Poverty in America Essay

Poverty is an epidemic that has swept the American nation many times over. Whether it be quietly lingering under the surface, or blatantly staring us in the face as it is in this current recession, it affects people across America on individual, community and national levels alike. While there are many causes and effects of poverty, it is important to view the issue of poverty and its causes from all angles when one seeks to tackle the problem. These factors include socio-economic status, mental illness, family values and work ethics, to name a few. In this essay, I will be examining these factors as they are discussed in the book, The Glass Castle by Jeanette Walls (referred to as Glass Castle throughout essay), as well as in the article Poverty in America from the Congressional Digest, December 2010 (referred to as Census throughout the essay). When children are born into poverty, it is the only life they know. They often grow up to either see life from the viewpoint of, â€Å"that’s just the way it is,† or become determined to better their status when they are old enough to do so. Children don’t often realize they live in poverty until they are told by their peers, such as when they are called poor and see people taking pity on them or make fun of them. They may also realize they are different when they are exposed to what other people have and realize that they have much less. As noted in Poverty in America, poverty level, in itself, is merely based on an income deficit, whereas one’s household receives less money than another; it also relates to the standard of living (Census, pg. 300). When one has less income, less things are afforded, however living within those means will often create or hide the barrier that is poverty. While one family may learn to utilize their resources effectively and appropriate funds where they belong, another will attempt to make fast money such as through crime or gambling. As in the story of the Glass Castle, the father spends the money the family has on gambling, sometimes paying off and spending the money on lavish dinners out and treats; other times they are deeper in poverty since gambling funds are not the most stable income (Glass Castle, p. Living in Las Vegas). Addictions and mental illness have impacted the nation and led many families into poverty. While not directly discussed in the article, it may be  presumed that these issues play a role in keeping people from holding jobs, working full time and gain the skills necessary to find gainful employment. The article cites work experience and less-than-full-time workers as being affected by increased poverty rates, especially in this recent economic downturn. Additionally, whereas it was normal for a single mother to stay home and care for her children in the 1950’s when the poverty census was first started, it is expected now for single parents to work and better their economic status for the well-being of their family. With the costs of daycare and living skyrocketing since the 50’s, women sometimes seek easier means of making money and still staying at home, including prostitution and drug dealing. Many of these women were also sexually abused and preyed upon because of th eir economic status and other issues affecting their childhood, which may lead to substance abuse in adolescence and early adulthood. Sexual abuse was a prominent theme in the Glass Castle, as the parents were very hands-off and flighty, leaving the children exposed to predators and even victim to family members. While Jeanette’s parents felt that the children will only become stronger by facing hardship, these factors will often cause self-esteem, trauma, depression and anxiety in children who grow up into alcohol and drug abusing adults; this may also begin the poverty cycle for generations to come. The cycle of poverty being exacerbated by drug and alcohol use is first noted in the Glass Castle with insight into Rex’s drinking problems. While he has attempts at periods of sobriety, he always returns to the bottle. It is apparent that he has dreams of grandeur, always telling the children that they will one day live in a glass castle, going so far as to build blueprints. He is a self-proclaimed inventor and thinks very highly of his skills and self, but is constantly losing jobs and sweeping the family away to avoid the law. While he has the emotional support of his family, he is battling his own demons of feeling like a failure, leading him to steal his wife’s money, gamble profusely and even takes steps toward selling his own daughter for a quick buck (Glass Castle, pg. rex takes to bar to play pool, win money back). He also seeks the comfort of a prostitute, probably to have the company of someone who makes him feel better about himself (Glass Castle, pg. Brian tells Jeanette about reading comic while Rex/Ginger were  in hotel). It’s also interesting to examine the impact of the sexual abuse Rex may have been exposed to as a child by his mother, which could have been the start to his cycle of living in a dream-world, using alcohol and low self-esteem (pg. when they tell Rex Erma tried to molest Brian and wonder if he was abused). Beyond addiction issues, mental health problems were also a focus of the Glass Castle, as it appears that Mary was, deep inside, a solid person with a good family upbringing, an education and was probably capable of being a good mother. Unfortunately, she was an â€Å"excitement addict† (Glass Castle, pg. inherited house in phoenix) and even gave up her teaching job to be an artist (Glass Castle, p. Mary returns from Bluefield), even though her children were starving. She also followed her husband through all of these adventures, partaking in all the excitement and neglect/abuse of the children, seemingly oblivious to any wrongdoing. Following the periods of excitement addiction, she would have depressed moods, staying in bed and complaining of the burden of raising a family and missing out on her chance to be an artist (Glass Castle, p. when they find diamond ring). It would appear to me that, while Mary has her times of trying to do what’s best for her family, she may be suffering from a mental illness, such as bipolar disorder, making choices that are mostly selfish to fulfill her fun and excitement; she also makes very poor financial choices for her family, such as not selling the million-dollar property to feed her family (Glass Castle, pg. Mary wants to borrow money from Eric to buy adjacent land) and not using money from work to stick with a budget so that food and indoor plumbing and coal can be bought (Glass Castle, pg. Mary is teaching and Lori and Jeanette make a budget and ask to hold money). In addition, mental illness is often thought to be genetic, with some syndromes passing through generations. While most of the children in the Walls family eventually become successful adults with seemingly normal lives, Maureen adapts some of the characteristics of her parents, ultimately ending up living a bizarre life of chasing cults a nd getting locked up in a state hospital (Glass Castle, p. Maureen stabs Mary). Family values play a large role in bringing, and keeping, people in poverty; especially families. Although there have been separate social classes throughout history, values and work ethics are two factors that can change over time and create a different outcome of values and ethics. Through the article, the reader learns that recessions have caused disparities at different levels since the census began recording this material in 1959 (Census, p. 298). While each recession has differed slightly, the length and severity of increased poverty has happened in different extents, leading one to believe that the values/ethics of the time may be affecting how people handle changes in their economic situations; how families handle ongoing poverty over generations will also determine the overall success of that family coming out of poverty or remaining in it. The work ethics and values were definitely confused throughout the Glass Castle, with Rex having a history of serving in the Air Force and Mary being educated in teaching and falling back on that from time to time, barely keeping the metaphoric family head above water. There is also question about the values that are being taught to the children; where one parent proclaims to be a devout catholic that doesn’t attend church or follow the commandments and another parent despises and puts down the religion. Other family values that the children are exposed to include shoplifting (Glass Castle, p. where they steal dresses and get caught) and stealing from the bank (Glass Castle, p. where dad and mom are stealing money), as well as stealing lunches at school and dumpster diving; all of this yet Mary refuses to even consider government aid when the idea is mentioned, presenting herself as better than that. Also, family traditions that the children see other people participating are often ruined (Glass Castle, p. where dad lights tree on fire) and the family learns to deal with it by just understanding there is nothing they can do. Hope still remains for those in poverty. We know that, economically, everything that goes up must come down, and when it comes to the economy, the opposite is likely to occur as well. As the Census shows us on p. 298, while poverty levels have dropped and risen over the past five decades, they do resume along with the economy and each person in poverty still has a chance at changing their situation if they work hard enough. The coping  skills that people learn when they live a life of poverty to effectively live within their means prioritize can make or break the future options they have before them. As the Walls children show us, one can change their future when they put their mind to it. The children lived through so many experiences of suffering and neglect, and were always trying to help their parents get it together so they could have a better life. While the children learned to cope with their parent’s ways, they also were intelligent and ambitious, and having been taught to dream, they were able to imagine a better future and a higher standard of living. While poverty has been an ongoing issue, there are many causes and facto s associated with this social construct, and many ways to overcome it. In this essay, which combined poverty information from the 2010 Census and the book, The Glass Castle by Jeannette Walls, the effects of mental illness, addiction, family values and work ethics on poverty were discussed and examined. The overall conclusion of this writer would be that poverty can be overcome as long as individuals are willing to help themselves and their dep endents and overcome the obstacles that they face in order to create a better outcome. References 1.Congressional Digest (December, 2010). Poverty in America: Census Population Report. Retrieved April 1, 2011 from www.congressionaldigestdebates.com. 2.Walls, J. (2005) The Glass Castle: A Memoir. New York, Simon & Schuster.

Characteristics of Philippine Literature

CHARACTERISTICS OF PHILIPPINE LITERATURE Philippine literature is the literature associated with the Philippines and includes the legends of prehistory, and the colonial legacy of the Philippines. Most of the notable literature of the Philippines was written during the Spanish period and the first half of the 20th century in Spanish language. Philippine literature is written in Spanish, English, Tagalog, and/or other native Philippine languages. Philippine literature refers to all literature from the Philippines, written in Spanish, English, Tagalog, and a variety of other Philippine languages.Philippine literature flourished during the Spanish period (nineteenth century) and the first half of the twentieth century. The literature of the Philippines covers a variety of genres, most notably poetry and metrical romances, prose, dramas, religious dramas, and secular dramas.INTRODUCTION TO PHILIPPINE LITERATUREThe history of a nation can be learned in its constitution, its laws and its political statements. But to know the hist ory of a nation’s spirit, you must read its literature. For in literature you can discover how the people of a nation have reacted to the events around them.In the stories, essays and poems contained in this volume, you will read the dreams, anxieties, joys and problems of the Filipino in the past seventy-five years. By reading this development of Philippine Literature you will review what has happened to the Filipino since 1900. But literature offers much more than a mere personalized history. For an important quality of art is to share with others the intense realization of a human experience. Through this sharing, you may recognize your own experiences. You may learn what you are or how you have become what you are. You may even learn what you might be in the future.Philippine literature shows you how the Filipino differs from others. Yet in a sense the Filipino writer is linked with all the other writers of the world. For in explaining or questioning human experience, wri ters are never alone. Philippine Literature in English is really a part of the literatures of the world. A further quality of literature is that the expressions used should be memorable. The language should be clear and forceful so that the ideas strike the reader with almost the same force with which they struck the writer. The early Filipino writers had difficulty in expressing themselves since English was a language new to them.The marvel is that they learned this language so quickly and with such facility. Philippine literature in English reveals the spirit of the Filipino. Gradually this literature has learned to express the deepest of human experiences in words that create memorable images. You may divide Philippine Literature in English into many types and numerous periods. But for our purposes, we shall consider three stages through which the literature has passed. These stages might be called: 1) The Early Period, from 1900 to 1930 2) The Middle Period, from 1930 to 1960 3) The Modern Period, from 1960 to 1974Philippine literature Philippine literature is the literature associated with the Philippines and includes the legends of prehistory, and the colonial legacy of the Philippines, written in both Indigenous, and Hispanic languages. Most of the notable literature of the Philippines was written during the Spanish period and the first half of the 20th century in Spanish language. Philippine literature is written in Spanish, English, Tagalog, and other native Philippine languages.EARLY WORKSâ€Å"Doctrina Christiana†, Manila, 1593, is the first book printed in the Philippines.Tomas Pinpin wrote and printed in 1610 â€Å"Librong Pagaaralan nang mga Tagalog nang Wikang Kastila†, 119 pages designed to help fellow Filipinos to learn the Spanish language in a simple way. He is also credited with the first news publication made in the Philippines, â€Å"Successos Felices†, CLASSICAL LITERATURE IN SPANISH (19TH CENTURY) On December 1, 184 6, La Esperanza, the first daily newspaper, was published in the country. Other early newspapers were La Estrella (1847), Diario de Manila (1848) and Boletin Oficial de Filipinas (1852). The first provincial newspaper was El Eco de Vigan (1884), which was issued in Ilocos.In Cebu City â€Å"El Boletin de Cebu† (The Bulletin of Cebu), was published in 1890. On 1863, the Spanish government introduced a system of free public education that had an important effect on the ability of the population to read in Spanish and further in the rise of an educated class called the Ilustrado (meaning, well-informed). Spanish became the social language of urban places and the true lingua franca of the archipelago. A good number of Spanish newspapers were published until the end of the 1940s, the most influential of them being El Renacimiento, printed in Manila by members of the Guerrero de Ermita family.Some members of the ilustrado group, while residing or studying in Spain, decided to start a literary production in Spanish with the aim of serving the autonomy and/or independence projects. Members of this group included Pedro Alejandro Paterno, who wrote the novel Ninay (first novel written by a Filipino); the Philippine national hero, Jose Rizal, who wrote excellent poetry and two famous novels in Spanish: Noli Me Tangere (Touch Me Not), and El Filibusterismo'.MODERN LITERATURE (20TH AND 21ST CENTURY)The greatest portion of Spanish literature was written during the American period, most often as an expression of pro-Hispanic nationalism, by those who had been educated in Spanish or had lived in the Spanish-speaking society of the big cities, and whose principles entered in conflict with the American cultural trends. Such period of Spanish literary production—i. e. , between the independence of Spain in 1898 and well ahead into the decade of the 1940s—is known as â€Å"Edad de Oro del Castellano en Filipinas. † Some prominent writers of this era we re Wenceslao Retana and Claro Mayo Recto, both in drama and essay; Antonio M.Abad and Guillermo Gomez Wyndham, in the narrative; Fernando Maria Guerrero and Manuel Bernabe, both in poetry. The predominant literary style was the so called â€Å"Modernismo,† a mixture of elements from the French Parnassien and Symboliste schools, as promoted by some Latin American and Peninsular Spanish writers (e. g. the Nicaraguan Ruben Dario, the Mexican Amado Nervo, the Spaniard Francisco Villaespesa, and the Peruvian Jose Santos Chocano as major models). Apart from the works in Spanish, the only remarkable and valuable Filipino writer writing in the English language is Nick Joaquin.

Growing up Essay Example | Topics and Well Written Essays - 750 words

Growing up - Essay Example Actually, in that year nobody visited him in jail until when his daughter died. Furthermore, it is even apparent that Sonny resulted to drugs out of alienation. These are some of the dire consequences of alienation, as one finds nobody to share their worries and hence resulting to other unethical treads. It is a bitter story how alienation led Sonny to drug addiction. Moreover, we understand from the story that upon the death of Sonny’s mother, his brother sought Sonny’s upkeep from his fiancee Isabel's family while he is at war. Nevertheless, this aggravated Sonny’ alienation as Sonny and Isabel's middle-class family clashed out of lack of understanding. The feeling of not belonging to a certain family for a child is detrimental and parents and relatives should take time to understand the children to evade acts of desperation that result from alienation. The Isabel family could not understand his passion for music and engagement with musicians of all races. Beca use of the feeling of alienation, Sonny runs away from Isabel family to join the Navy. Significantly, the author establishes the fact that the drugs, segregation, violence, and discrimination alienate Sonny from realizing their full potential. Indeed the author quotes, "They were growing up with a rush and their heads bumped abruptly against the low ceiling of their actual possibilities. They were filled with rage. All they really knew were two darkness’s, the darkness of their lives, which was now closing in on them, and the darkness of the movies, which had blinded them to that other darkness, and in which they now, vindictively, dreamed, at once more together than they were at any other time, and more .† (Baldwin 72-73). As such, lack of understanding can propagate alienation among children who are growing up. The adverse effects of alienation are equally unquestionable. In the story, "The Things They carried," the aspect of alienation in growing up comes up. Tim O'B rien, the narrator tells of alienation that he and other young soldiers go through in and out of war. The author notes that the young soldiers go to war unprepared, with fear and confusion that they cannot tell to anyone hence the alienation. The narrator tells of terrible memories in the war front where soldiers died, others got injuries yet nobody would acre to listen to such stories. Indeed, out of this alienation, the narrator sought to flee to Canada to avoid going to war. However, a lodge owner seeks to dilute his feeling of alienation and convinces the narrator to return to his obligations. As such, it is clear that we can curb alienation upon getting reasonable advice. In addition, the narrator states that soldiers face alienation through injustices, unethical practices muted on them at the war zone. This reflects where nobody understands his or her knowledge, tribulation, and difficult memories. Indeed, the author quotes, â€Å"They become hardened and angry, because no on e back home understands what they are going through (O’Brien 155).† Hence, the soldiers live a lonely life far from social interactions. Because of this alienation, soldiers manifest unfavorable traits after war. Indeed, the author records that out of this alienation, a soldier killed himself after the war. As such, lack of somebody to share information, lack of concern or understanding from those around us promotes the feeling of aliena

The Paintings of Rococo, Neoclassicism, and Romanticism Essay

The Paintings of Rococo, Neoclassicism, and Romanticism - Essay Example The essay "The Paintings of Rococo, Neoclassicism, and Romanticism" explores the Rococo, Neoclassicism, and Romanticism art. The subjects are well mannered, smartly attired, and joining in lighthearted conversation. "Pilgrimage by Cythera" draws the viewer into the scene with its non-threatening use of composition. Rococo paintings would often use a touch of nudity and coy scenes to elicit a feeling of naughtiness. The end of the 18th century witnessed a return to a more formal style of painting known as Neoclassicism. More serious subjects replaced the gaiety of Rococo and color became more dark and brooding. The "Oath of the Horatii", commissioned in 1784, was painted by Jacques-Louis David (Jacques-Louis David). It is a sharply contrasted painting with sharp edges and depicting conflict. The painting uses abrupt angles to capture a cold and rigid feeling. In David's painting we see the intricate attention to detail that is displayed in the architecture and the metal swords reflect the sharpness of the tone. The women are sullen as if saddened by an upcoming loss or introspecting on their subservient position that was common of the period. The period of 1800-1850 saw the introduction of Romanticism in art. The paintings were often directed toward nationalism and regularly used to portray historical events. In Eugà ¨ne Delacroix's "Massacre at Chios" we see Greeks waiting their impending slaughter by the Turks. The human form is more detailed and more serious. The colors are more realistic and haunting.

My experience viewing in 1869 Essay Example | Topics and Well Written Essays - 1000 words

My experience viewing in 1869 - Essay Example I am finally on the grounds of the globe amphitheater. As expected, the grounds are crowded with playgoers. There is an array of activities with merchants selling refreshments to the playgoers. Just by looking at the dress code of the playgoers I can almost tell that this play has attracted more groundlings than the previous one. I make my way to the stall selling hazelnuts and oranges, and I purchase some for my refreshment during the act. At the entrance, to the globe is a box where all playgoers deposit their entrance fee (Wilson &Alvin 17). I join the growing queue and after a few minutes am at the entrance. Upon placing my entrance fee in the box, I find my way to the theatre pit from where I will catch the play. On arrival at the pit, I discovered that I am amongst the first of to arrive in this section. I am fortunate to find sitting place on the standing grounds. Fellow commoners soon join us at the theatre pit. The nobles, who pay an excess of four pennies, take their well-c ushioned seats in the three-level galleries surrounding the central yard. This comical play has attracted large numbers of spectators. The audience comprises members of different social classes; the lower class by the groundlings at the theatre pit, and the upper class by the nobles in the Lord’s rooms. The Lord’s rooms are behind the stage sheltered from the elements used in the play. I see the nobility class adorned in apparels that define their upper social class. Some of them mask their faces to hide their identity.... The amphitheatre has limited artificial lighting that is why most performances occur during the afternoons (Wilson &Alvin 16). I am finally at the grounds of the globe amphitheatre. As expected, the grounds are crowded with playgoers. There is an array of activities with merchants selling refreshments to the playgoers. Just by looking at the dress code of the playgoers I can almost tell that this play has attracted more groundlings than the previous one. I make my way to the stall selling hazelnuts and oranges, and I purchase some for my refreshment during the act. At the entrance, to the globe is a box where all playgoers deposit their entrance fee (Wilson &Alvin 17). I join the growing queue and after a few minutes am at the entrance. Upon placing my entrance fee in the box, I find my way to the theatre pit from where i will catch the play. On arrival at the pit, I discovered that I am amongst the first of to arrive in this section. I am fortunate to find sitting place on the stand ing grounds. Fellow commoners soon join us at the theatre pit (Wilson &Alvin 19). The nobles, who pay an excess of four pennies, take their well cushioned seats in the three level galleries surrounding the central yard. This comical play has attracted large numbers of spectators. The audience comprises members of different social classes; the lower class by the groundlings at the theatre pit, and the upper class by the nobles in the Lord’s rooms. The Lord’s rooms are behind the stage sheltered from the elements used in the play. I see the nobility class adorned in apparels that define their upper social class. Some of them mask their faces to hide their identity (Wilson &Alvin 19). Royalty is also represented in this

Comparision between the Transcript of Kansas-Nebraska Act (1854) and Research Paper

Comparision between the Transcript of Kansas-Nebraska Act (1854) and the Transcript of Missouri Compromise (1820) - Research Paper Example The act provided that not anything entailed in this in it shall be interpreted to hamper the United States government from partitioning the territory into two or more partitions in the manner in which the congress shall deem necessary, or inhibit the same government from attaching any portion of the Territory to any other Territory of U.S or State. The act makes further provisions to avoid insinuations that impair the right to property or person in relation to the Indians in the Territory provided the rights shall be not be extinguished by the treaty entered. This usually involves Indians and the United States or any other territory which is not to be included in the jurisdiction or the line of the territory without consent of the Indian tribe. In addition, all territories like that shall be accepted outside the boundaries and make up no section of the Nebraska Territory until the tribe itself signifies its assent to the United States’ President to be included in the Nebraska Territory. ... Section two of Transcript of Kansas-Nebraska Act (1854) states that the authority and power of the executive over and in the Nebraska Territory shall be awarded to the Governor who shall be in that office for at least four years to the point at which his or her successor shall be qualified and appointed, unless the Governor is removed from the office by the United States’ President. The section entails that the Governor remains the commander in chief of the militia and reside within that territory thereof. Such Governors may grant respites and pardons for the offenses against the Territory’s stated laws as well as amnesty for offenses against the United States’ laws up to the point in which the decision of the President is made known. The Governor shall also have all officers appointed to the office commissioned under the laws of the Territory and see to it that the law is executed. On the other hand, section two of Transcript of Missouri Compromise (1820) states that the mentioned state shall include the middle of river Mississippi, the parallel altitude of St. Francisco river, the meridian line cutting through the center of river Kansas mouth where it flows into river Missouri, the intersection of the latitude passing through rapids of Des Moines river, the section of river Des Moines that empties in to the river of Mississippi. This section majorly describes the boundaries in the said state. The section further provides that the state shall have a concomitant jurisdiction on the Mississippi river and any other river that boarders the state provided the rivers forms a universal boundary to the state and some other states formed and bounded by the said state. The section

What is branding Essay Example | Topics and Well Written Essays - 500 words

What is branding - Essay Example More than this, some consumers often do not understand that certain branding is specifically targeted towards them. In these instances, poor branding can negatively impact a companys reputation due to the fact that a brand is wrongly perceived. In taking all of this into consideration, the definition of branding that makes most sense to me is the following: the representation of a company that offers value and benefit to the ideal customer. Successful branding attracts new customers (and maintains old customers) by offering a product or service that is perceived to be to the advantage of the consumer. Branding would not be beneficial to entrepreneurial business due to the fact that there are likely to be limited funds available. Entrepreneurs can sometimes get carried away with branding instead of focusing on building a company up from the ground. Branding will become important as a business grows and expands, but the initial focus should be to try to ensure the survival of the company beyond the first 12 months. If there is a lack of capital, then entrepreneurs should not spend unnecessary money trying to make their new business look flash. If an entrepreneur has to use credit for branding purposes, then this will only place unnecessary pressure later on when it comes time to repay the debt. Branding is designed to enhance a company, not to saddle it with mountains of debt. Besides budding entrepreneurs, branding is also a waste of time for companies that have not accurately defined their target market. Without focusing on a select group of consumers, branding is going to go way over the top of most peoples heads and will not bring the desired results. Before branding can be effective, there must be short and long-term strategic objectives in place; otherwise branding efforts are sure to

Discuss what is mean by Universal Grammar. How does the process of Essay

Discuss what is mean by Universal Grammar. How does the process of language acquisition provide evidence for Universal Grammar. give concrete examples. What ot - Essay Example As usual, "the company" now has an earlier deadline than they had given me, despite them still not having given me the entire chapter, so I hope you're not late. Best, anon Trask (1995) presented two types of evidence in support of Chomsky's theory that the innate condition of the human brain at birth explained language acquisition, a process that occurs without effort or direct or indirect teaching in children. First, despite the differences in the experiences of children within and across cultures, in deaf and hearing children, and in those who are and are not mentally retarded, the same stages in the same order occur in acquiring language. Second, in support of the role of the human brain at birth, there is evidence that those who have not been exposed to a language past a "critical period" of 12 or 13 years have not been able to learn the rules of a language. Trask (1995) reviewed evidence supporting "universal grammar," a phrase describing Chomsky's revolutionary theory of psycholinguistics, i.e., there are linguistic universals (commonalities among all languages), the human brain is equipped at birth for the acquisition of language, and thus children acquire language without either direct or indirect instruction. ... over the history of human existence, it is disingenuous to describe the demise of the Skinnerian operant-conditioning model (referred to by Trask as the "imitation-and reinforcement model,", p. 140) as occurring "not so many years ago" or, more dramatically, "in recent years" (p. 140). One could provide pages of citations to support recognition of the brief time course of Chomsky's "revolution," but Pinker, himself a giant in psycholinguistic theory (Rondal, 1993), should suffice (interview, Rondal, 1993). Chomsky's theory of language acquisition (beginning in 1959, cited in Pinker's interview, Rondal, 1993) quickly relegated (unusual in the social sciences) to a chapter in the history of psychology the then-accepted Skinnerian operant-conditioning theory that babies learn language by reinforcement of language imitations. Because most humans have observed babies and young children, it is understandable that social scientists, among others, would have recognized the essential correctness of implicating the brain at birth - by comparing, for example, their own struggles in learning a second language, even if in surroundings where the second language was spoken, with the ease with which children not only acquire a first language, but with the ease with which immigrant children, compared to their parents, acquire a second language. Understanding why the theory that language developed as a function only of experience was accepted in the first place requires recognizing the virtual destructi on of experimental psychology caused by the prior "behaviorist revolution" - which virtually outlawed even the thought of innate dispositions (Watson, 1919, as cited in Hunt & Ellis, 2004). In this way, one might think of Chomsky, not to minimize his genius, trained in linguistics,

Maldives Country Case Report Essay Example | Topics and Well Written Essays - 1250 words - 1

Maldives Country Case Report - Essay Example However, as this century came to an end, the entire globe was engulfed in destructive world wars and huge financial crisis. This time is also referred to as the First Great Age of Global Capitalism. Then came the time of great maturation called as globalization. Also of critical importance, this stage became apparent in the world at the last quarter of the 20th century. As time passed and globalization gathered pace through the revolutionary techniques of verbal communication, the interdependence of web grew more and more. The interdependence thus related the every country in the world (Gilpin and Gilpin, Moses and Knutsen, 365). In Maldives the effect had been more or less the same. The interdependence thus introduced in the country by destroying old walls around most of the issues. The politics in Maldives can also not be separated in two separate clauses of domestic and international. As for the foreign policy, it has also moved beyond the terms of realism. Of course, like the past, one cannot ignore the increasing pace and scope of the events occurring internationally. Maldives has also been affected by the reduction of space as well as time as it has presented the country with a lot of trade-offs. More specifically, it has become difficult for countries like Maldives to focus on one area at the expense of the other area. Maldives is thus known as a Faraway Flashpoint which is undergoing fast changes in technical, social, political, and economic arenas. Maldives thus focuses on cooperation as it is necessary for its survival (Moses and Knutsen, 367). As far as the patterns of changes are concerned, it has been observed that the country holds the transformationalist Perspective. This can be determined by the trends of political change since the country has now been reconstituted and restructured in its essence. In

The Importance of Transformational Leadership During a Company Crisis Research Paper

The Importance of Transformational Leadership During a Company Crisis - Research Paper Example The Importance of Transformational Leadership during a Company Crisis: The Case of Wal-Mart Background of the Study A great deal of research on leadership has been carried out as such concept has been associated with a wide range of factors including the process of decision making, leader-follower interaction, and goal establishment and accomplishment, to name a few (Steane, Hua, and Teo, 2003). The notion that the concept of leadership can make significant contribution for research and development has been widely acknowledged by academicians and organizational leaders alike. Due to the rapid changes in globalization and technological trends, there has also been an increase in the need and attempt of companies to place more efforts in retaining a strong workforce while addressing the complex demands and preferences of their customers (Nielsen, Randall, Yarker, and Brenner, 2008). Because of these concerns, organizations have identified the need to effectively implement leadership, es pecially as it has been frequently linked to favorable outcomes such as an increase in performance, effectiveness, and commitment as well as improved organizational success. Hence, effective leadership becomes a crucial necessity for any company. Innovation and creativity alone may not be sufficient enough to address both internal and external pressures while the implementation of various policies and practices do not always necessarily take effect unless effective leaders are made. Leaders must possess the values and objectives that are necessary to instigate any needed change while retaining an empowered workforce to help achieve success (Jung and Sosik, 2002). The vision that they establish and the values that they live out and demonstrate to their followers plays a relevant role when such leaders make decisions that will impact the entire organization. Majority of leadership studies have indicated that transformational leadership can be the most effective form of leadership to b ring about change in any group of individuals by positively inspiring these people to create the necessary change for their success (Conger, 1999). Leaders who take the transformational approach are generally capable of motivating their followers to embrace such changes, improve their performance, and be prepared to open up to new practices, all for the better of the organization (Avolio, Zhu, Kho, and Bhatia, 2004). Company Background and Description of the Crisis Sam Walton founded Wal-Mart Stores Inc. in 1962, with its first headquarters located in Bentonville, Arkansas. It was first known across the United States as the â€Å"largest grocery retailer† and has actually expanded to include a total of 8,500 in 15 countries, with the stores taking a different name. For instance, in the United Kingdom, the stores are known as Asda, while in Mexico, some stores are known as Walmex, while India has taken to the name Best Price (Buerkle, 1999). Among the crises plaguing Wal-Mart include a negative image with regards to how it pays its workers. According to an article published in Bloomberg Businessweek, Wal-Mart has been struggling to improve its reputation because of the low wages it has been known to

How And Why The North Won War by 1865 Essay Example for Free

How And Why The North Won War by 1865 Essay Abstract My research topic for this essay is explain how and why the North won war by 1865. In this essay I will be explaining the various reasons as to why the South surrendered to the North and how it all happened. This war took place from 1861 to 1865 and is ranked as the most deadliest war in American history. The Union or Northern States won the war against the South or the Confederacy. Instead of looking at causes or consequences, in this essay I will go into the reasons as to why did the North win the Civil War. The American South, though raised in military tradition, was to be no match North in the coming Civil War. The manpower on the Union side was much larger and outnumbered the Confederate army strength. The lack of emphasis on manufacturing and commercial interest, the South surrendered to the North their ability to to fight independently. It wasnt the Northern troops nor generals that won the Civil War, but their guns and equipment. From the very first start of the war, the Union had various advantages. The North had large amounts of just about everything that the South did not, boasting resources that the confedaracy had even no means of attaining. (Brinkley, 1991). The Union had large amounts of land available for growing food crops which served for providing food for its hungry soldiers and money for the growing industries. The South, on the other hand, devoted most of their land to its main cash crop: cotton. Raw materials were almost entirely concentrated in Northern mines and refining industries. Railroads and telegraph lines are what the North was surrounded by, but left the South isolated, outdated, and starving. The Confederates were willing to sell their cash crops to the North to make any sort of profit. Little did they know, King Cotton could buy them time, but not the war. The South had bartered something that perhaps it had not intended: its independence. (Catton, 1952). The Norths growing industry had a powerful dominance over the South. Between the years of 1840 and 1860, American industry was steady growing. In 1840 the Research Paper: Explain how and why the North won war by 1865. 4 total value of goods manufactured in the United States stood at $483 million, increasing over fourfold by 1860 to just under $2 billion, with the North taking the kings ransom.(Brinkley, 1991). The hidden reason behind this dramatic growth of money is because of the American Industrial Revolution. Beginning in the early 1800s, some of the ideas of the industrial revolution began to get picked up from the American Society. One of the first industries to see quick development was the textile industry, but, thanks to the British government, this development almost never even passed. Years before this, Englands James Watt had developed the first successful steam engine. This invention completely revolutionized the British textile industry, and eventually made it the most profitable in the world (Industrial Revolution). The British government, were astonished with this new material but cautious, so they ended up trying to protect the nation by preventing the export of textile machinery and even the emigration of skilled mechanics. Despite valiant attempts at deterrence, though, many immigrants managed to make their way into the United States with the advanced knowledge of English technology, and they were anxious to acquaint America with the new machines.(Furnas, 1969). People like Samuel Slater can  be credited with beginning the revolution of the textile industry in America. He was skilled mechanic in England, and spent long hours studying the schematics for the spinning jenny until finally he no longer needed them. He emigrated to Pawtucket, Rhode Island, and there, together with a Quaker merchant by the name of Moses Brown, Research Paper: Explain how and why the North won war by 1865. 5 he built a spinning jenny from memory. (Furnas, 1969). This would later become known as the first modern factory in America. It would also become known as when the North had the economic dominance over the South. The South could not seem to accept this after the time passed so they thought they could breakthrough somehow. Another inventor by the name of Eli Whitney set out in 1793 to revolutionize the Southern cotton industry. Whitney was working as a tutor for a plantation owner in Georgia (he was also, ironically, born and raised in New England) and therefore knew the problems of harvesting cotton. (Brinkley, 1991). Until then, the risky task of separating the seeds from the cotton before sale had to be done by slave labor and was not very effiecient. With that being said, Whitney developed a machine which would separate the seed from the cotton swiftly and effectively, cutting the harvesting time by more than one half. This machine, which became known as the cotton gin, had amazing results on the South, producing the highest trend the industry ever had. In that decade alone cotton production figures increased by more than 2,000 percent. (Randall and Donald, 1969). Lots business opportuniti es opened up, including the expansion of the Southern plantations. This was facilitated by the fact that a single worker could now do the same amount of work in a few hours that a group of workers had once needed a whole day to do. (Brinkley, 1991). This allowed slaves to pick much more cotton per day and this led most plantation owners to expand their land. Most of the gains from the cash crop took over the basic necessity of the food crop. In 1791 cotton production amounted to only 4000 bales, but by 1860, production Research Paper: Explain how and why the North won war by 1865. 6 levels had skyrocketed to just under five million bales. (Randall and Donald, 1969). Cotton was now bringing in about  $200 million a year, which is a very big change for the south. King Cotton became a fundamental motive in Southern economy. However, during this short time of economic process, the South failed to realize that it would never be fully sustained by King Cotton alone. What it needed was the help of Queen Industry. Eli Whitney knew and realized that the South would not rapidely accept change, so he decided to take his smart mind and ideas back up to the North, where it could be put to good use. He found his niche in the small arms business. A while back, during two long years of quasi-war with France, Americans had been troubled by the lack of rapidity with which sufficient armaments and equipments could be produced. Whitney came out with the invention of interchangeable parts. His vision of the perfect factory included machines that would produce, from a mold, the various parts needed to build a standard infantry rifle, and workers on an assembly line who would construct it. The North, eager to experiment and willing to try anything of economic progress, decided to test this new method of manufacture. It did not take long for the North to make Eli Whitneys dream a reality. The small arms industry was successful. By the onset of the Civil War, the confederate states were noting the fact that there were thirty-eight Union arms factories capable of producing a total of 5,000 infantry rifles per day, compared with their own paltry capacity of 100. (Catton, 1952). During the mid-1800s, the Industrial Revolution dug deep into to the sides of the Northern states. Luckily, immigration numbers were skyrocketing at this time, and the sudden profusion of factory Research Paper: Explain how and why the North won war by 1865. 7 positions that needed to be filled was not a big problem. (Randall and Donald, 1969). The immigrants, who were escaping anything from the Irish Potato Famine to British oppression, were willing to work for almost anything and withstand inhuman factory conditions. (Jones, 1993). Although this exploitation was extremely cruel and very unfair to the immigrants, Northern businessmen profited alot from it. By the beginning of war in 1860, the North, from an economical standpoint, stood like a towering giant over the Southern society. Of the over 128,000 industrial firms in the nation at the time, the Confederacy held only 18,026. New England alone topped the figure with over  19,000, and so did Pennsylvania 21,000 and with 23,000.(Paludan, 1988). The total value of goods manufactured in the state of New York alone was over four times that of the entire Confederacy. The Northern states produced 96 percent of the locomotives in the country, and, as for firearms, more of them were made in one Connecticut county than in all the Southern factories combined. The Confederacy had made one mistake and that was believing that its thriving cotton industry alone would be enough to sustain itself throughout the war. Southerners didnt see a need to go into the uncharted industrial territories when good money could be made with cotton. What they failed to realize was that the cotton boom had done more for the North than it had done for the South. Southerners could grow huge amounts of cotton, but due to the lack of mills, they couldnt do anything with it. The cotton was sold to the Northerners who would use it in their factories to produce woolens and linens, which were in turn sold back to the South. This cycle stimulated industrial Research Paper: Explain how and why the North won war by 1865. 8 growth in the Union and stagnated it in the Confederate states .(Catton, 1952). Southern plantation owners believed that the growing textile industries of England and France were highly dependent on their cotton, and that, in the event of war, those countries would come to their rescue. The Civil War gave an even bigger boost to the already growing factories in the North. The troops needed arms and warm clothes on a constant basis, and Northern Industry was ready to provide them. By 1862, the Union could use almost all of its own war materials using its own resources. The South, on the other hand, was in desperate need and dependent on outside resources for its war needs. Dixie was not only lagging far behind in the factories. It had also chosen to disregard two other all-important areas in which the North had chosen to thrive: transportation and communicationthe Railroad, the Locomotive, and the Telegraph- -iron, steam, and lightning-these three mighty genii of civilizationwill know no lasting pause until the whole vast line of railway shall completed from the Atlantic to the Pacific.(Furnas, 1969)  During the ante-bellum years, the North had shown a great desire for an effective mode of transportation. For a long time, canals had been used to transport people and goods across large amounts of land which were accessible by water, but, with continuing growth and expansion, these canals were becoming obstacle to many Northerners. They simply needed a way to transport freight and passengers across terrains where waterways didnt exist. The first glimmer of hope came as Americas first primitive locomotive, powered by a vertical wood-fired boiler, puffed out of Charleston Research Paper: Explain how and why the North won war by 1865. 9 hauling a cannon and gun crew firing salutes(Catton, 1952). The Railroading industry became a big thing in the North, where it provided a much needed alternative to canals, but could never quite help the South. Much of this could be because Northern engineers were experienced in the field of ironworking and had no problem constructing vast amounts of rail lines, while Southerners, werent very experienced in that area. The Union, with its some 22,000 miles of track, was able to transport weaponry, clothes, food, soldiers, and whatever supplies were needed to almost any location in the entire theater. Overall, this greatly helped the Northern war effort and increased the morale of the troops. The South, however, was lacking on most of this. With its meager production of only four percent of the nations locomotives and its scant 9,000 miles of track, the Confederacy stood in painful awareness of its inferiority.(Randall and Donald, 1969). Another obstacle arose in the problem of track gauge. As the war kept on, the Confederate railroad system steadily deteriorated, and by the end of the struggle, it had all collapsed. Communication, was also a big problem to Southern economical growth. The telegraph had came into American life in 1844. This fresh form of communication greatly facilitated the operation of the railroad lines in the North. Telegraph lines ran along the tracks, connecting one station to the next and aiding the scheduling of the trains. The telegraph provided instant communication between distant cities, helping the nation come together like never before. Yet, the South, unimpressed by this technology and not having Research Paper: Explain how and why the North won war by 1865. 10 the money to experiment, chose not to go into its development. By 1860, the North had laid over 90 percent of the nations some 50,000 miles of telegraph wire. Morses telegraph had become an ideal answer to the problems of long-distance communication, with its latest triumph of land taking shape in the form of the Pacific telegraph, which ran from New York to San Francisco and used 3,595 miles of wire (Brinkley, 1991). The North has assuredly won over the South. Northerners, prepared to enjoy the deprivation of war, realized that they were experiencing an enormous industrial boom even after the first year of war. Indeed, the only Northern industry that suffered from the war was the carrying trade. (Catton, 1952). To the South, however, the war was a drain and only made them suffer even more. The South decided not to use two crops which would prove the outcome of the Civil War. Those crops were industry and progress, and without them the South was defeated. Refrences Angle (1967) Paul M. A Pictorial History of the Civil War Years. Garden City, New York: Doubleday Brinkley (1991) American History: A Survey. New York: McGraw Catton, Bruce (1952) The Army of the Potomac: Glory Road. Garden City, New York: Doubleday, Furnas, J.C (1969) The Americans: A Social History of the United States 1587-1914. New York: Putnam Jones, Donald C. (1993) Telephone Interview Paludan, Philip Shaw. (1988) A Peoples Contest. New York: Harper Randall, J.G., and David Herbert Donald. (1969) The Civil War and Reconstruction. Lexington, Massachusetts: Heath

Maximilian’s Letter Essay Example for Free

Maximilian’s Letter Essay In Maximilians letter to Minister Siliceo, he expressed a deep desire to improve the educational system in Mexico, such that he wanted Mexicos literacy level to be at par with those of the developed countries. His goal was to make education free for everyone, at least on the elementary level. In writing this, he made it clear that literacy should be a top priority and thinking otherwise would be detrimental to Mexico. From general instructions, like free elementary education for all and a secondary school designed to become a basis for specialized studies, he went on to specify that ancient and modern languages, as well natural sciences be taught in school for the purpose of achieving significant mental exercise for the young minds or the students of Mexico. Maximilian was emphatic about educating the students with modern languages because according to him, modern languages is nowadays absolutely essential for a Nation that intends to participate in world affairs (page 24). He further stressed that knowledge of modern languages is instrumental to maintaining and preserving Mexicos relations with other nations. In essence, Maximilian was implying the importance of standing on ones own feel while being inter-dependent with others, too. This is an excellent point of view because Maximilian did not want Mexico to be great yet isolated; rather, he wanted Mexico to become a self-sustaining nation that could interact competently with other nations as well. Interestingly, even physical education was not far from Maximilians concerns. In fact, Maximilian asked Minister Siliceo to pay as much attention to the physical well-being and activities, as to the intellectual development of the students. The longer his letter to Minister Siliceo becomes, the clearer it manifests that he had carefully planned the educational system of Mexico in his mind in such a way that it would never be left behind by the modern and advanced countries of the world. In the same manner that Maximilian wanted a balanced attention to physical education and intellectual development, he also stressed the importance of balanced attention to the sciences and the arts in higher and professional studies. Maximilian became extra emphatic when he discussed the science that was still not widely appreciated in Mexico at the time philosophy. He described philosophy as the science that strengthens the intellect, teaches man to know himself, and as a result of this self-knowledge, to comprehend the moral order of human society. In this point of the letter, it is very clear that Maximilian was not a conservative thinker. For one, he did not choose to stick to what has been the educational paradigm in Mexico; instead, he called for the introduction and promotion of philosophy among students. He was completely liberal in his flow of thought, such that he implied a hasty call for change so that the students become competent in philosophy, so that their intellect be strengthened, so that self-knowledge becomes a reality, and subsequently the students would see the moral order of human society from the perspective of an independent logical thinker. Maximilian also gave Minister Siliceo a piece of his mind regarding the Roman Catholic Church, which was the dominant church in Mexico at the time (and up to now). Religion, according to Maximilian, â€Å"is a matter of an individual’s conscience. † Here, he meant to say that choice of religion should not be shoved down the young minds of the student in a strict manner because ultimately, it is the human conscience that would decide what to choose. Maximilan further noted, â€Å"The less the State interferes with religious questions, the truer to its mission it will remain. † By this, Maximilian meant to emphasize that the State and the Church should be independent from each other. However, the issue of religious education is the responsibility of the State, and not the Church. Education, in all its level and facets, should be administered and operated by the State, according to Maximilian. This is the only way that the State can be faithful in its responsibility to educate the young minds of Mexico. In his letter, Maximilian told Minister Siliceo, â€Å"your drafts and proposals will emphasize the principle that local parishes give religious instruction in lower and middle schools on the basis of books approved by the Government. Essentially, everyone can choose their religion. In fact, everyone can learn about religion. However, if anyone wishes to learn more about religion than what the State approves of, then s/he would have to find an appropriate venue, other than the educational institutions operated by the State. Maximilian made it clear that the clergy would be educated in the way of the Church, but the rest of the students would learn according to the educational design of the Government. Ultimately, Maximilian wanted to preserve the independence and separation of the Church and the Government, and leave religion and religious beliefs to the human conscience. In Maximilian’s words, â€Å"We have freed the Church and science. † Therefore, as far as Maximilian was concerned, young minds will learn not the ways of the clergy but the ways of science. Finally, Maximilian instructed Minister Siliceo to train the best educators and provide good books for the total improvement and maintenance of the educational system in Mexico.

18th Century Spanish America and Race

18th Century Spanish America and Race Assess the role of the State of Spanish America in the formation of ideas about human differences prior to the 18th century. The formation of ideas about human difference has been contingent upon both fluid and persistent socio-political, historical and economic forces since globalisation arguably began with the age of discovery in the 1400’s, arguably spear-headed by the Spanish empire. This is perhaps most perceptible in the key signifiers of human social distinction. Concepts such as ‘race’ and ‘ethnicity’ appear to be static, objective human categorisations; yet, when subjected to a process of historical and geo-political scrutiny, each proves to be a subjective and poignant signifier, even a product of a process of social and historical construction and part of the production of knowledge.[1] The historical phenomenon of the Spanish State serves as an exemplar to demonstrate a convergence of ideological paradigms which shaped notions of human difference, underscoring this central contention that ideas of human difference are generated within a specific historical milie u, often involving the confrontation of two or more ethno-cultural groups. It is crucial to acknowledge that Spain’s dominance of Africa from the 15th century and parallel conquest of Latin America was enacted with the conscious and unconscious appropriation of Eurocentric ideals which emphasised European supremacy and assumed European cultural, theological and economic superiority over Amerindians. The seeds of such national superiority have been traced to Biblical delineations of difference,[2] with its demarcation of blessed and cursed progeny, reinforced historically by medieval theological thought which associated blackness with the devil and sin, while whiteness was aligned with purity and righteousness. The widely accepted European medieval theory of ‘monogenism’, derived from the Biblical teaching of a common ancestry and family tree concept of origins, gave impetus to the Spanish State’s self identity.[3] This widely accepted view within medieval Europe has been largely discredited in more recent centuries, dismissing the notion of a common human genesis.[4] The Iberian Peninsula had left a potent legacy and precedent at the conclusion of the medieval period, with Spain’s stark delineation and unyielding destruction of human difference. The pronounced ethnic diversity on the peninsula in the form of Jewish and Muslim migrants from throughout Europe, the Middle East and Northern Africa, exacted a Spanish definition which underlined difference rather than similarity, and in fixating upon difference, brought the reflex action of the decimation of such diversity, through a systematic, historic and prolonged practice of massacre, segregation, conversion, inquisition and expulsion.[5] Such unenlightened, barbaric and medieval practices, one may argue, left their mark on the Spanish psyche, readily appropriated by the American Spanish state, as it imported and imposed its imperialistic, paternalistic and sanctimonious practices, upon a rich diversity of Amerindian ethnic societies. This precursor to the Spanish American state illuminates the historical consciousness of the earlier Spanish rule in Europe, revealing the cultural hegemonic assumptions and practices the Spanish state appropriated from its 14th and 15th century European roots.[6] The early 20th century pejorative branding of pre-eighteenth century Spain as the ‘black legend’ evokes â€Å"Spain’s colonial brutality in the Americas during the sixteenth and seventeenth centuries.† [7] Ironically, Spain drew condemnation from other European nations for such action, deemed to be an ignorant, superstitious and fanatical nation, incapable of entering modernity.[8] Spain’s European condemners had been equally culpable in sub-Saharan Africa, in stimulating the African slave trade. By casting Spain as the antithetical demon, England, France and northern Europe masked their own international sins in the process. This brief observation illustrates one process that shaped human ideas about human difference, namely, intra-cultural ignorance and an insular societal gaze which repeatedly reinforced the values, practices and beliefs of Spain’s own cultural epicentre, and in the process, defined other ethnicities by their differences an d their otherness. Moreover, the Spanish American state constructed a false social hierarchy based upon religious assumptions which condemned humans living a more unencumbered and simple existence initially beyond the grasp of modern commerce and technological innovation. Furthermore, Spain’s Eurocentrism was buttressed by the prevailing ‘Latinising’ philosophy of Emmanuel Kant, whose notions of human barbarism, cast Amerindians of the New World as intrinsically inferior beings, bereft of the light of civilised knowledge and cultural sensibilities. Kant allegedly appropriated the formative Spanish Catholic writer â€Å"Las Cassas (and his) sixteenth century prescriptions about barbarians.† [9] The black legend’s origins are attributed by Greer to the three events including â€Å"the expulsion of Jews and Moors from the Iberian Peninsula; the so called discovery of America and domination and exploitation of African and Indian slaves; and the privileged position in which Christianity found itself.†[10] Insight into the formulation of ideas concerning human difference derived from the American Spanish state are noted in revisionist views of the Black Legend, which credits Spain with the dubious honour of â€Å"commodifying labour needed for colonial expansion in the Americasinstead of (Spanish) capitalism receiving kudos for stimulating the industrial revolution.†[11] Greer’s assertion that the burgeoning concept of â€Å"race emerged in Spain from the opportunistic wealth seeker, (an individualistic cause not considered in eastern empires such as the Chinese of Ottomans), (inspiring) Spanish conquistadors and other northern European colonists,† [12] highlights the geo-political nature of constructions of human difference. Indeed, Las Cassas’s classifications of the barbarian (emanating from the sixteenth century) illustrate the artificial construction of otherness and human difference, informing the way the Spanish American state approached Amerindian et hnic groups and the African slaves. Politically motivated criteria to confer barbarian status and thereby remove human dignity, included a focus upon the absence of conventional religion, permitting a thrust of colonialism and imperialism to be sanitised as the Indians of the new World receiving civilisation, in fact a falsely ennobling enterprise. Scholars such as Greer have also drawn attention to the Spanish state’s conference of Las Cassas’ criterion of the Latinate requirement of a civilised society, a cultural construct which excluded the Americas from civility and vindicated Spain’s imposition, in effect a dangerous reinvigoration of the â€Å"humanist renaissance recovery of Roman Imperial power†. [13] Furthermore, Jesuit historian Juan de Mariana from the 1600’s drew attention to the concept of the diminution of cultural breeding through inter-racial breeding, another social construct in itself, with little basis in biological fact. ‘Inter-mixing and bastardisation†™ as it was pejoratively known, â€Å"register a religio-ethnic racism† when the assumed benefit of full assimilation to the pariah culture failed to occur. [14] This matter of the racial formulations has been extensively studied by Barth. [15] This scholar contends that ethnic identity is maintained by â€Å"repeatedly redefining social boundaries, which may or may not coincide with geographic boundaries†[16], and that by â€Å"dichotomising others as strangers or members of another ethnic group, a limitation of shared understandings (is imposed, nurturing) differences in criteria for judgement of value and performance.† [17] In relation to the American Spanish state, while the mindset instigating notions of human difference sprang from European ideologies of capitalism, conquest and misplaced notions of civilisation, the interface featuring Spanish ethnicities in the New World, allowed Spanish identity and membership, and its Amerindian corollary, to â€Å"not based upon a once off recruitment process†,[18] but rather find recurring validation and expression. As the politically and economically superior entity, the Span ish state’s view of itself was reinforced as a result of its confrontation with African and Amerindian ethnicities, while conversely, African or Amerindian ethnic groups’ sense of themselves was retained, yet their subjugation at the hand of the European Spanish super power state prior to the 18th century wars of independence, meant their ethnic expression was muted and their religious and social practices were sidelined by Spanish hegemonic insistence. Some have asserted that the Spanish state’s supremacy over the American Indians was due to â€Å"their own theory of the relativity of human social behaviour.† [19] Furthermore, the Spanish scholastics allegedly appropriated Aristotelian notions of the natural man, incapable of moral awareness and superimposed this paradigm upon the American Indian.[20] Aristotelian ideologies of the theory of natural slavery, conveniently served the imperial cause of sixteenth century Spain in the New World. The â€Å"concept of natural man – someone who had chosen to live outside the human community, thereby causing themselves to be less human and impoverished†¦Ã¢â‚¬ [21] certainly reveals a pre-existing cultural lens, which dictates what one observes while surrounded by a different culture to one’s own and what one identifies with. It is now quite self-evident that many aspects of another ethnic group and their culture remain unnoticed, as one is relatively bound by the parameters of one’s own cultural limitations and ways of understanding the world.[22] Recent scholars have helpfully turned their attention to the factors which cause new definitions of ethnicity to emerge, stabilise and be transformed.[23] The ultimate, yet hard won Amerindian independence from the dictates of the Spanish state was a signifier that inter-cultural confrontation clarified both geographic and ethnic boundaries, and in spite of the composite cultural identity nullification, the vestiges of ethnic memory were preserved, permitting a rebuilding of Amerindian cultural practices not derived from Europe. Bibliography Barth, F. (1969), Ethnic Groups and Boundaries: The Social Organisation of Culture Difference, Scandinavian University Books, London. Greer, M.R.; Mignolo, W.D. and Quilligan, M. (2007) Race in the Middle Ages, chapter 4 in Rereading the Black Legend: The Discourses of Religious and Racial Difference in the Renaissance Empires University of Chicago Press, Chicago. Pagden, A. (1982), The Fall of Natural Man: The American Indian and the Origins of Comparative Ethnology. Cambridge University Press, Cambridge. Wade, P. (1997) Race and Ethnicity in Latin America, Pluto Press, London. Wimmer, A. (2008), The Making and Unmaking of Ethnic Boundaries: A Multilevel Process Theory, AJS Volume 113 Number 4 (January 2008): 970–1022 Footnotes [1] Wade 1997:5 [2] Wade 1997:10 [3] Wade 1997: 7 [4] Ibid ,7 [5] Greer et al 2007: 75 [6] Ibid [7] Greer et al 2007:1 [8] Ibid [9] Greer 2007:1 [10] Greer 2007:2 [11] Greer 2007:3 [12] ibid [13] Greer 2007:7 [14] Greer 2007:13 [15] Barth 1969. [16] Barth 1969:15 [17] Ibid [18] Ibid 15 [19] Pagden 1982: 3 [20] Pagden 1982:3 [21] Pagden 1982: 6 [22] Ibid 4-5 [23] Wimmer :2008 1011

Essay --

An earthquake is a major natural disaster which damages a lot of life and property as well as interrupts the socio economic growth of a particular geographic region. It causes shaking and ground rupture, landslides, avalanches, tsunami, soil liquefaction, floods, fires, etc. Both wildlife and human beings experience huge loss to their life and livelihood through earthquakes. Some deadliest earthquakes till the date; †¢ 1556 Shaanxi earthquake: On 23rd January, 1556 at Shaanxi (China) world’s worst quake took around 8 lakh lives with its 8.0Mw (Magnitude) vibration. More than 500 miles area damaged through it. †¢ Great Tangshan earthquake: On1976 July 28, China again experienced another horrific natural disaster of 7.7Mw shake which destroyed a lot of hard earned properties and around 7 lakh innocent lives. †¢ 2004 Indian Ocean earthquake and tsunami: It was a historic and terrible mishap in India and 13 other countries. Around 3 lakh people lost their life and the tsunami caused by this accident was a threat to the whole world. Disaster management and safety tips for Earthquakes: The process of dealing with and avoiding the risks or hazards resulted through a disaster is defined as disaster management. Disaster management for earthquake is a continuing process. It starts with the warning and continues until the living victims becomes independent to carry-on their livelihood. Support from different levels like individuals, corporate houses (CSR), NGOs, Government disaster management cell or other philanthropic organizations helps a lot in reconstructing the society. The uncertainty of earthquake and the unavailability of immediate support form trained volunteers influences a common man to learn the basic disaster management strate... ...nto the damaged building instantly after the quake as the damaged or loosen parts of the concretes may fall down on you. 3. If you think your building is safe after the quake then check the electricity connection as well as the LPG pipe before using them. Also the water pipes may cause accidents. 4. Help other injured people and offer food, water or first-aid. Ask support from others in evacuating the injured people or distributing relief stuffs. Stress more on the infants, disable and old persons. 5. Inform the disaster management authorities about missing of your family member if you are finding them. Be calm if unfortunately one of your family members seriously injured or died during the mishap. Following the disaster management and safety techniques for earthquakes or any other critical natural disasters requires robust environment resource management planning.

XFL †What the Hell? Essay -- Argumentative Persuasive Sports paperes

XFL – What the Hell? Vince McMahon is at it again. Vince McMahon, the head of the World Wrestling Federation, is trying to work his marketing wizardry by establishing a new professional football league, the XFL. This extreme football league with all-access media coverage, hard-hitting action, and fast-paced wide-open offense is supposed to be the next great entertainment frenzy. I, for one, think this league will be flop after a season or two for many reasons such as lack of fan interest, poor quality players, and lack of real football. Vince McMahon’s WWF is a multi-million dollar corporation and has been wildly successful in capturing the sports entertainment market. â€Å"Monday Night Raw,† the weekly soap opera on TNN, is one of the three most watched cable shows each week. In addition, the WWF has weekly wrestling shows on UPN and MTV. Personally, I am caught up in the phenomenon. I set aside my Monday evenings to watch Monday Night Football and professional wrestling. I enjoy attempting to figure out the storylines before they unfold and attempt to guess the action that may happen in the next segment. Surprisingly, many Americans share my point of view and enjoy this sort of entertainment. The WWF’s core market personality is an American male, between the ages of 12-35, very similar to professional football. The WWF provides high flying action, crushing hits, and exciting finishes; not much different than the NFL. Vince McMahon is attempting to extend the short NFL season and capture America’s passion for football while marketing more of his merchandise - not the best business idea in my view. The XFL is to begin play the week after the Super Bowl, Saturday, February 3, 2001. The league will be comprise... ...e McMahon will spend millions of dollars in a campaign to draw fan interest and support and very little return on investment will occur. Yes, the first season may be successful with the â€Å"all-access† view of football and little outside sporting competition. However, America will soon recognize that the XFL games have poor quality talent and that it is just Vince McMahon and Dick Ebersol trying to make a few extra bucks at the expense of the American public. I believe that this league will fold after its second season. As an accountant and an economist, I wish Vince and Dick the best of luck in marketing this gem. I hope they are able to make the XFL profitable and possibly change the face of competitive sports with the flare the WWF provides. However, they will have to do so without one avid football and professional wrestling fan supporting their endeavor, ME!

Oedipus Essay -- English Literature Essays

Oedipus The play Oedipus The King begins with the king and queen of Thebes, Laius and Jocasta. Laius was warned by an oracle that his own son would kill him and that he would marry his mother, Jocasta. Determined to reverse their fate, Laius pierced and bound his newborn sons feet and sent a servant away with him with strict instructions to leave the child to die on the mountain of Cithaeron. However, the servant felt badly for the infant and gave him to a shepherd who then gave the child to Polybus, king of Corinth, a neighboring realm. Polybus then named the child Oedipus (swollen foot) and raised him as his own son. Oedipus was never told that he was adopted, and when an oracle told him that he would murder his father and marry his mother he fled the city believing that the king and queen of Corinth were his parents. In the course of his travels, he met and killed Laius, thinking that the king and his servants were a band of robbers, and thus unwittingly fulfilled the prophecy. Oedipus then continued his traveling, and arrived at the kingdom of Thebes, which was plagued by a horrible beast, they called the Sphinx. The frightful creature frequented the roads to the city, asking travelers her riddle then eating them when they could not answer correctly. Oedipus answered the riddle the Sphinx presented him with correctly, saving the city and becoming a hero. Believing that robbers had killed Laius, and grateful to Oedipus for ridding them of the dreadful Sphinx, the Thebans rewarded Oedipus by making him their king and graciously giving Queen Jocasta as his new wife. The kingdom of Thebes was exultant, and the kingdom prospered under their new ruler, but again a grievous plague fell upon the city. The oracle was consulted to give an answer on how to rid themselves of the plague. The oracle proclaimed that Laius’s murderer must be punished in order to rid the city of the dreadful plague. Teiresias, a blind prophet was summoned to help the kingdom with their terrible calamity. He revealed that Oedipus was the murderer and that he was sleeping with his own mother. Oedipus did not believe Teiresias at first but slowly began to realize that it was true. In grief and despair of their incestuous life, Jocasta killed herself, and Oedipus, after learning of her death then blinded himself and was banished from Thebes forever, leaving Creon, his brothe... ...en back inside, Oedipus reared his ugly head. â€Å" Do not take them from me.† In which Creon answers, â€Å"Wish not to govern all, for what you ruled will not follow you throughout life† (Sophocles, 120). Throughout the play Oedipus displayed conflicting feelings as to whether he was more concerned for his people, who were going through a terrible time, or concern for his own past and future. In the prologue, when Oedipus first entered the scene he noticed his people were gathered around the alters and spoke to them with concern about what was going on. He acknowledged that the plague had taken its toll on his people and he assured them that he was taking action to remedy the situation. But then he turned it all around that he was bearing most of the burden, not his people, therefore asking for pity and being selfish. In my opinion, I do not believe that Oedipus was as concerned for his people in the end. He was too caught up in finding the truth about himself and then denying what was told to him. I thou roughly enjoyed this selection. Sophocles was indeed a wonderful playwright. He was able to create a story that will touch everyone in the way that Greek tragedies were supposed to.

Change Proposal Essay

Kudler Fine Foods is an exclusive neighborhood food store with outstanding local and trade in prices. The company has locations found in La Jolla, Encinitas, the San Diego metropolitan area, and also Del Mar. These stores entail of about approximately 7,980 square feet of merchandising space in the best sophisticated shopping locations. Kudler’s’ assortment consist of the luxury cheeses, pastry goods, wines, meats, garden-fresh goods, condiments and seafood. By declaring the most important details of the establishment’s existence, the reader of this paper will become familiar with the reason for this style of organizational structure, lateral and vertical collaboration, the phases of the collaboration process, and the key stakeholders and the collaborative interactions among them in order to reach a victory. Primary reasons for the business existence Kathy Kudler had a vision and made it a reality. Her experience in marketing gave her a leg up in the industry and the ability to market her vision. With her mission statement in place she and her staff provide exceptional service to customers and the community. â€Å"Our selections, coupled with our experienced, helpful and knowledgeable staff, merge to offer each customer a delightful and pleasing shopping outing†. If its quality you seek, then quality is what she and her staff delivers. Special orders are also welcome. If not for her desire to make shopping the simplest and most pleasurable to customers Kudler’s would not belong have become a reality. In organization collaboration consist of employees working together to accomplish shared goals. We all should know of the saying â€Å"Two heads is better than one,† this statement is indeed true. As workers in the bakery progress into the Christmas season, we have seen some changes that need to be made. Collaboration with our staff has allowed us to open the door and make the necessary changes needed. Changes needing attention are as follows * Waste * Safety * Customer care As manager, staff and I have held meetings, brainstormed and visualized where as a team we would like to see the company and the department in the future. Changes need to be made as far as waste; we are wasting too much product. Safety, we have a great record we would like to maintain. Customer satisfaction is at an all-time high but we would like to see our customers referring us new business. Changing the way Kudler focuses on waste, safety, and customer care. Managing this change comes with some adjustment and re-alignment of a few processes. We want to continue operating at optimum levels or performance to bring our customers the highest quality of service along with our superior products in the bakery. Focusing on waste, we waste approximately 4 thousand dollars a quarter in day olds and charge offs. That equates to $1600.00 a month in lost revenue. Team members need to be properly trained in order accuracy. By doing so we have proposed a training lead to shadow each employee and engage them to ask questions and repeat orders back to customers. Also we propose to offer day olds at a discounted rate, and once items have reached near expiration dates we like to donate to the local food banks and churches for a quarterly write off. This proposal suggests we will bring down the number per quarter and see more profits, allowing us to provide higher wages to our team members. Safety is a major focus in our department; we are at a 0% for accidents and pride ourselves in taking all safety precautions. Management proposes to hold weekly training meetings relevant to the industry and department per OSHA guidelines. All staff members must attend mandatory meetings on a weekly basis. We will schedule these meetings so all members will not have to attend during their personal time. Customer satisfaction is at an all-time high as we mentioned earlier, however we would like to accelerate our service to a higher level. Beginning the New Year we planned to begin handing out CSSS; customer service satisfaction surveys. At the end of each week we will compile the data and suggestions to see where we are lacking in service. The four dimensions of change management are strategy and vision, resources, systems and organizational culture. First, the strategy and vision that I have for the implementation is to inform each team member of the bakery of the new processes, and the expectation. This process will be introduced in phases. The resources that will be needed for this change be clear knowledge and a handbook approved by OSHA and upper management. If employees need an adjustment period to learn new processes and procedures we will allow an open forum to ensure all staff members’ success. I would use the Project Management approach in managing this change by supervising both the implementation of the CSSS, and its results. Close monitoring in conjunction with the safety and waste programs set forth. Prior to incorporating this change, I will advise my team in the bakery to inform me and show me daily reports on waste and customer satisfaction vs. complaints. I will then work directly with the staff to implement all necessary changes within the department. From initial planning, to installation to daily monitoring and follow up, I will keep both my managers, and my supervisors informed of the progress and results of the change. Necessary corrections will be implemented as we grow and change as a team. My expected return on investment is not only going to be looked at by cash savings, but also savings in overages in labor, time spent by employees in which their focus is not on Kudler Fine Foods related business, and employee morale. The cash savings will be productivity based. The more time that my bakery employees spend on customer related business, the more productive they will be. By incorporating the CSSS, safety and new waste projects; this will ensure that each and every member of the bakery will be focused and attentive to bakery and customer satisfaction. As the other members of the bakery see their effort and drive are being met by their fellow employees, this will increase their desire to keep pushing towards our department and personal goals. Once each employee’s realizes that everyone is doing their part, it will add to their sense of team accomplishment. I am very confident that this change that I am suggesting will increase both monetary returns, but also increased individual and departmental morale. Kudler Fine Foods has an impeccable reputation for superior service and customer care. By implementing such processes we plan to uphold the company mission and values is our number one priority. Utilizing teamwork and engaging our employees to embrace change is our goal as a company and as managers. We want to see our staff and company succeed and thrive. By implementing such change we offer more growth and stability for our company to expand and our staff to grow within our family. Reference https://ecampus.phoenix.edu/secure/aapd/cist/vop/Business/Kudler2/internet/about.asp Kudler Fine Foods. (2012). About Kudler. Retrieved from http://Kudlerfinefoods.info Functional Area Relationship, Jennifer Hoff UoP

Chapter 7 The Boggart in the Wardrobe

Malfoy didnt reappear in word formes until late on Thursday dawning, when the Slytherins and Gryffindors were halfway through double alwaysywhere Potions. He swaggered into the dungeon, his indemnify arm cover in bandages and bound up in a sling, acting, in irritates opinion, as though he were the heroic survivor of well-nigh dreadful battle.How is it, Draco? simpered Pansy Parkinson. Does it diminished over more?Yeah, utter Malfoy, giftting on a brave sort of grimace. unverbalisedly elicit precept him wink at Crabbe and Goyle when Pansy had sorted aside.Settle bring guttle, f in wholly d accept, say professor Snape idly. kindle and Ron scowled at distri justively former(a) Snape wouldnt scram verbalise lucktle d possess if theyd walked in late, hed go down pulln them de 10tion. hardly Malfoy had incessantly been able to bewilder away with any shorteng in Snapes screenes Snape was head of Slytherin House, and generally favor his own students above all others.They were reservation a new potion today, a decrease Solution. Malfoy set up his cauldron well(p) next to devil and Ron, so that they were preparing their ingredients on the same amaze crossways.Sir, Malfoy beseeched, sir, Ill get hold of help edged up these daisy root, because of my arm Weasley, cut up Malfoys roots for him, verbalise Snape withtaboo att give noticeing up.Ron went brick red.T heres nada wrong with your arm, he hissed at Malfoy.Malfoy smirked crosswise the table.Weasley, you heard professor Snape cut up these roots.Ron seized his dig, pulled Malfoys roots toward him, and began to chop them roughly, so that they were all different sizes.prof, drawled Malfoy, Weasleys mutilating my roots, sir.Snape approached their table, st ared down his hooked dig at the roots, then gave Ron an unpleasant smiling from to a lower place his long, greasy black hair. transmit roots with Malfoy, Weasley. precisely, sir Ron had spent the last dirt of an ho ur care ampley shredding his own roots into exactly equal pieces.Now, express Snape in his most(prenominal) dangerous verbalize.Ron shoved his own attractively cut roots across the table at Malfoy, then took up the knife again.And, sir, Ill take up this shrivelfig skinned, state Malfoy, his voice full of malicious laughter.Potter, you can skin Malfoys shrivelfig, say Snape, giving bother the look of execrate he always reserved bonny for him.Harry took Malfoys shrivelfig as Ron began depicting to meliorate the damage to the roots he at present had to use. Harry skinned the shrivelfig as firm as he could and flung it spike permit across the table at Malfoy with prohibited speaking. Malfoy was smirking more in the main than perpetually.Seen your pal Hagrid lately? he chooseed them quietly.n maven of your business, verbalize Ron jerkily, with appear looking up.Im afraid he wont be a t from each oneer much longer, give tongue to Malfoy in a annotation of mock sorrow. Fathers not in truth golden intimately my injury Keep public lecture, Malfoy, and Ill give you a real injury, snarled Ron.?C hes complained to the school governors. And to the Ministry of Magic. Fathers got a lot of influence, you k straight. And a lasting injury same this he gave a ample, fake sigh who k right eat ups if my armll ever be the same again?So thats why youre move it on, verbalize Harry, circumstantially beheading a dead khat because his afford was shaking in anger, To try to get Hagrid fired.Well, say Malfoy, pitifulering his voice to a whisper, partly, Potter. But on that point are other benefits too. Weasley, slice my caterpillars for me.A a couple of(prenominal) cauldrons away, Neville was in trouble. Neville regularly went to pieces in Potions lessons it was his chastise subject, and his wide dismay of professor Snape do matters ten times worse. His potion, which was supposed to be a b recompense, acid green, had cancelled Orange, Long scar celyt end, verbalise Snape, ladling well-nigh up and allowing to splash cover version into the cauldron, so that e really unrivaled could see.Orange. Tell me, boy, does any thing penetrate that loggerheaded skull of yours? Didnt you hear me say, quite gively, that merely one cat spleen was needed? Didnt I state plainly that a bucket along of leech juice would suffice? What do I have to do to dupe you under foundation, Longbottom?Neville was knap and trembling. He looked as though he was on the verge of tears.Please, sir, verbalise Hermione, please, I could help Neville pitch it right I dont remember asking you to display away, Miss Granger, tell Snape coldly, and Hermione went as pink as Neville. Longbottom, at the residue of this lesson we allow feed a some drops of this potion to your batrachian and see what happens. Perhaps that leave behind upgrade you to do it properly.Snape locomote away, exit Neville asphyxiating with fear.Help me he moaned to Hermione. Hey, Harry, state Seamus Finnigan, propensity over to borrow Harrys brass scales, have you heard? Daily Prophet this morning they reckon Sirius downcasts been sighted.Where? said Harry and Ron quickly. On the other side of the table, Malfoy looked up, listening closely.not too far from here, said Seamus, who looked excited. It was a Muggle who saw him. Course, she didnt really understand. The Muggles think hes estimable an ordinary criminal, dont they? So she phoned the telephone calorifacient line. By the time the Ministry of Magic got thither, he was gone.not too far from here Ron repeated, looking significantly at Harry. He turned about and saw Malfoy reflexion closely. What, Malfoy? Need something else skinned?But Malfoys orb were shining malevolently, and they were fixed Harry. He leaned across the table.Thinking of seek to gain Black single- reach, Potter?Yeah, thats right, said Harry off eliminateedly.Malfoys thin communicate was curving in a mean smile.Of course , if it was me, he said quietly, Id have done something forrader promptly. I wouldnt be staying in school like a good boy, Id be out there looking for him.What are you talking about, Malfoy? said Ron roughly.Dont you know, Potter? tiped Malfoy, his pale eyeball narrowed.Know what?Malfoy let out a low, sneering laugh.Maybe youd rather not risk your neck, he said. Want to pull up s seize ons it to the Dementors, do you? But if it was me, Id indispensableness revenge. Id hunt club him down myself.What are you talking about? said Harry angrily, but at that moment Snape called, You should have finished adding your ingredients by now this potion needs to stew before it can be drunk, so sort away while it simmers and then well discharge LongbottomsCrabbe and Goyle laughed openly, observatorying Neville sweat as he stirred his potion feverishly. Hermione was muttering operating instructions to him out of the corner of her mouth, so that Snape wouldnt see. Harry and Ron jammed awa y their unused ingredients and went to wash their cast and ladles in the stone basin in the corner.What did Malfoy mean? Harry muttered to Ron as he stuck his applys under the icy pitchy that poured from the gargoyles mouth Why would I want revenge on Black? He hasnt done anything to me yet.Hes making it up, said Ron savagely. Hes trying to make you do something stupidThe end of the lesson in sight, Snape strode over to Neville, who was cowering by his cauldron.E realone acquire round, said Snape, his black eyeball glittering, and watch what happens to Longbottoms anuran. If he has managed to produce a diminish Solution, it provide shrink to a tadpole. If, as I dont doubt, he has done it wrong, his toad is in all probability to be poisoned.The Gryffindors watched fear richly. The Slytherins looked excited. Snape picked up Trevor the toad in his go away hand and souse a wasted spoon into Nevilles potion, which was now green. He trickled a a couple of(prenominal) drops down Trevors throat. in that location was a moment of muted silence, in which Trevor gulped then there was a lower-ranking pop, and Trevor the tadpole was wriggling in Snapes palm.The Gryffindors burst into applause. Snape, looking sour, pulled a depressed bottle from the pocket of his robe, poured a few drops on spend of Trevor, and he reappeared suddenly, fully grown.Five points from Gryffindor, said Snape, which wiped the smiles from every nerve. I told you not to help him, Miss Granger. chassis dismissed.Harry, Ron, and Hermione climbed the steps to the entrance hall. Harry was pipe down thinking about what Malfoy had said, while Ron was hum about Snape.Five points from Gryffindor because the potion was all right Why didnt you lie, Hermione? You shouldve said Neville did it all by himselfHermione didnt practise. Ron looked somewhat.Where is she?Harry turned too. They were at the top of the steps now, watching the rest of the branch pass them, heading for the Great do rmitory and lunch.She was right privy us, said Ron, frowning.Malfoy passed them, base on balls between Crabbe and Goyle. He smirked at Harry and disappeared.There she is, said Harry.Hermione was panting slightly, travel rapidly up the stairs one hand clutched her bag, the other seemed to be tucking something down the nonplus care of her robes.How did you do that? said Ron.What? said Hermione, connecter them.One minute you were right fucking us, the next moment, you were back at the bottom of the stairs again.What? Hermione looked slightly at sea. Oh I had to go back for something. Oh no A melodic phrase had cleave on Hermiones bag. Harry wasnt strike he could see that it was crammed with at least(prenominal) a dozen large and good books.Why are you carrying all these about with you? Ron asked her.You know how many subjects Im taking, said Hermione breathlessly. Couldnt hold these for me, could you?But Ron was turning over the books she had handed him, looking at the c overs. You havent got any of these subjects today. Its only Defense Against the Dark humanities this afternoon.Oh yes, said Hermione vaguely, but she packed all the books back into her bag just the same. I promise theres something good for lunch, Im starving, she added, and she marched off toward the Great Hall.Dyou get the tactual sensationing Hermiones not communicateing us something? Ron asked Harry.******prof lupine wasnt there when they arrived at his first Defense Against the Dark Arts lesson. They all sat down, took out their books, quills, and parchment, and were talking when he finally entered the room. lupine smiled vaguely and placed his tatty old briefcase on the teachers desk. He was as shabby as ever but looked healthier than he had on the train, as though he had had a few square meals. dangerous afternoon, he said. Would you please put all your books back in your bags. Todays will be a hardheaded lesson. You will need only your billy clubs.A few unusual looks were exchanged as the relegate put away their books. They had never had a practical Defense Against the Dark Arts partitioning before, unless you counted the memorable class last family when their old teacher had brought a cageful of pixies to class and set them loose.Right then, said professor Lupin, when everyone was ready. If youd follow me.Puzzled but interested, the class got to its feet and followed prof Lupin out of the classroom. He led them along the deserted corridor and rough a corner, where the first thing they saw was Peeves the Poltergeist, who was floating upside down in midair and stuffing the nearest keyhole with chewing mussitate.Peeves didnt look up until prof Lupin was cardinal feet away then he wiggled his curly-toed feet and stony- stone-broke into song.Loony, loopy Lupin, Peeves sang. Loony, loopy Lupin, loony, loopy Lupin Rude and unmanageable as he almost always was, Peeves usually showed some respect toward the teachers. Everyone looked quickly at professor Lupin to see how he would take this to their surprise, he was still smiling.Id take that gumwood out of the keyhole if I were you, Peeves, he said pleasantly. Mr. Filch wont be able to get in to his brooms.Filch was the Hogwarts caretaker, a poor-tempered, failed illusionist who waged a constant war against the students and, indeed, Peeves. However, Peeves pay no attention to prof Lupins words, besides to blow a loud prankish raspberry. professor Lupin gave a small sigh and took out his billystick.This is a multipurpose little spell, he told the class over his shoulder. Please watch closely.He embossed the baton to shoulder height, said, Waddiwasi and pointed it at Peeves.With the drive of a bullet, the wad of chewing gum shot out of the keyhole and straight down Peevess left nostril he whirled sincere and zoomed away, cursing.Cool, sir said doyen Thomas in amazement.Thank you, Dean, said prof Lupin, putting his wand away again. Shall we proceed?They set off again, the class looking at shabby prof Lupin with increase respect. He led them down a second corridor and s stand out, right outside the staffroom door.Inside, please, said professor Lupin, opening it and standing back.The staffroom, a long, paneled room full of old, repugnant chairs, was empty except for one teacher. Professor Snape was sit in a low armchair, and he looked around as the class filed in. His eyeball were glittering and there was a nasty sneer playing around his mouth. As Professor Lupin came in and do to close the door behind him, Snape said, Leave it open, Lupin. Id rather not regain this. He got to his feet and strode past the class, his black robes surge behind him. At the doorway he turned on his heel and said, by chance no ones warned you, Lupin, but this class contains Neville Longbottom. I would advise you not to entrust him with anything difficult. Not unless Miss Granger is hissing instructions in his ear.Neville went scarlet. Harry glared at Snape it was bad enough that he bullied Neville in his own classes, let entirely doing it in introductory of other teachers.Professor Lupin had brocaded his eyebrows.I was hoping that Neville would assist me with the first typify of the operation, he said, and I am authorized he will perform it admirably.Nevilles face went, if assertable, even redder. Snapes lip curled, but he left, shutting the door with a snap.Now, then, said Professor Lupin, beckoning the class toward the end of the room, where there was nothing but an old pressing where the teachers kept their spare robes. As Professor Lupin went to stand next to it, the insistence gave a sudden wobble, banging off the wall.Nothing to worry about, said Professor Lupin calmly because a few people had jumped backward in alarm. Theres a Boggart in there.Most people seemed to feel that this was something to worry about. Neville gave Professor Lupin a look of pure terror, and Seamus Finnigan eyed the now rattling doorknob apprehensi vely.Boggarts like dark, enfold spaces, said Professor Lupin. Wardrobes, the gap beneath beds, the cupboards under sinks Ive even met one that had lodged itself in a grandfather clock. This one moved in yesterday afternoon, and I asked the professional if the staff would leave it to give my third gear years some cause.So, the first indecision we must ask ourselves is, what is a Boggart?Hermione put up her hand.Its a shape-shifter, she said. It can take the shape of whatever it thinks will scare away us most.Couldnt have put it intermit myself, said Professor Lupin, and Hermione glowed. So the Boggart sitting in the darkness within has not yet assumed a form. He does not yet know what will frighten the person on the other side of the door. Nobody knows what a Boggart looks like when he is alone, but when I let him out, he will immediately have whatever each of us most fears.This means, said Professor Lupin, choosing to ignore Nevilles small sputter of terror, that we have a h uge advantage over the Boggart before we begin. affirm you spotted it, Harry?Trying to answer a question with Hermione next to him, bobbing up and down on the balls of her feet with her hand in the air, was very off-putting, but Harry had a go.Er because there are so many of us, it wont know what shape it should be?Precisely, said Professor Lupin, and Hermione put her hand down, looking a little disappointed. Its always scoop to have company when youre dealings with a Boggart. He becomes confused. Which should he become, a headless corpse or a flesh-eating slug? I one time saw a Boggart make that very mistake tried to frighten two people at once and turned himself into half a slug. Not remotely stir.The charm that repels a Boggart is simple, yet it requires mash of mind. You see, the thing that really finishes a Boggart is laughter. What you need to do is force it to assume a shape that you find amusing.We will practice the charm without wands first. After me, pleaseriddikul usRiddikulus said the class together.Good, said Professor Lupin. real good. But that was the easy part, Im afraid. You see, the word alone is not enough. And this is where you come in, Neville.The mechanical press shake again, though not as much as Neville, who walked forrad as though he were heading for the gallows.Right, Neville, said Professor Lupin. First things first what would you say is the thing that frightens you most in the orbit?Nevilles lips moved, but no racket came out.I didnt catch that, Neville, sorry, said Professor Lupin cheerfully.Neville looked around rather wildly, as though beg someone to help him, then said, in barely more than a whisper, Professor Snape.Nearly everyone laughed. Even Neville grinned apologetically. Professor Lupin, however, looked impressionful.Professor SnapehmmmNeville, I believe you live with your naan?Er yes, said Neville nervously. But I dont want the Boggart to turn into her either.No, no, you misunderstand me, said Professor L upin, now smiling. I wonder, could you tell us what sort of clothes your nanna usually wears?Neville looked startled, but said, Wellalways the same hat. A tall one with a stuffed vulture on top. And a long typesetgreen, normallyand sometimes a fox-fur scarf.And a handbag? prompted Professor Lupin.A bad red one, said Neville.Right then, said Professor Lupin. substructure you picture those clothes very clearly, Neville? lav you see them in your minds eye?Yes, said Neville uncertainty, plainly wondering what was coming next.When the Boggart bursts out of this wardrobe, Neville, and sees you, it will assume the form of Professor Snape, said Lupin. And you will raise your wand thus and cry Riddikulus and concentrate hard on your grandmothers clothes. If all goes well, Professor Boggart Snape will be forced into that vulture-topped hat, and that green determine, with that big red handbag.There was a great shout of laughter. The wardrobe wobbled more violently.If Neville is succes sful, the Boggart is likely to shift his attention to each of us in turn, said Professor Lupin. I would like all of you to take a moment now to think of the thing that scares you most, and imagine how you might force it to look comicalThe room went quiet. Harry thoughtWhat scared him most in the world?His first thought was Lord Voldemort a Voldemort returned to full strength. But before he had even started to plan a possible counterattack on a Boggart-Voldemort, a horrible image came floating to the stand up of his mind.A rotting, glistening hand, go back beneath a black cloaka long, rattling breath from an unseen mouththen a cold so penetrating it mat like drowningHarry shivered, then looked around, hoping no one had find. Many people had their eyes shut tight. Ron was muttering to himself, Take its legs off. Harry was sure he knew what that was about. Rons greatest fear was spiders.Everyone ready? said Professor Lupin.Harry felt a lurch of fear. He wasnt ready. How could you make a Dementor less frightening? But he didnt want to ask for more time everyone else was nodding and bun up their sleeves.Neville, were going to back away, said Professor Lupin. Let you have a clear field, all right? Ill call the next person forwardEveryone back, now, so Neville can get a clear shot They all retreated, backed against the walls, leaving Neville alone beside the wardrobe. He looked pale and shake up, but he had pushed up the sleeves of his robes and was holding his wand ready.On the count of three, Neville, said Professor Lupin, who was pointing his own wand at the supervise of the wardrobe. One two three nowA jet of sparks shot from the end of Professor Lupins wand and hit the doorknob. The wardrobe burst open. Hook-nosed and menacing, Professor Snape stepped out, his eyes flashing at Neville.Neville backed away, his wand up, mouthing wordlessly. Snape was bearing down upon him, reaching wrong his robes.R r riddikulus squeaked Neville.There was a noise li ke a thrash breeze. Snape stumbled he was wearing a long, lace-trimmed dress and a towering hat topped with a moth-eaten vulture, and he was light a huge crimson handbag.There was a roar of laughter the Boggart paused, confused, and Professor Lupin shouted, Parvati ForwardParvati walked forward, her face set. Snape round on her. There was another passing play, and where he had stood was a bloodstained, bandaged mummy its unsighted face was turned to Parvati and it began to walk toward her very slowly, dragging its feet, its stiff arms insurrection Riddikulus cried Parvati.A bandage unraveled at the mummys feet it became entangled, dismiss face forward, and its head rolled off.Seamus roared Professor Lupin.Seamus darted past Parvati.Crack Where the mummy had been was a woman with floorlength black hair and a skeletal, green-tinged face a banshie. She opened her mouth wide and an unearthly sound fill up the room, a long, wailing shriek that do the hair on Harrys head stand on end Riddikulus shouted Seamus.The banshee made a rasping noise and clutched her throat her voice was gone.Crack The banshee turned into a rat, which chased its after part in a circle, then crack- became a rattlesnake, which slithered and writhed before crack becoming a single, bloody eyeball.Its confused shouted Lupin. Were getting there DeanDean hurried forward.Crack The eyeball became a severed hand, which flipped over and began to spook along the floor like a crab.Riddikulus yelled Dean.There was a snap, and the hand was trapped in a mousetrap. first-class Ron, you nextRon leapt forward.CrackQuite a few people screamed. A fiend spider, six feet tall and covered in hair, was advancing on Ron, clicking its pincers menacingly. For a moment, Harry thought Ron had frozen. whence Riddikulus bellowed Ron, and the spiders legs vanished it rolled over and over Lavender Brown squealed and ran out of its way and it came to a halt at Harrys feet. He raised his wand, ready, but h ere(predicate) shouted Professor Lupin suddenly, zip forward. CrackThe legless spider had vanished. For a second, everyone looked wildly around to see where it was. Then they saw a silvery-white orb suspension system in the air in face up of Lupin, who said, Riddikulus almost lazily.CrackForward, Neville, and finish him off said Lupin as the Boggart arrive on the floor as a cockroach. Crack Snape was back. This time Neville charged forward looking determined.Riddikulus he shouted, and they had a split seconds view of Snape in his lacy dress before Neville let out a great Ha of laughter, and the Boggart exploded, burst into a thousand tiny wisps of smoke, and was gone.Excellent cried Professor Lupin as the class broke into applause. Excellent, Neville. Well done, everyoneLet me see quintet points to Gryffindor for every person to tackle the Boggart ten for Neville because he did it twiceand five each to Hermione and Harry.But I didnt do anything, said Harry.You and Hermione answ ered my questions correctly at the start of the class, Harry, Lupin said lightly. Very well, everyone, an excellent lesson. Homework, hearty read the chapter on Boggarts and summarize it for meto be handed in on Monday. That will be all.Talking excitedly, the class left the staffroom. Harry, however, wasnt feeling cheerful. Professor Lupin had by design stopped him from tackling the Boggart. Why? Was it because hed seen Harry join on the train, and thought he wasnt up to much? Had he thought Harry would pass out again?But no one else seemed to have noticed anything.Did you see me take that banshee? shouted Seamus.And the hand said Dean, waving his own around.And Snape in that hatAnd my mummyI wonder why Professor Lupins frightened of crystal balls? said Lavender thoughtfully.That was the best Defense Against the Dark Arts lesson weve ever had, wasnt it? said Ron excitedly as they made their way back to the classroom to get their bags.He seems like a very good teacher, said Hermio ne approvingly. But I wish I could have had a turn with the Boggart What would it have been for you? said Ron, sniggering. A piece of homework that only got 9 out of ten?