Human behavior as it relates to safety Essay Example | Topics and Well Written Essays - 250 words

Tough guys do not dance Review Essay Example

Extreme folks don't move Review Paper Article on Tough folks don't move For some creators, there is some work where he, I mean the creator was however much as could be expected to demonstrate their capacity to turn on the full. Norman Mailer, is the essayist whose works slips the very heterogeneity. Going to the full in the intense folks, he shockingly couldn't proceed in a similar soul. This view subktivno, however numerous books that were bought by me-were disillusioning, or then again to understate the obvious not up to this. We will compose a custom paper test on Tough folks don't move Review explicitly for you for just $16.38 $13.9/page Request now We will compose a custom paper test on Tough folks don't move Review explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom exposition test on Tough folks don't move Review explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer In this book, notwithstanding the bleak environment of the social event, Mailer shows himself a gifted author, and intense analyst and ace siphoned circumstance. This story in the main individual. The hero, an inhabitant of the town of Adowa, which left a spouse, effectively sustains himself with liquor, weed, is under doubt of homicide. So as to expel them yourself, the saint is important to comprehend what occurred, and the extremely episode genuinely horrendous Despite the indecencies of the principle character, the style in Mailers impeccable, the idea is culminated. In the event that you expel the elucidating ability of the creator his creativity, so that there can be discussion this book could without much of a stretch issue in a progression of option Remotely, can be kept in tension to the plot, the sharpness, I have. there is some relationship with holy messenger Heart Hertsberga surely its everything fair and square of emotions, and depends on the obscurity in the sujet e I think this book is exceptionally better than average, unquestionably suggest, and why the subtle pretense over the substance of the item is not, at this point separated

A Readers Guide to Lesser-Known LGBT Favorites

A Reader’s Guide to Lesser-Known LGBT Favorites Currently based out of Vancouver, British Columbia, Rachel  Rosenberg is a library technician and published writer; at 14, a short story of hers appeared in Chicken Soup for the Teenage Soul 2 and she can therefore be considered a literary equivalent to the little redheaded girl from 1982’s film adaptation of Annie. She has produced freelance articles, creative nonfiction essays and short stories. I’m very excited that Andrew Sean Greer’s Less recently won The Pulitzer Prize. The novel’s win surprised me because the book can basically be described as a queer romantic comedy, and Pulitzer winning books bring to mind books like Jeffrey Eugenides’s Middlesex or Toni Morrison’s Beloved. Large, physically heavy books about important social issues. I finished Less in two days and loved it enough to recommend to everyone I know via social media. It’s a fun, romantic, sometimes sad romp that takes our narrator, Arthur Less, across the world and back again. It brings up interesting points about writing, aging, and love. Maybe after you finish reading Less you’ll want some more wonderful LGBT reads? Here are some recommendations of books to help you feel the Arthur Lessâ€"shaped hole in your queer little heart. The Object of My Affection by Stephen McCauley Made into a cute movie staring Jennifer Aniston and Paul Rudd, the book is a total delight. The plot is that George and Nina are best buds living together when Nina suddenly gets pregnant. She breaks up with her overbearing boyfriend and asks George to raise the child with her; George, who is gay, assumed that he’d never have a child and is happy to take on this opportunity to find some more love. And then, complications ensue. A sweet, light novel with great characters that tells a warm and witty story about finding your own way to make a family. Stir Fry by Emma Donoghue Maria is 17 and has moved to Dublin for university. While looking for an apartment, she comes across an ad that states “2 ? seek flatmate. No bigots. Turns out the roommates are a lesbian couple, a fact that she realizes only after moving in with them. Ahh, youth. The story definitely falls under coming-of-age, as she struggles with to make sense of the lesbian relationship  (Dublin in the 90s was not a big place for diversity). It’s a well-written, cozy read. Girl Meets Boy by Ali Smith A modernized retelling of Ovid’s myth of Iphis: a woman disguises her daughter as a man, leading to the daughter eventually transforming into a man. Ali Smith sets her tale in Glasgow and London, as it alternates between sisters Imogen and Anthea. Anthea falls in love with a woman, while Imogen tries to understand her sister’s new relationship while also fighting her own battles with self-esteem. If you’ve read Smith before and found her too experimental, this is probably one of her more accessible reads but, make no mistake, her brilliant wordplay still fills the pages. The World Unseen by Shamim Sharif There was a movie of this one, too! A gorgeously written book about two Indian women living in South Africa; Marim is a stay-at-home mother, while Amina is a nonconformist who has started up a cafe with a black man, Jacob. The two women fall in love despite the fact that it is the 50s and Apartheid is still very much going on, and I appreciate the gradual way that their relationship blossoms. The stakes are high, which makes the romance even foxier, and I like that the novel shows how racism affects Jacob and other characters at well, foregoing focussing exclusively Amina and Marim. A really wonderful read that I won’t soon forgot.   Hello Darling, Are You Working? By Rupert Everett Did you know what actor Rupert Everett wrote novels? Well, if you don’t, I’m happy to tell you about this one. Everett brings us along on the madcap hijinks of a struggling ex-soap opera star named Rhys Waveral. Newly broke and between roles, Rhys realizes that he’s on the verge of being expelled from his hotel suite home and that he has to find a new way to make money. Enter: male hustling. The novel is fast-paced and glib, full of glamorous parties and reckless drug use. It was published in 1994 and I probably read it a few years after that, and the damn thing has stayed with me since. A weird, silly read. Sign up to Unusual Suspects to receive news and recommendations for mystery/thriller readers. Thank you for signing up! Keep an eye on your inbox.

Death of a Salesman is a Tragedy as Defined in Millers...

Death of a Salesman is a Tragedy as Defined in Millers Tragedy and the Common Man In Tragedy and the Common Man, Arthur Miller discusses his definition and criteria for tragedy as they apply to the common man. The criteria and standards proposed by Miller may be used to evaluate his timeless work, Death of A Salesman. The first major standard of tragedy set forth is: â€Å"...if the exaltation of tragic action were truly a property of the high-bred character alone, it is inconceivable that the mass of mankind should cherish tragedy above all other forms.† All persons regardless of background, nobility stature, rank, or pretended or actual social division can innately empathize with the tragic hero. In the case of Willy Loman there†¦show more content†¦He is a salesman. His importance is derived from that designation. Thus, his self-dignity is directly related to his occupational success. According to Willy, some weeks he averaged two hundred dollars, in actuality it was closer to seventy. However, he still found solace in that he was doing what was expected of him. One example of his incessant need to be successful as a salesman is, that he misses many opportunities which life affords him. He could have gone to Africa and become a rich man, but he stayed in New York simply becau se he is a salesman. Here is merely another example of his identity being associated with his vocation. â€Å"Be well liked† he often tells his sons Biff and Happy. How others perceive Willy is an underlying force that seems to compel him to action. It is more important to him to â€Å"be well liked† more than anything else. Willy’s fear is that wants to be viewed as a good decent human being. When in actuality, his underlying struggle is in accepting himself. Miller states, â€Å"The quality in such plays that does shake us... derives from the underlying fear of being displaced, the disaster inherent in being torn away from our chosen image of what and who we are in the world.† Based upon Miller’s statement Willy’s â€Å"underlying fear of being displaced† is the real tragady. He wants to do things right, but the fact is he has many incidences like Boston that haunt him. â€Å"Tragedy then is the consequence of a man’s totalShow MoreRelatedWilly Loman, the Modern Hero in Arthur Millers Death of a Salesman1739 Words   |  7 Pages In Arthur Miller’s essay â€Å"Tragedy and the Common Man†, a picture is painted of a â€Å"flaw-full† man, known as the modern hero of tragedies. Miller describes what characteristics the modern tragic hero possesses and how he differs from the heroes depicted by classic Greek playwrights such as Sophocles and Aristotle. In order to understand how drastically the modern hero has evolved, one must first understand the basic characteristics that the heroes created by Sophocles and Aristotle encompass. TheRead More Arthur Millers Death of a Salesman is A Modern Tragedy Essay1044 Words   |  5 PagesArthur Millers Death of a Salesman is A Modern Tragedy  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚      In the fourth century B.C., Aristotle set forth his description of dramatic tragedy, and for centuries after, tragedy continued to be defined by his basic observations. It was not until the modern age that playwrights began to deviate somewhat from the basic tenets of Aristotelian tragedy and, in doing so, began to create plays more recognizable to the common people and, thereby, less traditional. Even so, upon examinationRead MoreQuest For Literary Form : The Greeks Believed That The Tragedy1742 Words   |  7 PagesGreeks believed that the tragedy was the greatest form of drama, and Aristotle’s concept of tragedy followed this belief. In the modern times, there has been a change in this view with various authors abandoning the classical form to follow more liberal forms of literacy. (Kennedy Gioia, Pp. 1203) Aristotle s Concept of Tragedy The analysis of Aristotle on tragedy formed the guideline for later poets in the Western civilization. Aristotle defined tragedy as â€Å"the simulation ofRead MoreThe Tragedy Of Tragedy Essay1428 Words   |  6 PagesWhat is Tragedy? As defined on the Literary Devices website, tragedy in literature refers to a series of unfortunate events by which one or more of the literary characters in the story undergo several misfortunes, which finally culminate into a disaster of â€Å"epic proportions†. The website also states that tragedy is generally built up in 5 stages: a) happy times, b) the introduction of a problem, c) the problem worsens to a crisis or dilemma, d) the characters are unable to prevent theRead Morearthur miller1937 Words   |  8 PagesNew York, where he worked as a freelance writer. In 1944, his first play, â€Å"The Man Who Had All the Luck†, opened to horrible reviews. A story about an incredibly successful man who is unhappy with that success, â€Å"The Man Who Had All The Luck† was already addressing the major themes of Miller’s later work. In 1945, Miller published a novel, FOCUS, and two years later had his first play on Broadway. â€Å"All My Sons,â₠¬  a tragedy about a manufacturer who sells faulty parts to the military in order to save hisRead MoreEssay about The Enduring Allure of Tragedy974 Words   |  4 PagesAccording to Aristotle, the appeal of tragedy, at its foundation, is katharsis: a purgation of the emotions pity and fear (Kennedy and Gioia 1203). Although scholars do not entirely agree on his meaning, it seems Aristotle had observed something that rings true today: that witnessing a person falling from the apex of achievement, to become humbled and utterly ruined, is inexplicably pleasurable. This is seldom more obvious today than in the keen attention paid to politicians embroiled in scandalRead MoreArthur Millers Dissatisfaction with the American People Expressed in Three of His Major Works1632 Words   |  7 PagesPeople are born every day and raised in all different situations and conditions but they always try to achieve the best they can to the highest of their ability. With life, comes expectations and responsibilities which often lead to conflict and tragedy. Every man has his own way of dealing with issues. After the Second World War, people had the opinion that play writer Arthur Miller transferred the theater. The work Miller created was influenced by the worldly depression and the war that started afterRead MoreEssay Death of a Salesman, Tragic Hero. Willy Loman.1503 Words   |  7 PagesTo what extent can Willy Loman be considered a tragic hero according to Aristotle’s rules? Arthur Miller presents his play ‘Death of a Salesman’ in the ancient form of a tragedy. Aristotle has defined his idea of the ‘perfect’ tragedy in his text, ‘Poetics’ (350 BC).Here he suggests that the protagonist must fall from an elevated social standing as a result of a â€Å"fatal flaw† within the character; the fall from the main character creates resolution to the play which is seen as just; finally, AristotleRead MoreTragedy And The Common Man Vs Death Of A Salesman1953 Words   |  8 PagesPrompt One— An evaluation of Mamet’s Glengarry Glen Ross and Miller’s Death of a Salesman both depicts a protagonist that grapples with a moral discrepancy of ideals and disillusionment. This conflict is directly affected by a personal choice that later becomes irrevocable. Shelly from Glengarry Glen Ross and Death of a Salesman Willy, struggle to preserve their reputation. Intertwined with external pressure and family dynamics, these characters represent the quintessential elements of a tragicRead MoreTragedy And The Common Man By Arthur Miller2260 Words   |  10 PagesIn his essay â€Å"Tragedy and the Common Man† Arthur Miller redefines the genre of tragedy and the tragic hero. Miller defines a tragedy as a person struggling against an injustice in the world around him to, which he responds forcefully. Miller states that the â€Å"wound from which the inevitable events spiral is the wound of indignity, and its dominant force is indignation† (144). The wound orig inates from the injustice in the environment, but it is perceived by the character as an â€Å"indignation† or other

Negative Effects Of Cell Phones - 707 Words

Almost everyone in the world owns a cell phone. In previous years, mobile devices did not exist. Surprisingly, people would have to use their house phone that everyone in their family shared or they would have to wait until they could the person and talk to them face to face. But, our technology just keeps getting better. Cell phones allow people to communicate quicker and easier that they have become apart of people’s everyday lives. Sadly, there are many negative affects of always having our mobile device with us as well. In a social aspect, most people today have a hard time functioning without their phone, some can not leave their house before school or work without knowing that they have their phone with them. Believe it or not, cell†¦show more content†¦In the past couple of years, texting and driving has become one of the biggest problems in the United States, especially with new drivers. In 2015 alone, approximately, 3,477 people were killed, and 391,000 were injured in motor vehicle crashes involving distracted drivers. ( ). Similarly, there are the same number of deaths of people who decide to drink and drive. In 2014, nearly 10,000 people died in motor vehicle crashes involving alcohol-impaired driving ( ). It does not matter if you decide to text while you drive or drive under the influence, both can end up with the same outcome. Not only can driving while being distracted harm yourself, it can also harm other passengers, as well as other people on the road. Imagine you are driving to the mall with your friends on a two lane highway going 55 mph. You have your phone sitting on your lap and the road up singing the latest song by Taylor Swift. You feel your phone vibrate and you instantly look down to see the notification. Send or reading that text takes your eyes off the road for at least 5 seconds. You are also driving 55 mph, which is like driving the length of an entire football field with your eyes closed. By checking your phone while you are driving, you are putting your friends in risk as well as the cars in the oncoming traffic ( ). Secondhand smoke can be thought of in the same way. Usually the smoker does not think about howShow MoreRelatedNegative Effects of Cell Phones1731 Words   |  7 Pagestask easier. A cell phone is a type of technology that is a common thing to see in everyday life. The wo rld and the people in it have gotten used to this technology. Cell phones are making the lives of an estimated two hundred sixty five million Americans (Natterson 103) and three billion worldwide (Natterson 103), easier. As useful as cell phones may be, there are negative effects in over using cell phones. Cell phone technology was first developed in the 1980’s, but cell phones became common inRead MoreNegative Effects Of Cell Phones1318 Words   |  6 Pagesthe conclusion that there is a strong correlation between the usage of cell phones and personal health. Studies show that cell phones emit radiofrequency energy, which is a form of electromagnetic radiation and it is proven that radiation exposure to the human body is hazardous. Technology has its ups and downs, with that being said cell phones are a good example of how sometimes advancements can be good and bad. Yes, cell phones have a lot of fun things to do, from playing your latest and favoriteRead MoreNegative Effects Of Cell Phones1465 Words   |  6 Pagestremendously. Almost everyone has had a cell phone since middle school age, or even younger. People spend an average of five hours on their phones a day from recent studies (Perez, 2017). Cell phones are a means of communicating with people more often and faster. The average cell phone user spends two hours a day using them. This shows that out of all the down time people have from school, jobs, or other activities, they are usually going to be on their cell phones. Almost everyone is addicted to havingRead MoreThe Negative Effects Of Cell Phones717 Words   |  3 Pages In todays technological era we rely heavily on technology, from our phones all the way to our Smart Tvs. However, peoples need to bring their smartphones with them everywhere they go has started to become a problem regarding the way we connect with others. We need better cell phone etiquette because without it the way people intermingle could completely change in a negative way. A lack of a stricter cell phone etiquette has led people to stop interacting with each other, live their lives throughRead MoreNegative Effects Of Cell Phones1005 Words   |  5 Pagesthat were involved by the cause of having a cell phone. Mobile device has a great impact in the human race, by ad vancing in technology and causing harm in lives. Cell phone etiquette is not disrespecting a person by discarding the conversation and getting on the phone. Today’ s modern world people all around the planet have a cellular device, but do people really know how to use a cell phone? Why do teachers get so frustrated when a student is on their phone while there lecturing? People all aroundRead MoreNegative Effects Of Cell Phones1192 Words   |  5 PagesIn this day and age, more than half of the worlds population owns and uses cell phones. It is a well-known fact that cell phones emit low doses of radiation each time one is used, however, people tend to brush it off and not think about the long-term effects it may have. Its only small doses, what harm can come from it? That is a question us cell phone users may ask ourselves, yet never really look into or research. Maybe its because we choose not to know the actual truth and just focus on theRead MoreNegative Effects Of Cell P hones1100 Words   |  5 Pagescreated the thing that runs the lives of many ---- a cell phone. For those living under a rock, cell phones are portable telephones that requires cellular network (ATT, Verizon and Tmobile) to make and receive phone calls. For the first time ever, a generation of kids are going through their adolescence with smartphones. As stated by Pew Research Center, â€Å"75% of 12-17 year-olds now own cell phones, up from 45% in 2004† (Lenhart 1). As cell phones advanced over the years, the increase of adolescenceRead MoreNegative Effects of Cell Phone of Society1609 Words   |  7 PagesSteve Sheridan Professor Simakowicz 1st Draft Paper 13 April 2010 â€Å"Do Cell Phones Help or Hinder Society?† Times have changed tremendously in the last twenty five years in regards to how the world communicates with each other. The birth of new technology such as cell phones with internet capability, laptop computers, and even the recently released I-Pad has made communication with anyone outside of talking distance immediately accessible. Even though to many people this seems like a movement in theRead MoreNegative Effects Of Texting And Cell Phones894 Words   |  4 PagesTexting and cell phones have, of all age groups, likely affected kids the most. In one way, it has made young kids more socially awkward. These kids are being raised having more communication on social media portals and by texting much more often than face to face interaction. This problem will only get worse as we progress into the future. Children that are raised being able to front their problems and meet new people by using a phone will greatly lack the ability to deal with problems face to faceRead MoreNegative Ef fects Of Technology On Cell Phones807 Words   |  4 PagesWith the growth of new technology, society is becoming too dependent on cell phones. Although communication and information may be important over a screen, it may take away from interaction in society. Overuse can cause negative side effects when it is not available as well as take away the overall experience of life itself. Cellular technology has contributed to negative and positive factors. It is best to view each side and understand how to best use it for a healthy lifestyle. To begin with,

Reel Injin vs. Doctor Lawyer Indian Chief Free Essays

Coastlands of films have somehow, directly or indirectly, touched on the subject of native issues. The Reel Injury and Doctor, Lawyer, Indian Chief are Just a couple of examples. After comparing the two films, I believe that the Reel Injury is the better- suited movie to be studied by my grade 9 class. We will write a custom essay sample on Reel Injin vs. Doctor Lawyer Indian Chief or any similar topic only for you Order Now This is true since the film is more interesting to the age group, the timeline is broader, and it addresses native issues in greater detail. The film, the Reel Injury is more interesting for a class of grade g’s than Doctor, Lawyer, Indian Chief. The film Doctor, Lawyer, Indian Chief is much harder for the students to relate to. Doctor, Lawyer, Indian Chief was made in 1986 and while the Reel Injury was made recently, in 2009. When students are viewing this film it could be distracting and feel dated since the film was made over 25 years ago. Since 1986, there have been drastic improvements in the way films are being shot and the picture quality. Everything that the grade 9 class has been viewing in modern media has been in the same format as the Reel Injury and has also contains the same fashions and appearances. Since the Reel Injury was filmed within the last 5 years, students can connect more with the language, art form and media quality. The Reel Injury contains more action, which students will find more interesting. The Reel Injury contains movie clips from over the past century whereas Doctor, Lawyer, Indian Chief is strictly interviews. As a result of the Reel Injury incorporating movie clips, it adds extra action. The higher level of action will keep the students intrigued and they will pay more attention to the information. The format for Doctor, Lawyer, Indian Chief is ere dull as it only contains non-fiction clips taken by the Director. The timeline in which the Reel Injury contains is superior to Doctor, Lawyer, Indian Chief. The Reel Injury shows the progression over time. â€Å"Cree filmmaker Neil Diamond takes an entertaining and insightful look at the Hollywood Indian, exploring the portrayal of North American Natives through a century of cinema. † (Aquatint). The Reel Injury in traveling through a century of cinema whereas Doctor, Lawyer, Indian Chief is only focusing on the year of 1986. This is less effective in showing the regression of how things are improving. As a result of the improvements being noted, students will be more inspired, and can have hope towards solving the issues completely one day. Doctor, Lawyer, Indian Chief only focuses on the year in which the film was made. A quote from the description of the film states that â€Å"Each of these women talks about how she got to where she is today†¦ † (Geodes). However where she is â€Å"today’ was in the year of 1986, when the documentary was produced. As a result of the film being produced so long ago the stories are now irrelevant as the runner state of native women in the workplace has drastically changed. When the film the Reel Injury displays the information with a timeline, starting a century ago, it is event how far we have come and also how far we need to go. This provides an idea of hope, but also shows that there is still a problem for natives today. The Reel Injury deals with native issues to a greater extent than the film Doctor, Lawyer, Indian Chief. Doctor. Lawyer, Indian Chief focuses only on the positive side of things. Comparatively, the Reel Injury exposes what is wrong with the way native people are portrayed. A tribute to Native women everywhere, this short documentary focuses on 5 Native women from across Canada†¦ They have achieved success in a variety of careers†¦ † (Geodes) is a quote from the National Film Board when describing the film. The film is not a documentary to expose native issues but a tribute to native women who have successful careers. This is not effective for a class of grade 9 students, as they will not think there are any issues. D octor, Lawyer, Indian Chief will not inspire anyone to make a change towards the native obstacles we are errantly facing. Doctor, Lawyer, Indian Chief takes a more positive approach as it only talks about successes with native women in the work place. The Reel Injury however exposes problems within the film industry. This will inspire people to look into more issues relating to natives. When the students start thinking about their own stereotypes towards natives that are exhibited in the movie, they will become more aware of what is wrong with societies view. This will inspire the students to further their own research on native issues. From this it could grow to help change al of the obstacles natives are facing today. Showing a movie, which incorporates the stereotypes natives are dealing with, can make students change their own views on natives. â€Å"Traveling through the heartland of America, and into the Canadian North, Diamond looks at how the myth of â€Å"the Injury† has influenced the world’s understanding – and misunderstanding – of Natives. † (Bantering). This is a direct quote from the National Film Board website and outlines what the movie addresses. While this â€Å"myth† is being exposed in the movie, it could change the views of the dents in the class. The ultimate goal of the moviegoers was to try an expose the myth of the Injury directly within the film industry but also within all of society. I believe the film met this goal and therefore would help in changing the stereotypes of natives that the students believe. In conclusion, the Reel Injury is the better-suited movie, in comparison to the Doctor, Lawyer, Indian Chief, to be studied by my grade 9 class. The Reel Injury is more interesting to the age group, it has a superior timeline, and it addresses native issues ore effectively. How to cite Reel Injin vs. Doctor Lawyer Indian Chief, Papers

Quest of the Golden Fleece Essay Example

Quest of the Golden Fleece Paper Difference between the Iliad and the movie(Quest of the Golden Fleece) Quest of the Golden Fleece(Iliad) * When they left at Lemons the Argonauts left Hercules from the company cause of his armor-bearer very dear to Hercules, he forgot the fleece but not for Hylas. The ship had to sail without him. Movie: * When they left at Lemnos they still have Hercules with them having fun joining the quest for the Golden Fleece. Iliad: Harpies who were called â€Å"Hounds of Zeus† was the punishment given to the poor old man named Phineus, the only punishment is that when he go near the set foods on the table harpies will devoured him. * Also Jason and others killed the harpies with their sword while fighting the harpies others set fort food for Phineus Movie: * On the movie the punishments that Phineus received from Zeus was having his blindess for the rest of his life and the harpies for the food’s protection. * Jason and the others killed the harpies cause of Hercules breaking t he wall made of stones, stones that fell on the harpies cause the death. Iliad: * Hercules just disappear at the time when they are living lemons cause of his armor-bearer. Movie: * When the chase started for the fleece Hercules died at the hands of soldiers cause of his mission/destiny to protect Jason. Iliad: * Medea killed his brother on the boat by chopping her brothers body, and when the king got nearer Medea will throw each part of the body on the sea. Movie: * On the movie it is not on the sea who medea killed his brother but it was during the chase of the soldiers for the fleece. We will write a custom essay sample on Quest of the Golden Fleece specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Quest of the Golden Fleece specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Quest of the Golden Fleece specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Inner Circle English - Definition and Examples

Inner Circle English s The Inner Circle is made up of countries in which English is the first or the dominant language. These countries include Australia, Britain, Canada, Ireland, New Zealand, and the United States. Also called the core English-speaking countries. The inner circle is one of the three concentric circles of World English  identified by linguist Braj Kachru in Standards, Codification and Sociolinguistic Realism: The English Language in the Outer Circle (1985). Kachru describes the inner circle as  Ã¢â‚¬Å"the traditional bases of English, dominated by the mother tongue varieties of the language.† The labels inner, outer, and expanding  circles represent the type of spread, the patterns of acquisition, and the functional allocation of the English language in diverse cultural contexts. These labels remain controversial. What is the Inner Circle? Inner circle nations are countries where English is spoken as a first language (mother tongue or L1). They are very often nations to which very large numbers of people migrated from the U.K. For example, the U.S. and Australia are inner circle nations...Whether a country is in the inner, outer, or expanding circle ... has little to do with geography but more to do with history, migration patterns and language policy... [W]hile Kachrus model does not suggest that one variety is better than any other, inner circle nations are, in fact, perceived as having greater ownership over the language, in that they have inherited English as their L1. Even among inner circle nations, not all nations can claim authenticity of the English language. The U.K. is widely perceived as being the origin of the English language and is seen as the authority on what counts as standard English; inner circle nations tend to be regarded as authentic speakers of English (Evans 2005). However, . . . the English us ed even in inner circle nations is not homogenous.  (Annabelle Mooney and Betsy Evans,  Language, Society and Power: An Introduction, 4th ed. Routledge, 2015) Language Norms The most generally held view is that the Inner Circle (eg. UK, US) is norm-providing; this means that English language norms are developed in these countries and spread outwards. The Outer Circle (mainly New Commonwealth countries)   is norm-developing, easily adopting and perhaps developing its own norms. The Expanding Circle (which includes much of the rest of the world) is norm-dependent, because it relies on the standards set by native speakers in the Inner Circle. This is a one-directional flow and learners of English as a foreign language in the Expanding Circle look to the standards set in the Inner and Outer Circles.​  (Mike Gould and Marilyn Rankin,  Cambridge International AS and A Level English Language. Cambridge University Press, 2014)  Ã‚   In the so-called inner circle English is multifunctional, transmitted through the family and maintained by governmental or quasi-governmental agencies (e.g. media, school, etc.), and is the language of the dominant culture. The outer circle contains countries (usually multilingual) colonized by English-speaking powers. English is typically not the language of the home, but transmitted through the school, and has become part of the countrys chief institutions. Norms come officially from the inner circle, but local norms also play a powerful role in dictating everyday usage.  (Suzanne Romaine, Global English: From Island Tongue to World Language. The Handbook of the History of English, ed. by Ans van Kemenade and Bettelou Los. Blackwell, 2006)[W]hile inner circle nations are now well in the minority among users of English, they still exert strong proprietary rights over the language in terms of norms. This applies far more to discourse patterns than to grammatical rules or pronunciat ion norms (the latter varying considerably between the inner circle countries in any case). By discourse patterns, I mean the way spoken and written discourse is organised. In many fields of scholarship, the major international journals are now published entirely in English. . . . At present, English speakers from inner circle countries still hold a great deal of control in terms of assessing contributions and reviewing books in English.  (Hugh Stretton, Australia Fair. UNSW Press, 2005) Problems With the World Englishes Model [W]ith regard to inner circle Englishes in particular, the model ignores the fact that although there is relatively little differentiation between written norms, this is not the case between spoken norms. The model, thus, in its broad categorisation of varieties according to large geographical areas, does not take into account the considerable spoken dialectal variation within each of the varieties identified (e.g., American English, British English, Australian English)...Secondly, a problem exists with the World Englishes model because of its reliance on a fundamental distinction between native speakers of English (i.e., from the inner circle) and non-native speakers of English (i.e., from the outer and expanding circles). There is a problem with this distinction because attempts so far at precise definitions of the terms native speaker (NS) and non-native speaker (NNS) have proved highly controversial ...Thirdly, Singh et al. (1995:284) believe that the labelling of inner circle (o ld) English and outer circle (new) English is overly value-laden since it suggests that older Englishes are more truly English than those historically younger varieties in the outer circle. Such a distinction seems even more problematic because, . . . historically, all varieties of English other than English English are transpalnted.(Robert M. McKenzie,  The Social Psychology of English as a Global Language. Springer, 2010)

Thermodynamics and the Cooking of a Turkey

Thermodynamics and the Cooking of a Turkey Turkeys are native to North America, called Indian fowls in some writings of the 1500s. Around 1519, ships began transporting turkeys back to Spain, thus beginning its migration to Europe. American Benjamin Franklin advocated the turkey as the national bird. The turkey became prominent in Europe in the 1800s during the holiday season, replacing the goose as the most popular Christmas bird in the latter part of the century. In 1851, Queen Victoria had a turkey in place of her standard Christmas swan. The Make-Up of a Turkey At the biochemical level, a turkey is a combination of approximately 3 parts water to one part fat and one part protein. The majority of meat comes from muscle fibers in the turkey, which are mostly proteins- notably myosin and actin. Because turkeys rarely fly but rather walk, they contain far more fat in their legs than in their breast, which results in the strong differences in texture between these sections of the bird and the difficulty in making sure that all portions of the bird are properly heated. The Science of Cooking a Turkey As you cook the turkey, muscle fibers contract until they begin to break up at around 180 F. Bonds within the molecules begin to break down, causing proteins to unravel, and the dense muscle meat to become more tender. Collagen in the bird (one of three protein fibers that attaches muscles to the bone) breaks down into softer gelatin molecules as it unwinds. The dryness of a turkey is a result of muscle proteins coagulating within the meat, which can result if it is cooked too long. Temperature Differentials Part of the problem, as described above, is that the different nature of the light and dark meat in a turkey result in different rates to reach the coagulation of the muscle proteins. If you cook it too long, the breast meat has coagulated; if you dont cook the bird long enough, the dark meat is still tough and chewy. Harold McGee, a food science writer, indicates aiming for 155 to 160 F in the breast (which concurs with the overall temperature indicated by Roger Highfield), but you want 180 degrees or above in the leg (a distinction Highfield does not address). Heating Differentials Since you ultimately want the breast and legs to be different temperatures, the question is how to successfully accomplish this. McGree presents one option, by using ice packs to keep the breast of the bird about 20 degrees lower than the legs while thawing, so that the legs get a heat start on the cooking process when theyre put in the oven. Alton Brown, of Food Networks Good Eats, once presented another way to establish different heating rates, using aluminum foil to reflect heat away from the breast, thus resulting in the legs heating faster than the breast. His current roast turkey recipe on the Food Network website does not include this step, but if you watch the related videos, it shows the steps involved in using the aluminum foil. Cooking Thermodynamics Based on thermodynamics, it is possible to make some estimations of cooking time for a turkey. Considering the following estimations, it becomes fairly straightforward: Assume the oven maintains a constant temperature throughout.Assume the thermal diffusivity is independent of temperature and time.Assume the turkey is so plump that it can be estimated as a sphere. You can then apply the principles of Carlaw Jaegers 1947 Conduction of Heat in Solids to come up with an estimate for the cooking time. The radius of the hypothetical spherical turkey falls out, resulting in a formula based solely on mass. Traditional Cooking Times Small bird - twenty minutes per pound 20 minutesLarge bird - fifteen minutes per pound 15 minutes It would appear that these traditional cooking times work well in conjunction with the thermodynamic calculations provided, which give the time as being proportional to the mass to the power of two-thirds. Panofsky Turkey Constant Pief Panofsky, former SLAC Director, derived an equation to attempt to more precisely determine the cooking time of a turkey. His problem is that he disliked the traditional suggestion of 30 minutes per pound, because the time a turkey should be cooked is not a linear equation. He used t to represent the cooking time in hours and W as the weight of the stuffed turkey, in pounds, and determined the following equation for the amount of time the turkey should be cooked at 325 degrees Fahrenheit. According to the report, the constant value 1.5 was determined empirically. Heres the equation: t W (2/3)/1.5 Particle Accelerators Create Shrink Wrap The plastic shrink wrap that turkeys (specifically Butterball turkeys) come in may also have an amazing connection to particle physics. According to Symmetry magazine, some of these forms of shrink wrap are actually created by a particle accelerator. Particle accelerators use electron beams to knock hydrogen atoms off of the polymer chains within the polyethylene plastic, making it chemically active in just the right way so that when heat is applied it shrinks around the turkey. Theres a bit more detail provided in the Symmetry article on the subject. Sources and Further Reading Thermodynamics OverviewThe Physics of Christmas by Roger HighfieldSymmetry Breaking blog - The Panofsky turkey constantPhysics Talks Turkey This ThanksgivingSymmetry magazine - Accelerator applications: shrink wrapFood Network - Good Eats Roasted Turkey recipeCocktail Party Physics blog - A Taste of Science for Turkey DaySymmetry Breaking blog - Physicists talk turkey

Information systems technology change What Bert Painter does and does Essay

Information systems technology change What Bert Painter does and does not tell us - Essay Example The purpose of this paper is to distill the primary lessons regarding IT systems change that Painter is trying to convey in his paper, determine how one would evaluate those lessons in terms of their correctness and usability, and to discuss any other lessons not part of his conclusions that have been learned by the writer and which he holds the hope of putting into practice in his or her future IT career. In other words, the purpose is to discuss what Bert Painter does and does not tell us regarding information systems technology change. Painter discusses his experience aiding an insurance company's paper-based system into one that was electronic and was known as E-File. The new process allowed the company to integrate their data and automate their workflow, as well as significantly redesign jobs to be more efficient in the overall process. Painter directly states what he hoped to achieve through sharing the results of this case study (Painter, 2008). According to Painter in the case study, "A socio-technical approach to organization design can mitigate potentially negative effects of information technology, while maximizing positive potentials to up-skill jobs, and yield an outcome, such as with E-File, where over 90% of the highly skilled employees surveyed in this white-collar organization regard the new system as a substantially positive change" (Painter, 2008, pg. 1). Throughout his consultation process, Painter relied on surveys that had been developed in key areas. These included effects on work processes, effects on job aspects, the user-friendliness of software and hardware, and competence and knowledge. He likely shared details of these sections as he felt they were very important aspects of socio-technical design. In fact, he probably thought that the information gathered through this information carried the primary lessons that he wished to convey to his audience (Painter, 2008). Evaluating the Lessons and Looking at Other Lessons As far as evaluating the lessons that were presented in this case study in terms of correctness and usability, they all seem to be quite useful when perhaps broken down and applied to general management concepts that anybody could use. The reason they seemed rather limited in scope in this particular case was likely because this was, after all, a case study and, therefore, it focused on one company's specific application of the lessons at hand (Painter, 2008). The general definitions of socio-technical design that are given in the introduction and the conclusion of this paper contain more generalized concepts, which is what one misses when reading Painter's case study. For example, the direct participation that was given in the case study was in the form of interviews and surveys. It could be given in other ways as well, such as through meetings where everyone in the company is made to feel important. The system of socio-technical design was definitely present in the case study and is likely to be very similar for various different firms that are looking to undergo this process. One serious fault that could occur when designing or implementing this process is to not take into account just how serious the opinions and feedback of the end users are. If a

In What Circumstances Can a State Lawfully Resort to the Use of Essay

In What Circumstances Can a State Lawfully Resort to the Use of Military Force in Response to an Attack from a Non-State Actor - Essay Example Understanding the details of the circumstances as well as how one can respond to specific attacks is essential not only with the mechanics of how to respond but also with how this associates with the different effects which occur when one responds. This research study will investigate the basic regulations, exceptions and the different laws which create alternative mechanics toward responding from an attack of a non – state actor. Legalities of Military Force Article 51 of the United Nations charter is the basic concept that identifies when one can respond to another with self – defense. In this article, it states that if the inherent rights of the individual are attacked then there is the right to react with self defense toward the non – state actor. However, there are also implications of international peace and security with the expectation that one will pass the attack through the UN before beginning action. The need to restore and keep international peace an d security then become important with the self – defense and the way in which this creates a specific alternative to the international needs. While there is the ability to act with group or self – defense, the concept of international peace and security remain as important when deciding to use military force against an individual1. The first implication which allows one to respond with self defense is if the approach is an armed attack, which makes one a victim to the attack. An armed attack is inclusive of a military attack or operation that uses force in another state. This also includes bombardment with the use of weapons, blockades of another state, an attack with armed forces, acts of aggression and mercenaries that are sent to perform military actions. Each of these instances causes one to become a victim of the actions and constitute the right to react with military force against the other state for self defense. It is noted that there are instances which do not consist of military or armed attacks, including diplomatic missions, cyber attacks, supplies of financial or intelligence resources or frontier incidences. These do not cause one to be a victim of the attack and do not justify countermeasures as they are not proportionate with the violations that occur. There are also implications that the attack must be toward territory or warships and not toward nationals or diplomats as these are not a threat to the self defense of a country2. The use of self defense and the legalities which are associated with this continue with the requirements that are met for a reaction. The first of these is the necessity, meaning that there is no alternative means of redress, such as a treaty or other form of diplomacy. The second is based on the proportionality. If there is another means of changing the process from self defense, then the attack must not be repealed and proportions need to be altered. The need to have immediacy is also a part of the regul ations with the understanding that this needs to be flexible until there is permission to move forward. It should also be noted that the actions cannot take place unless an action has already caused the state to become a victim. One cannot act preemptively before the threat or the attack occurs as there is not an understanding of

AIDS :: AIDS Essays

AIDS is the final, life-threatening stage of the infection with human immunodeficiency virus, or HIV. AIDS stands for acquired immunodeficiecy syndrome. The name refers to the fact that HIV severely damages the patient’s disease-fighting immune system. Cases of AIDS were first identified in 1981 in the United States, but scientists have traced cases to as early as 1959. Millions of AIDS cases have been diagnosed worldwide. HIV can be present in the body for 2 to 12 years without producing any outward signs of illness, yet there are definite symptoms. Infection with HIV appears to be lifelong in all that become infected. People infected with HIV eventually develop symptoms that also may be caused by other, less serious conditions. However, with HIV, these symptoms are prolonged and much more severe. They include enlarged lymph glands, tiredness, fever, loss of appetite and weight, diarrhea, yeast infections, and night sweats. HIV is commonly connected with a "wasting syndrome," which results in substantial weight loss, a general decline in health, and, in some cases, death. The virus also infects the nervous system. There, HIV may cause dementia, which is a condition characterized by sensory, thinking, and/or memory disorders. HIV infection of the brain may cause movement or coordination problems. HIV’s disruption of the immune system makes infected people susceptible to illnesses that are not normally serious. These diseases are called opportunistic illnesses because they take advantage of the damaged immune system. With the onset of several of these illnesses, an infected person is considered to have AIDS Researchers have identified three ways in which HIV is transmitted: sexual intercourse, direct contact with infected blood, and transmission from and infected mother to her fetus. The most common way of becoming infected in through sexual contact. In the United States, sexual transmission has occurred mainly among homosexual and bisexual men, but it is becoming more frequent among heterosexual men and women. HIV is transmitted through all forms of sexual intercourse, including genital, anal, and oral sex. Treatments have been developed, but cures for HIV and AIDS have not yet been found.

Chapter 16 Professor Trelawney’s Prediction

Harry's euphoria at finally winning the Quidditch Cup lasted at least a week. Even the weather seemed to be celebrating; as June approached, the days became cloudless and sultry, and all anybody felt like doing was strolling onto the grounds and flopping down on the grass with several pints of iced pumpkin juice, perhaps playing a casual game of Gobstones or watching the giant squid propel itself dreamily across the surface of the lake. But they couldn't. Exams were nearly upon them, and instead of lazing around outside, the students were forced to remain inside the castle, trying to bully their brains into concentrating while enticing wafts of summer air drifted in through the windows. Even Fred and George Weasley had been spotted working; they were about to take their O.W.L.s (Ordinary Wizarding Levels). Percy was getting ready to take his N.E.W.T.s (Nastily Exhausting Wizarding Tests), the highest qualification Hogwarts offered. As Percy hoped to enter the Ministry of Magic, he needed top grades. He was becoming increasingly edgy, and gave very severe punishments to anybody who disturbed the quiet of the common room in the evenings. In fact, the only person who seemed more anxious than Percy was Hermione. Harry and Ron had given up asking her how she was managing to attend several classes at once, but they couldn't restrain themselves when they saw the exam schedule she had drawn up for herself. The first column read: Monday 9 o'clock, Arithmancy 9 o'clock, Transfiguration Lunch 1 o'clock, Charms 1 o'clock, Ancient Runes â€Å"Hermione?† Ron said cautiously, because she was liable to explode when interrupted these days. â€Å"Er — are you sure you've copied down these times right?† â€Å"What?† snapped Hermione, picking up the exam schedule and examining it. â€Å"Yes, of course I have.† â€Å"Is there any point asking how you're going to sit for two exams at once?† said Harry. â€Å"No,† said Hermione shortly. â€Å"Have either of you seen my copy of Numerology and Gramatica?† â€Å"Oh, yeah, I borrowed it for a bit of bedtime reading,† said Ron, but very quietly. Hermione started shifting heaps of parchment. Harry, Ron, and Hermione had plenty of opportunity to speak to Hagrid. â€Å"Beaky's gettin' a bit depressed,† Hagrid told them, bending low on the pretense of checking that Harry's flobberworm was still alive. â€Å"Bin cooped up too long. But still†¦we'll know day after tomorrow — one way or the other –â€Å" They had Potions that afternoon, which was an unqualified disaster. Try as Harry might, he couldn't get his Confusing Concoction to thicken, and Snape, standing watch with an air of vindictive pleasure, scribbled something that looked suspiciously like a zero onto his notes before moving away. Then came Astronomy at midnight, up on the tallest tower; History of Magic on Wednesday morning, in which Harry scribbled everything Florean Fortescue had ever told him about medieval witch-hunts, while wishing he could have had one of Fortescue's choco-nut sundaes with him in the stifling classroom. Wednesday afternoon meant Herbology, in the greenhouses under a baking-hot sun; then back to the common room once more, with sunburnt necks, thinking longingly of this time next day, when it would all be over. Their second to last exam, on Thursday morning, was Defense Against the Dark Arts. Professor Lupin had compiled the most unusual exam any of them had ever taken; a sort of obstacle course outside in the sun, where they had to wade across a deep paddling pool containing a Grindylow, cross a series of potholes full of Red Caps, squish their way across a patch of marsh while ignoring misleading directions from a Hinkypunk, then climb into an old trunk and battle with a new Boggart. â€Å"Excellent, Harry,† Lupin muttered as Harry climbed out of the trunk, grinning. â€Å"Full marks.† Flushed with his success, Harry hung around to watch Ron and Hermione. Ron did very well until he reached the Hinkypunk, which successfully confused him into sinking waist-high into the quagmire. Hermione did everything perfectly until she reached the trunk with the Boggart in it. After about a minute inside it, she burst out again, screaming. â€Å"Hermione!† said Lupin, startled. â€Å"What's the matter?† â€Å"P-P-Professor McGonagall!† Hermione gasped, pointing into the trunk. â€Å"Sh-she said I'd failed everything!† It took a little while to calm Hermione down. When at last she had regained a grip on herself, she, Harry, and Ron went back to the castle. Ron was still slightly inclined to laugh at Hermione's Boggart, but an argument was averted by the sight that met them on the top of the steps. Cornelius Fudge, sweating slightly in his pinstriped cloak, was standing there staring out at the grounds. He started at the sight of Harry. â€Å"Hello there, Harry!† he said. â€Å"Just had an exam, I expect? Nearly finished?† â€Å"Yes,† said Harry. Hermione and Ron, not being on speaking terms with the Minister of Magic, hovered awkwardly in the background. â€Å"Lovely day,† said Fudge, casting an eye over the lake. â€Å"Pity†¦pity†¦Ã¢â‚¬  He sighed deeply and looked down at Harry. â€Å"I'm here on an unpleasant mission, Harry. The Committee for the Disposal of Dangerous Creatures required a witness to the execution of a mad Hippogriff. As I needed to visit Hogwarts to check on the Black situation, I was asked to step in.† â€Å"Does that mean the appeal's already happened?† Ron interrupted, stepping forward. â€Å"No, no, it's scheduled for this afternoon,† said Fudge, looking curiously at Ron. â€Å"Then you might not have to witness an execution at all!† said Ron stoutly. â€Å"The Hippogriff might get off!† Before Fudge could answer, two wizards came through the castle doors behind him. One was so ancient he appeared to be withering before their very eyes; the other was tall and strapping, with a thin back mustache. Harry gathered that they were representatives of the Committee for the Disposal of Dangerous Creatures, because the very old wizard squinted toward Hagrid's cabin and said in a feeble voice, â€Å"Dear, dear, I'm getting too old for this†¦.Two o'clock, isn't it, Fudge?† The black-mustached man was fingering something in his belt; Harry looked and saw that he was running one broad thumb along the blade of a shining axe. Ron opened his mouth to say something, but Hermione nudged him hard in the ribs and jerked her head toward the entrance hall. â€Å"Why'd you stop me?† said Ron angrily as they entered the Great Hall for lunch. â€Å"Did you see them? They've even got the axe ready! This isn't justice!† â€Å"Ron, your dad works for the Ministry, you can't go saying things like that to his boss!† said Hermione, but she too looked very upset. â€Å"As long as Hagrid keeps his head this time, and argues his case properly, they can't possibly execute Buckbeak†¦.† But Harry could tell Hermione didn't really believe what she was saying. All around them, people were talking excitedly as they ate their lunch, happily anticipating the end of the exams that afternoon, but Harry, Ron, and Hermione, lost in worry about Hagrid and Buckbeak, didn't join in. Harry's and Ron's last exam was Divination; Hermione's, Muggle Studies. They walked up the marble staircase together; Hermione left them on the first floor and Harry and Ron proceeded all the way up to the seventh, where many of their class were sitting on the spiral staircase to Professor Trelawney's classroom, trying to cram in a bit of last-minute studying. â€Å"She's seeing us all separately,† Neville informed them as they went to sit down next to him. He had his copy of Unfogging the Future open on his lap at the pages devoted to crystal gazing. â€Å"Have either of you ever seen anything in a crystal ball?† he asked them unhappily. â€Å"Nope,† said Ron in an offhand voice. He kept checking his watch; Harry. knew that he was counting down the time until Buckbeak's appeal started. The line of people outside the classroom shortened very slowly. As each person climbed back down the silver ladder, the rest of the class hissed, â€Å"What did she ask? Was it okay?† But they all refused to say. â€Å"She says the crystal ball's told her that if I tell you, I'll have a horrible accident!† squeaked Neville as he clambered back down the ladder toward Harry and Ron, who had now reached the landing. â€Å"That's convenient,† snorted Ron. â€Å"You know, I'm starting to think Hermione was right about her† — he jabbed his thumb toward the trapdoor overhead — â€Å"she's a right old fraud.† â€Å"Yeah,† said Harry, looking at his own watch. It was now two o'clock. â€Å"Wish she'd hurry up†¦Ã¢â‚¬  Parvati came back down the ladder glowing with pride. â€Å"She says I've got all the makings of a true Seer,† she informed Harry and Ron. â€Å"I saw loads of stuff†¦Well, good luck!† She hurried off down the spiral staircase toward Lavender. â€Å"Ronald Weasley,† said the familiar, misty voice from over their heads. Ron grimaced at Harry and climbed the silver ladder out of sight. Harry was now the only person left to be tested. He settled himself on the floor with his back against the wall, listening to a fly buzzing in the sunny window, his mind across the grounds with Hagrid. Finally, after about twenty minutes, Ron's large feet reappeared on the ladder. â€Å"How'd it go?† Harry asked him, standing up. â€Å"Rubbish,† said Ron. â€Å"Couldn't see a thing, so I made some stuff up. Don't think she was convinced, though†¦Ã¢â‚¬  â€Å"Meet you in the common room,† Harry muttered as Professor Trelawney's voice called, â€Å"Harry Potter!† The tower room was hotter than ever before; the curtains were closed, the fire was alight, and the usual sickly scent made Harry cough as he stumbled through the clutter of chairs and table to where Professor Trelawney sat waiting for him before a large crystal ball. â€Å"Good day, my dear,† she said softly. â€Å"If you would kindly gaze into the Orb†¦Take your time, now†¦then tell me what you see within it†¦.† Harry bent over the crystal ball and stared, stared as hard as he could, willing it to show him something other than swirling white fog, but nothing happened. â€Å"Well?† Professor Trelawney prompted delicately. â€Å"What do you see?† The heat was overpowering and his nostrils were stinging with the perfumed smoke wafting from the fire beside them. He thought of what Ron had just said, and decided to pretend. â€Å"Er –† said Harry, â€Å"a dark shape†¦um†¦Ã¢â‚¬  â€Å"What does it resemble?† whispered Professor Trelawney. â€Å"Think, now†¦Ã¢â‚¬  Harry cast his mind around and it landed on Buckbeak. â€Å"A Hippogriff,† he said firmly. â€Å"Indeed!† whispered Professor Trelawney, scribbling keenly on the parchment perched upon her knees. â€Å"My boy, you may well be seeing the outcome of poor Hagrid's trouble with the Ministry of Magic! Look closer†¦Does the Hippogriff appear to†¦have its head?† â€Å"Yes,† said Harry firmly. â€Å"Are you sure?† Professor Trelawney urged him. â€Å"Are you quite sure, dear? You don't see it writhing on the ground, perhaps, and a shadowy figure raising an axe behind it?† â€Å"No!† said Harry, starting to feel slightly sick. â€Å"No blood? No weeping Hagrid?† â€Å"No!† said Harry again, wanting more than ever to leave the room and the heat. â€Å"It looks fine, it's — flying away†¦Ã¢â‚¬  Professor Trelawney sighed. â€Å"Well, dear, I think we'll leave it there†¦A little disappointing†¦but I'm sure you did your best.† Relieved, Harry got up, picked up his bag and turned to go, but then a loud, harsh voice spoke behind him. â€Å"IT WILL HAPPEN TONIGHT.† Harry wheeled around. Professor Trelawney had gone rigid in her armchair; her eyes were unfocused and her mouth sagging. â€Å"S — sorry?† said Harry. But Professor Trelawney didn't seem to hear him. Her eyes started to roll. Harry sat there in a panic. She looked as though she was about to have some sort of seizure. He hesitated, thinking of running to the hospital wing — and then Professor Trelawney spoke again, in the same harsh voice, quite unlike her own: â€Å"THE DARK LORD LIES ALONE AND FRIENDLESS, ABANDONED BY HIS FOLLOWERS. HIS SERVANT HAS BEEN CHAINED THESE TWELVE YEARS. TONIGHT, BEFORE MIDNIGHT†¦THE SERVANT WILL BREAK FREE AND SET OUT TO REJOIN HIS MASTER. THE DARK LORD WILL RISE AGAIN WITH HIS SERVANT'S AID, GREATER AND MORE TERRIBLE THAN EVER HE WAS. TONIGHT†¦BEFORE MIDNIGHT†¦THE SERVANT†¦WILL SET OUT†¦TO REJOIN†¦HIS MASTER†¦Ã¢â‚¬  Professor Trelawney's head fell forward onto her chest. She made a grunting sort of noise. Harry sat there, staring at her. Then, quite suddenly, Professor Trelawney's head snapped up again. â€Å"I'm so sorry, dear boy,† she said dreamily, â€Å"the heat of the day, you know†¦I drifted off for a moment†¦.† Harry sat there, staring at her. â€Å"Is there anything wrong, my dear?† â€Å"You — you just told me that the — the Dark Lord's going to rise again†¦that his servant's going to go back to him.† Professor Trelawney looked thoroughly startled. â€Å"The Dark Lord? He-Who-Must-Not-Be-Named? My dear boy, that's hardly something to joke about†¦Rise again, indeed –â€Å" â€Å"But you just said it! You said the Dark Lord –â€Å" â€Å"I think you must have dozed off too, dear!† said Professor Trelawney. â€Å"I would certainly not presume to predict anything quite as far-fetched as that!† Harry climbed back down the ladder and the spiral staircase, wondering†¦had he just heard Professor Trelawney make a real prediction? Or had that been her idea of an impressive end to the test? Five minutes later he was dashing past the security trolls outside the entrance to Gryffindor Tower, Professor Trelawney's words still resounding in his head. People were striding past him in the opposite direction, laughing and joking, heading for the grounds and a bit of long-awaited freedom; by the time he had reached the portrait hole and entered the common room, it was almost deserted. Over in the corner, however, sat Ron and Hermione. â€Å"Professor Trelawney,† Harry panted, â€Å"just told me –â€Å" But he stopped abruptly at the sight of their faces. â€Å"Buckbeak lost,† said Ron weakly. â€Å"Hagrid's just sent this.† Hagrid's note was dry this time, no tears had splattered it, yet his hand seemed to have shaken so much as he wrote that it was hardly legible. Lost appeal. They're going to execute at sunset. Nothing you can do. Don't come down. I don't want you to see it. Hagrid â€Å"We've got to go,† said Harry at once. â€Å"He can't just sit there on his own, waiting for the executioner!† â€Å"Sunset, though,† said Ron, who was staring out the window ill a glazed sort of way. â€Å"We'd never be allowed †¦'specially you, Harry†¦Ã¢â‚¬  Harry sank his head into his hands, thinking. â€Å"If we only had the Invisibility Cloak†¦Ã¢â‚¬  â€Å"Where is it?† said Hermione. Harry told her about leaving it in the passageway under the one-eyed witch. â€Å"†¦ if Snape sees me anywhere near there again, I'm in serious trouble,† he finished. â€Å"That's true,† said Hermione, getting to her feet. â€Å"If he sees you†¦How do you open the witch's hump again?† â€Å"You — you tap it and say, ‘Dissendium,'† said Harry. â€Å"But –â€Å" Hermione didn't wait for the rest of his sentence; she strode across the room, pushed open the Fat Lady's portrait and vanished from sight. â€Å"She hasn't gone to get it?† Ron said, staring after her. She had. Hermione returned a quarter of an hour later with the silvery cloak folded carefully under her robes. â€Å"Hermione, I don't know what's gotten, into you lately!† said Ron, astounded. â€Å"First you hit Malfoy, then you walk out on Professor Trelawney –â€Å" Hermione looked rather flattered. They went down to dinner with everybody else, but did not return to Gryffindor Tower afterward. Harry had the cloak hidden down the front of his robes; he had to keep his arms folded to hide the lump. They skulked in an empty chamber off the entrance hall, listening, until they were sure it was deserted. They heard a last pair of people hurrying across the hall and a door slamming. Hermione poked her head around the door. â€Å"Okay,† she whispered, â€Å"no one there — cloak on –â€Å" Walking very close together so that nobody would see them, they crossed the hall on tiptoe beneath the cloak, then walked down the stone front steps into the grounds. The sun was already sinking behind the Forbidden Forest, gilding the top branches of the trees. They reached Hagrid's cabin and knocked. He was a minute in answering, and when he did, he looked all around for his visitor, pale-faced and trembling. â€Å"It's us,† Harry hissed. â€Å"We're wearing the Invisibility Cloak. Let us in and we can take it off.† â€Å"Yeh shouldn've come!† Hagrid whispered, but he stood back, and they stepped inside. Hagrid shut the door quickly and Harry pulled off the cloak. Hagrid was not crying, nor did he throw himself upon their necks. He looked like a man who did not know where he was or what to do. This helplessness was worse to watch than tears. â€Å"Wan' some tea?† he said. His great hands were shaking as he reached for the kettle. â€Å"Where's Buckbeak, Hagrid?† said Hermione hesitantly. â€Å"I — I took him outside,† said Hagrid, spilling milk all over the table as he filled up the jug. â€Å"He's tethered in me pumpkin patch. Thought he oughta see the trees an' — an' smell fresh air — before –â€Å" Hagrid's hand trembled so violently that the milk jug slipped from his grasp and shattered all over the floor. â€Å"I'll do it, Hagrid,† said Hermione quickly, hurrying over and starting to clean up the mess. â€Å"There's another one in the cupboard,† Hagrid said, sitting down and wiping his forehead on his sleeve. Harry glanced at Ron, who looked back hopelessly. â€Å"Isn't there anything anyone can do, Hagrid?† Harry asked fiercely, sitting down next to him. â€Å"Dumbledore –â€Å" â€Å"He's tried,† said Hagrid. â€Å"He's got no power ter overrule the Committee. He told 'em Buckbeak's all right, but they're scared†¦Yeh know what Lucius Malfoy's like†¦threatened 'em, I expect†¦an' the executioner, Macnair, he's an old pal o' Malfoy's†¦but it'll be quick an' clean†¦an' I'll be beside him†¦.† Hagrid swallowed. His eyes were darting all over the cabin as though looking for some shred of hope or comfort. â€Å"Dumbledore's gonna come down while it — while it happens. Wrote me this mornin'. Said he wants ter — ter be with me. Great man, Dumbledore†¦.† Hermione, who had been rummaging in Hagrid's cupboard for another milk jug, let out a small, quickly stifled sob. She straightened up with the new jug in her hands, fighting back tears. â€Å"We'll stay with you too, Hagrid,† she began, but Hagrid shook his shaggy head. â€Å"Yeh're ter go back up ter the castle. I told yeh, I don' wan' yeh watchin'. An' yeh shouldn' be down here anyway†¦If Fudge an' Dumbledore catch yeh out without permission, Harry, yeh'll be in big trouble.† Silent tears were now streaming down Hermione's face, but she hid them from Hagrid, bustling around making tea. Then, as she picked up the milk bottle to pour some into the jug, she let out a shriek. â€Å"Ron, I don't believe it — it's Scabbers!† Ron gaped at her. â€Å"What are you talking about?† Hermione carried the milk jug over to the table and turned it upside down. With a frantic squeak, and much scrambling to get back inside, Scabbers the rat came sliding out onto the table. â€Å"Scabbers!† said Ron blankly. â€Å"Scabbers, what are you doing here?† He grabbed the struggling rat and held him up to the light. Scabbers looked dreadful. He was thinner than ever, large tufts of hair had fallen out leaving wide bald patches, and he writhed in Ron's hands as though desperate to free himself â€Å"It's okay, Scabbers!† said Ron. â€Å"No cats! There's nothing here to hurt you!† Hagrid suddenly stood up, his eyes fixed on the window. His normally ruddy face had gone the color of parchment. â€Å"They're comin'†¦.† Harry, Ron, and Hermione whipped around. A group of men was walking down the distant castle steps. In front was Albus Dumbledore, his silver beard gleaming in the dying sun. Next to him trotted Cornelius Fudge. Behind them came the feeble old Committee member and the executioner, Macnair. â€Å"Yeh gotta go,† said Hagrid. Every inch of him was trembling. â€Å"They mustn' find yeh here†¦Go now†¦Ã¢â‚¬  Ron stuffed Scabbers into his pocket and Hermione picked up the cloak. â€Å"I'll let yeh out the back way,† said Hagrid. They followed him to the door into his back garden. Harry felt strangely unreal, and even more so when he saw Buckbeak a few yards away, tethered to a tree behind Hagrid's pumpkin patch. Buckbeak seemed to know something was happening. He turned his sharp head from side to side and pawed the ground nervously. â€Å"It's okay, Beaky,† said Hagrid softly. â€Å"It's okay†¦Ã¢â‚¬  He turned to Harry, Ron, and Hermione. â€Å"Go on,† he said. â€Å"Get goin'.† But they didn't move. â€Å"Hagrid, we can't –â€Å" â€Å"We'll tell them what really happened –â€Å" â€Å"They can't kill him –â€Å" â€Å"Go!† said Hagrid fiercely. â€Å"It's bad enough without you lot in trouble an' all!† They had no choice. As Hermione threw the cloak over Harry and Ron, they heard voices at the front of the cabin. Hagrid looked at the place where they had just vanished from sight. â€Å"Go quick,† he said hoarsely. â€Å"Don' listen†¦Ã¢â‚¬  And he strode back into his cabin as someone knocked at the front door. Slowly, in a kind of horrified trance, Harry, Ron, and Hermione set off silently around Hagrid's house. As they reached the other side, the front door closed with a sharp snap. â€Å"Please, let's hurry,† Hermione whispered. â€Å"I can't stand it, I can't bear it†¦.† They started up the sloping lawn toward the castle. The sun was sinking fast now; the sky had turned to a clear, purple-tinged gray, but to the west there was a ruby-red glow. Ron stopped dead. â€Å"Oh, please, Ron,† Hermione began. â€Å"It's Scabbers — he won't — stay put –â€Å" Ron was bent over, trying to keep Scabbers in his pocket, but the rat was going berserk; squeaking madly, twisting and flailing, trying to sink his teeth into Ron's hand. â€Å"Scabbers, it's me, you idiot, it's Ron,† Ron hissed. They heard a door open behind them and men's voices. â€Å"Oh, Ron, please let's move, they're going to do it!† Hermione breathed. â€Å"Okay — Scabbers, stay put –â€Å" They walked forward; Harry, like Hermione, was trying not to listen to the rumble of voices behind them. Ron stopped again. â€Å"I can't hold him — Scabbers, shut up, everyone'll hear us –â€Å" The rat was squealing wildly, but not loudly enough to cover up the sounds drifting from Hagrid's garden. There was a jumble of indistinct male voices, a silence, and then, without warning, the unmistakable swish and thud of an axe. Hermione swayed on the spot. â€Å"They did it!† she whispered to Harry. â€Å"I'd — don't believe it — they did it!†

Applying Dynamic Systems Theory Concepts And Ecological...

Introduction The purpose of this paper is to theoretically analyze a case that involves a six- year- old girl with behavior problems believed to result from past sexual abuse. Using a holistic biopsychosocial approach during analysis should provide useful information for applying theories to show causes and effects of her experiences and behavior. At the completion of analysis, I will have learned the importance of knowing the whole integrated systems, how to apply dynamic systems theory concepts and ecological perspectives when assessing a case, and how to identify strengths and limitations of theories. Biopsychosocial Assessment Biological This case is about Emma. Emma was a full-term baby, and because she was full-term, one could assume all her major organs were fully developed. Her brain was normal for a full-term baby, as well. One could speculate the reason she met all early developmental milestones was due to being full-term. Looking from a neurobiological perspective, we know very little about Emma’s brain; however, we do know her conduct is of concern to both her mother and pediatrician. At a crucial stage of brain development, Emma experienced sexual abuse. One could conclude that her brain was neurologically affected which has resulted in behavior problems due to the condition of her environment. Psychological It took a great deal of courage for Emma to tell her mother about the abuse, and her mother was courageous enough to report it immediately and seekShow MoreRelatedUnderstanding The Behavioral Theories And Practices Essay1696 Words   |  7 PagesAssignment 1 – Person-In-Environment Paper Assisting minority groups describes a need for understanding the behavioral theories and practices. These groups present numerous cultural challenges that one has to identify while working with such populations. 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