how hot and sticky they are. It would also help stu-dents and staff with asthma to breathe easier because air conditioning takes the humidity out of the air. Considering all these reasons I think air conditioning would further better our educational wellness. The perfect class would have to allow students to chew gum. This would satisfy the students so they are not constantly complaining. Chewing gum during a test could increase test scores up to 35%. It is a proven fact that chewing gum improves long and short term memory up to 15%. All these statistics not only prove that chewing gum satisfies the students, but that it increases our chances a higher education. The perfect class would have to have shorter lessons. Some teachers will teach a key lesson in a short time period because they think it’s best to teach it all at once. I think that they should break important lessons into 2 or 3 smaller more comprehendible lessons. This would give teachers more time to make sure that stu-dents thoroughly understand each individual concept of the lesson. Some students are so overwhelmed and confused by one element of the lesson that they are focus-ing only on that element that the miss the rest of the lesson. This is basic modifi-cation in

Balance and Tragedy in Shakespeares Othello Essay -- Feminism Literar

Mohandas K. Gandhi once proclaimed, â€Å"There is no occasion for women to consider themselves subordinate or inferior to men† (Gandhi n.p.). Women all throughout the world have been forced to endure innumerable hardships and struggles. Merely accepting women as a rightful component of society and a necessary aspect of culture has taken countless numbers of years. And to this day, unfortunately, gender equality has yet to become a reality for many. Certain judgments and stereotypes have been placed onto women from the very beginning of time. The belief that the female gender should only be seen in society as homemakers is something that is widely accepted by people in a multitude of countries and places. Despite the setbacks, various women have felt the need to fight for their rights and prove that they are an extremely crucial part of all societies. In the nineteenth century, the Cult of Domesticity, also known as the Cult of True Womanhood, was founded. It created s pecific rules that women in the United States and Great Britain were expected to follow. How well one obeyed the rules of the Cult of Domesticity dictated her reputation among fellow citizens (â€Å"From Domestic†¦Ã¢â‚¬  n.p.). The strict guidelines often had negative effects on individuals and prevented them from acting in an honest manner. In Othello, Shakespeare created the character of Emilia to perfectly represent the struggles women faced with fitting into their roles in society. The few female characters in the play were all shown in very different lights in order to demonstrate the varying types of women that could be seen in a normal society during that time. In William Shakespeare’s work Othello, Emilia’s imbalance of logic and emotion, a result of the pressur... ...ose to a balance, the chain reaction of events that led to the ultimate tragedy could not have been halted. If Emilia had come to her final realization earlier, could the tragedy have been stopped? Possibly, but it is impossible to know for sure. Even though it occurred, Emilia did, however, in the final moments of her life, speak with purpose and honesty. Her courage to stand up for her beliefs represents one of the most important themes in Othello and has made a truly lasting impact. Works Cited â€Å"From Domestic Goddesses to Suffragists: The Story of Women Told on Bookbindings, 1820-1920.† Publishers’ Bindings Online. U of Alabama, n.d. Web. 2 Nov. 2010. . Gandhi, Mohandas K. â€Å"Woman’s Status and Role in Society.† Mahatma Gandhi. N.p., n.d. Web. 2 Nov. 2010. .

Other views of Sir Gawain in Sir Gawain and The Green Knight :: Essays Papers

Other views of Sir Gawain in Sir Gawain and The Green Knight Below are quotations selected from a number of sources which address the character of Sir Gawain: -------------------------------------------------------------------------------- "In the earliest Arthurian stories, Sir Gawain was the greatest of the Knights of the Round Table. He was famed for his prowess at arms and, above all, for his courtesy. ... Here Gawain is the perfect knight; he is so recognized by the various characters in the story and, for all his modesty, implicitly in his view of himself. To the others his greatest qualities are his knightly courtesy and his success in battle. To Gawain these are important, but he seems to set an even higher value on his courage and integrity, the two central pillars of his manhood. The story is concerned with the conflict between his conception of himself and the reality. He is not quite so brave or so honorable as he thought he was, but he is still very brave, very honorable. He cannot quite see this, but the reader can. The character of Sir Gawain is relatively fixed by tradition; he cannot act very differently from the way he does. In consequence, his character is static--is, indeed, less interesting than that of his adversary, the Green Knight. But it is for other qualities than character interest that Sir Gawain and The Green Knight is valued." (G. B. Pace, 35) From: Clark, Donald, et al. English Literature: A College Anthology. New York: The Macmillian Company, 1960. -------------------------------------------------------------------------------- "We are placed on the side of mortality itself, and can thus, with the Green Knight, forgive Gawain for his single act of cowardice: what he did was done not out of sensual lust but for love of life--'the less, then, to blame.' In the context of this affectionate sympathy, Gawain's own violent anger at the revelation of his fault must itself be viewed with amusement, as part of his human fallibility." (Marie Borroff, Introduction) From: Borroff, Marie. Sir Gawain and The Green Knight: A New Verse Translation. New York: W. W. Norton & Company, Inc., 1967. -------------------------------------------------------------------------------- "Gawain is, naturally, more fully drawn than any other character. Not only do we observe him ourselves, we are told how he impressed other people in the story and how he himself thought and felt. We see him behaving, as all expect him to do, with exquisite courtesy; but we also see what is not apparent to the other characters, that such behavior does not always come easily to him.

Huckleberry Finn Frederick Douglass Slavery comparison Essay

Up until 1865, slavery and all of its violence and cruelty was accepted across the United states. The self-acclaimed â€Å"Land of the Free† was not a free land for slaves like Fredrick Douglass, or even Jim, a fictional character in the novel Adventures of Huckleberry Finn. Slavery depicted in the previously mentioned novel is very much cushioned when compared to the reality of slavery depicted in the autobiography Narrative of the Life of Frederick Douglass. However, Mark Twain, author of the former manages to capture some realities within his satirical version of life before the American Civil War. Both novels portray the classic version of slavery, where Africans are inferior to the English, but Twain’s version shows neither the extent of violence and cruelty committed upon slaves, nor the double-edged sword that comes with owning slaves. Frederick Douglass and Mark Twain both show the most common form of slavery; the unjust control and superiority white people assert over the African race. In Twain’s novel, Jim is loyal to his owner Miss Watson, but when Miss Watson finds out â€Å"she could [get] eight [hundred] dollars for [Jim]† (42), she plans to sell him. Miss Watson had promised Jim that she would never sell him, and knows that, by selling Jim, she would be separating him from his wife and children. However, with the offer of eight hundred dollars for Jim, Miss Watson’s own greed overrules the destruction of a slave family. In this novel, eight hundred dollars for the white lady is worth destroying a black family over. Similarly, Douglass experiences his life being toyed with over â€Å"a misunderstanding [that] took place between [Douglass’ owner] and Master Hugh† (41), his temporary owner. Because of an insignificant argument, Douglass’ entire life is once again moved to a new location. In both the narrative and the novel, the lives of slaves are not worth even the menial conflicts of a white slave owner. When comparing the lives of slaves in Douglass’s narrative and Twain’s novel, it is evident that Twain has not done justice to the amount of violence slaves are put through. Throughout the duration of Twain’s Adventures of Huckleberry Finn, Jim, the slave, has never been whipped. That may partially be due to Jim being a runaway, but simply the fact that Jim was able to â€Å"set down on the ground betwixt [Huck] and Tom†¦[and] begun to snore† (9) reveals Twain’s inability to portray the true life of a slave. Here, a slave is able to just sit down and take a nap without a second thought. In comparison, Douglass writes of when â€Å"a young girl between fifteen and sixteen years of age†¦lost her rest for several nights previous, [and] did not hear the [baby] crying†¦ [Her owner], finding her slow to move, jumped from her bed, seized an oak stick of wood by the fireplace, and with it†¦ ended her life† (26). For Jim, when he fell asleep, nothing of consequence happened to him. In fact, he got a nice rest. The young girl in Douglass’ story, on the other hand, was brutally beaten to death for the same offense. Whether it was on purpose or not, Twains satirical version of slavery is an insult to the brutalities millions of slaves suffered at the hands of white men and women. On first glance, owning slaves may not seem to have any consequence. However, Douglass reveals, as Twain omits, the fact that slave owning is a double edged sword. Douglass’ temporary owner, Mrs. Auld, begins as â€Å"a woman of the kindest heart and finest feelings†¦But, alas! [her] kind heart had but a short time to remain such†¦ That angelic face gave place to that of a demon. Thus is slavery the enemy of both the slave and the slave holder†(31). Douglass gives a first-hand account of how owning a slave can change the kindest person into a heartless devil. Twain, however, writes of slave owning â€Å"Uncle Silas, [who visits Jim] every day or two to pray with him, and Aunt Sally, [who comes] in to see if [Jim is] comfortable and [has] plenty to eat, and both of them [are] kind as could be† (225). Though Silas and Sally are slave owners, and Jim is a runaway slave that they have captured, they are very kind to him, as they are with their other slaves. Twain’s portrayal of slave owners is much kinder than the one depicted by Douglass. This is understandable, as Twain is a white male who can identify with slave owners, and Douglass is a slave, who can identify with all the other enslaved Africans of his time. While both Twain and Douglass write of the classic Africans-enslaved-to-white-men tale, their portrayals of slavery are very different. Douglass reveals the brutal violence committed upon slaves, while Twain writes of no violence against slaves. Douglass also portrays slavery as detrimental to the character of both slaves and slave owners, and once again, Twain does not. It is clear that there is a fine line between reality and fiction when it comes to the portrayal of slavery. Never again can the human race commit such sins against one of their own.

Chapter 5 The Dementor

Tom woke stimulate the future(a) morning with his usual in additionthless smile and a cup of tea. waste got garbed and was hardly persuading a disgrunt conduct Hedwig to annoy impersonate up into her cage when Ron banged his room into the room, move a sweatshirt e trulyplace his drum principal sum and facial expression for irritable.The so championr we pulsate on the shoot for, the soften, he utter. At least I pl chthonian get a sort from Percy at Hogwarts. instantaneously hes accusing me of dripping tea on his photo of genus Penelope Clearwater. You receive, Ron grimaced, his girlfri turn proscribed r turn forth. Shes hidden her baptistery at a lower place the frame because her nose has g i dickens blotchyIve got hardly a(prenominal)thing to capture you, nettle began, altogether when they were interrupted by F rubor and George, who had searched in to congratulate Ron on infuriating Percy once more.They leaveed admity to break stiff, whithe r Mr. Weasley was reading the front page of the fooling Prophet with a furrowed brow and Mrs. Weasley was avering Hermi atomic number 53 and Ginny active a cacoethes potion shed do as a five-year- ancient girl. All tercet of them were quite an giggly.W chapeau were you reflexion? Ron asked harass as they sit d stimulate pop.Later, kindle muttered as Percy stormed in. gravel had no happen to m fare verbotenh to Ron or Hermi wiz in the sanatorium of leaving they were too busy let loose altogether their trunks down the permeable Cauldrons narrow measure moorage and piling them up near the adit, with Hedwig and Hermes, Percys screech owl, perched on exceed in their cages. A sm altogether wickerwork basket stood beside the heap of trunks, spitting pop aside clarion-m pop exposehedly.Its tout ensemble right, Crookshanks, Hermi hotshot cooed with the wickerwork. Ill let you out on the shack.You wont, snapped Ron. What approximately poor Scabbers, eh?He po inted at his dresser, where a prominent goon indicated that Scabbers was curling up in his pocket.Mr. Weasley, who had been out penetrations wait for the Ministry cars, stuck his head inner.Theyre here, he read. chivy, acclaim on.Mr. Weasley marched waste across the short stretch of paving toward the first of two old-fashioned r from each one green cars, each of which was turn onn by a furtive- spirit at wizard wearing a suit of emerald velvet.In you get, desolate, give tongue to Mr. Weasley, glancing up and down the crowded street. devil got into the suffer of the car and was shortly linked by Hermione, Ron, and, to Rons disgust, Percy.The pilgrimage to Kings particular was precise un stock-stilltful compared with get ats trip on the Knight Bus. The Ministry of invocation cars micturate up ones mindmed al intimately ordinary. though be stage spy that they could slide through gaps that Uncle Vernons sore federation car certainly couldnt conduct manag ed. They reached Kings Cross with twenty minutes to spare the Ministry drivers put them trolleys, unloaded their trunks, touched their hats in honour to Mr. Weasley, and drove a bureau, nearlyhow managing to jump to the head of an un miserable line at the barter lights.Mr. Weasley kept close to besets elbow alone the way into the station.Right ult, he state, glancing near them. Lets do this in pairs, as in that respect are so many of us. Ill go through first with fire.Mr. Weasley strolled toward the barrier in the midst of computer programs nine and decennium, pushing ravages trolley and on the event of it actu e precise(prenominal)y inte resideed in the InterCity one hundred twenty-five that had just arrived at platform nine. With a meaningful look at gravel, he leaned casu altogethery once morest the barrier. c completely forth imitated him.In a moment, they had f each(prenominal)en sideways through the real metal onto platform nine and three-quarters and looked up to put through the Hogwarts Express, a scarlet move engine, puffing smoke oer a platform packed with hexes and wizards seeing their children onto the geartrain.Percy and Ginny on the whole at once appeared arse nettle. They were panting and had apparently turn everywheren the barrier at a run.Ah, theres Penelope express Percy, smoothing his sensory vibrissasbreadth and exit intercept again. Ginny caught hassles eye, and they both moody away to compensate their laughter as Percy strode everywhere to a girl with long, curly hair, walking with his chest thrown out so that she couldnt turn tail his shiny badge.Once the remaining Weasleys and Hermione had joined them, arouse and Mr. Weasley led the way to the bar of the train, past packed compartments, to a cheat that looked quite renounce. They loaded the trunks onto it, stowed Hedwig and Crookshanks in the baggage rack, hence went moxie right(prenominal)(a) to say nigh(a)bye to Mr. and Mrs. Weas ley.Mrs. Weasley kissed all her children, because Hermione, and finally get at. He was embarrassed, scarcely very quite pleased, when she gave him an extra hug.Do wages care, wont you devastate? she utter as she straightened up, her eye oddly bright. Then she established her awful renderbag and verbalize, Ive make you all sandwiches. here(predicate) you are, Ronno, theyre not corned beef Fred? Wheres Fred? hither you are dear harass, give tongue to Mr. Weasley quietly, total over here for a moment.He jerked his head towards a pillar, and Harry followed him underside it, leaving the some others crowded or so Mrs. Weasley. in that respects something Ive got to check you before you guide utter Mr. Weasley in a tense express.Its all right, Mr. Weasley, tell Harry, I already hump.You k straight move out? How could you spang?I er I comprehend you and Mrs. Wesley chating blend in night. I couldnt attend watching, Harry added pronto. Sorry Thats not the way Id shoot chosen for you to find out, say Mr. Weasley looking anxious..No honestly its OK. This way, you havent lowly your boy to Fudge and I know whats termination on.Harry, you moldiness(prenominal) be panic-struck Im not, give tongue to Harry sincerely. Really, he added, because Mr. Weasley was looking disbelieving. Im not laborious to be a hero, but estimablely, Sirius inkiness cant be worsened than Lord Voldemort, can he?Mr. Weasley flinched at the sound of the lean, but overlooked it.Harry, I knew you were, intumesce, made of stronger stuff than Fudge seems to infer, and Im obviously pleased that youre not scared, but Arthur called Mrs. Weasley, who was now shepherding the tranquility onto the train. Arthur, what are you doing? Its near to goHes coming Molly express Mr. Weasley, but he glowering sustain to Harry and kept talk of the towning in a lower and more(prenominal) than hurried piece, Listen, I submit you to give me your word that Ill be a go od boy and breathe in the citadel? express Harry gloomily.not entirely, say Mr. Weasley, who looked more serious than Harry had ever seen him. Harry, swear to me you wont go looking for Black.Harry discernd, What there was a loud whistle. Guards were walking along the train, slamming all the room accesss shut.Promise me, Harry, tell Mr. Weasley, talking more pronto lock away, that whatsoever happens why would I go looking for someone I know wants to kill me? verbalise Harry blankly.Swear to me that whatever you might hear Arthur, fondly cried Mrs. Weasley.Steam was billowing from the train it had started to move. Harry ran to the compartment door and Ron threw it open and stood back to let him on. They leaned out of the malarkey upow and waved at Mr. and Mrs. Weasley until the train turned a tree and blocked them from view.I request to talk to you in private, Harry muttered to Ron and Hermione as the train picked up speed.Go away, Ginny, state Ron.Oh, thats nice, gi ve tongue to Ginny huffily, and she stalked off.Harry, Ron, and Hermione set off down the corridor, looking for an untenanted compartment, but all were full except for the one at the very end of the train.This had wholly one occupant, a man sitting devalued asleep bordering to the window. Harry, Ron, and Hermione checked on the thres go along. The Hogwarts Express was usually reserved for students and they had neer seen an adult there before, except for the witch who pushed the nutrition cart.The stranger was wearing an highly flashy set of wizards robes that had been darned in several places. He looked ill and exhausted. though quite young, his light brown hair was flecked with gray.Who dyou reckon he is? Ron hissed as they sat down and slid the door shut, pickings the pots farthest away from the window.prof R. J. lupine. talk Hermione at once.Howd you know that?Its on his case, she replied, pointing at the luggage rack over the mans head, where there was a lowly, batter ed case held together with a large mensuration of neatly knotted string. The name professor R. J. lupin was stamped across one boxful in peeling letters.Wonder what he teaches? tell Ron, frowning at professor lupines pallid profile.Thats obvious, whispered Hermione. at that places only one vacancy, isnt there? defense reaction Against the sliminess humanistic discipline.Harry, Ron, and Hermione had already had two Defense Against the minatory Arts teachers, both of whom had lasted only one year. There were rumors that the job was jinxed.Well, I hope hes up to it, said Ron doubt amply. He looks wish on, good hex would finish him off, doesnt he? leastways he turned to Harry, what were you tone ending to tell us?Harry explained all about Mr. and Mrs. Wesleys argument and the warning Mr. Weasley had just stipulation him. When hed finished, Ron looked thunderstruck, and Hermione had her hands over her spill the beans. She finally displace them to say, Sirius Black escap ed to arrive later you? Oh, Harryyoull have to be unfeignedly, actually thoughtful. dont go looking for trouble, HarryI dont go looking for trouble, said Harry, nettled. job usually finds me.How thick would Harry have to be, to go looking for a whacko who wants to kill him? said Ron shakily.They were taking the intelligence service worse than Harry had expected. Both Ron and Hermione seemed to be lots more affright of Black than he was.No one knows how he got out of Azkaban, said Ron uncomfortably. No ones ever done it before. And he was a top-security captive too. nevertheless theyll catch him, wont they? said Hermione earnestly. I mean, theyve got all the Muggles looking out for him too.Whats that noise? said Ron suddenly.A short, squalid pattern of whistle was coming from somewhere. They looked all or so the compartment.Its coming from your trunk, Harry, said Ron, stand up up and reaching into the luggage rack. A moment later he had pulled the grievous bodily h t ree branch Sneakoscope out from between Harrys robes. It was spinning very fast in the palm of Rons hand and glowing brilliantly.Is that a Sneakoscope? said Hermione interestedly, stand up up for a better look.yeamind you, its a very flash one, Ron said. It went haywire just as I was tying it to Errols leg to send it to Harry.Were you doing anything undependable at the metre? said Hermione shrewdly.No WellI wasnt hazardd to be using Errol. You know hes not really up to long excursionsbut how else was I supposed to get Harrys pre direct to him? hold fast it back in the trunk, Harry certain as the Sneakoscope whistled piercingly, or itll awaken him up.He nodded toward professor lupine. Ron stuffed the Sneakoscope into a curiously imposing pair of Uncle Vernons old socks, which deadened the sound, then closed the lid of the trunk on it.We could get it checked in Hogsmeade, said Ron, sitting back down. They sell that conformation of thing in Dervish and Banges, magical inst ruments and stuff. Fred and George told me.Do you know much about Hogsmeade? asked Hermione keenly. Ive read its the only entirely non-Muggle settlement in Britain Yeah, I think it is, said Ron in an offhand sort of way. but thats not why I want to go. I just want to get inside HoneydukesWhats that? said Hermione.Its this sweetshop, said Ron, a inattentive look coming over his governing body, where theyve got every(prenominal)thing rain cats and dogs Imps they instal you smoke at the mouth and great fat Chocoballs full of strawberry mousse and clotted cream, and really subtile sugar quills, which you can suck in class and just look like youre thinking what to write next?CBut Hogsmeades a very raise place, isnt it? Hermione pressed on eagerly. In rages of historical Sorcery it says the inn was the headquarters for the 1612 pixy rebellion, and the Shrieking Shacks supposed to be the most severely haunted building in Britain ?C and massive sherbet balls that make you levita te a few inches off the ground magic spell youre sucking them, said Ron, who was plainly not listening to a word Hermione was saying.Hermione looked round at Harry.Wont it be nice to get out of develop for a bit and explore Hogsmeade?Spect it will, said Harry heavily. Youll have to tell me when youve launch out.What dyou mean? said Ron.I cant go. The Dursleys didnt undertake my permission form, and Fudge wouldnt either.Ron looked horrified.Youre not allowed to come? But no way McGonagall or someone will give you permission Harry gave a hollow laugh. professor McGonagall, head of Gryffindor offer, was very strict.?C or we can ask Fred and George, they know every secret passage out of the castle Ron said Hermione perspicaciously. I dont think Harry should be sneaking out of the civilise with Black on the loose Yeah, I expect thats what McGonagall will say when I ask of permission, said Harry bitterly.But if were with him, said Ron spiritedly to Hermione. Black wouldnt hol d Oh, Ron, dont talk rubbish, snapped Hermione. Blacks already murdered a whole bunch of wad in the middle of a crowded street, do you really think hes going to annoy about attacking Harry just because were there?She was fumbling with the straps of Crookshankss basket as she spoke.Dont let that thing out Ron said, but too late Crookshanks leapt lightly from the basket, stretched, yawned, and sprang onto Rons knees the lump in Rons pocket trembled and he shoved Crookshanks angrily away.Get out of itRon, dont said Hermione angrily.Ron was about to answer back when prof lupine stirred. They watched him apprehensively, but he simply turned his head the other way, mouth moderately open, and slept on.The Hogwarts Express moved steadily unitingward and the scenery outside the window became unquiet and calamitouser while the clouds overhead thickened overhead. mountain were chasing backwards and forwards past the door of their compartment. Crookshanks had now settled in an empty pl ace, his squashed face turned towards Ron, his xanthous eyeball on Rons top pocket.At one oclock the plump witch with the food cart arrived at the compartment door.Dyou think we should wake him up? Ron asked awkwardly, nodding towards professor lupine. He looks like he could do with some food.Hermione approached prof Lupin cautiously.Er professor? she said. Excuse me prof?He didnt move.Dont worry, dear, said the witch, as she handed a large stack of cauldron cakes. If hes hungry when he wakes, Ill be up front with the driver.I suppose he is asleep? said Ron quietly, as the witch slid the compartment door closed. I mean he hasnt run outd, has he?No, no, hes breathing, whispered Hermione, taking the cauldron cake Harry passed her.He might not be very good company, but prof Lupins presence in their compartment had its uses. Mid-afternoon, just as it had started to rain, blurring the rolling hills outside the window, they perceive footstairs outside in the corridor again, and their three least best-loved citizenry appeared at the door firedrake Malfoy, flanked by his cronies, Vincent Crabbe and Gregory Goyle. flying dragon Malfoy and Harry had been enemies ever since they had met on their very first journey to Hogwarts. Malfoy, who had a pale, pointed, sneering face, was in Slytherin house he play Seeker on the Slytherin Quidditch team, the same position that Harry played on the Gryffindor team. Crabbe and Goyle seemed to exist to do Malfoys bidding. They were both coarse and muscly Crabbe was taller, with a pudding-bowl haircut and a very thick neck Goyle had short, bristly hair and long, gorilla arms.Well, look who it is, said Malfoy in his usual lazy bunkl, pulling open the compartment door. Potty and the Weasel.Crabbe and Goyle chuckled trollishly.I heard your bewilder finally got his hands on some gold this summer, Weasley, said Malfoy. Did your mother die of shock?Ron stood up so quickly he smashed Crookshankss basket to the floor. professo r Lupin gave a snort.Whos that? said Malfoy, taking an machinelike step backward as he spotted Lupin. newborn teacher, said Harry, who got to his feet, too, in case he needed to hold Ron back. What were you saying, Malfoy?Malfoys pale eye narrowed he wasnt fool enough to pick a fight right under a teachers nose.Cmon, he muttered resentfully to Crabbe and Goyle, and they disappeared.Harry and Ron sat down again, Ron massaging his knuckles.Im not going to take any crap from Malfoy this year, he said angrily. I mean it. If he makes one more crack about my family, Im going to get hold of his head and Ron made a violent gesture in midair.Ron, hissed Hermione, pointing at Professor Lupin, be carefulBut Professor Lupin was still fast asleep.The rain thickened as the train sped yet farther north the windows were now a solid, shimmering gray, which gradually change until lanterns flickered into life all along the corridors and over the luggage racks. The train rattled, the rain hammered, t he wind roared, but still, Professor Lupin slept.We mustiness be close there, said Ron, trend forward to look past Professor Lupin at the now only opaqueened window.The words had hardly left-hand(a) him when the train started to slow down.Great, said Ron, acquire up and walking carefully past Professor Lupin to try and see outside. Im starving. I want to get to the festivalWe cant be there yet, said Hermione, checking her watch.So whyre we stopping?The train was getting slow and slower. As the noise of the pistons knock down away, the wind and rain sounded louder than ever against the windows.Harry, who was nearest the door, got up to look into the corridor. All along the carriage, heads were sticky curiously out of their compartments.The train came to a stop with a jolt, and distant thuds and bangs told them that luggage had fallen out of the racks. Then, without warning, all the lamps went out and they were plunged into total blackenedness.Whats going on? said Rons voic e from behind Harry.Ouch gasped Hermione. Ron, that was my footHarry matt-up his way back to his hind end.Dyou think weve broken down?DunnoThere was a squeaking sound, and Harry saw the softened black outline of Ron, wiping a fixing clean on the window and peering out.Theres something contemptible out there, Ron said. I think people are coming aboardThe compartment door suddenly opened and someone fell disquietfully over Harrys legs.Sorry Dyou know whats going on? Ouch Sorry Hullo, Neville, said Harry, convalescent around in the dark and pulling Neville up by his garment.Harry? Is that you? Whats happening?No idea Sit down There was a loud hissing and a yelp of pain Neville had tried to sit on Crookshanks.Im going to go and ask the driver whats going on, came Hermiones voice. Harry felt her pass him, heard the door slide open again, and then a thud and two loud squeals of pain.Whos that?Whos that?Ginny?Hermione?What are you doing?I was looking for Ron derive in and sit down Not here said Harry hurriedly. Im hereOuch said Neville.Quiet said a hoarse voice suddenly.Professor Lupin appeared to have woken up at last. Harry could hear movements in his corner.none of them spoke.There was a soft, crackling noise, and a wonky light filled the compartment. Professor Lupin appeared to be holding a smattering of flames. They light up his tired, gray face, but his eyes looked alert and wary.Stay where you are. he said in the same hoarse voice, and he got slowly to his feet with his handful of fire held out in front of him.But the door slid slowly open before Lupin could reach it.Standing in the doorway, illuminated by the shivering flames in Lupins hand, was a cloaked figure that towered to the ceiling. Its face was tout ensemble hidden beneath its hood. Harrys eyes darted downward, and what he saw made his stomach contract. There was a hand protruding from the cloak and it was glistening, grayish, slimy-looking, and scabbed, like something dead that had deca yed in water.But it was visible only for a split second. As though the creature beneath the cloak sense Harrys gaze, the hand was suddenly withdrawn into the folds of its black cloak.And then the thing beneath the hood, whatever it was, drew a long, slow, rattling breath, as though it were trying to suck something more than air from its surroundings.An intense dusty sweep over them all. Harry felt his own breath catch in his chest. The parky went deeper than his skin. It was inside his chest, it was inside his very gistHarrys eyes rolled up into his head. He couldnt see. He was drowning in polar. There was a rushing in his ears as though of water. He was being dragged downward, the roaring development louderAnd then, from far away, he heard screaming, terrible, terrified, appeal screams. He wanted to help whoever it was, he tried to move his arms, but couldnta thick white fog was swirling around him, inside him Harry Harry are you all right?Someone was slapping his face.W-w hat?Harry opened his eyes there were lanterns above him, and the floor was shaking the Hogwarts Express was moving again and the lights had come back on. He seemed to have slid out of his seat onto the floor. Ron and Hermione were kneeling next to him, and above them he could see Neville and Professor Lupin watching. Harry felt very sick when he put up his hand to push his furnish back on, he felt cold sweat on his face.Ron and Hermione heaved him back onto his seat. ar you okay? Ron asked nervously.Yeah, said Harry, looking quickly toward the door. The hooded creature had vanished. What happened? Wheres that that thing? Who screamed?No one screamed, said Ron, more nervously still.Harry looked around the bright compartment. Ginny and Neville looked back at him, both very pale.But I heard screaming A loud snap made them all jump. Professor Lupin was breaking an enormous slab of coffee into pieces.Here, he said to Harry, handing him a particularly large piece. Eat it. Itll help.H arry took the coffee berry but didnt eat it.What was that thing? he asked Lupin.A Dementor, said Lupin, who was now boastful chocolate to everyone else. One of the Dementors of Azkaban.Everyone stared at him. Professor Lupin crumpled up the empty chocolate wrapper and put it in his pocket.Eat, he repeated. Itll help. I need to speak to the driver, excuse meHe strolled past Harry and disappeared into the corridor. atomic number 18 you sure youre okay, Harry? said Hermione, watching Harry anxiously.I dont get it what happened? said Harry, wiping more sweat off his face.Well that thing the Dementor stood there and looked around (I mean, I think it did, I couldnt see its face) and you you I thought you were having a represent or something, said Ron, who still looked scared. You went sort of rigid and fell out of your seat and started twitching And Professor Lupin stepped over you, and walked toward the Dementor, and pulled out his wand, said Hermione, and he said, None of us is hiding Sirius Black under our cloaks. Go. But the Dementor didnt move, so Lupin muttered something, and a silvery thing shot out of his wand at it, and it turned around and sort of glided awayIt was horrible, said Neville, in a higher voice than usual. Did you feel how cold it got when it came in?I felt weird, said Ron, shifting his shoulders uncomfortably. Like Id never be cheerful againGinny, who was clump in her corner looking nearly as bad as Harry felt, gave a small sob Hermione went over and put a comforting arm around her.But didnt any of you fall off your seats? said Harry awkwardly.No, said Ron, looking anxiously at Harry again. Ginny was shaking like mad, thoughHarry didnt understand. He felt promiscuous and shivery, as though he were recovering from a bad bout of influenza he also felt the beginnings of shame. Why had he gone to pieces like that, when no one else had?Professor Lupin had come back. He paused as he entered, looked around, and said, with a small smile, I havent poisoned that chocolate, you knowHarry took a bite and to his great bewilderment felt warmth spread suddenly to the tips of his fingers and toes.Well be at Hogwarts in ten minutes, said Professor Lupin. Are you all right, Harry?Harry didnt ask how Professor Lupin knew his name.Fine, he muttered, embarrassed.They didnt talk much during the remainder of the journey. At long last, the train s pass at Hogsmeade station, and there was a great scramble to get outside owls hooted, cats meowed, and Nevilles pet toad croaked loudly from under his hat. It was freezing on the critical platform rain was driving down in icy sheets.Firs years this way called a familiar voice. Harry, Ron, and Hermione turned and saw the long outline of Hagrid at the other end of the platform, beckoning the terrified-looking new students forward for their traditional journey across the lake.All right, you three? Hagrid let loose over the heads of the crowd. They waved at him, but had no chance to speak to him because the mass of people around them was shunting them away along the platform. Harry, Ron, and Hermione followed the rest of the school along the platform and out onto a rough mud track, where at least a hundred stagecoaches wait the remaining students, each pulled, Harry could only assume, by an invisible horse, because when they climbed inside and shut the door, the coach set off all by itself, bumping and swaying in procession.The coach smelled faintly of mold and straw. Harry felt better since the chocolate, but still weak. Ron and Hermione kept looking at him sideways, as though frightened he might collapse again.As the carriage trundled toward a pair of princely wrought iron gates, flanked with stone columns topped with winged boars, Harry saw two more towering, hooded Dementors, standing guard on either side. A wave of cold sickness threatened to engulf him again he leaned back into the lumpy seat and closed his eyes until they had passed the gates. The carriage p icked up speed on the long, sloping drive up to the castle Hermione was leaning out of the tiny window, watching the many turrets and towers draw nearer. At last, the carriage swayed to a halt, and Hermione and Ron got out.As Harry stepped down, a drawling, rejoicing voice sounded in his ear.You fainted, tamper? Is Longbottorn telling the impartiality? You actually fainted?Malfoy elbowed past Hermione to block Harrys way up the stone steps to the castle, his face gleeful and his pale eyes glitter maliciously.Shove off, Malfoy, said Ron, whose jaw was clenched.Did you faint as well, Weasley? said Malfoy loudly. Did the scary old Dementor frighten you too, Weasley?Is there a problem? said a mild voice. Professor Lupin had just gotten out of the next carriage.Malfoy gave Professor Lupin an insolent stare, which took in the patches on his robes and the dilapidated suitcase. With a tiny hint of sarcasm in his voice, he said, Oh, no er Professor, then he smirked at Crabbe and Goyle a nd led them up the steps into the castle.Hermione prodded Ron in the back to make him hurry, and the three of them joined the crowd swarming up the steps, through the giant oak front doors, into the cavernous Entrance sign, which was lit with flaming torches, and housed a magnificent marble stairway that led to the upper floors.The door into the Great Hall stood open at the right Harry followed the crowd toward it, but had barely glimpsed the enrapture ceiling, which was black and cloudy tonight, when a voice called, Potter Granger I want to see you bothHarry and Hermione turned around, surprised. Professor McGonagall, Transfiguration teacher and head of Gryffindor House, was calling over the heads of the crowd. She was a sodding(a) looking witch who wore her hair in a tight bun her sharp eyes were framed with square spectacles. Harry fought his way over to her with a sensation of foreboding Professor McGonagall had a way of making him feel he must have done something wrong.Th eres no need to look so worried I just want a word in my office, she told them. Move along there, Weasley.Ron stared as Professor McGonagall ushered Harry and Hermione away from the go crowd they accompanied her across the pick up hall, up the marble staircase, and along a corridor.Once they were in her office, a small room with a large, welcoming fire, Professor McGonagall motioned Harry and Hermione to sit down. She settled herself behind her desk and said abruptly, Professor Lupin sent an owl ahead to say that you were taken ill on the train, Potter.Before Harry could reply, there was a soft knock on the door and peeress Pomfrey, the nurse, came expeditious in.Harry felt himself going red in the face. It was bad enough that hed passed out, or whatever he had done, without everyone making all this fuss.Im mulct, he said, I dont need anything Oh, its you, is it? said chick Pomfrey, ignoring this and bending down to stare closely at him. I suppose youve been doing something d angerous again?It was a Dementor, Poppy, said Professor McGonagall.They exchanged a dark look, and gentlewoman Pomfrey clucked disapprovingly.Setting Dementors around a school, she muttered, pushing back Harrys hair and speck his forehead. He wont be the last one who collapses. Yes, hes all clammy. Terrible things, they are, and the effect they have on people who are already delicate Im not delicate said Harry crossly.Of course youre not, said Madam Pomfrey absentmindedly, now taking his pulse.What does he need? said Professor McGonagall crisply. Bed rest? Should he perhaps spend tonight in the infirmary wing?Im fine said Harry, jumping up. The thought of what Draco Malfoy would say if he had to go to the hospital wing was torture.Well, he should have some chocolate, at the very least, said Madam Pomfrey, who was now trying to peer into Harrys eyes.Ive already had some, said Harry. Professor Lupin gave me some. He gave it to all of us.Did he, now? said Madam Pomfrey approvingly. S o weve finally got a Defense Against the Dark Arts teacher who knows his remedies?Are you sure you feel all right, Potter? Professor McGonagall said sharply.Yes, said Harry. rattling well. Kindly wait outside while I have a quick word with Miss Granger about her course schedule, then we can go down to the feast together.Harry went back into the corridor with Madam Pomfrey, who left for the hospital wing, heart murmur to herself. He had to wait only a few minutes then Hermione emerged looking very apt about something, followed by Professor McGonagall, and the three of them made their way back down the marble staircase to the Great Hall.It was a sea of pointed black hats each of the long House tables was line with students, their faces glimmering by the light of thousands of candles, which were go over the tables in midair. Professor Flitwick, who was a tiny little wizard with a shock of white hair, was carrying an ancient hat and a three-legged stool out of the hall.Oh, said Herm ione softly, weve missed the SortingNew students at Hogwarts were sorted into Houses by trying on the Sorting Hat, which shouted out the House they were best suited to (Gryffindor, Ravenclaw, Hufflepuff, or Slytherin). Professor McGonagall strode off toward her empty seat at the stave table, and Harry and Hermione set off in the other direction, as quietly as possible, toward the Gryffindor table. People looked around at them as they passed along the back of the hall, and a few of them pointed at Harry. Had the fable of his collapsing in front of the Dementor traveled that fast?He and Hermione sat down on either side of Ron, who had saved them seats.What was all that about? he muttered to Harry.Harry started to explain in a whisper, but at that moment the headmaster stood up to speak, and he broke off.Professor Dumbledore, though very old, invariably gave an impression of great energy. He had several feet of long silver hair and beard, half-moon spectacles, and an extremely crooke d nose. He was often described as the superior wizard of the age, but that wasnt why Harry respected him. You couldnt help trusting Albus Dumbledore, and as Harry watched him beaming around at the students, he felt really cool it for the first time since the Dementor had entered the train compartment. find said Dumbledore, the candlelight shimmering on his beard. experience to another year at Hogwarts I have a few things to say to you all, and as one of them is very serious, I think it best to get it out of the way before you become disjointed by our excellent feastDumbledore clean his throat and continued, As you will all be aware after their count of the Hogwarts Express, our school is presently playing armament to some of the Dementors of Azkaban, who are here on Ministry of Magic business.He paused, and Harry remembered what Mr. Weasley had said about Dumbledore not being happy with the Dementors guarding the school.They are stationed at every jinx to the grounds, Dumble dore continued, and while they are with us, I must make it plain that nobody is to leave school without permission. Dementors are not to be fooled by tricks or disguises or even Invisibility Cloaks, he added blandly, and Harry and Ron glanced at each other. It is not in the personality of a Dementor to understand pleading or excuses. I therefore warn each and every one of you to give them no reason to harm you. I look to the prefects, and our new Head Boy and Girl, to make sure that no student runs snapd of the Dementors, he said.Percy, who was sitting a few seats down from Harry, puffed out his chest again and stared around impressively. Dumbledore paused again he looked very seriously around the hall, and nobody moved or made a sound.On a happier note, he continued, I am pleased to delicious two new teachers to our ranks this year.First, Professor Lupin, who has kind consented to fill the post of Defense Against the Dark Arts teacher.There was some scattered, rather unenthus iastic applause. Only those who had been in the compartment on the train with Professor Lupin clapped hard, Harry among them. Professor Lupin looked particularly shabby next to all the other teachers in their best robes.Look at Snape Ron hissed in Harrys ear.Professor Snape, the Potions master, was pure(a) along the staff table at Professor Lupin. It was vernacular knowledge that Snape wanted the Defense Against the Dark Arts job, but even Harry, who hate Snape, was startled at the expression fling his thin, sallow face. it was beyond anger it was loathing. Harry knew that expression only too well it was the look Snape wore every time he set eyes on Harry.As to our second new appointment, Dumbledore continued as the lukewarm applause for Professor Lupin died away. Well, I am sorry to tell you that Professor Kettleburn, our Care of Magical Creatures teacher, retired at the end of last year in order to enjoy more time with his remaining limbs. However, I am delighted to say that h is place will be filled by none other than Rubeus Hagrid, who has agreed to take on this principle job in addition to his gamekeeping duties.Harry, Ron, and Hermione stared at one another, stunned. Then they joined in with the applause, which was tumultuous at the Gryffindor table in particular. Harry leaned forward to see Hagrid, who was crimson red in the face and staring down at his enormous hands, his wide grin hidden in the tangle of his black beard.We shouldve known Ron roared, pounding the table. Who else would have assigned us a acid book?Harry, Ron, and Hermione were the last to stop clapping, and as Professor Dumbledore started speaking again, they saw that Hagrid was wiping his eyes on the tablecloth.Well, I think thats everything of importance, said Dumbledore. Let the feast beginThe fortunate plates and goblets before them filled suddenly with food and drink. Harry, suddenly ravenous, helped himself to everything he could reach and began to eat.It was a delicious fe ast the hall echoed with talk, laughter, and the prattle of knives and forks. Harry, Ron, and Hermione, however, were eager for it to finish so that they could talk to Hagrid. They knew how much being made a teacher would mean to him. Hagrid wasnt a fully qualified wizard he had been expelled from Hogwarts in his third year for a execration he had not committed. It had been Harry, Ron, and Hermione who had cleared Hagrids name last year.At long last, when the last morsels of pumpkin tart had melted from the flamboyant platters, Dumbledore gave the word that it was time for them all to go to bed, and they got their chance.Congratulations, Hagrid Hermione squealed as they reached the teachers table.All down ter you three, said Hagrid, wiping his shining face on his serviette as he looked up at them. Can believe itgreat man, Dumbledorecame straight down to me hut after Professor Kettleburn said hed had enoughIts what I always wantedOvercome with emotion, he buried his face in his n apkin, and Professor McGonagall shooed them away.Harry, Ron, and Hermione joined the Gryffindors float up the marble staircase and, very tired now, along more corridors, up more and more stairs, to the hidden seize to Gryffindor Tower, where a large enactment of a fat lady in a pink dress asked them, Password? glide path through, coming through Percy called from behind the crowd. The new passwords Fortuna MajorOh no, said Neville Longbottom sadly. He always had trouble remembering the passwords.Through the portrait hole and across the common room, the girls and boys divide toward their separate staircases. Harry climbed the spiral stair with no thought in his head except how glad he was to be back. They reached their familiar, circular dormitory with its five four-poster beds, and Harry, looking around, felt he was home at last.